Holidays, holy days

Holidays.

Holy days.

The words roll round my mind as I drive to work, noting how the rising sun gilds the trees in all their fall colors against a deep charcoal sky. The sharp glory of it is beyond my power to describe. It’s beautiful. Haunting. Fierce. How can there be such detailed color and brilliance when the sky is so strangely dark? If a storm is brewing, why is the light so golden-bright? And where exactly is it coming from? The sun itself is hidden.

I cannot quite capture how I feel. It’s more than one thing. Awe. Reverence. Curiosity. A bit of foreboding.

Mostly gratitude for having been here to see it.

Holy day.

Holiday.

I am thinking a lot about the interplay of light and dark this holiday week.

And the fierce beauty of life.

My husband is here after a massive heart attack this summer. His surgeon said that his blockages were such that when the last artery went down that day, he had no reserve; he made a “medically inexplicable recovery.” This coming only three years after my husband lost an eye to ocular melanoma.

Light and dark, dark and light.

He lives to see our son get married the day after Thanksgiving. Not just to see it, but to officiate. After all the years of praying for the boy to go into the ministry and the boy saying, no, Dad, that’s not for me.

He ordained our son into the ministry three weeks ago.

Never say never.

Today the boy took the last of his things out of our house to finish setting up his new home. He’s gone, but not too far away.

He took his dog.

Henry.

The last dog.

In two years, we’ve lost three: Nikolaus the dachshund to old age. Banjo the yellow Lab that I raised from age seven weeks to a new home because my husband can no longer manage a 90-pound dog after bypass surgery. And now Henry, the best of the best, the rescue dog whose sole mission in life is to extract and exude as much love as possible.

I am now dogless for the first time in almost two decades. On every one of those days I could always count on a happy greeting, an ever-faithful warmth, some commiseration or comic relief. No tail thumping tonight, no snuffling, whiskered nose in my hand, no nails scrambling on the floor in exuberance for a pat, a treat.

How strange is it that my son moves out and I write about missing the dog.

And another thing: I recently wrote about the two old mules around the corner, how one of them was sick. I often saw it lying on its side in the pasture as the other mule grazed nearby. The farmer didn’t want to put his ailing mule down, knowing that the other mule would grieve, as they had never been apart. He finally had to. When I rode by the following week, I saw the remaining mule standing bereft in the pasture. My friend who lives on an adjoining farm said the mule hadn’t eaten since its sister died. I dared not drive that way for a few days afterward, fearing what I’d see, or not see. But this week I braved it. I drove past the pasture. There was the mule, grazing, which made me happy. As I watched, a big orange tabby cat came strolling across the pasture to sit by the mule. It looked right in my direction, swishing its tail.

A once-in-a-lifetime photo shoot that I couldn’t stop and capture.

And then today as I went by . . . the cat was still there. In all these years of loving those old mules from afar, I have never seen any other creature in the pasture. That cat is there keeping that mule company. It was sent. I am sure of it.

What is life but a bizarre balancing act, a series of give and take, comings and goings, losses and comforts, laced with love, fierce in itself. A mosaic of light and color, a stark silhouette against a backdrop of darkest gray.

Holy days.

Holidays.

Every day is one to be celebrated.

Tonight I go to sleep in my dogless house, beside my husband who’s still here. We have one more son sleeping upstairs. Although there’s an ache, there’s not emptiness. I am grateful for that big orange cat who’s out in the pasture with the old mule left behind. I am grateful to see the glory and drama of autumn with the promise of celebrations to come. I am deeply grateful my oldest has found his calling at the same time great love has entered his life; on the day after Thanksgiving, he becomes a husband and a father all at once. It just so happens that his wedding day is the second anniversary of his grandmother’s passing; how she’d rejoice for him.

Light and dark, dark and light.

Oh, and on the wedding night, I get to bring home a little girl, officially my granddaughter; she and I will have our own celebration with Bride’s Cake ice cream and peppermint bark Oreos and probably the movie Frozen.

I put the Christmas tree up early, just for her.

Holidays.

Holy days.

How can there be so much light.

********

Note: After publishing this post, I learned that the big orange cat has a name: Sunshine.

The course

Curriculum.

A Latin word that sort of rolls around the throat and off the tongue.

As well it should roll, since it literally means course, derived from curricle, a horse-drawn chariot for racing, and currere, to run.

