The Paddy Stories: Book Two

By John Justice

From the protected environment of California School for the Blind, Pat Chandler enters an ordinary public high school, where he and his blind friend Carlos are a tiny minority. How will the teachers and other students treat them? Most of them have never met a blind person before.
For Pat and Carlos, challenges of this type are nothing new. Fortunately, Pat has Lucy Candelaria beside him. Her love and support, along with his own strength and determination, will give him the help he needs to succeed. In young Becky Simonson, Carlos finds a friend and loving companion as well. As time passes, they all develop new maturity and deserved self–confidence.
Naturally, as Pat grows into young adulthood, the issues he faces become more complex. The Paddy Stories: Book One featured the journey of the orphaned boy from Philadelphia to California, then his new life with Doreen and Bob Chandler, the loving aunt and uncle who adopt him. Book Two is filled with much hard work, a few confrontations, and many accomplishments for the young characters and their elders. Whatever the challenge, be it moving, remodeling, starting a business, or rescuing an abused classmate, they meet it with courage, creativity, and mutual support.
Throughout the book, music is central to the main characters’ lives. Pat, Lucy, and Carlos gain fulfillment and fame as the musical group “The Miracle.” The beautiful piano on the cover is the same model featured in Chapter 9. There could be no better symbol of the art that brings Pat and his friends so much joy—and will for the rest of their lives.

• Language: English
• Publisher: John Justice
• Release date: Mar 31, 2018
• ISBN: 9781370878772

Book preview

Summary of

THE PADDY STORIES, BOOK ONE

Blind Paddy Flynn, orphaned at age eight, travels by train from Philadelphia to California in 1947 to live with his childless aunt and uncle, Doreen and Bob Chandler. Part One tells of his mother's death, his time in a children's home, the good friends he makes there, and then his long and eventful journey to California.

In Part Two, by a wonderful twist of fate, Paddy and his closest friend from Philadelphia, Lucy Candelaria, are reunited in California. Their unusual and loving relationship and their special form of communication make up a major part of the story.

The large and well−drawn cast of characters includes the residents and staff of the children's home, the friendly family Paddy stays overnight with in Chicago, the train staff, the several adults who accompany him on different legs of his journey, his kind and welcoming relatives and their wonderful dog, and various neighbors there in California. It's clear that one neighbor family leads a very different life from the peaceful and prosperous one enjoyed by the Chandlers.

With his loving nature, courage, and can−do spirit, Paddy brings joy and inspiration to many others and even stands up to two memorable bullies, one at the children's home and one in California. But how will he adjust to life at a school for the blind? Book One of The Paddy Stories ends with Paddy once again having to face an uncertain future.

PROLOGUE

After making a difficult decision about which school to attend, Pat Chandler is moving on to an entirely new world, one filled with challenges and achievements. From the protected environment of California School for the Blind, he is entering an ordinary high school, where he and his blind friend Carlos will be a tiny minority. How will the teachers and other students treat them? What new skills will they need to meet the goals set by an open environment, in which they are the exception rather than the rule?

His final years at CSB attempted to prepare him for these challenges. But Pat must start from the beginning and face new horizons of learning and interacting with other students. Some of his classmates may have never seen a blind person before. The instructors may find it difficult to accept the fact that he is attending standard high school classes with a physical impairment that might completely immobilize others.

For Pat and Carlos, however, challenges of this type are nothing new. Fortunately, Pat has Lucy Candelaria beside him. Her love and support, along with his own personal strength and determination, will give him the help he needs to succeed.

Carlos has found a friend and loving companion as well in Becky Simonson. She is still in the final year of elementary school but, like Lucy with Pat, Becky will give Carlos her love and help.

As time passes, Pat develops a maturity based on life’s challenges. As he grows, the issues he faces become more complex. Perhaps the reader can remember what high school was like. Then, try to imagine facing an average day in a school like that as a totally blind student. Fasten your proverbial seatbelt and be prepared for a bumpy ride.

