The blue light from my computer screen illuminates my face as I scroll through my friends’ Facebook posts. This friend has just traveled to Hawaii with her husband. That friend has just hand-made clothes for her children. That friend has completed a Tough Mudder with his boyfriend. I click the thumbs-up icon, or I leave little encouraging comments. An hour passes. Two.
I joined Facebook late, considering that the company began in 2004. In 2007, the summer I decided to adopt my daughter Mitike, I created an account on the blue and white website people were talking about, and shared a photo of me, my mom, and my sister Katie tubing on the Upper Iowa River in Decorah. We are all grinning in the photo. Five people liked it, then ten. People with whom I had lost touch began to request me as their friends. At the time, I lived far away from all of them — all the way in Alaska — and my new cellphone (I was late to that trend, too) allowed me only a limited number of monthly minutes. Facebook was a free way to stay in touch.
A year later, when Mitike came home from Ethiopia, Facebook was a way I could stay sane, a way I could show everyone the sweet and astonishing little person I had promised to raise. I shared videos and photographs, and more people liked them, and more people requested friendships. I connected with adoptive parents’ groups and with Ethiopian culture groups. Every day at nap time, I checked my Facebook account — and I felt a little more connected in a life that, while beautiful, contained mostly cheese sticks and raisins and discussions about poop.
In 2011, when Ali died, Facebook became a place I haunted in my grief. I studied our old posted photographs for clues, and I left cryptic messages on a Facebook page that had outlived its face. The blue website no longer connected me, but encouraged my drifting, alone. For hours, I zoomed in on photographs to examine a smile, a look in the eyes, the clues I had missed. I ignored all my friends’ happy updates, and I dwelled in the darker places.
And then, still later, there were the years — the recent ones — when Facebook functioned as a joyful declaration: I survived! I have found love again! Hey, everyone, this is Meredith! We’re married! We’re happy! I posted photos and videos, links and updates. Mostly, I checked and checked Facebook. What had people said about my photo? Had people commented on my column? Had others liked my link? Facebook was part virtual scrapbook, part live feed into my life. I engaged with friends’ posts; I found and shared exciting events; I shared pictures of the dozen pink pussy hats I had crocheted; I vented my anger about the Trump administration. Morning after morning, I clicked on the little white “f” in the blue square on my phone, and it was like walking into a crowded room — look at this photo of my quinoa plants, have you seen what Trump’s done now?, can you believe how much my daughter’s grown?, there’s a rally downtown next Saturday and I plan to go.
This past June, when my family and I traveled west to stay in a rented cabin on the Oregon coast for a week, I decided, on a whim, to take a sabbatical from all technology. For seven days, I did not access the internet in any way; I used my phone only as a camera, on airplane mode. And…I began to take photographs so I could remember the moment, not so I could share it with five hundred strangers. At night, I reflected purely on the conversations I had had with Mitike and Meredith, not on the chatter of that crowded blue room. My mind was clearer, like a desk I had sorted.
For the few months after that, I returned to posting and checking and liking, but my brief sobriety had taught me something essential: I didn’t need Facebook. It distracted me from living my real life. Then the Cambridge Analytica scandal happened, and former Facebook creators and executives began to admit that the site is deliberately designed to addict us to more clicking and to direct certain companies’ ads at us, and, like Montag (Fahrenheit 451 is frighteningly apt here), I shouted, “No more!”
I deleted the app. It took seconds. I stopped logging on to Facebook every morning as I ate breakfast. I stopped visiting the page when I needed a break from my writing. I stopped scrolling through the 515 “friends”’ posts at stoplights on my way home in the afternoons. I just stopped, cold turkey.
And — I missed it not at all. For the months of September and October, as I moved through my life without Facebook, I did not once wonder what all the posters were posting, or what the likers were liking. When a November New York Review of Books article revealed some of the darker, far more serious reasons we should all free ourselves from social media like Facebook, I happily breathed my free air.
Then, in mid-November, I needed a few photos so I could craft our Christmas card. Like many people, I have not printed photos to store in shoe boxes or leather albums for years; instead, I have stored them on Facebook. Until I spend hours one day downloading all those photos (and Mitike’s baby and toddler videos) and burning the files to a CD, I cannot actually delete my Facebook account. That day, when I logged on to grab the photos I needed, the 6 messages, 68 new notifications, and 2 friend requests nearly seduced me to start scrolling.
But I held to my resolve. Facebook does not improve my life. It does not connect me more deeply to anyone. It does not inform me better than my daily reading of The Guardian and The New Yorker. It may announce events, but mostly, it pulls me away from real engagement in my community. Again, I say: no more.