So, perhaps that’s why there are pacing guides . . .

Moving on . . .

Suffice it to say that I’ve spent a good deal deal of time lately thinking about and discussing curriculum with teachers. At this point, I could launch into an exhaustive albeit incomplete analysis of types of curriculum (new facets develop almost daily), but it’s that’s not my purpose here. Having spent all of last Friday co-facilitating professional development for my colleagues on core instruction, I will reference my state’s definition of curriculum:

“The materials, instructional programs, texts, lessons and mapping (for academics and behavior/social-emotional functioning) delivered to all students. These should be evidence-based, aligned with student needs, provide clear mapping towards meeting standards, take into account student skill deficits, and align with school resources. The chosen curriculum should be evaluated often for effectiveness but with a keen eye first on implementation fidelity. In other words, before abandoning a program, the team should ensure it was implemented as it was designed because this is a common cause of poor outcomes” (NC MTSS Implementation Guide, “Defining Core”).

—There you have it, friends. That’s the course.

The running of this course is what concerns me.

Consider those phrases: aligned with student needs and taking into account student skill deficits. A course of study, a prescribed curriculum, doesn’t always, and isn’t able, of itself, to take into account student needs and deficits. The curriculum is a thing. A long and winding road that’s sometimes treacherous to navigate, for the thoughts, ideas, ideologies, theories, experience, assumptions, and intents of curriculum designers (and adopters) are not always clear or evident to the minds of those who are trying to discern them while simultaneously attempting to plot the course for a class of diverse learners. We see the what for the arduous path it is. We can sometimes see, even appreciate, the why. We struggle most with the how. The how too easily becomes an effort to run this course at all costs, to finish well, to plow on full-strength to the best of one’s ability in order to cover the necessary ground, i.e., all the standards and objectives as laid out. And the greatest how of all: How to run this race well when so many students are nowhere near the starting gate in regard to meeting standards, or proficiency?

Years ago a mentor told me we must stop thinking via the deficit model. We must see the whole child, meaning that we must acknowledge students’ strengths and focus on what they can do vs. what they can’t. I believe in the truth of this; I just know that it’s hard to hang onto in the throes of the daily race while rattling bumpity-bump down a formidable and rigorous course. Last Friday my teaching colleagues spent a lot of time thinking about children who aren’t “making it” in core instruction. Teachers considered why, then why again, then why again . . . coming to the conclusion that while there are curriculum tights to adhere to, for all kids to have the chance to be successful, there must also be curriculum tweaks. Collective decisions made with professional judgment. A concentrated meeting of the minds, a gleaning and sharing of experience and expertise, not for any other children but the very ones in front of us . . . .

That brings us to instruction, the real how. That’s why we HAVE professional development, to continue reaching for strategies, better ways of supporting students in getting from where they are to where they need to be. It doesn’t come prepackaged. It comes by knowing the children. In growing pedagogical know-how. In creativity. In thinking a great deal more out of the box when the box clearly doesn’t fit. In collaboration, through collective decisions made with professional judgment, with respect to the professionals that teachers are. The true art of teaching means tapping into the very core of humanity, in fostering atmospheres and experiences in which all learners will grow. . . and that undoes our analogy, doesn’t it? For if curriculum is the running of the race, who, then, is the charioteer? Who are the horses, running for all they’re worth? What, pray tell, is the chariot? Is education itself merely a marathon, a twisting and turning through obstacle courses laden with increasingly higher hurdles to clear, a jumping through hoops that progressively constrict?

When I was completing my teaching degree I lamented the high volume of work for little meaningful benefit or lasting takeaways. My advisor sighed: “I might as well tell you that education courses are basically tests of endurance.”

That is not what education should be. For students, for teachers, for anyone.

I’d rather think of the course as Life. The student as the charioteer. The student’s teachers over the years as the chariot engineers and artisans, continually building, tightening, tweaking, balancing, and adding their own unique embellishments to the vehicle that will carry that student forward through the future. The horses are named Knowledge, Wisdom, and Preparation; they are always hungry, always wanting to be fed so that they can keep driving on. The horse leading them all is called Inspiration . . .

But of course education, nor curriculum, is really about racing. Right?