CHAPTER ONE

Pat and Lucy walked to the bus stop along with their friends and neighbors. This was a new school year for all of them and a brand new school for Pat, Lucy, and Carlos. Ruby and Becky were returning to the grammar school.

The day was cool and sunny, fortunately. Lucy and Becky told stories of standing on the unprotected corner while sheets of rain soaked them. On days like that, the bus is usually late, said Lucy. Becky nodded and grinned. We would get to school looking like a couple of drowned rats. It didn’t matter, though, because most of the other kids were wet, too. The only exceptions were the ones who got rides to school.

Pat wondered aloud, Why don’t the parents give us rides on bad days like that?

Becky reminded him of her own situation. Oh, I don’t know about your mother, Pat. But my mom doesn’t drive, as you know.

Lucy shrugged. Papa and Mama leave too early to take me. Anyway, a little rain never hurt anyone much. It’s a good feeling to know that you’re responsible for getting to school no matter what. I’ll bet it’s a real problem where it snows, though.

Pat nodded. The last I heard, all the kids at the children’s home have to go to regular school, now, so they have to take the bus, just like everyone else. It snows a lot in Philadelphia, so I’ll bet they have to stand in the cold some of the time.

The bus appeared, and they all climbed aboard. Lucy noticed that the other kids stared at Pat and Carlos as if they were zoo animals. Oh, brother! I see what Pat means, she thought. One boy was especially rude and kept staring at Carlos and poking his friends to make them look. Lucy pinned him with a meaningful stare. He met her eyes but couldn’t hold their glare. He turned away and looked out the window.

Ruby, who loved her big brother fiercely, started to get up and confront the kid. Lucy shook her head and gestured for her friend to stay seated. Pat had warned her about the reaction of other school–aged children, something she had experienced to some extent back in Philadelphia but had forgotten. At first, until they get used to us, they’ll act very strange, he had told her.

Each boy had decided to bring his long white cane with him. The canes got their share of attention, too. One girl, a thin, dark– haired pixie, leaned closer to study Pat’s. She was obviously interested in how it was made.

She spoke softly to Pat. What is your stick made of?

I think it’s some kind of light wood, like bamboo. Would you like to look at it?

Loretta nodded and then reddened. Yes, I would, please.

Pat handed her the cane, and she examined it carefully. The white cane was long enough that the crook came just under Pat’s chin when he stood. It was fitted with a metal tip and a removable end cap. Loretta placed the cane in Pat’s hand. It’s so light, it has to be bamboo, or maybe ash wood.

Lucy smiled at her. You seem to know about wood.

My dad builds furniture, Loretta replied.

Lucy introduced herself and her brother, Carlos. She then turned to introduce Pat. Becky nodded to Loretta. I know her by sight. Hi, Loretta, nice to meet you. The two girls exchanged smiles.

This was a grammar school bus; the children going to the high school would meet their own transportation in the parking lot. Lucy was thinking about that. We’re going to have to go through this again with the high school kids.

She was right. When they had said goodbye to Becky and Ruby, the remaining children boarded the second bus, which was already waiting. Lucy found an empty seat and directed Pat and Carlos into it. Then a familiar voice greeted them. Hello, my friends, said Nagata. Here, Lucy. You sit with Pat, and I’ll join Carlos.

Everyone got settled, and the bus rolled out of the lot and toward the new destination. Nagata and Carlos had met during the summer, and they enjoyed each other’s company. Some of the children looked at the two blind boys, Pat and Carlos, but their interest, for the most part, was not invasive. Boys and girls along the aisle kept glancing at the two friends as if they were curious about them, but none stared, and Lucy could see no hostility at all.

She turned, and there, sitting across from her, was Loretta.

Oh, I thought you were with the grammar school kids, Lucy said.

Loretta smiled. Yeah, I know. I’m Cajun, and my people are small boned. Everyone thinks I’m a lot younger than I really am. I hate that sometimes. I’m fourteen. Lucy looked at the girl, hoping that her quick glance would not appear rude. Loretta was tiny, but there was no doubt that she was a young adult. Small breasts, in perfect proportion to the rest of her delicate form, pressed against her uniform blouse. Loretta and Lucy exchanged friendly smiles. I like her, thought Lucy.

