A Black Educator in Rural America
I watched the presidential inauguration of Joe Biden and Kamala Harris January 20, 2021 with hope and tears. I was reminded of the roads we have traveled and the “hills” we’ve climbed by a young woman who was ten years old when Barack Obama was sworn into office as the first African American president in 2009. Yet Amanda Gorman brilliantly reminded me that in any struggle there is always light, and we mustn’t be afraid. Indeed, at twenty-two, she is unafraid to be that light.
The beauty of this inauguration was that Biden’s address lacked usual high-flying inaugural oratory, words designed to have us focus on some noble route to the future, while overlooking a not-so-noble past. Reflection is always dangerous in a turbulent republic such as ours. President Biden did not sweep the unreconciled tragedies of our history under the rug. Indeed, he has pledged to flush out systemic racism which many see as the underlying cause of America’s civil unrest. Our American president is unafraid to admit to us and the world that persistent and protected racism has been hidden deep under the rug of national conscience for too many years.
We cannot reach that “mountaintop” together if we don’t reconcile the events that have been conveniently purged from memory. One such memory was brought back to me on January 6th when our nation’s capital came under siege. I witnessed a man carrying a confederate flag, defiant and proud, across the floor of the capitol building. This hateful symbol of the lost southern cause had never, ever been unfurled in this country’s capitol building – until now. Ironically, there were two portraits hanging on the walls. To his right was a portrait of the proud abolitionist, Charles Sumner. To the left of the flag bearer was a portrait of John C. Calhoun, a proud defender of slavery. The irony tells me that some battles are never over; never won, never lost – forever locked in ugly stalemate. And while the north may be credited with winning the war, the south can be credited, as evinced by the flag-bearer’s display, with winning the message.
That message was driven home for me one morning in 1998, my 10th year of teaching high school English in a small western New York town. That morning was unremarkable until I entered my building to find five angry white boys surrounding the door to my classroom – all draped in the confederate flag. I knew these boys were hell-bent on teaching me the same lesson other racist whites have provided for people of my collective for generations. Apparently, I needed to learn fear – for having reported one of the boys for writing “KKK, all niggers must die” on his desk the week before. There was no doubt who wrote the message on this desk that I had just cleaned the prior evening. But then, as now, I found it curious that whenever a racist is outed to the public, righteous indignation goes into overdrive. The young man and his family were incensed at my accusation. And to prove himself he started wearing a hat with the confederate flag emblem on the front. (Irony is not dead.) The story is long and involves many attempts on my part to talk to the young man in efforts to find any compassion beneath the bravado of good-old-country-boy grievance. Nothing worked. Not a community meeting with the NAACP nor other white students defending the rights of students and teachers of color against offensive displays like the confederate flag. My approach failed in the late 1998. Even so, I hope that my abbreviated story can act as guide for teachers and administrators when their school is rocked with the leftover stones of racial prejudice.
Educators, especially teachers of American history, I ask that you not be afraid to teach the truth. In fact, work backwards and unteach the lie of slavery being a simple working agreement between blacks and whites. And if there is any doubt that presumably intelligent adults already understand the truth about slavery, introduce them to “Gene Allmond, the chief of the police department in Hamilton, Ga.” According to New York Times reporter, Bryan Pietsch, Mr. Allmond is heard saying, “They furnished them a house to live in, they furnished them clothes to put on their back, they furnished them food to put on their table, and all they had to do was work.” Chief Allmond as speaking to Mr. Brooks a patrolman who was heard “using a racial slur while making lewd comments about [Atlanta Mayor] Ms. Bottoms and Stacey Abrams, the former Democratic candidate for governor.” Both chief Allmond and officer Brooks were unaware of Brooks’ body camera recording the conversation. This incident makes for an excellent lesson in the difficulty in getting to the truth about slavery. Let all the students know you are going to teach a mostly ignored history. Give students the courtesy of expectation. Expect them to understand the truth that southern states wanted the right to govern themselves insofar as their desires to own other human beings were concerned. Tell them this lesson is not to instill guilt or promote retribution, but it is a lesson about an American past meant to inform an American future. If we don’t know where we come from, we are doomed to never be able to answer the whys of the present and the why-nots for the future. I’ve taken the wind out of a few bully-sails by being up front regarding racist retorts. “There’s nothing original or decent about racism.” Cutting the bully off at the pass can sometimes remove sneak attacks. Sometimes. Most importantly for educators, you have to believe historical truths. If you don’t, I beg you, please get another profession.
