The Craziest Kid I Ever Taught

1969: GERRY, The Rat Boy

This is the story of the craziest kid I ever taught who also taught me a valuable lesson; that lesson being that I wouldn’t love every kid I ever taught – and some would be out of their damn minds. Getting your eyes opened in the very first year of your teaching career – starting on the very first day of your teaching career – was more of an education than I ever got taking the education courses that I needed to get certified in New York State.

Okay, let me set the mood. I came out of college with three majors (literature, history and philosophy) and decided that I didn’t want to work the business world where I had been fired many times and so I went into education. I wanted to be the best teacher that ever existed and also become a world famous writer. That’s a character trait of mine – I always want to be the best I can be at whatever I try – be it basketball, baseball, boxing, teaching, writing, and casino advantage play. I was filled with fire and with insane ideas I had learned in the education courses I took the summer before my first teaching assignment. I actually thought I could reach every kid I taught. It never dawned on me that there would be some kids I didn’t want to reach or even touch for that matter, Gerry being one.

That first class was huge, thirty-seven 7th graders. Now some of you may have forgotten what 7th graders look like. They’re a disconcerting amalgam of adult and infantile characteristics; mature bodies with elementary school heads sitting atop them; or little kid bodies with adult heads; or diminutive creatures with huge feet, or somewhat proportional bodies hosting teeth so monstrous that it’s a wonder any mouth could accommodate them. If a normal 7th grader is a wonder to behold, imagine what a wacko one looks like.

And Gerry was wacko.

He sat in the second seat of the middle row. I didn’t see him at first because he was so little even the little Korean kid (Peter Kim) who sat in front of Gerry actually obliterated Gerry from view.  Gerry tended to hunch over and he looked like a bizarre crossbred rodent – part rat, part ferret, and part squirrel – with teeth that would do a chipmunk proud. To this day I fondly recall him as “Rat Boy” because when I first glimpsed him I thought, “Jesus, that kid looks like a rat.”

I realized as I took attendance that first day that something was amiss. When I called out his name instead of the standard yo’s and here’s, I heard growling noises coming from his area. I looked over to see who it was and I saw Rat Boy growling into his notebook. Actually he was growling while eating the cover of his notebook.

“Excuse me,” I said, “notebooks are for writing in, not eating.”

“Ignore him,” said Peter Kim. “He’s crazy.”

“You shouldn’t say that,” I said in my best adult tone. Keep in mind I was a just-turned 22 year old and my mind was filled with the unreal educational idiocy that a 12-year-old kid couldn’t be Looney-Tunes. “We should respect each other,” I concluded.

“I respect him,” said Peter Kim. “He’s just crazy.”

I glanced at the rest of the class. No one seemed to care in the least that Peter called this poor, shriveled rat-kid crazy or that, in fact, the kid was crazy. Indeed, a few kids nodded in agreement.

I decided to move on.

“In any case, Gerry, I don’t think it’s a good idea to eat your notebook,” I said lamely.

Gerry looked up and I saw his eyes for the first time – beady, bloodshot, rodent little eyes. He looked at me as if I were a piece of cheese. Then he put his head down and continued eating his notebook. I didn’t really know what to do so I let it ride.

If Gerry had confined himself to only eating his notebooks and assorted other classroom products, this story would be about some other kid. As any veteran teacher knows, kids will eat assorted school supplies, sometimes in great quantities, including pen tops, pen tips, pencils of lead or graphite, paper, hard or soft book covers, book bindings of string or glue, and some kids will go as far as to nibble on film strips or the edges of their desks. In short, a kid’s culinary palate can easily handle the mundane aspects of the normal classroom menu. If a kid isn’t learning, he’s eating.

But Gerry took his Epicurean treats into the realm of the unique. Several days later, as I was teaching a particularly boring lesson on subject-verb agreements, I heard a snap, snap, snapping coming from his area. I figured he was eating another pencil since he had eaten several #2 soft pencils in prior days. So I didn’t pay it any mind. However, the snap, snap, snapping continued and occasionally I’d hear a little flutter, flutter, flutter – at least in the beginning of the snapping.

Finally I looked over Peter Kim’s shoulder to see what was going on. Gerry was eating a little bird – it resembled a destroyed Tufted Titmouse. He had snapped, snapped, snapped the little thing to pieces on his desk and he was devouring little snippets of wing and leg. There wasn’t much blood because he hadn’t yet gotten round to the underbelly, but his razor-sharp incisors gnawed away like mad. By this time the bird was mercifully dead.

The other kids in the class ignored him; an unusual thing as you all know because kids, even big, high school ones, will use anything as an excuse to justify an assortment of groans, whelps, catcalls, farts, burps and other noises in order to annoy their teachers and diminish work time. But not when it came to Gerry. No sir, Gerry could have been eating an African lowland gorilla and the kids would have pretended nothing was out of the ordinary. You see, Gerry the Rat Boy was truly, magnificently crazy and the truly, magnificently crazy can silence any forced craziness even 7th graders adopt. No one wants to mess with the truly crazy – that’s why we put many of them away in hospitals.

Of course, I didn’t let him finish his meal; it would have ruined his lunch. I took the bird away and threw it out the window. Being a first-year teacher, I thought the principal would be helpful. He wasn’t. He told me that all the students had “individual needs” and that I should try to meet those individual needs. I tried to explain to him that short of opening an ornithology workshop in the class, I didn’t see how the feeding frenzy of a Rat Boy came under the province of subject-verb agreements. I ended the conference by sarcastically showing the movie Rodan, about giant birds that eat Japan, to the class.

This principal, Dr. Denton, and I never got along after that. I alienated my first principal within a few days of starting my first teaching job, not a good thing to do.

In the following weeks Gerry ate an assortment of flora and fauna, furniture and fixtures that could have earned him a lasting spot in The Guinness Book of World Records. And all of us in the class ignored him.

Until he started eating himself.

That’s where I drew the line in the sand.

I’m not kidding, one day Gerry started to nibble away at himself. It would have been an interesting, albeit bloody, experiment to see how far he could have gotten. He was pretty skinny so he probably could have finished himself in a week. But I didn’t let it go that far. Even back then I had some standards.

He jabbed a Bic extra fine point pen into his hand and nibbled off the pieces of skin that separated. He slurped up the blood and ink as he did so. Now, him eating himself didn’t bother me the most but the noise did. Do you have idea of what it’s like teaching “The Tell-Tale Heart” and in the background there’s a constant gnashing and slurping? Not an easy feat, I’ll tell you.