“Thank you for pointing out the importance of professional wisdom,” said one of the teachers leaving the core instruction session last week, “and for honoring all the things we’re already doing. It was so uplifting.”

We’ve been off and running so hard for so long but now, oh yes, maybe now, we are getting somewhere.

Photo: Chariot (The Brandenburg Gate in Berlin, Germany). Shawn Allen. CC BY

The bullet

 

Bullet

“Dodged” a bullet. John Spade

I don’t often get reader requests for posts here on my blog, but after sharing an exercise on writing about your past —”When you look back at your life, what do you see?”— a phrase about my childhood home stirred some curiosity and I promised to tell the story behind it.

So if you read Dust motes and asked about “Bullet in the living room rug, in the floor, if you know where to look,” today’s post is officially dedicated to you.

To recollect these details, I had to submerge a good while in Long Ago. When this event occurred I was around eight years old. That part’s blurry.

The rest, however, is all too vivid . . .

Mom lifts the curtain again but there’s only blackness beyond the picture window. I know by her sigh that the street is empty. No sign of Deb. She has never been this late before. She’s usually here before supper but tonight we had to go ahead and eat, hours ago. Baby Aimee—Deb’s baby—is fussy because she’s ready to go to bed and can’t settle. Mom holds her on one hip, says “Shhh, shhh, you’ll be going home to sleep soon.” Something icy glitters in my mother’s black eyes as she looks out of the window into the night.

Aimee’s eyes are almost as black as my mother’s. Big and round. They make me think of Looney Tunes characters when they’re sad, how their eyes go all huge and dark. Baby Aimee’s eyes always look like this, huge and dark, even when she’s standing in the playpen staring up at me in the daytime when I get home from school. She can stand without holding on now but isn’t really walking yet because she’s only one year old. She hangs onto my mother, her cheeks pink and watery, her big eyes shiny.

Mama,” she cries over and over. “Mama.” And she buries her face in my mother’s shoulder.

I am sorry for Aimee because she’s little and doesn’t understand things yet. I am starting to feel sorry for Mom because it’s not easy to take care of someone else’s baby while they work all day and then don’t show up and you don’t know why . . . 

“Mom! What if something has happened to  . . . “

She turns on me, her mouth a tight line under those icy-hot eyes. “Shh!” she nearly spits.

And I know, I know why.

Mom’s afraid.

Just then headlights shine through the window. Mom snatches back the curtain. Her body softens like a flower in a glass of water. 

“Thank God.” 

She squeezes past the playpen—it takes up the most of our living room floor spaceand goes to open the front door.

I hear Deb’s laughter before I see her.

Someone is with her.

They come in.

Deb is short with shoulder-length reddish hair and glasses. She dresses in what teachers at my school call “mod.” Sometimes short skirts and boots or chunky shoes, sometimes vests and bell-bottoms. Deb smiles a lot but tonight she can’t stop laughing about something. Even when she says to Mom, “I am sorry it’s so late, had some car trouble…this is Ab. My boyfriend.”

Ab, standing partly behind  Deb, is very tall. His face is thin and white, his hair black, curly, reaching past his shoulders. He’s wearing a long fur coat. I’ve never seen a man in a fur coat before. He nods to my mother when Deb introduces them but he says nothing. 

Mom looks at me, hard. “Go to bed now.”

I know this really means “I’ve got things to say that you don’t need to hear” and so I head down the hall without a word—

—BANG—

—a flash of light, the loudest sound, thunder in the house, like a car hitting it, shaking it, rattling the windows—

a scream, not sure whose, my mother’s or Deb’s—

baby screams—

I run the few steps back to the living room.

There’s a funny smell, something smoky.

Pieces of brown fur, hundreds of pieces, floating through the air. 

Deb’s crying now, her screaming baby in her arms. Ab’s face is whiter than before. I stand, frozen, as my mother demands the gun he has in his pocket, or the pocket he had a minute ago, before he blew it to smithereens.

HOW DARE YOU bring a gun into this house, around other people, around children! To stand here with your finger on the trigger…Give. It. To. Me. NOW.”

And Ab places the handgun in my mother’s open palm.

As her hand closes around it he hurries out of the door, away from her, back into the night.

*******

After Deb and Ab were gone—and after she vacuumed up all the fur—Mom ran her fingers over the rug. She found the hole and the bullet lodged in the hardwood floor beneath. For as long as we lived in that house, I could find the bullet, too.

