Aaron Dactyl’s Railroad Semantics zines have flown off the shelves, racks, and rummage boxes since we started carrying them. They were so popular that we began to publish them as books. The fourth book just came out, and after a lot of work and design and effort, all four are now collected in a brand new box set, Railroad Semantics: Better Living Through Graffiti and Trainhopping.

1. How did Railroad Semantics, the zine, start? How did they end up becoming books?

There were a lot of factors that played in to seriously making a zine. I guess the main thing is that I was doing all this really extensive traveling and had all these amazing pictures and stories and I wanted to make something out of them rather than just keep them to myself or within a small circle of friends. And I wasn’t really a writer at the time but I decided to learn. I came across an older train-hopping zine one day and sort of mimicked its layout, putting all the things together from my most recent trips. It took about two weeks to compile, and I started selling them at books shops in Portland. They sold fairly well and people seemed to like them so I made a second one, over the summer, at bit more ambitious than the first, and I eventually submitted that one to Microcosm and a couple other distributors. It was a big deal for me when Microcosm accepted the zine for distribution. Several years later, after I’d made several others, Microcosm contacted me about opting to publish each issue successively, and I went back through and re-edited them, which is a process that is still happening. 

2. We did a signing together at a book fair last year, and it was cool to see the number of people who were excited about your books. Would you say you have a prototypical reader? Who do you end up connecting with about this stuff?

Ya, that was a first for me. It was interesting to see the wide array of people there. And as far as having a prototypical reader goes, other than just a general younger demographic, I hope not. It’s not that exclusive, I don’t think. I don’t play into the train-hopping or graffiti scenes at all and I’ve always wanted RR Semantics to be its own thing and to stand on its own. I consider it to be travel writing so I suppose if someone’s interested in the genre then it would appeal to them.

3. A lot of people see graffiti and think of it as either as expressive art or senseless vandalism. But it seems like there’s more to it than that, it’s quite political. Can you give a basic primer of what that is all about?

People’ve always had a love-hate relationship with graffiti. While it’s criminalized by society and prosecuted by the law, that same institution turns around and uses to promote the non-profit youth centers, political campaigns, and advertisements. Everyone wants to control it in their own way, and you can’t. Even on the inside, the people who do it turn into vigilantes and don’t want you to do it, or don’t like the way in which you do it. Graffiti’s an all inclusive sport (albeit, probably more of a bourgeois sport), and it goes back a long, long time—everybody knows this—to the Oregon Trail, Native American petroglyphs, and long before that. Only in the last hundred years or so did people start coming up with more creative monikers to express themselves, and pictures to go with, and in America, freight trains, because of their extensive range and high level of visibility, spawned a subculture that defies label. It’s not just hobo and train-hoppers that draw on train cars, it’s rail workers too, tramps in general, artists, punks, the whole gamut. And yet still certain people involved want to regulate that and for everyone to behave under a strict code of conduct because the rails are sacred and this and that. But that’s ridiculous, and egomaniacal.

4. What’s your next trip?

I’ve been able to do a lot of traveling over the last couple years outside the U.S., which was a first for me. Traveling in Southeast Asia for four months was a revelation, and a summer spent traveling across South America changed things for me completely. I have a couple of writing projects regarding those trips that I’m trying to get out of the way right now before I do any more serious traveling in the futures. But I may try and make it to Hawaii this summer. That’s a trip that’s been long overdue.

This has been an interview with Railroad Semantics author Aaron Dactyl. Our last author interview was with Velocipede Races author Emily June Street.

Katrina’s Sandcastles packs a lot of book into 192 pages—it’s a personal memoir of learning to become a teacher, an—at times hopeful, at times critical—portrait of the charter school education system, and a recent history of New Orleans in the decade since the city was devastated by Hurricane Katrina and the botched governmental response, and a compelling look inside the lives and prospects of some of the most underpriveleged kids in the US. So when I finally met its author, Kaycee Eckhardt, it didn’t surprise me that she’s doing eight things at once—making tea, tending her dogs, talking about big ideas, and planning the details of her day—all at a mile a minute without even looking particularly frazzled. I sent her a few questions over email, and she miraculously found some time to answer them. 

