Living literacy

Every year, my school hosts Literacy Lunch.

It is a time for families to come share in the love of reading, writing, and learning in classrooms, followed by a meal together in our cafeteria.

Literacy Lunch has sometimes been a vehicle for explaining English Language Arts curriculum, and shifts in standards, to parents. Mostly it’s a time for students and their families to collaborate on literacy activities. We’ve had poetry slams, writing cafés, and a “Step Write Up” carnival. We’ve invited families to SWiRL (speak, write, read, listen) and we’ve gone “wild” about reading (with the school decorated like a rainforest). 

Even though it’s hosted in the middle of the day, Literacy Lunch remains one of our school’s best-attended events. Three days are designated: One for kindergarten and first grade, one for second and third, one for fourth and fifth. Some families come all three days to spend time with their children in different grade levels.

The comment we receive most often from parents: Thank you for this time with my child.

It tugs on the heartstrings, for a parent to tell you this.

When it came time to think of a theme for Literacy Lunch this year, part of my mind kept latching onto the idea of celebrating families themselves. They are, after all, the fabric of our school community, the thing that makes it unique. They are our greatest resource.

Then, in February, Two Writing Teachers ran a blog series on “Teaching Writing with a Social Justice Lens.” Co-author Kelsey Corter penned “A School Can Be the Change”, a breathtaking post on identity, culture, heritage, power, action, and the vital importance of honoring each other by sharing our stories. It was based on her school’s work and the book Being the Change: Lessons and Strategies to Teach Social Comprehension by Sara K. Ahmed.

I read these introductory lines of Kelsey’s over and over:

More than something we do, school can be the place where literacy is a way of living; a means for understanding the world and our place in it, that which shapes perceptions and molds identities.

The words turned round and round in my head:

Where literacy is a way of living

Literacy . . . living

—Living literacy.

“Well, that’s it,” I announced to my colleagues. “That’s my vote for the theme of this year’s Literacy Lunch.”

For, in truth, while the children  are growing as readers and writers, their stories, all of our stories, are unfolding each day that we live; our families are a fundamental part of that. Every one is unique, every one valuable.

And so it was agreed upon, and the children got to work on Living Literacy: Celebrating Me in Pictures and Words.

It began with them tracing their hands to make flowers, one for each homeroom—a whole garden of beautiful, diverse flowers.

In our lobby and cafeteria, every homeroom was represented by a flower made from students’ traced and decorated hands. Many students artistically conveyed their personal interests – such as hobbies or a favorite book, like Amal Unbound, seen here. Some students across grade levels decorated their hands with flags from their native countries. 

Teachers and grade levels planned identity-related activities for students to share with families:

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Student bios with 3D photos hang from the ceiling of a first-grade classroom.

Many families helped compose student name acronyms. 

In an “All About Me” book, a first grader describes herself.

A kindergarten class asked parents, teachers, and peers for words to describe students. They created camera snapshot posters for a “Picture Me Successful” display (“Drinks a lot of water” may be my favorite descriptor of all! Talk about being observers!).

In third grade, students made booklets of various types of poems and collaborated with families in writing some.

One first grade class published a book of their animal research, with a back section recounting highlights of their year together. These books were presented to families at Literacy Lunch.

Even our tabletop flowers in the lobby and cafeteria were handmade by students.

Second grade families collaborating on “I Am From” poems. 

Fourth grade families collaborated on a “Books are windows and mirrors” activity – analyzing book characters, seeing others, seeing self.

Fourth grade’s hallway display: “My ideas can change the world.”

Fifth graders show families how to create name/identity word clouds in new Chromebooks.

This photo, to me, captures the “Living Literacy” theme almost more than others: Parents recording second graders as they perform a song and dance demonstrating their learning from the study of butterfly life cycles (they also integrated math and visual art). I look at this and I think: WE are living literacy. 

At tables in the cafeteria, families were encouraged to write notes to each other. 

We write when it’s meaningful to us (I hope Mommy is okay, too).

A few notes of feedback from parents

They came. They celebrated. Another Literacy Lunch has drawn to its close – this seemed to be the best note on which to end.

Many thanks to my colleagues for this annual collaborative effort. 

To our families: THANK YOU for coming, for sharing, for being a vital part of the story we live each day. Be happy. Hug. Have fun. Inspire. Love. Sing.