Loretta was thinking much the same thing. She’s so nice, and so beautiful. She gazed at Lucy’s long, shining hair and soft, glowing complexion. Loretta’s French ancestors showed in her turned–up nose and widely spaced brown eyes. Her rounded face showed gentleness and warmth.

Before long, the bus reached its termination point, and everyone exited together. Nagata offered Carlos his arm, and Lucy did the same for Pat. They walked up the wide, terraced steps and into the noisy central corridor.

Lucy glanced at a schedule taped to her bag. The first thing we have is general assembly. I can see the doors to the auditorium just ahead, Pat. They moved down the slanted aisle and took seats near the front of the massive room.

Pat listened to the noise of other students and was amazed at the size of the auditorium. Wow! Unless I miss my guess, you could fit the CSB auditorium in here about three times and still have room.

I’ll bet you’re close, said Nagata.

Seats creaked and groaned as the students settled in. Someone tapped a live microphone, and the sound boomed through the room. Pat heard the sound of rubber–tired wheels in the aisle. That must be Raquel.

The girl turned and looked at Pat for a moment before positioning her chair next to the end of his row. How did you know my name?

Pat grinned. Hi, Raquel. Becky Simonson is my neighbor.

Raquel smiled. Oh, sure. I’m going to miss Becky. This new school scares me a bit.

Me, too, said Pat and Carlos almost together. Everyone got a laugh out of that.

The principal called the assembly to order. He welcomed everyone to Oakland Regional High School. I’m Principal Pennington, Wilson Pennington. After several general announcements, Mr. Pennington introduced Pat, Carlos, and Raquel to the other students. These three people will be in some of your classes, he said. "They will be held to the same educational standards as any other student, but they may need help from time to time. Now, I have already seen some of you staring at them. Being blind or handicapped is not a communicable disease. You won’t catch blindness if you say hello or lend a hand to any of these people. Being different is not necessarily a bad thing. I would like all of you to welcome our new handicapped students along with the other freshman class members.

There is one exception, however, that I am going to make clear now. At no time will this school permit hazing of these students. They have enough to cope with without that. There will be no upperclass pranks in which any of these three new Oakland Regional classmates is a target. Any student, regardless of class standing, will be severely disciplined if this rule is ignored. Thank you, ladies and gentlemen, for your attention. Your Home Room period begins in ten minutes. Tours of our facilities will be conducted for groups of freshman by selected upperclass members.

The principal left the stage, and the room turned into a roaring chaos in no time. Nagata and Lucy guided their friends toward the exit. Mr. Pennington intercepted them just as they were leaving. Raquel was already waiting beside him. I’d like to have a brief meeting with all of you before you begin classes, he said.

Mr. Pennington led them into his spacious office, then settled behind his desk and began. Now, we have never had blind or handicapped students here before. Raquel, we do have an elevator that you can use. One of the students will show you where it is. All of the instructors have been informed that you may need a few extra minutes to reach your next class. We are allowing five minutes at the beginning of each period. Patrick and Carlos, I will extend the same courtesy to you. I recommend, at least at first, that you leave just before the end of each period and move with your escorts to the next room. You can wait in the hallway until the class lets out. In this way, none of you will be overwhelmed by the crowds that move through the corridors. Is this an acceptable arrangement?

Raquel nodded. If at all possible, I would appreciate it if my classes could be scheduled so that I have the least distance to travel at any one time.

Mr. Pennington nodded. Yes, that’s a good idea. We can adjust your schedule to make your movements progressive, so that you can get where you have to go with a minimum of fuss. Would this same arrangement help you boys as well?

Pat had been thinking as the principal was speaking. At first, he was ready to protest any special treatment. But then he realized that he didn’t actually know what to expect. How big was this building, anyway? How far did you have to go between classes? Finally, he nodded and then said, I agree with Raquel’s idea, Mr. Pennington. Now, it would be too much to expect Lucy or Nagata to be in all of my classes. Would it be possible to arrange for other students to help Carlos or me if neither Lucy nor Nagata was present?

