Today's little trip through the memory banks requires us to visit late summer 1978, a suburb of Fort Worth, Texas, called North Richland Hills, a neighborhood (and its elementary school) called Smithfield. Smithfield, in fact, was what most folks who lived there called the place back then. North Richland Hills, now a sprawling burg of about 70,000 people, was a relatively new concern in those days, having been voted into its own municipality 25 years earlier when Richland Hills, the now much smaller adjacent community, declined to annex the area. By 1960, North Richland Hills had gobbled Smithfield, a freestanding community to its north.

The census in 1970 put North Richland Hills' population at just a shade more than 16,000 people.  We were 30,000 strong by 1980, so you can sort of suss out the math for '78. We were getting bigger britches, for sure, but we were a cozy group. If you were to cleave off the people who thought of Smithfield as Smithfield, because that's what it had always been to them, you'd be left with an even smaller subset.

Anyway, it was a different time and, in its way, a different place from what it is now. I was a different boy. There at the left, that's a pretty good approximation of what I'd have looked like (minus the wicker chair) as I pedaled off on a summer day to our neighborhood school, Smithfield Elementary, to see if the classroom assignments for the coming school year had been posted.

When I saw that I had been assigned to Charlotte Cooke's classroom, I know I was overjoyed, for that's the teacher I'd been hoping to get as I moved on from second grade to third.

So here's the thing: I didn't spend long in Mrs. Cooke's class. Maybe a week. Maybe less. I don't remember, exactly.

What I do remember is that a new third-grade teacher started at Smithfield that year, a newly minted graduate who had been a late hire and was getting her first classroom at our school. As I recall, a class was built for her first by asking for volunteers to shift over from their assigned teacher to this new one. After that, the administration would do it by conscription.

Again, here's where the finer details are lost to me in the intervening 44—holy shit, 44!—years, but I do remember that I volunteered. I do remember being concerned that if kids didn't act like they wanted to be part of this new teacher's class, she would get discouraged and think she was unwanted. I am certain—utterly certain—that given my affection for Mrs. Cooke, volunteering wasn't what I wanted. I felt like I needed to do it. Where such a notion came from, I have no idea.

I've made a lot of stupid decisions in my life. Made a lot of fortuitous ones, too, and volunteering for Donna Spurgeon's third-grade class in 1978-79 is a standout in the latter group. I loved her almost from the get-go—I do recall some initial cold feet about leaving Mrs. Cooke's class that my mother told me I'd have to overcome, having made a commitment—and I've loved her straight through. She later had my sister (twice, I think, after she moved up to a fifth-grade classroom), she changed schools and I kept up with her, I visited her classes a few times through the years, I was able to wish her a "well done!" when her retirement came through, and we keep the conversation going on Facebook even today.

Back then, in 1978-79, I ended up feeling like I got the best outcome possible. Mrs. Cooke still figured into things, teaching me the perilous math of third grade (fractions!) and breaking me of the annoying habit of making my fours look like nines.

But Donna was an all-timer, the kind of teacher I made it a point to keep up with as the seasons changed, for both of us. She started as a teacher (and even raked me pretty hard on my language skills, as evidenced by the report card above), then ended up as a friend.

​Doesn't get any better than that.

So what of Mrs. Cooke. Well ...

Sadly, I didn't keep up with her. I liked her, appreciated her, enjoyed her instruction, but time went on and so did I. And so did she.

But let's go back to this idea of Smithfield as a place in time and as a heart's memory, just for a second ...

There's a dedicated group of people who are from where I'm from, who've stayed, who haven't let the idea of Smithfield get too far away even as its time as a stand-alone town recedes. Every year, first weekend in May, there's a reunion. Living several hundred miles away, as I do and as I have for most of the past 35 years, I've never been to it. That's my failing. This year, I sent a stack of books to be included in a raffle, to hopefully play some small part in keeping these annual get-togethers going.

A few days after the event, I got a text message from one of the organizers. She said someone had dropped by, seen the books with my name on them, and remembered me. Charlotte, she wrote. She was Charlotte Cooke, and she's Charlotte Williams now.

Well, I'll be damned. A torrent of memory came on. You can see it, in every paragraph above.