I have been accused at several junctures of my life of Luddism, mostly because I resist texting everyone constantly, because I watch little TV, and because I have seriously restricted Mitike’s screen time (at age eleven, she still only gets three hours a week; we bought her a flip-phone for emergencies when she started middle school, but her iPhone is years away). Now I am deleting Facebook. However, like the original Luddites, I do not oppose the technology itself, but its threat to genuine human skill and human interaction. Facebook, Snapchat, Instagram, and Twitter claim to better connect us, and yet the hallways of the high school where I teach are crowded not with boisterous teenagers but with solitary figures hunched over their iPhone screens, shuffling forward as they scroll through friends’ Snapchats. When I pass these zoned-out kids, I call out “Look up!” to startle them back into their real lives.
The original Luddite movement began in Nottingham, England, in 1811, when a group of angry factory workers smashed textile machinery in protest against low wages and too little work. In the months that followed, the British government deployed soldiers; the Luddites set fire to factories and broke more machinery; the soldiers fired into mobs; people died. Mostly, the Luddites feared, in the words of the Scottish essayist Thomas Carlyle in 1829, a world in which “Men are grown mechanical in head and in heart, as well as in hand.”
In 1996-97, I lived in the Luddites’ Nottingham, in a second-story flat with eleven other American college students. There I knew a far better balance between my humanity and technology. Our flat possessed a single Apple computer that was good only for slow word-processing, a single land-line telephone, and a single television set. Sometimes, I took the bus early to the university so I could send electronic mail to my mom with my new Yahoo account, but that was it. My flatmates and I spent most of our time hanging out, attending plays, frequenting pubs, venturing into the green countryside. I wrote more, sketched a little, took photographs of crumbling walls and pubs on a film camera. When we couldn’t think of an answer or a definition, we engaged in fierce debate, because Google was still an idea in a Stanford dorm room. Except for the parents we called periodically, no one received daily or hourly updates about the pints we drank or the castles we visited.
And yes, I am saying that Luddite life was a better, healthier existence than this one. This fall, when my Nottingham roommate, Sarah, and I decided to move our friendship back into handwritten letters, I was astonished. Sarah and I have remained close for the entire twenty years since Nottingham, but these letters! In our rushed handwriting — while her kids slept, while Mitike did her homework, with early-morning coffee — we dove more deeply into reflections about our lives than we have in years on email and on Facebook. Paper and pen, actual envelope, the imprint of one page’s writing on the next: I read and re-read her letters like I have never done with her digital communication. True, I caught myself wondering why she hadn’t responded yet just an hour after I tucked my letter to her into the mailbox, but these habits are difficult to smash immediately. True, I considered posting a photo of my steaming cup of coffee next to Sarah’s letter with a caption like “Old friends, and a return to real communication,” but I resisted.
Oh, Facebook. I will not grow mechanical in head and in heart. I will not “take things at second or third hand.” I will see this world with my own eyes, experience it as it is, read more actual books of paper, connect with real friends face-to-face. I will look up.
When I was my students’ age — seventeen, eighteen — I didn’t know what a strike was.
I had never witnessed one. In U.S. History, a teacher must have mentioned one of the famous ones — the labor strikes of the 1800s, maybe, or the post-WWII auto strikes. But to me at seventeen, a strike sounded simple: the workers refused to work, the owners tried to hold out, the workers kept refusing to work, the owners tried extreme measures (police, water, threats, firings, replacements), and usually, the workers won. The end. I was a farmer’s daughter when I learned about strikes for the first time, the daughter of a man who daily labored for himself and for his land, and who could not refuse to work a single day, because the hogs would suffer, the corn plants would wither. It seemed a kind of privilege to refuse to work.
On the Friday before the Denver teachers finally went on strike on February 11, I stood before a class of high school seniors and tried to explain to them why I would not be standing there on Monday if the district could not reach an agreement with the union. The students listened quietly, a little warily. The Denver Public School PR machine was regularly cranking out emails to the community insisting the teachers were refusing “millions” on the table and demanding more. The real story — that Denver teachers wanted a traditional salary schedule with dependable annual base pay, limited incentives, and respect for what we already do as professionals — was a more nuanced and thus more-difficult-to-craft soundbite.
I told the students I wanted them to apply to the events of the strike all the college-level research skills we’ve been learning: stay curious, formulate your own deep questions, evaluate each source for credibility and originality, question everything again, compare what you’re finding so you can discern the truth. Still, they watched me from the corners of their eyes.
“You’ll remember this,” I said finally, “far more than you’ll remember any college research skill I could teach you.” This made them laugh, and the room relaxed. Because of course they would. All their teachers were marching out of the building and refusing pay, starting Monday. They’d be in these classrooms with district-paid substitutes, staring out the tall historic windows at us on the picket line. I told them I’d wave, which made them laugh again.