So I walked over to him and grabbed his hand – not the one he was eating since that was all bloody – but the one he was eating with – and said, “Now, Gerry, it’s impolite to eat yourself in class.”

And with a fierce growl, he bit my hand!

I tried to continue with my lesson – since I was one of those teachers who thought his lessons were important – but Gerry had a strong hold. I guess I should have seen it from his point of view, which is what you learn in education courses; repeat after me, no one is responsible for his or her own behavior. Hey, I had this big, meaty hand and Gerry had this skinny, almost bony hand – which would you rather eat? But at the time the pain was rather intense for me to see his side of it. All I wanted was to get the Rat Boy to let go of me.

So I yanked and yanked again and yanked yet again as strong as I could and he released my hand from his mouth. I was bleeding. Even though my hand was no longer in his mouth, his teeth were chopping away – like those monsters in the movies that are killed but their skulls keep snapping away trying to eat the hero and heroine.

I grabbed Gerry by the throat, gently of course as he was a student and I was a teacher, and said, “I think you should see the school nurse.”

Before I could utter another syllable, Gerry jumped up and out of my grasp. “I’ll die first!” he screamed and ran to the window and before anyone could stop him, he opened it and jumped out.

Unfortunately, my classroom was on the first floor. Gerry plummeted all of three feet. I could see the top of his little rat head at the windowsill. I reached out, grabbed him, and hauled him back into the classroom. I then carried him to the nurse’s office, right across the hall from my classroom.

Now the nurse, Mrs. Delaney, was a kindly woman, always on a diet. She was eating her lunch at her desk, her daily custom, from an assorted array of Tupperware containers. I informed her that Gerry had been eating himself, then tried to commit suicide by jumping out the window. She looked kindly at Gerry, put her fork into her Tupperware container, and rang for the principal.

By this time, Gerry sat in a chair, growling softly, and eyeing the nurse’s Tupperware container. Could he still be hungry? What an appetite this kid must have, I thought.

Seconds later the principal arrived. He asked me what was going on. I related the story. The principal looked at Gerry, no longer growling and looking innocent as a lamb (well, innocent as a lamb that looked like a rat) then back at me. “It seems you didn’t heed my advice,” he said. “You have to individualize instruction and meet the needs of the students.”

“The kid was eating himself, Doctor Denton, eating himself! Should I have given him some salt? And then he bit me!” I held out my left hand to show him where Gerry had taken a small piece of my hand. (If you ever meet me, ask me to show you the scar.)

“You probably provoked him,” said Doctor Denton knowingly.

“He’d eat you if given half a chance,” I said.

“I am sure it is not half as bad as you make it sound,” he said.

Gerry saw his half a chance. He grabbed the fork from the nurse’s Tupperware container and in one, smooth, swift motion plunged it through Doctor Denton’s gray, thin, pinstriped, polyester suit jacket and into his back, just next to the shoulder blade.  The one thing you should know about polyester is that it doesn’t absorb blood as well as good old-fashioned cotton or corduroy. A big, red blot appeared almost immediately on the principal’s back, the fork still embedded there.

The principal picked Gerry up – and none too gently I might say – and carried him down the hall to his office. What a sight – the principal barreling down the hallway, Gerry hissing as he hung over Doctor Denton’s shoulder, with the fork sticking out of the other side of Doctor Denton’s back.

Then the bell rang and hundreds of junior high kids streamed into the hallway with Doctor Denton making his way through them – and none too gently either – as he finally staggered into his office.

I wish I could tell you that the story ended here. It didn’t. Of course, Gerry did not come back to class that week, or the next, or the next. The following week, Doctor Denton told me to meet him in his office after school. We had some clashes in the three previous weeks, even without the presence of the Rat Boy, and I thought he would read me the riot act as he had every week since I started teaching there – or fire me (which he ultimately did during my second year at that school). So I went to his office after school.

“Mr. Scobe,” he said (everyone called me Scobe or Mr. Scobe and when I taught in high school two years later I was called King Scobe – a title I feel I deserved). “I think I’ve been wrong about you – well, somewhat wrong, not totally wrong. But in some things I might have been wrong. Well, in one thing I might have been wrong.”

“And that one thing is?” I asked.

“I thought you weren’t able to reach each and every student – for example that Gerry child. But evidently you do.”

“Thank you,” I said. What the hell was he getting at?

“Yes, I was just on the phone with Gerry’s mother. She says Gerry has really taken a liking to you.”

“God, really?”

“Yes,” he replied. “A real liking. That’s why we want you to home tutor him.”

“Excuse me?”

“Gerry’s mother says that he can relate to you.”

“We’re both mammals (a rat, a human),” I said, then added, “Well, I guess that’s nice but…”

“Oh, no buts about it. We’ve had our problems, you and me, but for me to ask you back for next year, I have to see some evidence…”

“That I’m crazy enough to go to that maniac’s house?”

“I would not put it that way,” said Doctor Denton.

“What way would you put it?”

“To be an educator requires a true commitment to the students.”

“I should be committed if I went to his house,” I said. I think one of the reason’s Dr. Denton didn’t like me is that I said what I said without too many “educationese” filters blocking out what I really felt. Also I had a fistfight with him – but that came in the second year, when he fired me. But I don’t want to get ahead of myself.

“Okay, I will ask you one more time, will you home tutor Gerry?”

We eyed each other over his desk. I didn’t want to get fired and Doctor Denton could fire me just like that since I had no tenure. After all, my wife didn’t work – in fact, she only worked for a couple of months in all our 18 years of marriage because she didn’t like to work. I knew she was home, reading a murder mystery where some husband who lost his job was probably brutally slaughtered by his wife, and I knew that there was only one answer to Doctor Denton’s question.

“Hell, no,” I said.

“Then I am going to terminate your employment here,” he said.

“Just kidding,” I said. “I’d be delighted to do it seeing as you’ll let me finish out this first year and start a second year, yes?

“Of course,” he said. “We always want to see fine, young teachers get a chance to establish themselves. And you will also get fifteen dollars per hour to tutor him too.”

I nodded yes and shook the principal’s hand, thus sealing my fate. I would actually enter the lair of the craziest kid I would ever teach.

When I returned home that evening, I informed my wife that I was going to the house of Gerry the Rat Boy to home tutor him the next day. After checking to see that our insurance was paid up, my wife said, “Sure, fine, go. We could use an extra fifteen dollars a week.”