And thank you, Two Writing Teachers, for the ever-flowing wellspring of inspiration, from which I drew the idea for this year’s theme.

My cup runneth over.

The journey

I write this final post of The Slice of Life Story Challenge from the passenger seat of my son’s car as we return home from an impromptu vacation.

This weekend’s weather forecast: Sunny skies, upper seventies—how could spring fever NOT strike?

“Let’s go to Busch Gardens,” said my son. “It would be good to get away and just have fun for a while.”

He didn’t have to say it twice.

Off to Williamsburg we went.

The area is home to me. I grew up going to this park, am still a diehard roller coaster fan. I expected just to have fun spending time with my youngest in the glorious, inviting weather.

—While trying to think of TWO MORE POSTS to write in this thirty-one day challenge.

We arrived Friday evening and decided to walk colonial Williamsburg in the dark. Mostly because we never have before, so why not?

Naturally one thinks of ghosts. In fact, several ghost tours seemed to be in progress. Guides carried lanterns, told stories in hushed tones to huddled groups of tourists. Once or twice, as my son and I passed the little closed shops with their wordless, pictorial trade signs hanging out front, or little wooden gates slightly ajar, with paths leading through herb and flower gardens, or caught a pretty strong whiff of horse and stable in spots, it seemed we were eerily straddling Time. One foot in Now, the other in centuries past. A shivery, delicious feeling.

And those lanterns carried by the guides—Reminds me of Pa-Pa’s lantern. I just wrote about it.

Eventually my boy and I checked into our hotel room where the decor was, of course, in keeping with the colonial theme. On the wall by my bed hung this picture:

—The Continental Army! I have just been writing about them.

I felt a slight prickling on the back of my neck, but I didn’t pay it much mind. I crawled into the high colonial bed and typed the whole of yesterday’s post—on memory and being present in now and writing and my father—on my phone, before falling fast asleep.

I woke this morning to a day tailor-made for adventure, exploring, celebrating. As beautiful as a day can get. My son and I made our roller coaster circuit at the park, where flowers were riotous beds of color by the walkways and the sweet fragrance of fresh mulch stirred in me, as always, some nameless desire. I do not know what or why. Something so organic, clean, nurturing . . . .

My son asked at lunch: “What are you going to write after this March post challenge is over?”

I told him my ideas, many ideas. He listened with rapt attention.

“Do it, Mom. Do all of it.”

We finished our lunch, began another round of rides, when I caught sight of this:

“I JUST WROTE ABOUT SEEING AN EAGLE!” I exclaimed.

Passersby looked at me oddly.

My son laughed. “I know. The one by the road that flew away before you could get a picture. Well—now you can.”

There’s something in all this, I think, as I get my eagle photo. I don’t know what, but something.

We leave the park with one last stop to make.

My son wants to visit his grandparents’ graves.

Both sides are buried in the same veterans’ cemetery. We spend a few moments at each.

The last, my father.

Wrote about you last night, Daddy. Remember when I broke my arm in fourth grade and you brought my old doll to the orthopedist’s office? I could see it all like it just happened yesterday.

It occurs to me then that I’ve also just written about my house finches returning, generation after generation, to build their nest again on my front door wreath, a post I called “The Homecoming.” Like the finches, the next generation and I have just returned to the place where those before us carved out and sustained life. Where they now rest from all their labors.

—The baby finches, I should add, that my son and I named Brian, Dennis, and Carl after the Beach Boys, my musical son’s current passion. On this trip we’ve listened to their songs all the way up and all the way back, and as I write these very words, what should be playing in the background but “Sloop John B”:

Let me go home, let me go home
I want to go home, let me go home

“You know,” I say to my son, as daylight fades into night with just a few more miles until we really are at home, “this was a great tripI am almost finished with the last post and can’t help thinking how these two days were like some weird recap of all I’ve written this month.  Almost like that old, old, TV show, This Is Your Life—except that it would be called This Is Your Writing Life.” 

“That’s how life is, Mom. So weird, sometimes.”

“Well, that’s basically why I write in the first place. To interpret life.”

I think for a moment, then add: “And because I am deeply grateful for it.”

—We are home. I need to check on Brian, Dennis, and Carl before going to bed:

—All snug. Goodnight, little songbirds. 

They will be here so short a time; soon they’ll fly—OH!

