Margo hopped from one foot to the other while the adults spoke, waiting to be released. When we ran out of small talk, I kissed my child good-bye. She thanked Judy for the invitation, and Judy cupped her chin and said, “Qué linda.” It was a trend in certain circles, I’d noticed, to learn just enough Spanish to drop some into casual conversation, but not enough to have a discussion with the housekeeper. I handed Margo Trisha’s birthday gift—a pricey blow-up pool float with a layer of reflective coating for even tanning—and she ducked through the oversize front door. I glimpsed Trisha and a marble staircase and heard a shriek from inside. Dennis and I said good-bye to Judy and her boyfriend and spent the following hours in a dark bar and grill on the Miami River, drinking beer and eating popcorn in lieu of ordering a meal.
At two a.m., Margo called and begged us to pick her up. We drove there in our bathrobes and found her waiting alone on the dark porch, shivering in her denim jacket. She was barely coherent; we couldn’t get anything out of her until she’d swallowed some water and—this was Dennis’s idea—half an inch of whiskey. After she’d calmed down, she explained what had happened and told us very solemnly that she was never going back to school, then fell asleep against Dennis’s shoulder on the living room sofa. He didn’t move until light started to stream in through the blinds and Margo stirred.
What happened at the Weintraub home that night was the direct result of a meeting Dennis and I’d had eight months earlier, at the end of the previous school term, with Margo’s fourth-grade teacher. Mr. Oxley was a lanky blond man with a thick white mustache and western-style blue jeans. He was older than most of the other teachers by a decade, and had the habit of winking at the close of a conversation. After Back to School night that year, Dennis had commented that Mr. Oxley had clammy hands, and Margo had said, “Mr. Oxley would never say that about you,” and requested an apology on her teacher’s behalf, which Dennis had provided. Mr. Oxley inspired in my daughter—and in her friends, from what I could tell—kindness and respect. His was a well-mannered class.
We met with Mr. Oxley in the fourth-grade classroom at Sunset Elementary, where Margo had been a student since kindergarten. Dennis and I sat in the front row of student desks. I fit snugly in mine, but Dennis’s knees chafed the underside of his, and his elbows extended over each side. He fidgeted, knocking around. Behind him, cluttering the low shelves along one wall of the room, were two dozen models of Miami’s proposed new public transportation system, the Metro Rail. The television news had been filled for months with sketches of the new system, which, upon completion four years later, would end up costing the city $215 million. Margo’s model was wedged in the middle: cars fashioned from orange juice containers and tinfoil, pillars from balsa wood, and grass from sticky green felt. The project had taken us the lion’s share of a weekend the month before. Blue ribbons—for participation—hung on sickly gold strings from most of the projects, including Margo’s. The red-ribboned winner was partially obscured, but I could see that the railway was made from toothpicks. I started to care, but then all at once I didn’t. While we’d worked on the model, a lock of Margo’s brown hair had dipped into the jar of glue, and we’d ended up over the kitchen sink, giggling and soapy. This is where Dennis had found us when he’d arrived home from fishing. We’d thought his raccoon-eyed sunburn was unbearably funny, and he’d put on a Kenny Rogers record, moved the half-finished model off the breakfast table, and laid down newspaper so he could teach Margo how to gut a fish.
Mr. Oxley ushered a pair of boys out of the back of the room. When he’d called the house, I’d worried that Margo was in trouble for talking too much—this was the complaint we’d heard most often. On the contrary: it seemed he was suggesting that we consider promoting Margo to the sixth grade after the fourth, thereby allowing her to skip fifth grade entirely.
“Altogether?” said Dennis.
Mr. Oxley nodded. I could see that we amused him—because we were stuffed into the little desks, maybe, or because Dennis was there with me, a house-husband. I admit that I was proud of Margo. But Dennis, who years later when Margo applied to colleges would tell her to discriminate not by rankings but by how she was treated when visiting, was immune to this kind of smug satisfaction. He said, “Are other kids skipping?” and Mr. Oxley shook his head. Dennis looked at me. “She’ll leave all her friends,” he said.
She’ll make new ones, I thought. At that moment, I could see Margo through the vertical blinds of the classroom: she was standing in the courtyard with her best friend, Carla, using her hands as puppets. One hand opened to talk, then shut as the other yammered on. I’d embroidered a red rose on the front pocket of Margo’s jeans, and it wiggled as she moved.
“This is not a bad time for it, developmentally speaking. The skills in the sixth grade are advanced, yes, but it’s not a complete departure from fifth-grade material,” said Mr. Oxley. “We have a student who advances almost every year.”
“Any serial killers in the bunch?” Dennis said.
Not knowing Dennis—not knowing that he was rarely entirely serious or entirely joking—Mr. Oxley was cautious. “Not that I know of,” he said. Dennis threw up his hands, and his knees banged the underside of his desk. Mr. Oxley addressed me: “The concentration in the fifth-grade reading unit is comprehension—a skill Margo has evidently mastered.”
“Mastered?” said Dennis.
Margo was, at that time, ten years old. When we browsed in the young adult shelves at the public library, Margo’s choices, which Mr. Oxley went on to praise, mystified me. She was less interested in fourth-grade subjects—wizards and time machines and magical dolphins—than in broken homes and runaways and romance. But it became obvious as Mr. Oxley spoke that the suggestion of promoting Margo was not solely, or even mostly, based on academics. “There’s also the matter of Margo’s physical maturity,” he said. “I’m a little concerned about her comfort level in the fifth-grade classroom.” Dennis and I stared at him, slow to catch on. Mr. Oxley cleared his throat. “In other words, if you agree, this might be an opportunity to more closely match her physical development to that of her classmates.”
Then I understood, before he’d explained to Dennis, who looked bewildered. Margo had been the tallest person in the fourth grade. Her height and, as Mr. Oxley put it, “advanced development” (meaning bra size, as far as I could figure, and maybe leg hair), distinguished her. It seems that in order to have had this conversation with a teacher, Margo must have been freakish, but photographs reassure me: she was taller than her friends, yes, but not excessively so. She wore oversize shirts and slouched, and she smiled a lot—people looked at her face.