Tools of the Trade

They gave us wooden pencils, Eberhard Faber or Ticonderoga. We applied them to sheets of lined, low-grade, paper, bound into pads. Pencil tablets, they were called. Big Chief and Goldenrod were two common brands. 

The paper was so pulpy the point of your No. 2 pencil bumped on an unreduced wood chip here and there, a trivial obstacle, no real impediment to learning.

They taught us to form capital letters and small letters. “Lower-case” was not in our lexicon. We practiced our capital and small letters over and over. It was called “printing.” 

By early in the third grade, I had gotten pretty good at printed letters. It was time to put them to use, so during a lull when some classmates struggled to finish a silent reading assignment, I created a hard-boiled detective story. Mrs. Winders left me in peace while I wrote—excuse me—while I printed a story that could have been an episode of Richard Diamond, Private Detective, starring Dick Powell, which I heard every Saturday afternoon on the radio. 

Considering the materials at hand, you could call it pulp fiction. 

By then, we were starting to learn cursive. Mrs. Winders didn’t use such a Latinate word for it. She just called it “writing.” Or “longhand.” You had to run the letters together so they linked up to make a word. You changed their shapes to match ideal examples shown on horizontal cards above the blackboard. 

All through fourth and fifth grade, and maybe sixth as well, we studied “penmanship.” You spent fifteen minutes or half an hour making a loopy line like a coiled spring—all the loops the same size, evenly spaced and nicely rounded. Mine never came close. 

But they couldn’t teach you penmanship without pens. We graduated to smooth paper, so we could write on it with our new pens. First they gave us steel dip pens with green plastic shafts with which to practice writing with ink. You had to dip the pen every half-word or so. I think they only gave us those things to give us a feel for what Thomas Jefferson must have felt when writing the Declaration of Independence with a goose quill.

It made you long for something better. Enter the Esterbrook student fountain pen: a sleek cylinder that carried liquid ink in its barrel, ink which flowed by capillary action down to the point or “nib” at the business end. Suddenly you could write whole sentences, pages even, before you had to stop and refill. 

Many companies made fountain pens, but Esterbrook seemed to have the market cornered on elementary school students. The companies in cutthroat competition to serve the adult market in the Midwest were Sheaffer Pens of Fort Madison, Iowa, and Parker Pens of Janesville, Wisconsin. (Full disclosure: My mother worked, right out of high school, as a steno/typist in the secretarial pool of Sheaffer Pens.)

All fountain pens, of whatever make, worked the same. You pulled out a lever on the barrel to compress the rubber ink bladder inside the pen.Then you dipped the nib in a bottle of ink and released the lever. Outside air pressure forced ink up the pen into the now expanded ink bladder. It was a clever arrangement.

The smooth flow of ink onto paper was a thing to be treasured. Of course, the complicated machine that delivered the ink was also capable of leaking black or dark blue stuff all over your hands and your clothes. It was a serious skill to handle a fountain pen without leakage. 

Within a few years, we were all writing with ballpoints. The old fountain pens were put away, forgotten utterly.

MacLeish. Public Domain.

Luddites there were, of course, who clung to the old technology. In autumn of 1962, I met Pulitzer Prize-winning poet and dramatist Archibald MacLeish, who signed my copy of his play JB. In doing so, the great man flaunted a real luxury fountain pen—a Waterman or a Cross, for all I know—which dispensed indelible black ink. He did it with calm panache. 

I doubt Archibald MacLeish, even in his teen years, ever experienced a leaky pen. There were no blots on his escutcheon. (You could use your Funk & Wagnalls on that.)

Today, only re-enactors and fanatics use quill pens or dip pens. But the redoubtable old fountain pen is making a resurgence among the younger set. 

What accounts for this rebound? Luxury, that’s what. Today’s consumers value the aesthetic and tactile effects of writing with a time-honored nib wrapped in an elite package. It’s a good thing they value it, because the experience starts at around fifty bucks, and beyond that, the sky’s the limit.

I have pretty much abandoned pens in favor of a laptop keyboard. When I resort to penmanship these days, it’s usually to sign for something on a digital pad, using my fingertip as stylus. 

This finger-pen has further degraded my scrawl. But for receiving a case of wine via UPS, it’s mightier than any sword. 

Blessings,

Larry F. Sommers

Your New Favorite Writer

Hope, Friendship, Love

Izzy Strikes Gold! is now available on pre-order. Reserve your copy now.

Photo by Johnny Cohen on Unsplash. 

When I was a shy eight-year-old, in 1953, they skipped me a grade. 

Just like that. SHAZAM! 

Photo by John Phelan, licensed under CC-BY-SA-3.0.

Kindly old Mrs. Winders kept me after class one Friday afternoon in October. She sat me down by the dusty chalk rail and said next Monday morning I must report to the room across the hall.

Photo by Rachael Crowe on Unsplash.

Dazed by this announcement, I walked home. Skipping a grade was nothing I had heard of before. I didn’t know it could be done.

I told the news to Mom. She knew all about it. She, Dad, the teachers, the principal, and the school psychologist had already talked at length about this plan to make me a fourth-grader. 

The only one left out of the conversation was me. 

So What Else Is New?

It would have been extraordinary to include a kid in a decision that affected him. 

We were to be seen rather than heard. Why would anyone consult us on a matter of importance? We were defective; that is, not yet adult.