I failed to mention that I got a “Happy Blog Anniversary” notification from WordPress that thanked me for “flying with them.”

Lit Bits and Pieces is three years old.

Three happens to be a number signifying completeness. Interesting to contemplate as the daily Slice of Life Story Challenge ends with this post.

I think of my fellow Slice bloggers, friends, fellow sojourners, how we all gathered at Two Writing Teachers for just a little while each day.

Now we fly on.

But that’s only the end of this journey. The end of a thing is only the beginning of another.

—Write on, writers. Keep tasting life, exploring the meaning of your days.

Keep spreading your wings.

Fly high.

And far.

Live in the moment

I love to write memoir. I usually write it in present tense, as if the event is occurring.

Such as:

The nurse wheels me out of x-rays. I am trying so hard to not cry from pain and fear when I see him standing there in the exam room. He has something in his hands . . .

My Baby Ann doll. Smudged face, short white hair in cowlicks now, from lying so long in the toy box.

Despite my pain, I’m suddenly irritated: I can’t believe he brought Baby Ann! I don’t play with her anymore. Not since I was eight, last year. I want to say Daddy, I am too old for dolls now, don’t you know?

But I look at his face, I see the worry, because of me, because of my arm that the doctor is getting ready to pull and pull, to set the bones . . . and something inside me twists, gives way. I start to cry for Daddy because he’s trying to help me and doesn’t know how. I cry for me, for the pain about to intensify at the doctor’s hands and I don’t know how much.

I even cry for Baby Ann and her smudges and cowlicks.

When I write like this, I am there. It is happening. I see the exam room. I remember my red shirt with ruffled sleeves, ruined by plaster of Paris so that I could never wear it again. I see my father’s face contort, turn grayish-green, when I scream during the torturous pulling of my broken left arm to set it. I see that old doll, so vividly, in Daddy’s hands.

As I write it, see it, relive it, I think, How beautiful, Daddy.

I didn’t think any such thing at the time. Nor did he.

Which brings me to now and the idea of recognizing moments as they occur.

I saw the sign at the top of this post in a shop today. When you’re in the throes of a daily writing challenge, you learn to look everywhere for ideas. I took a picture of the sign as soon as I saw it.

I knew, in that moment, I’d write about it. Somehow.

Because that statement about living in the moment and making it so beautiful that it’s worth remembering speaks on two levels. Worth remembering in order to write about, of course. And being fully present for the people in your life. It is a call to be mindful, to savor every moment together. Moments typically aren’t as beautiful alone. Certainly not in being together and feeling alone (read “UNPLUG,” if you wish).

Memories will live, yes.

But what makes them so beautiful is how we live our now. Be present now. Make time now.

For we don’t know how many minutes we have.

-Do we, Daddy.

You are my song

After walking together, one evening.

 

You were a long time in coming

a long time absorbing the world

and deciding to smile

I know the shadows stretch long

in your young life, but 

if you never knew until now,

You are my song,

you are my song.

Noticing patterns in everything

hearing the music before you knew words

It was always a part of you,

the very heart of you

Just as you are my song,

you are my song.

Life’s a composition of

bright major and dark minor chords

The most beautiful timbre, your voice

in your gentle soul I rejoice

For you are my song,

you are my song.

  At the end of the day, know that 

I love you

You’re heaven’s light shining on me.

The tenor of my life,

a smile on the world.

You are my song

you are my song.

Always, forever, my sweet son

—you are my song.

 

Revolutionary fiction, revisited

Storming of Redoubt No.10

Yorktown, Virginia: Storming of Redoubt No. 10. Eugène Lami. 

I can taste the brine of the river, mingled with gunpowder and wood smoke from the Redcoat campfires . . . I know this shoreline, could walk it in my sleep, but it’s so changed, now, with the batteries, the cannons, the trenches. I can’t carry a lantern for fear of Redcoats seeing me. All I have in my hands is the sack for filling with potatoes. I slide along the ground in the dark, nearing the bank where the cave is set in the earth just below . . . 

The students are gathered on the carpet near my feet, looking at my writing on the screen of an interactive whiteboard, their own papers lying in front of them. They’re considering revisions to the opening scene I wrote while they watched.

