Because in high school I was fascinated by Spoon River Anthology, and 15 years ago came close to finishing a poetry manuscript with the working title Yearbook, and two years ago met a writer whose memoir blew open my ideas about both poetry and memoir, and sometime in October saw an article about Marian Winik’s The Baltimore Book of the Dead floating by in my Facebook feed, and two weeks ago attended the reading of a writer-teacher I first met a quarter-century ago, and earlier this month joined an online poetry writing group and last week found myself commenting to another writer there, “I’ve never written about my work as an educator, not really. I guess instead I have migraine and fibromyalgia,” and the next day a second-grader took a swing at me and a first grader with the oldest eyes I’ve ever seen in a child’s face began meditating in the middle of library read aloud, and the writer-teacher reminded me 2 days ago that “if you don’t keep open the channel to your soul, you will pay for it,” I have a written a piece that is, perhaps, the beginning of something my whole life has been leading me to.
The Student Who Shot My Other Student
He was a quiet boy, a sandy-haired freshman in the second row of my second period class. Unremarkable, really. I liked him, and not just because it was my first year of teaching and I was open to liking all of them. (I wasn’t. That didn’t come until later.) I liked him, maybe, because there was nothing not to like.
I wish I could tell you more than that about him. But it was nearly 30 years ago and I don’t remember much beyond the top of his head, bent over his desk while he wrote, and his eyes that watched me when I talked to the class. I remember them as kind, but maybe they were simply absent of malice. Maybe I’ve filled them with what I wanted to be there.
I remember him more for what he wasn’t than what he was.
I didn’t know, then, that a secretary’s voice on the intercom announcing an emergency faculty meeting is usually a call to tragedy.
The boy he shot and killed in a dispute over drugs (in a mountain quarry not far from a place I would live after fleeing the city)–that boy was my student, too, though in a different period. A boy with hair bleached loud as his mouth, a joker. I liked him, too, though he was trouble and troubled. I hadn’t known they were friends. My colleagues met the news with silence or sighs before treading back to their lives. I walked numb from the choir room to the parking lot, shocked by all I didn’t know, throat thick and arms slack, for once empty of papers to grade. After dinner that night, I made a new seating chart for each class.
Later, when I was pregnant with a son, his teacher father and I struggled to choose a name for him. For nearly every one we considered, one or the other of us had an association with a student. Each name belonged too much to someone else or to hard memories we didn’t want attached to our dream.
In the end, though, we gave him the name of the student who shot my other student. It was a family name on both sides of ours and the only one we both wanted. At the time I told myself I was claiming something I shouldn’t have to give away, and that the boy I’d hardly known had nothing to do with the one I would raise. Now I like to think it could have been a different kind of claiming, a way of calling home the man-child who once sat in the second row with his head bent over his papers, a kid who, but for the grace of any of our gods, might have been any of ours. I like to think it could have been, maybe, a way of filling the seats left empty in the rooms he once occupied.