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When I was a shy eight-year-old, in 1953, they skipped me a grade.
Just like that. SHAZAM!
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.
“You’ll be a fourth-grader from now on.”
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.
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
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 thought through historical fiction—stories set in the past—I could fix the past.
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.
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.
It’s 1957. Twelve-year-old IZZY, long on hope and short on cash, claws golden nuggets from the waters of a secret spring. His co-discoverer COLLUM swears him to secrecy.
Izzy hopes to be a regular kid, not just the class shrimp. Half his brain teems with schemes to fit in with his peers, while the other half struggles to keep his family from falling apart.
MOM and DAD are at odds, Izzy helpless to save their marriage. THE RUSSIANS launch the first artificial satellite, blighting Izzy’s hopes of space-age glory. Bullying LYLE dashes Izzy’s self-image; breathtaking IRMA seems oblivious to his wistful ardor; and GRANDPA, who taught him to be brave, wastes away in a hospital room.
Money could ease these woes—but Izzy has pledged silence about the gold in the hidden spring.
DEEP IN DILEMMAS, HOW CAN IZZY HOLD ON TO HOPE?
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.
I hope they will give this book to their grandchildren—read it along with their grandchildren, perhaps. It may spark wonderful conversations.
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.