To be honest, I am having to review a lot about the last days of the Revolutionary War in order to write this little bit of fiction. I’m tasked with helping the kids write their own story set during the Revolution, as a means of making the history “come alive” for them. As I re-read my writing aloud to the class, I’m already not happy with the reason my main character, Hannah, is going for the evacuated townspeople’s potatoes stored in the cave. Her family is in hiding during the British occupation of Yorktown, they’re nursing three wounded Patriot soldiers, they’re running out of food.

Maybe I should add that Hannah’s mother needs the potatoes to make a poultice for one of those wounded solders. Yeah, that would be even better . . . .

I explain that the next scene I want to write is Hannah getting in the cave, hearing someone come, hiding in the potatoes, overhearing Cornwallis telling his next-in-command that they will escape George Washington’s troops via the river. She will have to figure out how to get word to the Continental Army. Or to the French Army . . .

A boy raises his hand: “I have an idea for your story.”

“Great!” I say. “Let’s hear it!”

“You could have Hannah get back to her family and her friends in hiding and the older boys could disguise themselves as British soldiers to get through their lines.”

“That’s an awesome suggestion, ” I say. “I just might use it! Here’s the thing, everyone: for everything your characters decide to do, there must be a clear, believable reason. It has to make sense in context of the story.”

It is now time to hear their ideas, as they begin to write their own stories.

A few are willing to share with the whole group:

A girl’s brother is supposed to join the Continental Army but he’s afraid and runs away; she decides to dress as a boy and takes his place in battle.

As a Patriot family leaves town, outrunning the British Army, they find a British baby separated from its mother. The mother comes looking for it —”So,” I say, as yet a little unclear on how such a baby (maybe from a Loyalist family?) should be there, lost—”you know they’re on opposite sides, right? Would either take time to politely give a baby back to the enemy?”

—Emphatic nodding of heads; it’s the baby’s mother . . . .

I am picking up on a couple of developing patterns here. One: These fourth-graders are writing from the perspective of main characters who are children. Heroic, rather resourceful children. Well, that’s what I am modeling for them. And, perhaps more importantly: The adults in these stories seem to make remarkably empathetic, kind choices.

Despite a revolution, a war.

Maybe those were more civilized times? When warfare was conducted with etiquette?

Then a girl says that her main characters are a brother and sister whose dad is off fighting under Washington and whose mom is thrown in prison on suspicion of witchcraft. Then the British Army burns their town; the children have to figure out how to stay on the run and survive . . . .

—Never mind about ‘more civilized times.’

As she speaks, I can’t help mulling the true atrocities of war. How Cornwallis’ desperate plan to escape with his troops by river included leaving their injured behind. How deserters told the allied French and American armies that, to preserve food, the British army slaughtered their horses and threw the bodies on the beach.

I shudder at the inhumanity of man, then my mind suddenly reels from the image of dead horses lying on that colonial shoreline to one of greater horror, schoolchildren in America today, lying slain . . . less than 250 years later, THIS is what we’ve become?

“Stop!” I say.

The class freezes. The little writers look at me, quizzically.

“Sorry.” I wonder if they notice the tremor in my voice. “We’re writing fiction, of course, but I just need to know one thing: Are the children are going to be all right?”

—Or what’s a country for?

Surrender of Lord Cornwallis

Surrender of Lord Cornwallis. John Trumbull.

 

The prelude to this post: Revolutionary fiction

A healing presence

One of the kids in our Harry Potter club, a third grader, wanted to know:

“Mrs. Haley, if you could do any of the magic, what would it be?”

That’s an easy one.

“Healing,” I say.

The children think I mean “episkey,” the little mending of a broken nose or split lip (its name coming from Greek for ‘repair’).

But I mean the healing song.

The one without words, that puts the maimed, the mortally wounded, back together; the song that knits gaping wounds closed.

In the books, the strange song, invented by Professor Snape—perhaps the ultimate antihero—heals devastating physical wounds. They’re obvious; the injured people lie around bleeding profusely.

So many people walk around in the real world just as wounded, emotionally, spiritually, mentally.

Sometimes it is obvious.

Sometimes it is not.

I am not a magical character in a fantasy series nor a trained medical professional. I am no alchemist, apothecary, or angel. I cannot dispense healing.

But I write.

My words don’t grant healing, but maybe they can stir hope of it.

I can listen.

I don’t have a healing song, but I can have a hearing heart.

I can be still.

I can be a pocket of calm inside a world of clamor.

It’s not in my power to fix broken hearts, broken spirits, broken minds, broken families. If I could, I would have done so for many I’ve loved.