The house still stands, so as far as I know, the bullet remains there to this day.

I can’t recall what became of Deb and her beautiful baby, Aimee, or how quickly after the bullet they quit coming to our house. I changed their names in case they’re still alive out there, somewhere. I wonder if they are. And what their stories are. And if I could stand knowing.

I really wonder about Ab.

All I know is that my mother kept his gun a long time. I’m not sure she ever gave it back. Or where in the house she hid it. Somewhere far away from children…

I think a lot about the darkness of that night, of a baby’s big, frightened eyes, of being completely at the mercy of others and their choices, not just sweet baby Aimee, long, long ago when I was still a child…but my mother, who didn’t drive, who babysat for many years to make ends meet, who accommodated other people’s schedules and whims, who was dependent on others to go anywhere or get anything she needed. Some might say powerless.

But they didn’t see her take a gun away from a strange man who towered over her, a man who, as far as I know, never darkened our door again.

I did.

The moment reverberates in my mind still. Lodged deep, so deep in my memory, lying there all this time, covered by layers and layers of stuff …

The power remains, if you know where to look.

 

Dust motes

Dust motes

Dust. ZoiKorakiCC BY

Last week I had the pleasure of co-facilitating my district’s third annual Teacher Summer Writing Institute. K-12 teachers were invited to deepen their sense of identity as writers, hone their craft, and experiment with form. Guest author Matt de la Peña led us through a series of writing explorations on Day One.

Here’s how it went for me as de la Peña used this exchange from “Steady Hands at Seattle General,” a short story by Denis Johnson, as a springboard for capturing images: 

“What about your past?”
“What about it?”
“When you look back, what do you see?”
“Wrecked cars.”

What might those two words mean, de la Peña muses aloud for the benefit of participants. 

“Wrecked cars?” Might they be literal or figurative? 

He goes on: Choose two words to create an image describing your past—when you look back, what do you see? 

At first I wrote ‘Christmas trees’. When I look back, I see them. From my grandmother’s all-silver, 1960s tabletop tree to my real Fraser fir decked in Victorian decor. Christmas trees mean another year is ending. That life and perspectives change continuously. To me they symbolize more than tradition. They mark time. Eras. Celebrations. Losses. Our children grow up; grown-ups from our own childhood pass away . . . between chapters of the unfolding story of life stands a tree.

When I look back, I see it all.

Suddenly I don’t want to use those words, Christmas trees.

In that instant, two other words materialize: 

Dust motes. 

I do not know why.

Except that I can clearly see the image of my childhood living room, a shaft of light between the drawn curtains of the picture window, the dust floating there, tiny specks of gold— 

He’s speaking, de la Peña. Asking if any of us would share our two words.

After a moment, I volunteer. 

“Dust motes?” he questions.  “I’ve not heard this before. I’m curious—why?”

Well,” I say, thinking as I speak, “it’s the image that came to mind, a shaft of light with dust specks floating in it . . . maybe because as a child I spent much time to myself, reading, in the stillness, in silences . . . when I look back, that’s what I see. Dust motes being partly your own skin. Shed cells. Pieces of yourself floating in that light . . . “

His expression is unfathomable. 

He says: “That’s fascinating and eerie. It lends itself to something really creepy . . .”

I consider this a compliment. 

De la Peña shares a model, “What Jimmy Remembers” from Jimmy & Rita by Kim Addonizio (2012):

Girls in white stockings and checkered wool jumpers, round white collars, red bows at their throats. Birds in Saint Christopher’s schoolyard—hundreds of them, black, spread out across the lawn in late afternoon. The brick wall of the steel mill on Dye Street he could see from the living room window, his father in there working, his mother in a shiny black dress coming in at dawn after singing in some nightclub, waking him for school. Shivering and dressing over the heating vent in the front hall. Dark-blue blazer and black shoes. A puppy that died of distemper, put in a shopping bag and into a can in Bushler’s Alley. Cotton candy on the boardwalk in Seaside Heights, the barkers calling Hey bub, Hey sonny, Buster, Skip, You. . .The black hearse carrying his father through the snow, a semicircle of metal folding chairs. The green faces in avocado leaves smiling down at him. God in the clouds. Who art in Heaven. His mother, ghost now: wearing a stolen mink, flipping a cigarette from a deck of Lucky’s. His father moving toward her with a match, cupping his palms around the flame.

