Over twenty years ago Sheryl Crow told Jay Leno a story that I used in writing classes at UMass Lowell: As an aspiring musician, Crow scraped by on an income from the Los Angeles public schools as a substitute music teacher.
At parties she often amused friends with singing popular songs in the voices of farm animals. One night a newcomer overheard Crow’s cows and pigs, chickens and turkeys, and gave her his business card.
Before long she sang in the recording studio of an advertising agency preparing an animated ad campaign for McDonald’s. Crow did not appear in it, but hers was the only voice we heard.
When it was over–I think she said a half hour, tops–she was on her way home with a check for more money than she made in an entire school year. She invested in sound equipment and made a demo tape that launched her career.
Question
At the end of a semester I would choose at least five prompts for the final essay, wanting at least one guaranteed to spark each student’s interest.
Trick was to frame questions that would lead a student to identify contradictions and weigh opposing points of view. Treat was when a student took a stand while still acknowledging the appeal of the other side.
Of the 40 or so students in my two classes, so many chose Crow’s rags-to-riches tale that just months later, telling this story, I could not recall any of the other options. But I sure recall the two main themes of that one:
- You can make a fortune advertising a highly colorful but hardly nutritional restaurant chain while you go begging as a teacher in our public schools.
- No matter what your circumstances, you can strike it rich and live the American Dream.
Difference between the two was so stark that it made for the shortest prompt for an essay that I offered in 30 years of teaching: “What does Sheryl Crow’s story reveal about America today?”
Discussion
A month earlier my classes hashed through the pros and cons of both sides after a night when too much caffeine didn’t allow me to sleep, causing a day when I needed to improvise in front of them.
My friends and my colleagues had no idea how much I owed to Jay Leno.
Or to John Steinbeck, whose novels—from the well-known and treasured Grapes of Wrath to the criminally underrated In Dubious Battle—serve as rain and sun to a teacher hoping to grow the relevance of literature to modern life.
For my students—still in the planting stage, though they thought themselves in full bloom—stories of the Okies fleeing the Dust Bowl were a cautionary balance to the lottery-like luck of the most popular singer of their day.
On the day I first brought it to their attention—a fitting follow-up to a week with Steinbeck’s Of Mice and Men—the discussion could not have been more lively, and the debate between “all for one” and “looking out for number one” was always in jest and good spirits.
Somehow I just don’t think that would play out now as it did in 1996.
Conclusions
While every resulting essay gave all due credit to Crow for developing a skill, more so for investing her good fortune in her own music, conclusions about modern American life were mixed.
As for grades, by this time my only concern was that the writing was logical, coherent, and engaging, and I still laugh at the memory of giving As to arguments I did not agree with and a few Cs to those I did.
But my foremost memory is that every student acknowledged our lack of attention to public interest, in this case schools, and our willing acceptance of private interests that work against it.
Over twenty years later any proposal to improve schools meets with the complaint of higher taxes—all while the proposed increase is spent ten or twenty times over on lottery tickets that make precious few of us rich.
Taxes are “one for all and all for one.” Lotteries are all for “number one.” To paraphrase Steinbeck, we don’t identify ourselves as working class, but as temporarily embarrassed millionaires.
Or, as Crow might crow, “All I want to do is have a little fun…”
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Steinbeck’s line, paraphrased here, appears in his collection of essays, America & Americans (1966) with the words “proletariat” in place of “working class” and “capitalists” in place of “millionaires.”
A young lawyer learned this same lesson in 1797 on the Kentucky frontier when the settlers prepared to vote on how they would enter the union: Slave state or Free. He and his progressive friends stumped the territory, pointing out that slavery benefited but a few plantation owners–what we today call the one percent–while cheapening labor for the rest. They found near unanimous agreement, but when the vote came, it was Slavery in a landslide. In time, they heard over and over that, while most folk agreed with them, they did not want to lose the chance for themselves to buy slaves, get lucky, and get rich. (See Henry Clay: The Essential American (2010) by David Hedler, page 77 or thereabouts as I recall recommending at the time.)
Clay’s experience echoed in the strange episode of “Joe the Plumber” in the 2008 presidential campaign, and the press coined a term for it: “aspirational voting.”
A click of the mouse to the GetJar App Store–https://www.getjar.com–for the picture of Crow.
As is this found on Wikipedia, taken in Finland, 1963, where and when Steinbeck received the Noble Prize for Literature. What was he drinking?