I didn’t sleep well that night. I realized that I might have made a very big, perhaps fatal, mistake. This kid had shown himself capable of eating anything – including himself. What would his parents be like? A rodent doesn’t crawl too far from the family tree, does it? Maybe this family did this every year. Maybe they were cannibals and once a year ordered out for a teacher to dine on. Maybe they wanted me as a snack? Yes, please send over Mr. Scobe as we would like to dine on him tonight.

I woke up in the middle of the night in a profound sweat. The next few hours might very well be my last on earth.

I then woke my wife up. “Honey,” I said. “I might be facing death tomorrow.” She mumbled something. “What was that? What was that you said?” I asked.

“Increase your life insurance,” she mumbled and then fell back into a deep sleep.

That day I taught my classes but my mind was elsewhere. It didn’t really matter because my students’ minds were elsewhere too – as they almost always were every day anyway. I kept thinking I had never had a book published – or even an article – and now I would die never having completed my destiny to be a great writer. Damn! The hour was approaching when I would go to Gerry’s house.

And the fatal last bell of the day rang.

After the students exited the building, I went to my car. Doctor Denton stood proudly in the parking lot waving goodbye to the buses, then he saw me, and shouted, “Good luck today Mr. Scobe!” His smile looked as if he were hoping I would be killed and eaten!

I turned the key in the ignition and then prayed. At that time I was an atheist but that didn’t matter. I prayed to every god whose name I had ever heard of because maybe one of them was up there listening and would see me through this ordeal.

Now Gerry lived in a relatively rural area of Long Island with no sidewalks, no street lights, houses tucked into the woods so you couldn’t see your neighbors and they couldn’t hear you if you screamed as a knife was being plunged into your heart because you were stupid enough to show up to tutor the Rat Boy who was now ripping away at your body, tearing large chunks of your stomach out and eating them raw and Oh, my God! I thought to myself, as these visions passed through my mind. Then I said in a whisper, “Scobe get a hold of yourself.”

I found his house. It looked almost normal if you ignored the little gravestones on the front lawn; yes, little grave markers covered parts of the front lawn of the property. Each one had a little something written on it in Gerry’s weasely scrawl. I read one. “Here lies Ralphie, a good puppy.” I read more. “Here lies Dino, a good lizard.” “Here lies Bubba, the good blue bird.” “Here lies Alphonse, a good friend.” I hoped Alphonse hadn’t been a human. A thought flashed – would a grave marker say next week: “Here lies Mr. Scobe, a good English teacher”?

Put this out of your mind, I said to myself. I took a deep breath and went to the front door. I lifted my hand to ring the bell and saw that my hand shook like mad. What am I doing here?

Then I heard a man singing, beautiful singing too, “I Get a Kick Out of You.” Beautiful singing; great voice.

I rang the bell. Several heartbeats later, the singing stopped, and several heartbeats after that the door opened. I don’t know what I really expected to see – probably some demented looking adult with wild, unkempt hair and pointy teeth wiping his face with claws – so it surprised me to see a normal looking man of about 40, maybe five-foot six inches tall, dressed immaculately in a tuxedo jacket, frilly tuxedo shirt, and black bow tie. Probably this must have been the man I heard singing. I later found out that this man was a professional nightclub singer of some renown which was unfortunate because he was shot dead in a mob hit while he sing “My Way.” Indeed, before me stood Gerry’s father.

He smiled, “Mr. Scobe?”

I had almost relaxed as I smiled back (Whew! He’s normal!) and almost uttered hello when I realized something was wrong, seriously wrong. Oh, yeah, this nightclub singer, immaculately dressed from the waist up – but if you looked lower, from the waste down he was naked – he’s stark naked! – with his, with his…microphone hanging there for all to see and that “all” was actually only me.

Now I don’t know about you but when someone is exposed in front of me I want to look. Well, I don’t mean I want to look, I mean I have an irresistible urge to look. It can be a man, a woman, a wildebeest – if their naked self stands before me my eyes keep going to you know where. I fought it this time. But my damn eyes wanted to look down. So instead I put my head up and kept looking at the sky.

“You Mr. Scobe?” he said once again.

“Uh, yes,” I said, looking at the sky.

“Come on in,” he said, swinging the door wide open. “Gerry’s waiting for you.”

I started to walk in but bumped into the side of the house because I was still looking at the sky. It’s hard to see where you are going with your head pointed heavenward. So I angled my head down a little, just a fraction, so I could get through the doorway.

“You got a stiff neck?” Gerry’s father asked.

“A stiff what!?” I reacted terrified.

“I asked if you had a stiff neck,” he said calmly.

“Neck, God, great,” I said.

“What?” he asked.

“No, no, my neck is fine…I have…a…a nosebleed,” I lied. “I get them all the time. It’ll go away.”

“You know what’s good for a nosebleed?” he asked.

“No, what?”

“Singing,” he said.

With his microphone hanging there like that I wasn’t about to sing a duet with the man, so I said, “No, no thanks, I’m in a bit of a rush…ah…I have to pick up my wife at work.”

“My wife is in the kitchen. She wants to meet you before you go upstairs to Gerry’s room.”

“Okay,” I said, “which way?”

“To your right and down the hall,” he said and I could see out of the corner of my upturned eye that he was indicating the direction with his hand.

“Thanks,” I said, then turned right and walked into the wall.

“No wonder you get nosebleeds,” he said, “you’re always bumping into things.”

“Yeah,” I forced a laugh, and thought, And as long as you don’t bump into me, I’ll be all right.

            Get a hold of yourself, one part of me thought, the man is normal, almost. He has a wife, a kid, he’s normal.

            Oh, yeah, right, he’s normal, the other part of me thought, sure he’s normal. You idiot! His son is Gerry the Rat Boy. The man probably doinked a giant rat to produce him!

            Shut up, my first part said to my other part, Get this over with by just walking down the hall into the kitchen and meet his wife.

            Oh, Lord, and what a wife she was! She could have been four wives. She was a tall woman because even though she was kneeling on the kitchen floor praying she seemed almost as tall as me. She had to weigh 500 pounds if she were an ounce. Five hundred pounds in all directions too – a Mount Kilimanjaro but with this molehill of a head (there’s that rat theme again), a teeny-tiny head sitting atop a flesh mountain. She chanted incantations about Satan and his demons swarming around her. “Get away! Get away! The Lord Jesus Christ of the Last Supper and the Cross and the Resurrection says to get away from me Satan!”

I coughed.

Her mole-head turned to look at me. At first it was as if I weren’t there. Maybe she thought I was one of Satan’s demons, but then she smiled and struggled to lift her mountainous bulk. She sweated profusely, with some little flecks of foam in the corners of her lips. Gerry had eaten pens, pencils, furniture – his mother had eaten a house!