The level of comfort in any given classroom begins with the teacher: For the white teacher who may have his/her own buried, unaddressed issues around race and white supremacy, establishing a level of comfort around an uncomfortable subject can be an insurmountable task. Knowing the truth about this country’s history means knowing the truth about one’s self. There is no faking it. If you, as a white teacher, have any discomfort springing from your own preconceived ideas and or negative experiences with students of color, your students from racist family cultures will know where your sympathies lie. Intuition is strong in many students especially minority students. Indeed, some may never tell you but, believe me, they will know your comfort level, sometimes even better than you. I asked the African American editor of our school newspaper why she had chosen to forego her senior year? (Preferring an early start at Georgetown University). She explained that three years of being the recipient of bullying racist behavior from her peers was more than enough. Another reason she was in a hurry to leave sprang from the white adult “presumption of black ignorance.” Every student has a teacher-radar. They know when we are being sincere. They know when we want them to thrive just as they know when teachers don’t care if they fail.
Administrators are important in deciding who gets to teach as well as determining the comfort level of the entire school. A good idea might be to have prospective teachers, as part of the interview process, model the introduction of a race related unit. An actual presentation of a candidate’s introduction to race sensitive topics such as, Slavery in the U.S., Huck Finn, To Kill a Mockingbird, can give fair insight into a teaching candidate’s classroom approach.
An administrator’s job is not easy. Navigating the vicissitudes of school board and administrative demands is not for the weak of heart. When a student insists on bullying or intimidating others with items like a confederate flag, the administrator needs to act swiftly to defend a peaceful and educational learning environment. Any equivocation lends legitimacy to racism. The Confederate flag issue at my school should have been a teachable moment. My administrator should have suspended those individuals for intimidation and harassment. (There was no question as to why they blocked my door). The entire school should have been made aware of the incident and informed, in no uncertain terms, that such behaviors would not be tolerated. My administrator failed in showing how the confederate flag was offensive to her as it should have been to every compassionate human being. My principal levied no punishment. In fact, in efforts at appeasement, the wearing of the flag was allowed – but only in two-inch-by-two-inch displays on hats or t-shirts. (I’m sure the ridiculousness in expecting teachers and hall monitors to carry rulers for measuring offenders is why this decision too, was a failure). My administrator’s actions told me I was not worth the outcry from aggrieved, though misguided, parents fighting to preserve a fabricated heritage. I never believed nor do I now see this administrator as racist and I fully understood the pitfalls of navigating a high school student body filled with kids from all socio-economic strata – ranging from kids of parents with six-figure incomes to those on public assistance. What I found most offensive though, was my principal’s weakness and inability to stand up and proclaim this flag utterly offensive – just as she had done with me in private. Yes, my principal did not want to upset a community that might have called for her resignation. My right to work in a non-threatening environment was not worth it for her. This episode happened in the spring semester and I wanted my principal to take a stand. And because she didn’t, that same student stalked me the entire fall semester finding my prep periods, coming to my room and pulling the, since banned, flag from his pocket. I informed her of these infractions too many times because it wasn’t long before I became the problem. I quit complaining. Maybe, in the late 1998, I wanted too much. But today, expecting an understanding of the evil of slavery and knowledge of how the image of the confederate flag furthered that evil, is not too much to ask.