The principal agreed with this proposal. I’ll ask for volunteers to help you move around until you are more familiar with the layout.

Nagata had been quiet during this conversation. Now he spoke up for the first time. Mr. Pennington, there is one place where a female guide cannot go. That is the washroom. I suggest that I be permitted to show my friends how this facility is arranged. The principal nodded. Pat leaned forward. It won’t take long for us to learn where things are. But we will sure need help for a while, sir.

The four friends were in the same homeroom together, along with Raquel. They were just a few minutes late to the 30–minute session. Mr. Pennington had provided a note explaining their late arrival. The homeroom teacher, Mrs. Gorman, accepted the note and nodded her thanks. She came over and greeted the five new arrivals.

Then she turned to another boy. Mickey, why don’t you move over or down one desk so that these people can sit together? Mickey, a big, friendly Irish boy, smiled, grabbed his books, and scooted over one desk. He pulled in his feet so that Raquel could maneuver her chair into position. Lucy quietly showed Pat the desk, and without fuss, everyone was settled. Mrs. Gorman took attendance and welcomed everyone to the new school year. That brought a few groans from the back of the room. Pat grinned.

As the morning progressed, Pat met his English teacher, Mr. Martin, and the instructor for biology and other sciences, Mr. Kaplan, who mentioned his primary concern. I don’t know what we’re going to do about you when the experiments start. We’ll just have to see what happens. The teacher sounded a bit worried. Pat nodded. He didn’t know what was going to happen, either.

Nagata tapped his arm. Pat, if I describe what we’re doing, would that help?

Pat agreed happily. Yes, that’s a great idea.

Mr. Kaplan remembered something from the meeting the teachers had regarding the new handicapped students. In fact, he said, the principal suggested we say aloud whatever we’re writing on the board. If I forget to do that, Pat, just remind me.

For the most part, things went well for Pat. Lucy was in most of his classes, and Nagata was in the others. Pat had only one confrontation with the history teacher, Miss Merlin. She seemed more concerned than the other teachers that his special requirements would disturb the flow of her teaching. She made it clear that she wasn’t happy about saying aloud what she had written on the board. She made Pat very uncomfortable.

Then a girl spoke up from the back of the room. Miss Merlin, I wonder how well you would do in a blindfold? The teacher whirled on the girl and was ready to yell something abusive when she paused. You have a point, Caroline. She turned back to Pat. Well, I suppose we’d better come to terms, Patrick. You are going to be in my class for the rest of the year. By the way, how do you turn in your homework?

I type my assignments, Miss Merlin.

Well, now, that’ll be a relief after trying to interpret some of the poor handwriting I’ve seen.

Pat relaxed a bit. Maybe this woman wasn’t so bad after all.

Lucy reached over and patted his hand. I’ll read you what’s on the board, Pat. Don’t worry about that.

Miss Merlin came over to stand near Pat. She looked at him and then at Lucy. Oh, I see, she said. Then she smiled softly and turned back to her work. Pat wondered what that was all about. He didn’t see the look that Lucy had exchanged with the teacher. That one glance had told the older woman more than a hundred pages could have explained.

The lunchroom was a zoo. Pat had brought his lunch. All of the friends managed to be at the same table, and Raquel gravitated to them as well. Nagata moved a chair to make room for her. She had gone through the cafeteria line and a tray was balanced on the arms of her wheelchair. Nagata gave her an inquiring look and she nodded her thanks. He lifted the tray and then pressed her chair snugly into position. As a reward, he received a glowing smile from Raquel.

Pat pulled his sandwich out of the bag. Lucy had fetched some drinks for him and Carlos. Pat turned to Carlos. How’s it gone so far, Carlos?

Not bad. I still don’t know where I am, but the kids and the teachers are nice so far. Man, you could get lost in that bathroom!

Pat remembered the huge facility. That’s true! There must be twenty stalls in there.