“Mr. Scobe?” she panted.

Please don’t eat me! I screamed inside my head. Please don’t eat me! God, don’t let her eat me! I’ll believe in you if you get me through this!

            She trundled towards me. “Are you okay?” she asked. Her voice coming from that monstrous body was soft and feminine. I came out of my trance.

“Yeah, yes, I’m okay, yeah, fine, okay,” I said.

“Have Satan’s hordes and legions gotten to you?” she asked sweetly.

“No, no, I think I have indigestion,” I said.

“I have that sometimes,” she cooed and then she angled her mole-head heavenwards, “but the good Lord cleanses me as does a physic I take each night.”

“I’m in a bit of a hurry. I have another kid to tutor after Gerry,” I lied and for effect looked at my wrist. I wasn’t wearing a watch but I looked at my wrist as if I were. Actually I didn’t know what I was doing, but as I looked at my wrist I thought: My time is running out.

            Then I heard loud singing coming down the hall, which meant Gerry’s father was heading this way.

“Can’t I go tutor Gerry?” I pleaded.

“I must first rid you of all the demons that surround you. You have many demons in you young man,” she chanted.

“I really don’t have time for that,” I said looking at my wrist again.

“Everyone has time for the Lord,” she answered sweetly.

Just then Gerry’s father entered the room. My eyes shot to the ceiling.

“Still have that nosebleed?” he asked.

“No,” said Gerry’s mother, “he is looking to God to rid him of his demons.”

“Oh, ho! ho! ho!” guffawed the father.

“James,” said Gerry’s mother, “how many times have I told you not to walk around the house like that?”

Oh, good, I thought, she’s going to make him put on the rest of his clothes.

“Now take off your good clothes immediately,” she said.

“Yes, dear,” he said and left the room.

“My husband doesn’t believe,” she confided in me.

“Oh,” I said. I wanted to say, you mean he doesn’t believe in wearing pants?

“He doesn’t believe in Satan and his onions,” she whispered.

Onions? Satan and his onions? She meant minions, but I didn’t bother to correct her. If a woman that big wanted Satan with onions who was I to argue?

“Gerry? I’m here to tutor Gerry,” I said.

“First, we must pray,” she said and before I could respond, she wrapped her giant tree limb of an arm around me, squeezed me tightly into her bloated body, and started screaming, chanting and praying as if the world were about to end. I can’t remember what she said, what she shouted, what she chanted, but as she shouted and chanted her mouth became full of spit and she spat in my face a Baptismal fount of saliva. When she finished, she released me and I staggered into the kitchen table. Just then Gerry’s father re-entered the room.

“Boy, you really do bump into things,” he said.

I closed my eyes. Why had I come here? Oh, yeah, to save my job.

“I’m here to tutor Gerry,” I said. Actually I think I croaked it.

“He has to pick his wife up soon,” said the father.

“I thought you had to tutor someone else?” asked the mother.

“Both,” I said. “I pick up my wife and then I go and tutor someone else.”

“Gerry’s room is upstairs,” she said.

“Okay,” I said and started to walk. Where? I had no idea, since my eyes were closed, as Gerry’s father was totally naked now. I slammed into the refrigerator.

“Maybe,” said Gerry’s father, “you bump into things because your eyes are shut.”

“I’ll lead you,” said Gerry’s mother grabbing my hand, “as the Lord leads me away from carnality and into the light!” Gerry’s father rolled his eyes and itched his balls. Yes, I had looked!

At the bottom of the stairs she let go of my hand. I noticed that she had a chair seat on a metal railing that went up the side of the staircase. She sat in the chair. It creaked like crazy. She pressed a button and up she went. God, don’t let the whole staircase fall down! I climbed the stairs behind her.

We walked down the hall to Gerry’s room. The hall was dark and musty. Things have died in this hallway, I thought. We stopped at Gerry’s door.

“I will knock three times,” said Gerry’s mother. “On the third knock he will open the door and you count to six and then go in.”

“Count to six,” I repeated.

“Six,” she repeated.

Gerry’s mother knocked once, paused, then knocked twice, paused, and then knocked the third time. She turned around and ambled down the hallway back to the stairs. She walked much faster going away from Gerry’s room than she had walked going to Gerry’s room.

Gerry’s door swung open slowly. I was alone, alone and entering Gerry the Rat Boy’s room. Maybe I should have let Doctor Denton fire me.

He had huge furniture in his small, cramped, foul-smelling room – a giant armoire with swinging doors, an oversized desk from the 1940s, a large, murky fish tank that hadn’t been cleaned since Noah’s flood, and on the walls hideous pictures from newspapers and magazines of traffic accidents and murders.

I was standing in the center of the room, but where was Gerry? “Gerry?” I asked hesitantly. No answer. “Gerry, are you here?” I heard a movement behind me and just as I turned, a body came hurtling from the top of the huge armoire.

Gerry landed half on my shoulder and half on my back; his mouth open and about to take a chunk out of my arm – the same arm whose hand he had previously bitten. I spun around fast and grabbed him by the throat – none too gently I must say – and then pulled him off me and held him at arm’s distance. The kid couldn’t have weighed more than seventy pounds. With my hands on his throat, with his feet dangling in the air, Gerry smiled. “Hi,” he growled. “He ha, ho, ho, who.” (What the hell was that?)

“I’m going to let you go,” I said. “But if you attack me I am going to beat the shi…I am going to beat you to a pul…you get the idea?”

Gerry nodded as best he could and I released my grip on him as I put him down so his feet were on the floor. Gerry smiled (he looked even crazier when he smiled); this was the happiest I had ever seen him. Maybe he liked to be strangled?

His beady, blood shot, rat eyes looked at me strangely.

“Wanna see my skull collection?” he asked.

“Not now,” I said.

“Wanna see my dead fish?” he asked. “They are all skeletons.”

“Not now,” I said.

“Wanna see my moth collection?” he asked.

“No, no,” I said, “I am here to tutor you.”

“You hungry?” he asked.

“No,” I said. “Let’s get this over with, okay?”

“You wanna play?” he asked.

“No,” I said.

“I like you,” he said. “You’re the best teacher I ever had.”

“Get your books and let’s get started,” I said.

“I don’t have books,” he said with a slight smile.

“The school was supposed to send you two copies of all the books on a list I gave them,” I said.