Nothing is lost on the perceptive student and time has proven this true. One young man who was part of the confederate flag tormentors blocking my door, stopped at my desk a few days after the incident wanting to apologize. Not only did he need to apologize to me, but his family also encouraged him to apologize to the entire class. I remember his name to this day and wonder what became of him. I do know he moved to Florida soon after the apology to be with other family members. I don’t know why. Another incident that gives me reason to hope, happened eight years after my retirement, in 2016. I was a long-term substitute teacher at a high school in a neighboring city. At a faculty luncheon I was approached by a young teacher who asked if I had ever taught at her high school. I said yes. She then proceeded to apologize for her inaction during the “confederate flag incident.” I was stunned to tears – it had been so long ago. I was caught off guard, assailed by an unaddressed grief at the inaction of my principal and the silence of most of my white colleagues. This young teacher continues to be guided by the decency required to fight a racist culture. I am encouraged that the entire confederate flag issue held some positive lessons even as I know putting an end to the confederate fight for legitimacy has not been and will not be easy. I can only promise to fight the flawed rationale of State’s Rights. In order to remain above the rabbit-hole of hatred, I remember the positives that sprang from negative events. I remember the white students, a young woman in particular who dared stand up at our meetings and call out the racists amongst her peers. (Today, this young woman now runs an advocacy law firm and remains good friends with my niece). I have long been amazed at the courage it must have taken for her to stand up and be strong all the while navigating the vicissitudes of an unforgiving high school culture. So too do I owe gratitude and respect to those few white teachers who refused to ignore students wearing racially offensive clothing in their classrooms. I had become far more conscious of those educators in my building who would consider themselves my friends yet not challenge a white student’s desire to wear racially offensive clothing in our workplace. This waffling regarding my right to work in a non-hostile environment was painful even as it was understandable. We teachers tend to be a docile lot. I understand as well that, as a teacher who’s been called many things, docile was never one of them.
Ironically, what those aggrieved rioters who ransacked the Capitol Building on January 6th of this year helped to pull rug from under the feet of this nation. A rug that had become so bumpy and uneven that it impeded our forward march. I saw the flag of the south waved in grievance as a potential stand-in for people who feared loss and desecration of their rural lifestyle. I realized as well that my former confederate flag-waving students were not knocking at the ceilings of academic or athletic success. The rural dairy farms were all but gone. Local machining and factory jobs were upping the skills requirements that would leave the less motivated on the outside. I see now that in their inarticulate hearts they must have felt they were being forced out of a way of life by the influx of highly skilled, very diverse, and educated workers hired by the county’s two major fortune 500 employers. I wondered how many of the DC rioters shared the same grievance?
Racism ceases to be a problem when most people feel prosperous and employed in meaningful work. Yes, racist groups like the KKK and Proud Boys exist but their numbers increase with the increase in this white majority’s fear of loss. I wonder how many of my confederate flag tormentors looked at the newsclips with sympathy for the angry mob? I don’t think the January 6th crowd understood the manipulation of their anger and frustration by racist and anti-Semitic groups. Just as those who blocked my door were being manipulated by the instigator whose initial grievance was being labled racist for his racist graffiti and not the shared grievance of lost position in school and community.
On my good days I am hopeful. Hopeful that those who wanted to wreck democracy on January 6, 2021 can come to some understanding of how their grievances are being coopted by hate groups who’ve blinded them to the irony of storming the “citadel of freedom” demanding a nebulous freedom for themselves. On my worst days, I know education has failed some students. We’ve failed to push them to do the right thing when we allowed a hateful rationale to prevail. We’ve equivocated when we should have been strong in our demands for decency and empathy. We didn’t want to hurt feelings by informing some that a time would come when the family farm would no longer sustain them after graduation. We failed to impress upon them the need for the human being to be useful, compassionate, and work for the good of the whole. As educators we’ve delighted in the successes of those motivated and strong students whose lives after college have made us proud. But all of that seems to have come at the expense of those who needed more from us than we were ever capable of imagining. Much is demanded of educators. I’m not alone in my memories of leaving work in the dark, mired in fatigue after a long and tiring meeting with my Students Against Violence And Discrimination group. Countless times I’ve sat in my car wondering why I worked so damn hard at an extracurricular that pays nothing? But years later, I recognize I was paid – every time a student finds me on social media or writes a thank-you card letting me know the impact I had on their lives. Yes, I’ve been paid – in the currency of hope.
Teachers are expected to solve the problems of the world. As such, we must remember that our light will shine even if we can’t see its reflection in the moment. We have to be fearless as we take up education’s lantern, to shine the light that shows all students that America has a place for them. If nothing else – we must remember this.
I’ve had many Thanksgivings in my lifetime – 64 to be exact. Some Thanksgivings were solemn while some were in need of police intervention. This Thanksgiving, I vow to not argue, fight, or suffer even the slightest guilt over the kind of turkey that will be consumed by my family. I won’t.
From my working-class childhood to my middle-class life in the hinterlands of western New York, I’ve learned that a turkey, any turkey, even just the smell of a roasting turkey is a must. I’ve come to this conclusion via my mom who would, surveying her kitchen early Thursday morning, pronounce the beginning of the holiday by saying, “Let’s get this place smelling like Thanksgiving.” And so she would.