“But Mom, I like my friends in third grade. Those fourth-graders are older than me. I don’t know them.”

“You’ll just have to make new friends.” 

That was that. 

The next Monday, I walked into a classroom where all the kids towered over me.  

Where everybody already knew their multiplication tables.

Students practicing penmanship. Fair use.

Where the cursive characters—which I had barely begun to learn—were posted above the blackboards all around the room, from which vantage point they leered, taunted, and dared me to write using them all the time. And to practice “good penmanship,” whatever that was.

Fourth grade was a place where my new teacher, a mean old lady with beady eyes, saw me as an untutored savage, a burden thrust upon her.

Oh, the Humanity

Van Gogh suffering from an earache. Public Domain.

People say artists must suffer. If they never suffered, it’s not art.

Writers are held to be artists. Therefore we must have suffered too.

In this business of suffering I am also defective. I haven’t suffered much. At age seventy-nine, I look back on a life of tranquillity, prosperity, and more than my share of joy.

But in those days when I was an impostor posing as a fourth-grader—both smaller and younger than my classmates, resented by my harsh teacher, expected to know all sorts of things I had sped past in this oddball promotion—at that time, Dear Reader, if at no other, I thought I was suffering.

Making friends was the least of it. My classmates treated me as a novelty—a mid-season interloper with an overgrown brain and an undergrown body. At least they were nice. They showed a kind of mascot-worthy toleration. One or two offered real friendship.

A couple of years later, Carl Perkins would record “Blue Suede Shoes.” In admiration of this new thing, I began to bond with my classmates, who also liked it. 

Thank God for Rock and Roll.

Introversion

Some other kid, with a different personality, might have used the sudden promotion to take fourth grade by storm. Some folks are outgoing, potentially meteoric, by nature. I am not one of them.

Years and decades have taught me versatility; the skills required to make new friends quickly; the ability to assert my own interests in a pleasant, no-nonsense way so I won’t be huddled in a dark corner when goodies are distributed. But way down deep, I’m still an introvert. 

Timidity ruled me in third and fourth grades. I seemed born to be bullied. 

“Stand up for yourself,” my parents said. 

Now, I know what they meant. Then, I had no clue.

My path to a full social life may have been gradual, but I got here. Gone are my days of quailing and quaking. Life is now good to me. 

Yet the wounds of childhood, even many years later, can still sting.

An Altered Ego

So there was a hidden agenda when I set out, a few years ago, to write fiction.

We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
--T. S. Eliot

I created a character, Izzy Mahler—a six-year-old boy, beleaguered by schoolyard bullies who shook him down for money, a dime he did not have. “You’d better get it,” said big bully Barton Bigelow.

Izzy’s first, forlorn appearance, from the Saturday Evening Post’s Depression-era art files. Fair use.

The ingenious means by which Izzy got the dime, warded off Barton Bigelow, scored a candy prize for himself, and learned a lesson in finance, became a fount of quaint humor. The Saturday Evening Post website liked the story well enough to publish it as “Nickel and Dime.” 

By combining a couple of real incidents from early childhood—changing a few names, facts, and relationships—I had given Izzy a success that had eluded the actual me. How’s that for exploration, T. S. Eliot?

Two more Izzy stories, again bought by The Saturday Evening Post, showcased my flair for creative reconstruction of the past.

Then I caught the bug to write The Great American Novel. My great American novel, Price of Passage, took about five years to complete. All along, I had it in mind to write a book about Izzy’s grade-school experiences back in the 1950s. 

And I did it. The result, Izzy Strikes Gold!, is a middle-grade novel that grandparents will also enjoy reading—as a dip into the roseate past, if nothing more. 

Because it features a child protagonist with a child’s problems, this book is classified by booksellers as a middle-grade novel—one meant for readers eight to twelve years old.

But, Dear Reader, I wrote it for EVERYBODY. I hope there’s enough universality in Izzy’s story that people of any age can enjoy it as a snapshot of a magical time in a child’s life. People my age, who can remember the very different world of the 1950s, will resonate with the events contained in its pages. 

Themes

Authors must talk with people about their work. It’s easy to talk about characters and events in a story you have written. It’s harder to talk about themes. 

You may not know the themes until the dust has settled.

Long before starting on the Izzy novel, I shared with my friend Christine DeSmet the fact that I wanted to write a “coming-of-age” book which would be mainly about “acceptance.” That desire sprang from the many times I suffered anxiety, hoping my classmates would accept me as a true peer even though I was younger and smaller, and knew bigger words.

But when the book was finished, I found its main themes are hope, friendship, and love. 

All these transcend mere acceptance. In fact, taken together, they make acceptance unnecessary.

I thought I wrote about a child’s struggle to be tolerated in juvenile society. What came out was a saga of hope tenaciously held, friendship slowly gained, and love made manifest. 

I went in for a penny but came out with a pound.

Having arrived where I started, I knew the place for the first time.

Blessings,

Larry F. Sommers

Your New Favorite Writer

P.S.—If you’re in or near Madison, Wisconsin, on July 24, come to the FABULOUS LAUNCH PARTY. You can buy the book on site and get a genuine author’s signature on the title page. Details here.

If you can’t make the Launch Party, pre-order your copy of Izzy Strikes Gold! so it will come to you as soon as it is released by the publisher.