It is a privilege to refuse to work. My family had enough in savings that I could afford the pay cut for a few days, but what I meant was more profound: I work as part of a collective group. I am no single farmer cultivating fields alone. I show up every day to teach in a classroom that is next door to ninety other classrooms, and our school is united with 161 other schools in the district. I’m not alone. When working conditions are unacceptable, it’s our great right to link arms together and demand more. Alone, it would be impossible. That’s what I didn’t understand at seventeen — what my students, each engaged in his/her individual battle for college and future, do not understand.
It’s what the Denver Public School District did not seem to understand, either. It’s what any group of powerful bosses does not understand. They tell us what to do, what to accept, what to swallow, until one day, we rise up as a group and shout “No!” and the bosses realize they never actually had power, that their power all along was dependent on our acquiescence.
On the Tuesday of the strike — day two — hundreds of teachers dressed in red marched down Denver’s Colfax Avenue to Civic Center Park, where we gathered with more hundreds, our signs aloft. The signs said it all. “You can’t put students first if you put teachers last.” “I choose to change the things I can no longer accept.” “More education, less administration.” “Pay us a living wage.” The one I carried asked, “What is the value of your child’s education?” On the other side, I alluded to the 1912 Massachusetts textile workers’ strike: “Teachers deserve both bread and roses.”
On all sides of us, members of other unions marched, too: firefighters, steelworkers, truck drivers, plumbers. My colleague Nick, from Michigan, often insists that ours is a blue-collar job, which seems strange, since we all have college degrees and many of us have master’s degrees and PhDs, but in these days of marching miles and miles through the city, chanting for fair pay and respectful working conditions, I understood how right he is. The teachers who marched on either side of me just wanted the chance to buy a house in this city; they wanted to have some money to save for their children’s college educations; they wanted to emerge from three decades of teaching other people’s children and find some kind of rest. They are also the most hard-working people I know. They are people who stay late to tutor students, who step out into the hallway to comfort students, who wake early to give students meaningful feedback on papers, who spend all weekend planning lessons that will light learning in students’ minds.
Without teachers in the schools in Denver, the city was eerily silent. True, the schools are open, but most students stayed home, waiting for us to return. Some marched with us. One student’s sign read: “I march because our teachers love us.”
I didn’t know how difficult it would be to strike. It was far harder than teaching all day. Every day, I woke early and put on my long underwear and then my jeans and my three sweatshirts, stocking cap, two pairs of gloves. On the picket lines each day in the cold, we walked nine, ten miles. My hips and lower back ached. And yet: every day it became clearer that if we did not strike, the bosses would continue to do as they please. This was our reminder of who was in power.
In the end, the Denver strike was the shortest in the city’s history: only three days. The district awarded us the salary schedule, and raised everyone’s salaries to meet surrounding school districts’ levels. By Thursday, we stood in our classrooms again, exhausted and exhilarated. By the middle of Thursday, it seemed we had never left; we were badgering students about turning in assignments on time; we were trying to motivate a whole class to care about our content areas; we were again fighting the relatively smaller battles between teachers and administrators. But there was this difference: starting in August, the pay we receive for this hard work will actually allow us to put down payments on houses in Denver, save for our kids’ college years, and maybe travel a little. In Denver, teachers will have enough to buy both bread and roses.
A few naysayers visited us on the picket line. One man squealed the brakes on his shiny silver BMW and jumped out, shaking a fist and shouting, “Get back to work! Get back to work!” I’m sure he believed his tax dollars fund our salaries and that we shouldn’t complain. I’m also sure that, if he had chosen to make a living as a teacher, he would have likely been out there marching with us, too.
The Friday before the strike, a student in one of my colleague’s classes rolled his eyes at her and said, “I don’t know why you’re so upset about the pay. You chose this job.”
True. And most of us teachers, at some point, frustrated by student apathy or by parents’ vitriol or by administrators’ hoops or by the long hours of grading papers and planning lessons, have said we wish we could quit. It’s a small salve sometimes in this hard job we chose. But it’s also true that most of us don’t quit. Most of us keep slogging on, because of the shining moments when a student gets it, and cares, because it is actually wonderful to plan educational experiences for teenagers each day — far better than working in an office would be.
Now, in Denver — and in Los Angeles, and in West Virginia, and hopefully soon in Oakland — we’re paid fairly for that work, too, because we chose to walk the picket lines for a few days. It’s connected us. When the bell rings to start each class, we wave at each other down the long high school hallways, and then step into our classrooms, to begin.