We live in interesting times when it comes to the food we put on our plates. I’ve suffered the slings and arrows shot from the self-righteous and well heeled. And I’ve walked through a Whole Foods store. So I think I understand the vaygeshray that surrounds the argument between the factory-farmed turkeys and those birds who’ve been raised in the weedless fields of the free-range mind. Suffering. It’s all about suffering.
The Thanksgivings of my childhood were only fraught with decisions around frozen vs. non-frozen and the turkey’s weight – questions easily answered by my parent’s current budget. Today, one can run from pillar to post in attempts to be politically correct and can, after taking out a second mortgage on one’s home, get the totally natural turkey; one that slept on down comforters and was fed on manna dropped from the hands various gods of free-range practices. And so, for more than a few years, my husband and I opted for the expensive, middle-class-guilt reducing bird that needed the strength and precision of Seal-team 6 to cut through. But hey, the bird didn’t suffer. It could hardly have suffered as much as we did – chewing, chewing, and chewing on what seemed like the dusty, original, leather-bound edition of Moby Dick!
So, this Thursday I vow (in honor of my late mom) to get up early and get my house “…smelling like Thanksgiving.” I will give thanks for the many blessings that have been bestowed upon me and mine. Also, I will acknowledge the original (yet unspoken) theft this holiday commemorates with an apology for the suffering of native Americans – a suffering that gets lost in the concern for an ugly bird that we will slice and dice with impunity. And after all of this, I will gladly testify before the senate committee on turkey injustice. I will raise my right hand, and swear to tell the truth before all the gods of political correctness that, yes, I bought a commercial, salt injected bird at 89¢ a pound. A bird that probably gobbled horribly as it was being killed; a bird that may have had siblings that hated him or her for a fat-breasted success; a bird that had no idea what a future was or that there was a senate committee committed to his or her happiness. Yes, I ate such a bird and I found it – GOOD.
FEAR: that invention that keeps us good
Believing in that house at
The end of a road
Paved with distraction
No signs posted for talent or genius nor
turnoffs for iron-hard reality – adulthood
That cul-de-sac of desire
The locking mechanism
From the big house –
That Swiss Army Knife of survival
We live so long – hopefully long enough
To know life is enough
All we should want
The rest is fearing
The opinions of others
We are old enough to resist
Know there is great pleasure in GO!
It is not the There
But the trip
The memories will come years later (if at all)
With its uneven ruler
To defend life’s
Last week I was stunned by the unkind comment of the stranger next to me as we filled a container with donated cans of soup at the local food bank. The comment came after a polite discussion that almost lulled me into dangerous camaraderie with this woman whose conversation segued from motherly pride in her daughter’s nursing career to her idea that Ebola is God’s punishment. “Whoa!” I put up my hand and responded with the usual; where was God when….(insert any historical scourge here). I pointed out Nazi Germany’s contribution to earthly scourges but, after a few days of contemplation, I know there is not much I could say to this woman and others like her who make their stabs at somatic immunity by volunteering in local food banks and presuming to know what God has in mind for believers and non-believers. And maybe my discomfort comes from my own questioning about a belief system that asks me to suspend belief in reality; a reality in which I live. The reality here is that Ebola is not new and as long as it stayed in some faraway land punishing others for being… well, the “other,” Ebola remained that terrible disease plaguing those sad people in that faraway land. Ebola is here, in our face, live and in living color (cue the hysteria).
We first-world (as opposed to third-world) inhabitants are quite predictable in our approach to life; we live our comfortable lives (some more comfortable than others) consumed with the daily familial and material concerns of the species. Oh, we read the headlines as we pass from one engagement to the next but no headline gets our attention like the local headline giving us the exact location and identity of the killer who has been knocking at our door for decades. According to the Centers for Disease Control (CDC) Ebola was first discovered in 1976 near the Ebola River in what is now the Democratic Republic of the Congo. In 1994 Richard Preston introduced a generation of readers to The Hot Zone: A Terrifying True Story, a non-fiction thriller that frightened even Steven King who, according to Wikipedia said the first chapter of The Hot Zone was “one of the most horrifying things I’ve read in my whole life. ” Preston’s book paints indelible images of people in the throes of hemorrhagic fevers and bursting vomit-bags of black bile on transatlantic flights. (After reading the Preston’s book in ’95 I have seriously changed my original position on monkeys as sweet and adorable pets). But Preston’s bestseller did not act as wake up call for the “free world”; shaking our collective shoulders and encouraging us to answer the door. No, it was not until the aftermath of the September 11th attacks, according to Slate.com, that serious research spending occurred at the behest of Dick Cheney whose fear of America’s vulnerability to attack by enemies using bioweapons (as if airplanes were not enough) prompted the Project Bioshield Act. And here is just another story from the file of tragic irony; were it not for the vicarious warriors – those men who fight wars with other people’s children – and their projection of retribution, we would be living with an even worse prognosis for survival.