“They did,” smiled Gerry. God, his teeth were sharp. Did he go to the dentist and have them filed? Would a dentist do that – file some kid’s teeth like that?

“So where are they?” I asked but I knew where they were. They were where other books, pens, birds, bugs, frogs and assorted pieces of furniture were – digested.

Gerry the Rat Boy now started growling in very low volume. His cheeks started to twitch and his eyes started to glaze over. “So what you wanna do,” he asked in a whisper.

I wanna get outta here, I thought and then I said, “I want to get out of here!” And I literally leapt out of his room and ran down the hall to the stairs. I didn’t turn around to see if Gerry was chasing me – I certainly could outrun a rat. I ran down the stairs. I could hear Gerry’s mother praying in the kitchen – a mountain praying to Mohammed (okay, to Jesus). I could hear Gerry’s naked father singing into his microphone in the living room.

I didn’t say goodbye to anyone. I just catapulted out the front door, through the front graveyard, and jumped into my car. I drove off like a demon – or Satan and his onions.

Three months later, Doctor Denton called me into his office. “Good news, Mr. Scobe. Gerry’s coming back to school.”

“Shit,” I said.

“Don’t worry,” said Doctor Denton, “he’ll be drugged.”

“Strong drugs I hope,” I said.

 

Students Are Sharks

 

Students are sharks, no doubt about that. When they scent blood in the water, many will unite and attack. The object of that attack will be the teacher.

I saw some teachers destroyed by students when I was in high school. Even in Catholic schools, teachers were fair game if you could rip them to shreds and not get in trouble (or too much trouble). Few teachers wanted anyone in the school to know that their students swarmed them, sometimes daily, and made them tremble in the face of disdain or vicious attacks. Many teachers would just hold it all in and not share their torment with others. Some of these teachers broke down and quit the profession. That was a true victory for the sharks.

It didn’t matter if the teacher was a nice person; if he showed some fear, or lost his temper and yelled, or trembled; he was dead meat. As a student, I never joined the sharks in their blood-letting. It was too easy; a weak teacher, belittled, and getting his ass chewed; I didn’t want anything to do with that. But you only needed a few students to set up the shark attack. Three or four and the class could be thrown into chaos.

Dealing with Possible Destruction

As a young teacher, losing control scared the hell out of me. It terrified me. I did not want to show any weakness on any day that would open me up to attack.

In 1969, before I entered my first classroom to teach my very first class, I had nightmares of the students turning against me and making me bleed so much that the front of the room was bathed in red. After teaching for 33 years and being out of the game for the past 16 years – I still have nightmares (which I call schoolmares) about not being in control.

In my teaching career I have strong memories of the teachers who lost control; who would cry, females and males, weeping shamefully, after their sharks’ devoured their soft flesh with delight.

I remember a former Marine, a big, strong guy who could rip a student to pieces in a physical fight, brought to blubbering in the teachers’ lounge. He didn’t last a full year on the job. I remember one teacher who was being observed by our department chairman crying as the lesson unfolded because the students became uncontrollable. He lasted two years before he gave up the job. There were plenty more.

Now some teachers can maintain discipline by being bastards or being scary or being both. Students can be rightfully afraid of strong-willed, mean, unrelenting teachers. And many of these teachers actually taught well. A good teacher is a good teacher even if he is a prick or she is a—(well you can supply an accurate descriptor here).

I didn’t want to be a scary, nasty teacher; that’s not me. I wanted to enjoy the classroom and have a good relationship with my students. I wanted to like my students and I would prefer that they liked me. Admittedly there will always be kids you dislike and, yes, some kids would dislike you. That’s the human condition.

Just prior to entering the classroom at the age of 22, I wondered: How do I circumvent the possibility of ultimately facing a school of ravenous adolescent biters looking to chomp on me?

I recalled both good and bad teachers I had encountered when I was a student. One started the very first lesson on the very first day by saying, “People, people let’s begin.” Nothing happened then but he had unknowingly lumped all his students together into one grouping (“people, people”) and many of those “people” in a relatively short time had formed a school of sharks and ripped this guy apart.

Okay, lesson one, don’t let the students think of themselves as one group. Keep each one thinking of him or herself as an individual. They had to think of the relationship with you as a dual relationship – me and Scobe – between two distinct individuals. If a kid liked you that probably would stop that kid from kicking your ass in class.

So no kid represented a group. No kid was the leader of the classroom. No kid represented his race or religion or ethnicity. The kid was the kid and nothing more. It was the student and me, period. Easy to say but how do I put that into effect?

I would face close to 30 kids per class on that first day. I figured that I’d meet them at the door and try to say something personal to as many of them as I could. The administrators of the schools want you to stand at your door to make sure the kids in the hall are behaving. No, it would be better for me to set up the future conditions in my classroom on that first day at the door.

So I would stand in the doorway those first few days and say silly things. If the kid had a tan I’d say something such as “Well, at least we don’t have to go swimming and have fun anymore now that school has begun.” Or “I’ll bet you can’t wait to do a lot of homework.”

To kids who swaggered and looked tough, I might say, “Okay, you are in charge of protecting the nerds. They need someone like you or they are dead from… ” and I’d wave my hand at the students rushing through the halls to their classes. I think most students, like most adults, think other people are idiots. I’d play on that with the tougher kids.

I’ll admit that what I had to say was never all that clever. I just wanted a word with the kid; that’s all, just a lightning-fast personal word, one-to-one.

In class I could build a one-on-one relationship even if I hadn’t gotten to the kid at the doorway. If some student said something really stupid, I would look at another kid in the class and do a quick eye-roll that only he or she could see. We made a connection at that moment. Then I would tease the kid who said the stupid thing— never nasty, just in fun. A little humor and a quick one-to-one with an individual student during class could go a long way in establishing a personal relationship and a classroom tone.

I also knew never to do the same lines or actions over and over. That could get boring.

Okay, that was one idea to employ, a truly personal relationship.

The Humor Trip

Some teachers don’t have much of a sense of humor in their classrooms. If a student got off a good line at your expense, how should you react? Get angry that a kid would dare say something funny about you, the paragon of education? No. For God’s sake, just laugh. What the hell? I enjoyed teasing my students, so why can’t they tease me? There were only a few times when I really wanted to kill the kid who said something mean to me, but I never let the #$%^&* know that.

Or come back with a funny remark of your own. But never nasty, “Timmy, your mother is a smelly ape!” That achieves nothing.

Okay, so have a sense of humor. Don’t take yourself too seriously. Enjoy what you are doing. If you like what you are doing, the kids should like it too. I called that emotional transference.

