At some point, to counter the list of the dead, I had begun keeping my own list of the living. It was something I noticed Len Fenerman did too. When he was off duty he would note the young girls and elderly women and every other female in the rainbow in between and count them among the things that sustained him. The young girl in the mall whose pale legs had grown too long for her now too-young dress and who had an aching vulnerability that went straight to both Len's and my own heart. Elderly women, wobbling with walkers, who insisted on dyeing their hair unnatural versions of the colors they had in youth. Middle-aged single mothers racing around in grocery stores while their children pulled bags of candy off the shelves. When I saw them, I took count. Living, breathing women. Sometimes I saw the wounded- those who had been beaten by husbands or raped by strangers, children raped by their fathers- and I would wish to intervene somehow. Len saw these wounded women all the time. They were regulars at the station, but even when he went somewhere outside his jurisdiction he could sense them when they came near. The wife in that bait-'n'-tackle shop had no bruises on her face but cowered like a dog and spoke in apologetic whispers. The girl he saw walk the road each time he went upstate to visit his sisters. As the years passed she'd grown leaner, the fat from her cheeks had drained, and sorrow had loaded her eyes in a way that made them hang heavy and hopeless inside her mallowed skin. When she was not there it worried him. When she was there it both depressed and revived him. ~Len Fenerman on stepping back/letting go/giving uppgs 271-272
For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them.What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.