It is Monday morning, our favorite team has lost the game leaving fans with nothing but hindsight to tell us that America has, once again, been caught deaf to the knocking of humanity. Had we listened to those doctors on the front lines fighting diseases (diseases that know no politics or religion) we wouldn’t be in this heightened state of terror. Had we studied the past, listened to our hearts, and reached out with all the atomic weight our country can muster (especially in times of war) to assist a world far less fortunate, we would not be at this intersection of moral chaos and panic. We allow the scourge of Ebola to continue by proclaiming it a part of “God’s” plan – a passive aggressive approach that did not work with the aids virus. As a country we need to read, reason, and understand. After reading the story of the Ebola virus in The Hot Zone we should have understood Preston’s terrifying conclusion: EBOV will be back. And so it has.
I know you – see you
Hiding in clever phrases
And a title that commands
The idle browser
To stop and read
I recognize you
Your genius for disdain
Of anything I need
Deceit cum conceit
Calmly parked in the heat
Smiling white teeth
Palmed and esteemed
Under the palm tree
Of the redeemed
Urgency is consumed
Forcing the urgent
Lover to work
Peeling her petals
Keeps the world
On its axis
Even as he is still,
In her arms
Under downy-warm skies
Youth tangled in nights
Impossible to share
Who will understand
In light of fear?
The world is no more
A fearful place
We have grown
Still he dreams
Slipping into something
The mornings afterG. Davis-Feldman 6/1/2014
In 1998 I was “stuck” with western New York’s equivalent of “The Bad News Bears.” A team no one wanted and I, by default (with a son moving up to majors with his father as coach), was left to coach. I can teach life-saving & water safety classes but baseball? All I could picture was me ducking and flailing comically out of the way of a come-backer that was sure to find my front teeth. If only that were the singular tragedy that season. The following essay won the 1999 New York State Teachers 1st prize for journalism and a lovely (unaccepted) job offer. I repost today after going into town and having lunch by the river treated to sights of youth on the water and the haunting sounds of balls being cracked into the outfield behind me. Happy spring.
It would be wonderful to say “Stevie” came to baseball tryouts that first day and dazzled everyone. He didn’t. Stevie showed little talent for the game. Even when he came to that first practice, when it was so cold he had to alternate throwing drills with time in the heated cab of the truck, he knew he had a ways to go to be as good as some of last year’s minor-leaguers. I didn’t see him for three practices and one game after that. I had forgotten what he looked like.
On the day of our second game this very blond, fragile boy walked into the dugout. I responded with my customary “Excuse me,” which was freighted with suspicious overtones. He slowly turned and spoke his name. Then I was glad to see him, because that only made us shy one player. Even so, I knew we had to borrow a player from our opponent’s bench and I silently kissed the thought of winning good-bye as I saw the little, very little fellow stumbling our way from the other dugout. I looked back at my bench and eagerness engulfed the boys and protected them from the slow rain beginning to fall.
Stevie took his place in the outfield. He was safe. Balls seldom get out that far in the minors. His hitting was lackluster, too, but I did make a mental note to get to the pitching machine first and get in the much needed batting practice for everyone. At batting practice he swung too late, too weak. I began to feel that he was in little league for other reasons. His body was there; arms, legs, and head, but not his heart – that was somewhere else.
Our next game was across town. Stevie was there. He quietly took center field. I remember my frustration as a shallow fly-ball caused him and the other 9-year-olds to stare at such a phenomenon in awe. The next inning Stevie was taking a bathroom break when we started closing the gap despite our weak fielding. It was the fourth inning and Stevie’s turn at bat – no Stevie. I made a mental joke about his bathroom break being a complete stop. After making a substitution, I went to investigate.