Classes didn’t have to be dry, dull and deadly. I would do the literature I liked, that I enjoyed, that I could get excited about when I taught it. I would teach writing the way I wanted to teach it.

So this was the plan I put into effect the very first day of my career. Did it work? I think so. In 33 years I never had to throw a student out of my class; or write a disciplinary referral on anyone. I never had to yell at a kid. Don’t get me wrong; there were times when I wanted to walk down the aisle and belt a kid in the nose. No teaching day is perfect even for the best teachers. That is something all teachers know. That’s why most days you see the teachers dragging their asses out of the school building.

Liking My Students

Did I like all of my students? Just about. I did have a few that I couldn’t stand and a couple I can honestly say I hated.

People might think it is wrong for me to say I had a couple of students I hated but I did. Why lie? Out of the approximately 6,000 kids I taught, I think hating two of them is pretty good. Some will say the word hate is too strong a word. If it is then feel free to change it to a word that means hate but doesn’t sound like hate. I’ll have a section about these two creeps in the future. You might hate them too.

And one seemingly weird thing, which will probably sound totally idiotic to many of you, but I remember from my little sister and my cousins when they were toddlers that they liked to have the same books read to them over and over; that they liked to eat the same food night after night. I remember an uncle who shaved his beard and his daughter cried as if he had died because she had never seen him clean shaven.

A certain sameness creates calm.

So I dressed basically the exact same way day after day after day. Each year I tended to have a different uniform (after all my uniform would wear out with such extensive use over one school year). I figured it would be easier for the students to basically see the same Scobe day after day. A leopard doesn’t change his spots and my clothes were my spots.

I remember one year when a PBS station was doing a show about my classroom and that year I wore a burgundy sweatshirt every day. So for the show every student wore a burgundy sweatshirt. It was fun to see all of us looking alike. And we did not give in to telling the producer of the show what we were doing. I just taught my regular class and the students were just great. It was a fun day!

The Attention Span Problem

Here is another situation that concerned me, the attention span of students. I found in my elementary and high school days, in college (even in high-level honors programs), in graduate school and in the mind-numbing education courses to which would-be teachers were subjected, that many students could not concentrate for prolonged periods of time. You could see legs beginning to vibrate; faces lost in dream-states, eyes drooping, and big yawns.

I knew you couldn’t teach a kid if that kid couldn’t pay attention. How do you solve that problem?

Over my years of teaching there have been many idiotic attempts by educators to find methods to engage students for prolonged periods of time. One such was called cooperative learning, where you put students in groups and they teach each other. The smart kids did all the work, achieved all the grades for the group, and the lazy kids did nothing, but they still achieved success through their hard-working peers. Of course that nonsense was not around in 1969.

So what did I do? I watched television. The kids I would teach had been brought up with television. So what held their interest for a half-hour or hour-long show? Something did because we had a nation of kids addicted to this form of entertainment. It took me a while but I got it. Commercials!

Every 10 minutes or so, the show was interrupted with a commercial that did two things; it introduced something new, maybe some product or food or cigarette brand and it gave a break from the program that the kid could get back into when the commercial was over.

How could I introduce the commercial aspect into my lessons? Every 10 minutes or so, I would interrupt the lesson and go on a short riff, something funny or unusual. Then I would get back to the lesson but first I’d say something such as, “Wait, wait, I’ve forgotten what we were talking about. Can anyone help me?” Of course, the kids would raise their hands and tell me what I had taught. Okay, that was a sneaky way to do a review and it also gave the kids the idea that I had a pretty poor memory.

The Students I Taught

In my career I taught every type of student—from advanced placement to regents to non-academic. I once had a class comprised of six felons who had taken someone’s life when they were in junior high school. I had some students who were—even at the young high school ages—far smarter than I would ever be. But a kid is a kid, no matter how brilliant. If a kid taught me something by something he said I had no problem saying, “Excellent. I never thought of that.”

I taught kids from all races and many ethnic groups. I treated them all the same—I’d tease, cajole and praise kids if what they had just accomplished was worth it. I was never overly-critical. I was not an easy grader.

My department chairman won a bet against a teacher who said my popularity was based on my giving out high grades. He told the guy to bring his grade book in and he’d compare the grades, especially when we taught the same students. This teacher’s grades were far higher than mine. My chairman won the bet.

So I had my plan and I put it into effect from day one. I might still have schoolmares so long after retiring but I did accomplish what I set out to do—that was, being the best teacher I could be and to never lose control.

Frank Scoblete’s latest books are Confessions of a Wayward Catholic; I Am a Dice Controller: Inside the World of Advantage-Play Craps, and I Am a Card Counter: Inside the World of Advantage-Play Blackjack. Available from Amazon.com, Kindle, Barnes and Noble, and at bookstores.

Only You

 

It was my first year of teaching at Lawrence High School in Cedarhurst, New York and I was finishing my first master’s degree. I would drive into the City to meet my advisor and this particular trip was to discuss my thesis on Ernest Hemingway titled “Hemingway Mystic.”

We met at a restaurant and got down to business. We discussed this, that and all the other things about Hemingway and I showed the professor point by point and line by line why I thought Hemingway had a strong mystic streak in his writing. When we were done my professor said, “Frank, is it true that every Italian has someone in his family in the Mafia?”

“What?”

“I heard that all Italians have at least one member of their family in the mob,” he said. “I just want you to confirm that.”

“No, no, my family doesn’t and none of the Italian families I know have Mafia guys in them,” I said.

“Ah,” he said. “But you really don’t know about them do you? You only know what you think you know or what people lead you to believe.”

“Doctor Carlson, I’m sorry, but give it some thought. There are so many Italians in America that if every family had at least one person in the mob, and maybe even more, there would be hundreds of thousands or a few million Mafia in America. It just isn’t so.”

“So you don’t know about the ones in your own family? You are not a good representative of your people” he laughed.

I shook my head. This guy was dense. Obviously I couldn’t change his mind, but the fact that his information was wrong, that I knew I didn’t have Mafia members in my family, didn’t seem to sway him in the least.

And what was this idea about me being a “representative” of my “people”? I didn’t speak for the Italians in America, nor the Germans nor Irish who also made up my heritage. I didn’t actually speak for anyone but myself.

“Italians get really offended when people make jokes about them don’t they?” he asked.

“I don’t know,” I said.

“Come on, you’re Italian, you should know.”

I learned something from this guy. No one represents his or her group, especially in the classroom. Yes, you might want to have fun with students, crack jokes at a kid’s expense as kids will cracks jokes at your expense; you do have to have a sense of humor about yourself, after all.