Actually, there are sixteen, said Nagata. Everyone laughed. Leave it to Nagata to know the exact details of anything.

Nagata smiled. It’s good to be with you and Carlos again, Pat.

Lucy teased him. What about me?

Nagata’s expression changed to one of sadness. Every time I see you, I miss Perla.

Lucy nodded. I was just teasing you, Nagata.

Nagata nodded. I know, but I really do miss her.

During the first break, Pat and his other three friends had been assigned lockers. The other students used combination locks, but Pat and Carlos had been allowed to secure their belongings with simple padlocks. Both boys made sure that the main office had copies of the keys. The shop teacher, Mr. Brock, had suggested this plan. The man had located two new padlocks, still in their cartons. He was the one who kept track of the locks used by the students. He had a master key that would fit all of them.

Little by little, Pat was starting to understand the building’s layout. It was a large C–shaped structure, with two shorter corridors running from a long central area. One of the extensions held the auditorium and music rooms, while the other held the labs, shops, and other special offices. The long central hallway had classrooms on either side. The lunchroom was located on the bottom floor.

Pat thought he detected the odor of chlorine. Hey, Nagata, is there a pool here? he asked his friend.

Nagata confirmed Pat’s assumption. Oh, yeah, I forgot to tell you about that. The school has a swimming team, and they compete quite a lot during the school year.

Pat returned to class and hit his first real challenge. He settled into the room where general mathematics was taught. The instructor introduced himself and started right in on Pat.

I’m Charles Poyat, the math teacher. I don’t care if you’re blind or not; I will not read every equation I write on this board. It would take far too long and would completely disrupt my teaching method. I will not risk affecting the wellbeing of the entire class to accommodate a boy who shouldn’t be here in the first place. Do I make myself clear, Mr. Chandler?

At first, Pat couldn’t believe what he was hearing. Then he felt a flush of anger. He thought for a moment, counted to ten, and then replied. Mr. Poyat, regardless of my blindness, I am a fully registered student at this school. I have been accepted on the basis of my scholastic achievements. I would like to make a couple of suggestions, sir. We could come to some kind of agreement, since I will need to know what is on that board, or we could take this matter to the principal, for his decision. I am here in this class, Mr. Poyat, and it appears that you are the only teacher I have met so far who seems to think I don’t belong. I will be happy to hear any suggestion you have, sir. But I need this class, as I’m sure you know.

The teacher stopped in his tracks. He had been pacing back and forth across the room like a caged lion. In one hand, he held a wooden pointer, which he used to gesture or indicate a certain part of a problem. As he walked, Mr. Poyat smacked the pointer into his other hand. He whirled on Pat and came quickly to stand in front of the boy. Poyat used his most terrorizing stare, but of course it had no effect on Pat at all.

The teacher seemed disconcerted by that. Pat remained quiet, awaiting the man’s next move. Charles Poyat’s instruction technique involved belittling and bullying his students into trying hard. Rather than teach by example, he made the pupils feel so worthless that they would try to do better in hopes that he would attack someone else.

After a few quiet moments, Poyat asked, Are you challenging my authority, Mr. Chandler?

No, sir, not at all. But I am well qualified to be here, sir. I have faced many challenges in my life. I would prefer to reach an understanding with you, sir, but I am going to attend this class. I need the material you will present, and the only way I can get it is if you cooperate by informing me of what you have written. I realize that this is not a democratic organization, Mr. Poyat. Your word is law in this classroom. I understand your concerns about interfering with your teaching methods, but I will not back down, sir. I can’t afford to.

In spite of his bold words, Pat was sick inside and wondered what would happen next.

Charles Poyat looked him up and down and then shrugged. He spoke directly to Pat. I will try to assist you as much as I can, Mr. Chandler. But know this! You will be held to every single standard I expect from the other students. I will grant you no special treatment, nor will I take your blindness into account except where the presentation of material is concerned. You will not get a free ride in this class, young man!

Pat nodded. I expect none, Mr. Poyat, not from any teacher.