—All images, fragments, this bit of microfiction.

“Now, using your two words as a title, take a few minutes to write what you remember from your past, but here’s the challenge: Don’t mention those two words in your scene,” says de la Peña. “Don’t worry about proper sentences. Just write . . . “

My pencil is already scratching away against the notebook paper: 

Hand-me-down corduroy Levi’s in baby blue, green, tan, cream. Ashtrays overflowing. Trips in aging Fords to buy discounted boxes of Salem menthols. Complimentary bubblegum cigarettes. A screen of smoke in the air mingled with chicken grease. Ivory Liquid suds in the sink, stiff, dry, stained with spaghetti sauce. Bathroom wall by the tub caving in where a soap dish used to be. The biting scent of Pine-Sol as it’s poured in the toilets, rolling white like smoke, clouding the water like creamer in coffee. Vaporizer in my bedroom, rattling, sputtering. The hallway, broom leaning against the wall, a gathered pile of gray lint.  Bullet in the living room rug, in the floor, if you know where to look. Books. Books. Books. Silences. Shafts of light through the picture window, beckoning from beyond. The wrought-iron lamppost by the concrete steps leading to and from the front door, the heavy, decadent fragrance of my mother’s gardenias in various stages of living and dying on the bushes there. Church carillon chiming, loud and clear, from several blocks away: Let me hide myself in Thee. The pungent whiff of crab from the factory, if the wind is just right. Salt. Salt. On my baked potato, tin foil too hot to touch, on my popcorn, on the wind. The answer, my friend, is blowin’ in the wind. All we are is dust in the wind. Words and words in my head and my heart, pouring onto stacks of pages that are always able to hold it all, and which never judge, which just absorb, and save.

There you have it. Dust motes. What I see when I look back, at least in part.

With apologies to Matt de la Peña, for while I didn’t use “motes” anywhere in my remembering, there was just no getting around “dust.” 

But also with deepest thanks to him for creating the conditions for this writing to occur.

Which is what good writing teachers do.

Coaching metaphor

During recent professional development sessions on “Coaching the Coach” at Ocracoke Island, the facilitator charged participants with finding a metaphor for coaching.

We were to take a photo. We would write to it.

There were no other parameters.

Ocracoke is a tiny place full of narrow, twisting roads, quaintness, legend, and mystery. It has around a thousand inhabitants. In tourist season one has to drive with extreme care as the streets become clogged with pedestrians, horses, bicyclists, golf carts, and cats (the island has a rampant feral cat population). The word island might as well be a synonym for enchantment or mystical; a sense of these hang in the air along with the salt. Sort of like expectancy.

When I first saw the grove of trees—predominantly live oaks—on the corner lot of a house converted to a bookstore, I thought: What a restful place. It has its own particular allure. While there are larger live oaks, individual, ancient giants, elsewhere on the island, these smaller trees grow together, toward one another. I read somewhere that live oaks focus their energy on growing out, not up; perhaps this is especially important in a place where ocean winds continually carve the landscape. These trees survive hurricanes. They flourish in salty places.

The early May afternoon was hot; the sun blazed overhead. I noted the profuse shade under the trees. They stand leaning inward, reaching to one another, as if intentionally collaborating to benefit all who enter their realm of existence. No one tree stands out. It’s a joint effort. I walked into their proffered coolness, this respite, this shelter, envisioning how their roots are deeply intertwined, that they draw collective strength in their mutuality. They are anchored together. That’s part of how they endure. A foundation from which to grow, branch out, and sustain their own lives and others’.

There is more, there is always more, to a metaphor, for it knows no parameters, either. It can keep on going and going, changing shape, developing new layers in new light. It’s supposed to, just like learning. Like life. I just choose to stop here.

For now.

Coaches, teachers

gathered

in rapport, mirrored

growing together

toward one another

is strength

and refuge.

For all.

Reliquary

A little copper box. On its lid, two seahorses free-floating in a bed of tiny, shimmering beads.

When I saw it in the island’s gift shop showcase, it spoke to me:

I was made for you.

But what ARE you? I wondered. A curiously small trinket box? 

Then I saw the inconspicuous card in the shadowy showcase corner—as if it had just materialized.