I can only be a presence, a voice, an encouragement to be strong in the broken places.

—Yes, healing.

—That is what I wish, children.

Image result for if you don't heal what cut you

 

 

 

Remnants

Some time ago, I came upon a giant Ziploc bag filled with disposable cameras and rolls of film I’d gathered and promptly forgot about.

I really need to take these to be developed, I told myself.

And I set them aside.

And life kept happening.

And time went by.

Until I wasn’t even sure anymore how old the film was and who’d taken pictures of what.

Last summer I finally found a shop that still does same-day printing on site (do you know how hard that is to find now?). I took my film—thirteen rolls.

When I returned for the pictures, I learned that some of the film had nothing on it. The rolls hadn’t been used or they’d been exposed and the images were lost.

Many of the pictures that did come out were weirdly double-exposed. Scenes of my children when they were little, superimposed over each other, over other people.

Ghostly. Tricks of light, of time.

In the shadows, my grandmother sits with her arm around my younger son. He was three.

Eighteen years ago.

Suddenly my father’s grinning right at me from the childhood room of my older son, who’s twelve and seated beside him on the foot of the bed, playing Nintendo 64.

Daddy’s been gone for sixteen years. Died the month after my youngest started kindergarten. But this photograph turned out clear and bright; Daddy looks happy.

Fragments of life, preserved here and there, telling our stories a piece at a time.

Kind of like Grandma’s quilt.

I left the photos and went to pull it from where it’s safely stored.

Grandma made a quilt for each of her five grandchildren. In mine many of the squares are leftover scraps of material from clothes that my mother and grandmothers wore. The brown-and-white swirled pattern was once a vest and slacks, the silky coral-and-pink floral fabric, a blouse—all made by my mother. These remnants were painstakingly stitched together by my grandmother. Random parts forming a pattern, making a whole.

This old film, this quilt. Tangible memories. Remainders, reminders, of long ago. Pieces of my life, of who I am.

Kind of like DNA.

One of the things I learned with ancestry testing is that everyone can trace their maternal haploid group, because everyone has an X chromosome from their mother. When I read the narrative of my female forebears’ migration thousands of years ago, surviving the Ice Age (for, clearly, some of them did), and who knows what else . . . it was nearly overwhelming. To think of each one going before, through the ages, on and on, all the way to my being here. That even now we are trace-able patterns of each other, a virtual, long-reaching quilt, connected, continually replicating and unfolding through time.

Not being male, however, means that I have no Y chromosome haploid history to trace. This knowledge left me bereft at first. I have no brothers, my father is gone, and with him his Y-history, which forms half of my own, the migratory story of which I cannot know. Like my old film, it is obscured forever.

Yet I carry remnants of them all within me, those ancestors, male and female. I am their remnant, a whole stitched from their infinite parts, the conveyor of their continuum, the next chapter of their narrative.

And so are my children, superimposed over us all.

Like layers of memory upon memory.

As life keeps happening.

As time goes on, and on, and on.

Good vibrations

Two of our three baby finches hatched 

I was expecting to find a hatched baby finch on Sunday.

Instead, I found two!

—I think.

I can really only tell it’s two because one egg of three is still there. Although I can kind of discern two different necks, one baby lying over the other.

I knew the eggs were due to hatch around Sunday, and all last week I wondered what the mother bird was experiencing. To begin with, she built—rebuilt, actually—her nest on top of the wreath on my front door, which means that any time we walk down the hallway or open any other doors in the house, she feels those vibrations. Is that a good thing, somehow? Is that a reason why finches like to build so close to humans, to feel those larger rhythms of life, perhaps trusting them to be benevolent and protective forces?

And I wondered—being a mom—if she could feel stirrings inside the eggs beneath her as she diligently kept them warm on these still-frosty nights and mornings. Eggshells are only so thick . . . Can she feel those tiny hearts beating under her, long before her chicks begin pecking their way out into the world?

So many good vibrations . . . .

Reminds me of the story behind the famous song. When he was young, Brian Wilson’s mother told him that dogs will bark at people who give off “bad vibrations.”

Inspired, Brian eventually composed the Beach Boys iconic masterpiece Good Vibrations.

Which leads me back to the naming of these three babies (in a previous post: Tiny trio).  Finches are singers, and my son is a Beach Boys aficionado, so . . . .