1. The end of Katrina’s Sandcastles sees you leaving the New Orleans charter school of which you’d been a founding faculty member and planning to pursue non-classroom work. What have you been up to since then? Where are you right now?

I have a lot of gratitude for the work that I am able to do now. As a teacher, I had a great impact on the students in my room and school, and while I miss that work terribly, my current work allows me to share what I have learned and to work for education reform on a national scale. I run a summer institute for experienced teachers, where we learn about the real causes of the literacy gap and how to combat them with students in high needs schools. I also work directly with some K-2 teachers and classrooms on their early literacy instruction, and with some early career teachers in Nashville on curriculum preparation. All of my work is focused on high standards and high expectations for students, as well as pushing for equity in schools and districts. We are in the middle of a sea change in education right now, and it’s an exciting time to be doing good work for kids.

2. The charter school that you describe in the book had a militaristic approach to discipline and structuring the students’ (and teachers’) activities. What are your thoughts about the benefits and drawbacks of that model?

We need to take a close look at what we are asking from students, and why. Students do need a high level of structure when they first enter a school – they need to understand the culture and what is expected. The purpose of initial compliance is to create an environment in which students can learn. However, often teachers and schools end up focusing on compliance instead of remembering that structure should be a means to an end = student’s learning. And often developmentally appropriate learning doesn’t look like students sitting quietly while the teacher presents, or until she involves them. It’s often messy and loud—it involves debate and discussion, group work and also a lot of time to think critique and contemplate. Teachers need to get out of the way and allow students to do the work—this means allowing some rule-breaking in place of academic experimentation. Ultimately, we need to ask ourselves constantly if the rules we impose on students—and teachers!—are a means to an end, or if they stifle the creativity and freedom of thought we want to foster in children. 

3. A lot of the book is about your struggle to maintain your health and personal life in the midst of an all-consuming and high-stress job. That’s something a lot of readers in many fields can relate to—can you offer any life advice for your fellow committed-but-overwhelmed workers? 

I don’t know if I have any advice, given that this is an ongoing struggle for me, as it is with many of us. But I do know that sometimes we forget that our relationships, families, and our bodies are jobs as well—they take effort, consideration, attention and a lot responsibility. Too often we allow our “work” to consume us and we allow that to be an excuse for investing less in what actually, in the long run, matters more. If I had any advice, it would be to ask yourself if you allow your “job” to give you a reason not to attend to other important things—yoga class, a bike ride with your partner, a dog walk, sitting down to dinner that you prepare, calling your grandmother, painting that wall in your house a joyful orange. Caring for yourself and what sustains you is your most important job. 

4. If you were to sit down with the president tomorrow, what three policy proposals for education would you recommend? 

If I could wave a magic wand, and address three issues in education today, it would first be to put a great teacher in front of every child, regardless of that child’s neighborhood, city, socioeconomic status, race, or age. Great teaching is the number one indicator of academic success in students: a student with a great teacher can generate 5-6 months more learning in a single year than a poor performing teacher. But poor school leadership, low pay, and lack of support and training drive many of our best and developing teachers from the classroom. Retention of our best teachers need to be a major focus—and this includes the removal of teachers who are not up to par.

I would also ask for a significant focus on early education. A child’s reading level by third grade is one of the most consistent predictors of success or failure. A child who can’t read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer. This should call our attention to what is happening before third grade—not after. A greater focus on knowledge-building, vocabulary, read alouds, and literacy in all content areas would shore up some of this—and there are some great programs, like Core Knowledge (which is free!) to do this. 

Finally, I believe strongly that the adoption of the Common Core State Standards was the right move for our country. Contrary to the white noise of the media and a few loud, uneducated people, the standards do not mandate curriculum—they simply outline what student should know at the end of each grade. We are falling further and further behind other first world countries and this, in great part, has been due to the fact that we have been teaching to low standards, or erratic standards that changed from state to state. I encourage anyone who’s skeptical to go read them—they outline a clear, rigorous progression of what a student needs to do to be a competitive critical thinker by the end of high school. The shifts for Literacy and Math called for by the Common Core call for powerful changes in our classroom practice and changes that, if we stay the course, could increase equity in our schools, as well as drastically improve the quality of instruction.

This is part of a series of interviews with Microcosm authors. The most recent one was with another New Orleans writer, Urban Revolutions author Emilie Bahr.