—Reliquary.

That is when I knew.

“Ahem—can I please see this little box?” I called to the shopkeeper. Once the enchanting object left the glass case it would never go back.

The shopkeeper, an older lady with shoulder-length sandy hair, a friendly face, and a bohemian air, chattered happily as she withdrew the box and placed it in my open palm. One of a kind. Handmade by an artist. A reliquary.

A work of art, I thought, tilting the box in my hand. The beads in the lid shifted like grains of sand; the seahorses drifted over their pearly sea. Meant to hold relics. Something special. Something holy.

I had no idea exactly what. 

I only knew it was mine as soon as I saw it.

Or that maybe I belonged to it.

First of all, the seahorses. A symbol I love, one I’ve adopted as my writerly motif. Hippocampus. There are two in the reliquary lid; there are two in the human brain. They help new memories form. They are tied to learning and emotion.

A glimmering of blue against rolling quicksilver . . . I begin to see, to understand, a little.

Whatever stirs in my brain, in my heart, finds its way onto a page. My notebooks are reliquaries. My blog is a reliquary. They hold my learning—they often reveal my learning to me—as I write. They hold my emotions, my memories, bits and pieces of my existence. My relics. Words.

On a metaphorical level, that is what the box represents. My writer-soul, poured out, made visible, received in a keeping-place.

On a physical level, the box is quite real, tangible, and empty, waiting to hold something worthy. It will come. I will know it when it does. For now my reliquary sits on my dresser. Whenever I pass by, the hippocampi in my brain flutter at the sight of the hippocampi on the lid. For in the vast currents of living, of thought, grains gather one by one to form something solid. Somewhere in the waiting lies an invitation, expectancy, a sudden discovering. A work of art, ever and always developing—because, in truth, we are all reliquaries.

 

Walk with me

“Jerusalem” donkeys live in a pasture near my home. They are so named for the cross formed by black stripes across their shoulders and down their backs. The donkey is a symbol of peace, for they are peaceable creatures, although farmers know they will protect livestock by driving away coyotes.

The donkey currently plays a significant role around the world with the observance of Palm Sunday and Holy Week. The Gospels of Matthew and John both proclaim the fulfilling of Zechariah’s prophecy that the Messiah would come to Jerusalem humbly, riding the foal, or colt, of a donkey. In Mark and Luke, Jesus directs his disciples to a colt “on which no one has yet sat.” Only Matthew records that the unbroken colt doesn’t come on this mission alone: Its mother walks alongside as it carries Jesus through the shouting crowds in the streets of Jerusalem.

It is the image of the mother walking beside her colt—her child—as a calming presence amid chaos, as a needed coach in fulfilling the sacred duty, that suddenly pierced my heart and inspired today’s post.

 

Walk with Me

My world is confined

to the home that I know

until strangers come

to lead me away

—please, will you come with me,

walk with me?

I know not the destination

only that it’s far

beyond what I can see

and I can’t go it alone

I need you by me,

to walk with me.

The crowds, the fervor,

what can it all mean

 but that I’m not safe

in this place of screams

don’t leave me now!

Just walk with me.

Such heavy burdens in this

untamed human world

some worthy, some not.

What’s the difference?

—Show me, I am watching you

walk with me.

A step and a step and a step

at a time,

I find I can carry on

as long as you are here

—because you don’t fear

to walk with me.

It is new to me, 

my burden; but it is light

despite the shadows

you are at peace

—and so am I

for you walk with me.

I know, somehow,

you’ll see me home

when this day, these cries,

this purpose, are done

—so walk with me

walk with me

keep me ever close 

and

walk with me.

Jerusalem donkeys

Mother & baby Jerusalem donkeys. Barbara BresnahanCC BY-SA

Inspiration comes on wings and paws

I saw her a couple of times across the convention center lobby. She wasn’t deliberately calling attention to herself. With her flowing blonde hair and elegant bearing, she couldn’t help standing out in a room full of people. 

I smiled at first glimpse of her: A service dog. 

And such a beautiful one.

I suppressed the urge to go over to her, knowing that service dogs are on duty. I briefly wondered if the man she accompanied had impaired vision or special medical needs and whether this throng of humans had the animal on heightened alert.

