The strength of the dark yellow liquid, sheathed by a glass tumbler, is betrayed by minute oily swirls.
It’s five o’clock and the June afternoon beyond these walls is dim, sky low with dense, dark cloud cover. My eyes are fixed on the beverage before me, mind whirring, and I am lost in thought, striving to bludgeon my way out of a mental labyrinth with a bottled hammer.
Focus on the drink.
Single malt. Islay Scotch Whiskey. Moss water over barren falls, cool mountain air and moor land peat. Aged in oak open to the winds of the North Channel, heavy with the weight of history. A robust, smoky character with an intense, warm finish. Lagavulin, sixteen year.
Will she live to see sixteen?
She wasn’t a student of mine, but I consider her one of my children. Acquaintance made via after-school detention, attendance followed by casual conversation. Music and politics, policy and museums. From classics to classes, fresh to freshman, retro and back to the future, she had a reasoned opinion on everything, Monday through Friday.
She’d seen it all.
Lip-ringed, tattooed. A runaway with track marks and scars and fresh scabs, made nocturnally as an offering, a sacrifice to silence the shouting voices she’d left behind, living what little life her past left her in an affluent satellite community of ________, _______. She was fourteen, and her eyes told of hard asphalt, sharp sleet, and rough hands.
Outside, it’s begun to rain. Nature’s pulse drums in my ears, steady beat playing on the rooftop.
Aged beyond her years, she grew up cold and hard, weighted with wisdom unbefitting an adolescent. Years ago, she fled abusive, alcoholic parents, searching for something better in _______’s concrete jungle, only to become the very thing she hated—an abuser of substances, seeking better living through chemicals. A smoker at twelve, she cut, fucked, drank, and doped.
Until eighteen months passed and refuge was found with distant relatives in distant ________.
But good things never last. A taste for freedom, and even the loosest of leashes seem draconian. She ran, again, at the conclusion of the eighth grade. And here I am, staring into a drink, wondering what’s become of her. A failing grade in every subject, yet arguably the most intelligent student I’ve encountered. What need does a student of the streets have for the teachings of a classroom? _____—her name was—is—_____, is out there somewhere, having left an indelible mark on my practice.
To be approachable, available to any student wishing to converse. To not underestimate the intelligence of a child, nor to condescend. That though kindness may not be capable of healing a hurt, kindness itself cannot hurt and should be given freely. That a moment’s conversation may alleviate the ills of a hurt soul, however fleetingly. That a failing child need not be a failure, nor intelligence defined by curriculum. That students, though often faceless strangers in a crowd, live lives filled with happiness and horror alike, victories and valiant attempts culminating in failure. That a life written in scar tissue is just as precious as any other.
I am a teacher, and I am a student of _____. In the brief time she was in my life she taught me a great deal, and as I drown her memory in a peaty haze my only hope is that she’s able to age as long as the drink I’m downing has, that she have time enough to turn things around as best she can.
And though it may be the alcohol talking, my heart echoes its sentiment in a hurried, hopeful prayer to a historically deaf, dumb deity: “I beseech [Y]ou, let [her] lack of years be no impediment to let [her] lack a reverend estimation, for I never knew so young a body with so old a head. I leave [her] to [Y]our gracious acceptance, whose trial shall better publish [her] commendation.”1
Amen.