I headed around the dugout just in time to meet his mom and dad who were already on their way back with a very shaken little boy. He had been locked in the portable john that sits on the other side of the playground. Turning the ring-shaped latch to the locked position is a common prank, I was told when I complained. I came back to the dugout to see Stevie huddled in the corner shivering in spite of the 75 degree weather. I told him he could get back into the game after this inning, and he looked at me with tears brimming in his large blue eyes and asked if he could sit out the rest of the game. He was different; unlike the others who would probably have shrugged off the incident and jumped at the chance to play. Not Stevie.
I wish I could say I remember what he said when, later, he came out to tell me about something in his life. I remember him standing there happy to have his mom’s sweatshirt on and flapping the over-sized sleeves. I do remember that was the only time I saw him smile.
The last time I saw Stevie was team picture day. I see him clearly, now, next to his mom with his head in her lap as the other Yankees run amok. I see myself, too, cranky as ever, trying to get eleven 9- and 10-year-olds to hold together in line at 6 o’clock on a Thursday afternoon. The remainder of that week is a blur. Just bits and pieces stay afloat; obtuse, emotional flotsam.
The phone call came Friday night from a friend with news of the terrible accident involving a 9-year-old in my valley and concern that my son be affected by the news. I heard the name, last name only, so many out there it can’t be THE one. I remember my call to the hospital, and the surprise of the emergency room nurse and her emphatic “No!” when I asked if anyone of that name had come in this afternoon. I waited, hoping against hope and losing track of time. I made a promise to myself to hug Stevie the next day at our game. I went to bed thinking of how I was going to explain the hug and special attention. At 11:30 that night the call came. I wouldn’t have to explain. Stevie was dead … killed when a tractor-mounted mower backed over him. I thought of his fragile body. My dreams that short night ended with the sight of Stevie huddled in the corner of the dugout, shivering from the pain and fear of the dark. I cried most of the day – for Stevie, his mom and dad, his brother, for me and every time I made a call to tell the other team parents of our canceled game and the reason.
I met with my team the following Monday. With Tuesday being a game day, I could not go on with life as usual until there was some acknowledgment with the team of Stevie’s tragedy. A counselor, friend and colleague offered to come and speak to the team and possibly help them with grief. I should be used to this grief. But I am not. So, I could only hope that my friend could do for my team what she did for me that Saturday when I called desperately needing comfort and help.
My team was there, and as we sought the cool shade around the practice field, I knew things would be OK. The tentative smiles of the kids and the smiles strained with sadness of the moms and dads spoke of the need to “DO” and the tools with which to accomplish this task. My friend was wonderful, beautiful in her approach. She came with handouts: “How Tos: for parents who deal with children and tragedy.” Grateful, parents snapped up the papers as they listened to their young suggest ideas for a personal memorial to their teammate. Adult tears were ever-brimming as it became apparent these young people were taking that important first step in grief management. They had been given a platform from which to address their sorrow. Plans were set; the stage would be taken, exits would be made and, however sadly, life would move on.
Stevie’s funeral was 11 o’clock that Tuesday morning. Tuesday evening found the ballpark full of parents and players alike, hearts heavy with the knowledge of why the flag was at half-staff. The ceremony began. The stadium announcer proclaimed the game dedicated to the memory of Stevie and invited all the little leaguers in the park to come to the ballfield. A hat and jersey with Stevie’s number was placed at home plate. Someone on the team said “… Stevie’s home now.” The pledge was spoken as two team members unfolded a banner reading “Angels like you are precious and few.” A brand new bat engraved with Stevie’s number was presented to the team. And finally, the messages taped to helium balloons held in the right hand of each team member were released on the count of “1, 2, 3 STEVIE.” A song was playing: “… if I am not there in the morning … remember me …” My team’s faces were shiny with tears, yet held high and smiling at the sight of a dozen Yankee-blue balloons moving further and further into the stratosphere. I looked at my son, and the sons and daughters of others and I beheld a beauty indescribable.
Oh, if life could imitate art we would have seen, that radiant Tuesday evening, Stevie, receiving his wings in some heavenly arena flooded with light. Even as we left a hole in our lineup indicating no player (visible) in center field, we should have known we would win. Fly-balls – shallow or deep, it didn’t matter – hung in the air, giving my team all the “awe-time” they needed before, yes, God willing, Stevie caught the ball.