I thought I was free forever from 8 am calculus after a semester of it freshman year at Reed. Somehow, I landed it again, and while the Reed math department is far from easy, the challenges I face in AUI’s Calculus II early morning section go beyond the normal scope of indefinite integrals and partial derivatives. I came to my class bleary eyed (my body didn’t take long to waste its bonus hours of being awake from jetlag) but determined to make a good show for myself and the country I represented. It became clear that I would be the only representation of said country as I looked around to see row upon row of Moroccans in their typical tight dark jeans and virtually identical leather jackets. The professor, one epically named Abderrazzak El Boukili, entered the room in a pristine and perfectly symmetrical gray suit. He asked loudly for the class to be quiet, saying that lateness and talking in class would not be tolerated. Without smiling, he embarked on a lengthy tirade about the declining abilities of students from year to year. While other teachers may react to this trend by inflating grades, his personal choice was to make tests count for more of the grade so that students become serious about learning. He interrupted himself to pick up a student’s backpack and set it at a ninety degree angle with the table on which it sat, previously diagonally. I decided that this professor was unlikely to enjoy my style of proof via descriptive paragraph of ‘why it just makes sense’ in my assignments. He shifted topics to a powerpoint on applications of calculus to real life, going to the typical avenues of modeling functions for business and banking. He then mentioned lasers, a surefire way to get my attention. After delving briefly into the math and showing some diagrams, his slide changed unexpectedly to a picture of a rave. With no emotion, and no other explanation than ‘this is an American party based on lasers’, he moved on to other things. He spoke of modeling complex situations using functions with multiple variables. His example was modeling happiness. He asked the class what the most important variables were for happiness, but rather than accepting responses from them, he went on as though the question had been rhetorical, which I suppose it was. ‘Faith’ he said, ‘is of course the most important variable. Without faith you cannot have happiness.’ My mind wandered to Amy Fishburn mentioning that it was illegal in Morocco to try to convert someone from their religion. At the end of the class, he brought me back to high school by taking role, noting for each absence that there are only five absences allowed before automatic dropping or failure. He was completely unable to pronounce my name, but proceeded to an elaborate welcome which somehow was worded more like a challenge than an invitation, and served to make me feel even more singled out than before. I left the classroom somewhat less excited about the semester than I had been before.
There could not have been a more stark contrast of experience with my beginning Arabic class by the constantly smiling and welcoming Ibrahim. He taught the class, made up entirely of Americans from orientation, a short series of phrases in small talk and took time to learn our names. We wrote some letters in Arabic script, and that was that. It was quite a relief that the world was privileged only with one Abderrazzak El Boukili. My afternoon History of the Arab World class was along this same vein, with a warm and friendly professor Maghraoui, who explained to us that he had taught in Santa Cruz, the liberal part of America. I sat across from a very wealthy looking and opinionated Moroccan student who I mentally nicknamed ‘the prince’ for his spotlessly shined shoes, fur lined jacket, and haircut which I would price at approximately a billion dollars, give or take a few camels. In the course of the hour he managed to insult poor people and call Algerians backwards, even though the focus of the class had more of a get-to-know-you type vibe. I suppose I did get to know him. So ended my first day.
My schedule changed rapidly within the first week of classes. I had taken a four week summer Arabic course at CSU right after high school, but I didn’t feel the need to take a placement exam based on this experience since I hadn’t revisited the language since then. It became increasingly clear that I remembered far more of it than I expected. As I took Ibrahim’s dictation along with the class, he began to skip me along his rounds of checking work, simply saying ‘jeyud jeddan’ (very good) as he passed me without a glance. I realized that I wasn’t lazy enough to continue this for a semester, and I switched to beginning 2, which turned out to be much more fitting. This movement opened my schedule up to the possibility of having only morning classes, and so despite my growing fondness for Dr. Maghraoui and disgusted entertainment at the antics of the prince, I switched to the section of Jeremy Gunn, a Harvard educated American with a dry sense of humor and a set of medals given to him as a distinguished guest of the Uzbek dictator Islam Karimov. My fourth class, Islamic Civilization with Dr. Ennahid, started Tuesday, and turned out to be very similar in content to history, but with a focus on institutions rather than events. I soon noticed Dr. Ennahid’s interesting writing style in English in which he would capitalize every letter except ‘i’ and would often misspell things by removing entire syllables. My Arabic class inconveniently changed times to the afternoon despite my hard work to attain free ones, and changed teachers from the relaxed and easygoing Muhammad to the strict, high-demanding Meriem. While the very mention of her name to other American students invariably elicited a groan, I have so far risen to her demands (including writing a blog in Arabic, though my proficiency in the language makes me doubt the likelihood of a high following) and enjoy being challenged. No language teacher can match up to my German teacher from elementary school in terms of strictness, so with her as my basis of comparison I have yet to find anything to complain about.
The one part of my schedule which remained unpleasantly constant was the never smiling, ever compulsive Abderrazzak El Boukili every other day at 8 am, and a grueling two hour session each Thursday afternoon. Each day brought another awkward interaction as he stumbled to pronounce my name and highlight my undesired uniqueness. My need to defend truth and justice got in the way of my vow of silence one day when he equated interest compounded monthly to interest compounded annually divided by twelve. One student spoke up with the compelling argument that he was wrong, to which the professor replied with the equally convincing retort, no, he was not wrong. I raised my hand and gingerly explained that interest compounded monthly took into account the interest from previous months as part of the total from which the interest was derived, but was received by the eerily familiar counterclaim, no, it is not wrong. I decided not to press it. He had a surprising ability to work religion into just about every topic, which is especially impressive given the course content. On one day:
“Sequences are ordered sets of terms. The terms don’t have to be numbers, there can be sequences of days, or weeks or years. And who ordered the days and weeks and years? The Creator. He is putting in order all of these days and weeks and years.” He then seemed to realize that there was a non-Muslim in the class. Rather than being dissuaded by this, he continued to address the whole class, but looked at me as he said:
“Maybe you do not believe this, and you believe that humans ordered the days and the weeks and the years, but perhaps if you are doing some research, you are finding the truth.”
He returned quizzes by saying who has passed and who had failed, going into lengthy reprimands to each of the latter group, interrogating them as to why they didn’t study. He had a similar policy for absences and lateness. His equation for happiness came up again one day unexpectedly, and he began to ask students what their personal equations were. I thought that this was a rare spell of open-mindedness on his part, a notion which was quickly dispelled when he began each student’s answer with ‘faith and…’. I knew he would come to me in hopes of provoking a discussion I didn’t want to engage him in for a number of reasons involving the hour of the day and the fact that he was responsible for my grade in the one class I can actually transfer to a chemistry major at Reed. He looked at me and I dodged the question with an innocent ‘I haven’t found my equation for happiness yet’, which, although it didn’t satisfy him, didn’t get me entangled into debate either. My policy remains keeping my head low so that it doesn’t get cut off. I maintain sanity in the class by drawing the same thing every ten minutes until I can leave. First, I draw a circle in the margins of my notes as perfect as I can manage. Then, I draw intersecting perpendicular lines within the circle as close and as straight as possible. Then, I fill in the lines in a checkerboard pattern. My notes are covered in such drawings by now, but it has become a necessary part of surviving to 9.