I realize that I can crack jokes about Jim and June and Bob and Jaime as Jim and June and Bob and Jaime – but not on what race, ethnicity, or religion they are.

Sometimes a stereotypical trait exists in the person with whom you are dealing. Fine. But that stereotype does not dictate all the traits of such an individual. And that stereotype is not that individual and, worse, that individual will feel slighted if he or she is made to feel you are stereotyping him or her. (“You people are all alike.”)

I am a man but I don’t represent men. (“All men are alike,” she says.)

Because she is a woman she does not represent women. (”All women are alike,” he says.)

Because a kid is Italian, he doesn’t represent Italians.

Because a kid is Jewish, she doesn’t represent Jews.

Because a kid is black, he doesn’t represent blacks.

And so on.

In the classroom; in the school; in professional or personal contact, then, it is just me and the other person, no matter who that person is.

Stand in front of your classroom; look at each and every student and say, “Only you.”

Frank Scoblete’s latest books are I Am a Dice Controller: Inside the World of Advantage-Play Craps, Confessions of a Wayward Catholic and I Am a Card Counter: Inside the World of Advantage-Play Blackjack. Available from Amazon.com, Kindle, Barnes and Noble, and at bookstores.

The Making of a Teacher (1): Mr. Grillo

He sat in the top section of the Brooklyn to Staten Island ferry. We were halfway across the Narrows on our way to Bay Ridge’s 69th street pier. I should add that this particular ferry service no longer exists. When the Verrazano Bridge was completed there was no need for that particular ferry service.

This was my junior year of high school and Mr. Grillo was my social studies teacher.

On this day, a few days before Halloween, Mr. Grillo looked awful. There were dark spots under his eyes and he was quite pale. He looked sick.

“Good morning Mr. Grillo,” I said.

“Good morning Mr. Scoblete,” he said. Mr. Grillo always called his students “mister” followed by their last name.

He looked out at the skyline of Manhattan. His eyes were distant and a little dull.

“Are you okay?” I asked.

“I’m tired,” he said. “I have a long day ahead of me.”

A long day? It was just a regular work day.

“Can I ask you something Mr. Scoblete?”

“Yes, yes, sure,” I said.

“Why do the students hate me? I can’t even get a lesson going and all of a sudden there are spitballs thrown at my back and weird noises when I am not facing the class. Why?”

He was right. When his back was turned as he wrote notes on the board, chaos ensued behind him. Yes, spitballs flew across the room and some hit him and stuck to the back of his suit, and half the class raised their hands in the air with their middle finger prominently displayed.

There were sneezes that only slightly covered the word “fuck” and loads of derisive laughter. You could see the back of Mr. Grillo’s neck getting redder as the chaos behind him increased in intensity. (For your information, this was a Catholic high school— one of the very best in the city!)

Once in a while Mr. Grillo would whip around trying to catch someone doing something, anything, but he never nailed anyone. In fact, the pimply-faced Sullivan, the one I thought of as “Captain Disgusto,” once had the audacity to say, “Mr. Grillo, someone threw a spitball at me.” Sullivan held up the spitball – a dripping spitball he had just taken out of his own mouth.

“Oh, ho, that’s a wet one,” laughed Sullivan’s best buddy, a kid known as black head because of the number of black heads he had on his face.

“You should control the class,” said Jimmy DiResta. “I’m here for an education.” DiResta was a moron of the first order and another of Sullivan’s followers.

Then Mr. Grillo would lose whatever reserves of calm remained and he’d start yelling at everyone and everyone he yelled at snickered and laughed at him.

“Why do they hate me so much?” Mr. Grillo said to me. I thought to myself that Catholic saints all supposedly experience the dark night of the soul. Perhaps that’s why Mr. Grillo looked so sick. He was experiencing the dark night of teaching. I wondered how many other of my teachers went through such a trial.

I tried to analyze Mr. Grillo’s problem. The very first day of class in September, Mr. Grillo had lost the students even before he knew he had lost them.

I came into the room and his back was towards me. That was fine by me. I took what I figured would be an area close to where he would seat me since the teachers tended to seat students in alphabetical order.

Then the mob came in, meaning Sullivan and his gang of eight, but Mr. Grillo did not turn to look at them, instead he wrote his name – Mr. James W. Grillo – on the board. Sullivan did an exaggerated middle finger behind Grillo’s back. His gang roared with laughter and Grillo turned around. “Yo, Mr. Brillo!” someone loudly whispered.

“What is going on here?” Mr. Grillo asked in what I took to be his disciplinary voice.

Sullivan’s gang remained silent but one of them finally said, “It was that kid over there. Balloon Head. He’s a troublemaker,” pointing to Lynch, a top student, the short, big-headed chain smoker whose only friend was me. Lynch’s face pulsed red. He was afraid to speak against Sullivan’s mob.

I wasn’t. Since I had bested Sullivan in a schoolyard fight two years before, he and I had an awkward truce. He left me alone; I left him alone. But on this one, with Lynch about to have a heart attack, I decided to take up his cause.

“Mr. Grill,” I said.

“Grillo, young man,” scolded Mr. Grillo.

“Sorry, Mr. Grillo,” I said. “Lynch here did not make any comments. He’s one of the top students in the school.”

Sullivan’s mob threw me looks. Then Sullivan said, “Naw, Balloon Head didn’t do nothing.”

So that took Lynch off the hook.

“Take seats young men,” said Mr. Grillo.

“But we don’t have assigned seats,” said Sullivan pretending to whine.

“I’ll assign seats when class begins,” said an irritated Mr. Grillo and just then the bell rang. Sullivan’s mob laughed as did most of the rest of the class who had come in during the Lynch episode.

The line had been drawn between students and teacher just like that. Grillo was the enemy and an easy one to torture and get a rise out of. Bringing blood from a teacher was fun and even “good” kids would join in the fun. With a few exceptions, Lynch and me being among them, the class had turned on Grillo. At first, Grillo didn’t have any idea but then he learned the sad news quickly.

What had he done wrong? He allowed the students to get him early by turning his back on them. You never turn your back on sharks, I thought. They are looking to devour you. These kids, none older than 17, had become man eaters and Grillo was their man. They knew they would be going at him before he could even introduce himself. He showed he was uptight from the very beginning. And his disciplinary voice carried no discipline in it.

Students don’t just go to school, they are schools—schools of predators. The Lynches of the world are exceptions. Students are sharks; that truth I had learned early in my student career. Even good kids often can’t resist the temptation of torturing a teacher.