Ladies and Gentlemen, please welcome Brian and Dennis (the latter of which was apparently revved up and decided to hatch early—how fitting).

Their brother Carl is due to arrive tomorrow.

—Stay tuned!

“I’m pickin’ up good vibrations . . . “

‘You were my favorite memory’

BoJangles

New BoJangles at night. Mr. Blue MauMauCC BY

Spring arrives amid a flurry of wings, bird voices rising with the morning sun, daylight hours stretching perceptibly longer, the first warm breath of promise to come.

On such a day, two years ago, my youngest son’s lifelong friend died in an accident.

She was eighteen.

She was one of the prettiest children I’ve ever seen. Big, brown, doe-like eyes in a round cherub face. Musical, like my son. They grew up in children’s choirs at church, were in band together throughout high school. She played the flute. My son occasionally accompanied her and their other childhood friend on the piano during worship services. All three of them sang:

I’ve had many tears and sorrows

I’ve had questions for tomorrow

There’ve been times I didn’t know right from wrong

But in every situation

God gave blessed consolation

That my trials come to only make me strong.

Through it all,

Through it all . . . 

Their voices blended beautifully. Hers was high, clear, pure, almost ethereal.

I wrote to her, told her so. Said that she needed to sing more often.

Perhaps that note was in her things, still, when her mother began going through them after her death. I do not know.

But an essay she’d written in high school was there.

Its title: My Favorite Childhood Memory.

Her mother copied it, sent it to my son and their other friend—for she wrote of them.

I wondered, when I first learned of this essay, what the memory was. Maybe a birthday celebration, as they were all born in August of three successive years. Maybe working Vacation Bible School or Bible Sports Camp together as youth. Maybe it was the time they went shopping and bought two betta fish that my son named after gospel bass singers, or one of the summer beach trips they took, growing up. The three of them even went to the prom together, once.

My son let me read her essay.

She wrote of Sunday nights when the three of them would go with her family to BoJangles for supper, how they told hysterically funny stories, how she laughed and laughed. She said these were the best times of her childhood, that she would always remember them . . . .

She is gone. Her words, her love for her friends, remain:

You were my favorite childhood memory.

It seems almost like a thank-you letter, now.

My son says once in a while, when he’s out walking laps around the church, exercising his body, easing his mind and his soul—he can hear her singing.

It’s two years today, a Sunday. Tonight her family and friends will gather at BoJangles in her memory.

The book

I heard their whispers, and I shouldn’t have, because they were in line in the hallway. There are Rules, you know . . . .

Mrs. Haley!”

Mrs. Haley!”

Mrs. Haley!”

I looked around. There they were, not standing neatly in line but leaning out in varying degrees, trying to get my attention.

“What-? You all sound like a bunch of Parselmouths, hissing,” I said (Parselmouths being people who can speak snake language, for those of you not intimately familiar with Harry Potter, few though you may be).

Giggles.

And more whispers:

The books came! There’s one for you!”

“It’s wrapped”—

“Stop, you’re ruining the surprise!”

—I think somebody got elbowed, just then.

I taught a series of personal narrative lessons to this third grade class. I modeled my own narrative. They drafted theirs, conferred with their teacher, revised, conferred with me, revised.  They did every bit of the work, made their own artistic choices in both writing and illustrating, asked a lot of questions. At the last I coached each child through final edits.

Then their teacher compiled it all and sent it off for publication.

This week, the books arrived.

These writers couldn’t concentrate when I came to the classroom Thursday afternoon to talk about opinion writing. They wriggled and writhed like puppies at their seats.

Because a flat package, wrapped in bright jewel-tone paper, waited on the reading table.

The tag read Mrs. Haley.

“Soooo,” I said, “this is what all the excitement is about? Am I supposed to open this now?”

—They almost burst.

YES!”

YES!!”

YES!!!”

When I picked up the package, they gathered so close around me that I felt slightly claustrophobic. I had a fleeting sense of Gru in Despicable Me, being surrounded by  a sea of adoring Minions, countless giant eyes blinking in anticipation.

“Oh, wow—it turned out so well! It’s beautiful, everybody! I am so proud of you and your writing.”

They laughed, clapped, clamored, tried to tell me more stories about their stories . . . for they are, after all, authors.

I held the book to my heart, basking in the glow.

—They do not realize that they are the gift.