The organizer, LaDonna Powell, and I launched a conspiracy. We'd send her a book. I'd enclose a card. We'd spring a video chat on her. We'd close this circle that's been hanging open since Jimmy Carter was president.
​

There she is, and there I am, all smiles for our long trip back to each other. I'd like to say I would have known her on sight, on the street, but I probably wouldn't have, and I'm certain she wouldn't have known me. But as we talked—just briefly—I could see the flickers of kindness and care that made her such a wonderful teacher for all those years, one whose classroom I badly wanted to be in when I was 8 years old and rode my bicycle down to the school to see if the luck of the draw had been with me. It had been, and yet I asked to be reassigned, which turned out to be only one of the most consequential decisions of my growing-up years.

Sometimes, it all works out.

What I said to Mrs. Williams, in our chat and in the card I included with her book, is between the two of us. In the broad strokes of it, I can say only that I'm grateful. For the kindness of the teachers I've known, whether chosen by me or for me. For the intercession of LaDonna. For the chance to say thank you, and to mean it.

​Thank you.

Several months ago, one of my journalism and writing heroes, Tom Zoellner, invited me to review Saving Yellowstone for the Los Angeles Review of Books. I was a bit cowed by the prospect, to be perfectly honest. I don't have any standing, in senses literary or academic, to critique the work of Dr. Megan Kate Nelson, the book's author. I hadn't yet read her previous book, The Three-Cornered War, which had been a Pulitzer finalist. I was, upon first consideration, well out of my depth and not particularly inclined to take on the assignment.

And then I reconsidered. If Dr. Nelson's literary ambition is to peel back history and explain it to a general audience—as well seems to be the case—then I'm about as general as they come. I'm curious and informed, I live in the region where the events of Dr. Nelson's book unfolded, and I try to live my ideal that an engaged life and mind require making some inroads into all you don't know (a considerable pile for me) and challenging those things you think you do know (also a considerable pile).

In those ways, I was redeemed by reading and reviewing Saving Yellowstone—and by backtracking to read The Three-Cornered War. The review speaks for itself, I think. Beyond the completion of my assignment, the book has stayed with me. I've repeatedly recommended it, in sometimes obnoxious ways (see the tweet below). I've put it in the hands of friends. I've pondered the way Dr. Nelson's presentation of history—as something connected, something that breathes and reverberates—stands at odds with the lessons of the garden-variety public education I received in my Texas suburb, in which events were stand-alones and dates were to be memorized and regurgitated.

Dr. Nelson's book details the Hayden expedition into Yellowstone, yes, and the establishment of our first national park, but also so much more, including the influences of capitalism, the literal and figurative erasure of Indigenous peoples, how the grappling with Reconstruction was not just a southern story but also a western one. One of the jarring lessons of the read, for me, was seeing the way the Grant administration's attempt to bring freed slaves into the body politic lay parallel with a policy of dispossession and extermination of Indigenous peoples in the West. The aims of the former policy largely failed; the aims of the latter were vastly realized. The result of both has been lasting inequality. The book is a triumph of dot connecting, of context, of presenting the bigger picture that lies outside conventional framing. It cannot be read without the realization that the fracture points of yesterday linger today.

In the reading, I was reminded of something I often impart to editing clients when I sense that their narrative has gone passive (something that is NOT an issue for the history Dr. Nelson illuminates or the way she goes about telling it). The "and then, and then, and then" structure of storytelling will not compel an audience's attention or investment. I mentioned the polished-up version of history I absorbed and spat out for tests in my youth. That's how it was often (not always, but often) presented to me: Here's this. Here's this. Here's another thing. Here's still another. Hey, why is your head down and what's with all the drooling?

​Dr. Nelson's book, a work of scholarship, clicks along the way good storytelling does. It has sinew and electricity and a heaping measure of "but therefore ..." It moves. It speaks. It is kinetic.

​You must read this book.

Yesterday, I drove from Billings to Livingston to see a lecture by Dr. Nelson and by Dr. Shane Doyle, who detailed the fascinating history of Indigenous peoples in Yellowstone.

Their presentations were sponsored by Elk River Arts & Lectures and the Park County Environmental Council and served as a fundraiser for the All-Nations Teepee Village, an event "to honor and recognize the many Tribal Nations with connections to Yellowstone and highlight the indigeneity of the landscape." To learn more about that effort (and to donate), go here, please.

​I've been in Montana for a while now--much longer in my heart than in my physical presence—and every day that has included a trip to Livingston can be filed away under the heading of "Best Days." Beers and yuks with the great Scott McMillion (who wrote the quintessential Livingston appreciation). A quick bite and more imbibing with Marc Beaudin. Chatting with Elise Atchison and Max Hjortsberg and Tandy Miles Riddle. Seeing pals on almost every corner.

May your life be blessed with interesting travel and good friends.