Mr. Grillo awaited my answer. I was looking at Manhattan. I was looking at the water. Under that water might be real sharks. Sharks can smell blood. Students can smell the blood of teachers. Once they smell such blood they will often go after that teacher unmercifully.

“Mr. Grillo,” I ventured. “I don’t know what you did wrong.” I just couldn’t bring myself to tell him the truth.

In the end, it didn’t matter. Mr. Grillo left teaching after Christmas vacation. The sharks had eaten the bloody chum.

 

[Read Frank Scoblete’s Confessions of a Wayward Catholic! Available from amazon.com, kindle, Barnes and Noble, and at bookstores,]

 

Thirty-Three Years Before the Class

Teachers are going back to school now and on the Facebook pages so many of them are expressing great joy about going back and great joy about meeting their students. What is wrong with these people?

Now I taught for 33 years. Since I’ve started posting on Facebook, many of my former students have written or emailed me saying that I was a good teacher (actually “great” is the word many of them used but I am a humble man; kind of like Moses who was the “humblest man in the world” so I won’t brag).

One former student mentioned that I really never had discipline problems in my class.

Well, that is true and not true. In 33 years, I never had to send a kid to the Dean of Students; I never wrote a disciplinary referral on a kid; and I don’t think I ever yelled at a kid. Of course, I did have some kids that were not easy to handle; two of whom I must say honestly I despised; a Neanderthal beast of a girl and a jittery, demented, poisonous snake of a boy.

The monstrous brute of a girl always tried to take the class away from me.

If you think of your class as a string orchestra, then I was the lead string instrument. I wanted everyone to follow my rhythm. A disruptive student, your average, everyday shit head in other words, would try to take that rhythm from you. If such a ploppy did that, you would lose control of the class and, perhaps, have a battle on your hands all year. No teacher wants to battle students though many feel as if they are forced into such battles.

I always felt that my problem students were my problems and I never wanted any administrators to ever (ever, ever) be involved with me. For two reasons, if I couldn’t handle a student, how could someone who fled the classroom handle that student? I also felt it was a sign of defeat to allow a student to defeat me. Two simple reasons.

So this bulbous female barbarian would always make comments and try to take the classroom rhythm from me and bring it to her. Keep this in mind. I never worried about a kid who cracked a joke at my expense. If the joke were funny I laughed. If it weren’t funny I just rolled my eyes, looked at a few other kids in the class as if to say, “God is he an idiot!” (That, of course, connected me to those particular students; gave us a bond so to speak.)

She — S-H-E — was hard to contain. I didn’t crush her until February. That was a long, long time. I was teaching something or other and she just shouted out, “Scobe, you’re a dick!” I could feel the tension shoot through the students. Would this be the moment I sent a disciplinary referral for being so insulted by such a hellhound? Hell no. When she said, “Scobe, you’re a dick!” I just turned to her and said casually, “Use my first name, Big!” The class exploded in laughter and this beast was finished for the rest of the year. (These were seniors, not little kids.) She could find no one who wanted to listen to her after that slaughter.

You can read more about her in my book “The Virgin Kiss” as well as some other interesting (and insane) students I taught.

The boy was off the wall. The brute of a girl picked her shots to go after me, but this guy was wired at all times. Tall and skinny, eyes blazing, he had no control over himself. Luckily, his string instrument was broken so he could not even attempt to dominate the class. In addition, not only did I despise him but so did every student in the class. Usually students enjoy watching maniacs acting like maniacs but no one enjoyed this creep.

Finally one day just before the Christmas holiday one of the football players in my class – a big and I mean a really BIG kid – turned to slinky and said, “You open your fucking mouth again and I am going to rip your fucking heart out of your fucking chest.” He meant it too because this football player had a reputation for being violent. He and I got along great. And what happened to wired-up slinky? He started cutting and finally never showed his face. No loss.

I will say that I did like most of my students – and I taught around 6,000 of them. There were only a few I truly disliked. I never let them know it. But in the car on the way to school I would act out scenarios so I wouldn’t act them out in class. “Timmy, you are the stupidest fucking jerk I have ever seen. Is your mother an ape or something?”

Of course, I never said this to Timmy. I never “looked it” to Timmy. As far as Timmy was concerned, I liked him. Generally the Timmys liked me or, at least, they were neutral towards me.

I do not deny that I now feel I had a meaningful teaching career thanks to my former students who have written to me. I didn’t always feel that way. Often I thought, “What the hell am I doing here? I’m throwing sand into the wind. I’m supposed to be a famous writer; not some teacher slogging through a mundane career.” Well, that sand seems to have had an effect.

But let’s be serious. Only a teacher knows the truth of the following statement: Teaching is a bitch! It is really, really hard work. It is draining. You are on the line every minute of every class – every second of every class.

One of my teacher friends, the late Gene Brown (who died way too young) used to say, “We are selling a product they don’t want.” For most kids that would be true. The kids on their way to Harvard often think of their teachers as stepping stones to good grades. The kids on the way to the streets thought of their teachers as idiots suppressing the students’ enjoyment of causing chaos.

The others? Just wandering through their teenage years which can indeed be very tough years.

I saw many people come from other professions into teaching; from business, law, nursing, law enforcement and then get their asses kicked. Kids can be sharks. They smell blood and the teacher gets eaten. It was not unusual to see some teachers – and some of these new teachers were prized at their former jobs – come into the teachers’ lounge and cry. Don’t think just women; mind you, men too – often real man’s man types of men.

You had to be damned good at teaching just to be competent. So those teachers expressing rapture at the thought of going back to the classroom also know, “Christ it is going to be some haul.” The best of the best teachers think this. Those who get daily buffets know this in a really, really profound way. Why? Because they can be torn apart and have been torn apart. They can be crushed by students just as I had crushed that brute of a girl.

So I do salute the teachers who are going back to one of the toughest jobs imaginable. I also know that many people who have never taught in a public school think what teachers do is easy. Well, come on folks, step into the lions’ den and see how you do.

I’ve spoken before audiences of 1,500 people. No sweat. I’ve written 35 books. No sweat. I’ve been on television plenty of times. No sweat. But I have also sat up on Labor Day weekend, knowing that the next week I would face young men and women that I had to teach; that I had to control; that I had to try to make their high school experiences worth their while. In short, I had some of their life in my hands. You bet I sweated.

So I salute all our teachers’ courage and dedication.

[Read my book Confessions of a Wayward Catholic!]