Mary Schmidt remembers moving from Wisconsin to Virginia as a child in the 1940s, "I'd never seen someone with dark skin before. It looked so different, I had to force myself not to stare. I wanted to have friends with dark skin so we could learn about each other. Our communities were so separate that we were a mystery to one another." Demystifying differences has been Ms. Schmidt's lifelong passion. For almost 40 years she has used her role as an educator for Fairfax County Public Schools to promote equity through attitude and actions.
By her second year of teaching third grade at Lemon Road Elementary School in 1964, Ms. Schmidt had earned the reputation of a superior classroom manager, and fair, open-minded leader. It was that year that the NAACP relocated two African-American families to new homes in white communities to begin the process of integrating schools. One student from each family was to attend the local, all white public school. Mitzy Blackwell, one of those students, would have Mary Schmidt for her teacher that year. "The principal picked me to teach that class for a reason," says Ms. Schmidt. "My attitude was that this child was there to learn, just like any child, and that was going to happen in an inclusive, equitable, non-judgmental way." When asked if there was ever hostile behavior from any of the other children, she said she set the ground rule of unconditional respect. "I explained that we treat everybody with respect, and I didn't tolerate anything less. I didn't just wait for something to happen." In planning she strategized inclusivity, such as structuring playground activities where students were assigned to participate together, instead of picking teams.
Integrating the student body was easy though, Ms. Schmidt recalls, compared to integrating the staff. A few years later, in 1966, she was the chair of a self-study committee, and also assigned as a mentor to the first African-American teacher at her school. Not everyone had a positive attitude, but Ms. Schmidt remained constructive and professional, and refused to be thrown off course. Later, teachers would thank her for helping facilitate such a positive change. During the 1974-75 school year, Ms. Schmidt was teaching at Camelot Elementary School, which had been recognized as a model for how integration should and could work. The NAACP was so impressed that they came to do an intensive study at the school. Ms. Schmidt played an important role in establishing racial equality on a road that was sometimes challenging. "I've been called a nigger, among other things, but I never let the situation escalate. I try to be compassionate." Her compassion is not confined solely to racial issues. She has also embraced equality in the classroom for differently abled students, including hearing impaired, mildly retarded, learning disabled, and physically challenged students, in addition to actively promoting gender equity in the classroom. Ms. Schmidt sees her classroom as a safe haven for anyone who walks through the door. "Start from where you are, and I'll help you move forward."
During the 1974-75 school year, Ms. Schmidt was teaching at Camelot Elementary School, which had been recognized as a model for how integration should and could work. The NAACP was so impressed that they came to do an intensive study at the school. Ms. Schmidt played an important role in establishing racial equality on a road that was sometimes challenging. "I've been called a nigger, among other things, but I never let the situation escalate. I try to be compassionate." Her compassion is not confined solely to racial issues. She has also embraced equality in the classroom for differently abled students, including hearing impaired, mildly retarded, learning disabled, and physically challenged students, in addition to actively promoting gender equity in the classroom. Ms. Schmidt sees her classroom as a safe haven for anyone who walks through the door. "Start from where you are, and I'll help you move forward."
Many students have come back as adults to thank Ms. Schmidt for the difference that she made in their lives. She remembers Michael, a learning disabled student who once couldn't stop calling himself names and seemed destined for educational failure since he had trouble being verbally responsive. She helped Michael discover a voice through writing, and by the end of sixth grade he was producing "beautiful, adult-level writing." Michael returned to acknowledge how important Ms. Schmidt was in his success.
As active today as in 1953 when she started teaching, Ms. Schmidt explains, "Right now I have a folder on my desk, with names of a few African-American students whom I think could do better academically. I'm going to recommend them for a program through Thomas Jefferson High School. And I'm also trying to find ways to improve girls' comfort level with math and science in sixth grade. Then, I'm reviewing our group of Gifted and Talented students... evaluating how we select them, to be sure we're practicing equity there. And I'm helping to be sure that one of our mentally retarded students is included... with the group that collects food for the needy."
Recently, fifth grader Mary Francis was talking about her teacher, Ms. Schmidt, explaining how special she was. Her mother noted that Mary Francis' teacher reminded her own third grade teacher many years back, who had made a real difference. At the parent-teacher conference, Mary Francis' mom realized it was the same teacher she'd had, the same Mary Schmidt.
I, too, learned about equity and dedication from Mary Schmidt, who extended the lessons from her classroom to the rest of her life. As my mom she demonstrated the same ethic of equality, and instilled in me a responsibility to act upon what I know to be right. From her example I am inspired to teach, to learn and to understand others. Mary Schmidt is one class act.
-- Melissa Laitsch, American University