Instead I focused on my upcoming break-out session. For the second year, my colleague and I were sharing the effects of my school’s Harry Potter club with attendees of the North Carolina Reading Association. It’s a fun and meaningful presentation centering on the sense of identity that develops among diverse learners in third to fifth grades; many students find it such a place of belonging that they ask to be in the club semester after semester, even if we are reading the same stories and making the same crafts.

The best part is how excited teachers are to attend this session at the conference. Never underestimate the power of Potter . . . as my colleague and I set up the slideshow, the room filled quickly with participants and an air of festive expectancy.

Then—in strolled the service dog! Her person took a seat near the front (he wasn’t vision-impaired; he read the welcome slide and made eye contact in conversation with others). The dog immediately lay on the floor alongside his chair, flat on her side, utterly still. Her gleaming dark eyes gazed toward the front of the room.

What a gentle face. I looked back at those sweet eyes for a lingering second, my curiosity thoroughly piqued with regard to her service role, as my own role of presenter began.

—Here’s hoping you like Harry Potter, little canine friend. 

There she lay throughout, even at the conclusion when teachers came to the front of the room to select materials for making a craft like the club kids do: A clear ornament filled with strips cut from pages of an unsalvageable, falling-apart copy of Harry Potter and the Sorcerer’s Stone, a feather pen, a pencil broom, a flying key. 

The dog’s person chose to make a flying key. When I went to check on his progress, he introduced me to his canine companion:

“This is Palmer.”

Her big eyes considered me benignly.

“Hi, Palmer. You’re a beautiful dog!” I desperately wanted to stroke her lustrous yellow-white fur.  

“Want to see what she can do?” asked Palmer’s person.

“Sure!”

She does tricks, then? Do service dogs actually DO tricks?

I had no idea what to expect.

Couldn’t have predicted . . . .

Her person stood. Palmer instantly stood before him.  Her person produced cards with words on them. As he displayed them one by one, Palmer did exactly what the words on the cards said. Sit, lie, stand . . . her trainer—as that’s clearly what he was, now—even shuffled the cards behind his back, held them up again, and Palmer still enacted the word on each card. Accurately.

At this point the entire room was agog: “The dog’s reading the cards!”

Her trainer smiled. “Palmer helps kids at my school learn to read. Especially first graders with sight words.”

I blinked back a sudden welling of tears, envisioning the children with this dog in the classroom, the joy of it. “How wonderful.”

—”Want to take a picture with her?”

I recovered myself: “Oh—absolutely! I’d be honored!”

So Palmer posed beside me at a table, her paws resting on top. Her trainer held out his newly-made winged key: “Hold it, Palmer.” 

And she took it, ever so gently, in her mouth. She held it for all the photos.

Which, to me, holds great significance.

I always think of the winged key as a symbol for unlocking problematic doors in reaching an important goal, as it did in Harry Potter and the Sorcerer’s Stone. I think of it as a metaphor for inspiration, as in flying above and beyond learning obstacles, especially with regard to challenges that some of our Potter club kids have faced.

And here is Palmer, herself a symbol of meeting social-emotional needs, for I have since learned that she goes above and beyond motivating young children who are learning to read. She also helps children at her school attain their behavioral and academic goals. If they need extra encouragement while working on math, or the comfort of a warm, benevolent, stabilizing presence close by, Palmer is there for them. She is a key to overcoming whatever challenges they face. 

—I can think of few things more magical and inspiring. 

Palmer, Educational Assistance Dog.  April 2, 2019.

 

Trust is a reflex

Trust is a reflex

when eyes can’t see

when a presence passes over

and mouths open

anticipating sustenance.

Trust is a reflex

when others draw near

when in their shadow

minds open

to positive intentions.

Trust is a reflex 

perhaps, more than a choice

that the proximity of others

portends benevolence

not harm.

Trust is a reflex

a silent cry of the heart

believing that somehow

someone is near enough 

to hear.

Holy

It is dark, I cannot see.

—Wait a bit, there will be

light.

I  don’t see You, but I’ll trust.

—I made your eyes, they will adjust;

I gave you sight.

So much I see, that should not be.

Be still and leave this all to Me;

it will be right.

 I fear most to see inside of me.

Fear not. Even there I’ll be

to drive away your night.

No darkness is too great for Me.

This I know. It sets me free.

Toward Your light my soul

takes flight.