The teacher returned to his work. I have before me a mathematics problem. Before teaching you anything new, I want to know your abilities. This is a simple equation. First, I have shown a problem involving division. You will solve it, then take the remainder from that problem and multiply it by the means shown here. Mr. Chandler, we will then multiply the remainder from problem one by a factor of 20. We will then subtract the figure in this third section. Mr. Chandler, that number is 82. When you have finished the entire equation, I will ask each of you to write your results, and I will hear them in turn. Are there any questions?

One girl in the far corner had a question. While she was discussing it with the teacher, a voice spoke in Pat’s ear. Pat, it’s Mickey. Here’s the first part. Pat made the calculations using his abacus. When his turn came, Mr. Poyat marched over to his desk. Pat rose and stood ready to provide his final figure.

The teacher snapped, I saw you speaking to Mickey a moment ago. Did he give you the answer?

No, sir, Mickey replied. All I did was give him the first two numbers.

Very well. What is your answer, Mr. Chandler?

Pat provided the correct response. Mr. Poyat looked at the abacus and then at Pat. Do you use that thing for all of your math?

No, sir. I have another device called a Taylor Math Slate that I will be using. Today was my first day, so I didn’t bring it along.

The teacher continued, This is just the beginning, Patrick. You’d better be ready for any kind of problem solving.

Pat nodded. I will, sir, and thank you.

Mickey’s offer of help had given Pat an idea.

Mr. Poyat, Pat asked the teacher, would it be all right if occasionally one of my neighbors quietly gave me information?

I will provide you with as much of the material as I can, Mr. Chandler, Mr. Poyat answered. If, for any reason, I am unable to do so, or you require further explanation, I will allow one of your neighbors to help you. I will, however, expect you to justify or prove any answer you reach.

Pat nodded and relaxed slightly. He had just gone over—or around—his first major obstacle.

As he was going out, Lucy and Carlos were coming in. Pat had no time for anything but a few whispered words. Don’t let him bully you, Carlos. Remember, you have just as much right to be here as anyone else. Carlos wondered what that was all about, but Pat was already gone, heading for his next class with Nagata.

As Carlos settled into his seat, Charles Poyat turned and noticed him. He couldn’t believe it. What was this, an invasion? But he decided to make use of the ideas Patrick Chandler had suggested. He moved to stand in front of Carlos and explained that he would read the information written on the board as much as possible. He also indicated that one of Carlos’s neighbors would be permitted to assist where necessary. His final remarks had Carlos wondering what was wrong with this teacher. I will expect you to be able to prove every answer you provide. I will make no allowances for your blindness in any way.

The last period was gymnastics. When Pat walked in with his guide, he expected even more problems from the physical education instructor. But he got none. Hugh MacLarnan greeted him warmly. Hey, Pat. Welcome to Oakland Regional. I’ve heard about you. We have a swim team, and I’ll bet you’ll do well there. I saw you competing back in May. He took Pat’s hand and shook it. He led Pat and Nagata around the well–equipped facility, showing them the weight room and the exercise bars. We play ball a lot in here, he explained, but while we’re doing that, you can use the weights or the bars. If I order calisthenics, I’ll call out what we’re doing so you will know. I do that anyway. We always have a warmup session before we begin. The swim team is an extracurricular activity, I’m afraid. We don’t have time for all the boys to suit up, get in the pool, swim, and then shower, all in forty−five minutes.

Pat thought about competing on the swim team. Unlike at CSB, no provisions would be made for him as a blind student. He loved to swim and was good at it. The trophies in his room proved that. But this was the real world, a place where no one would have time to help him. In fact, the instructors and referees wouldn’t understand when or if he might need assistance. I’ll have to give this more thought, he reflected, but my first impression is to stay out of that activity. I’ll wait until everything else settles down around here. Then I’ll consider the swim team.

The last class ended at 3:15. Pat met Lucy in the hallway, and they all trooped out to the bus.

Pat was exhausted. My Lord! he exclaimed. I hope all of the days aren’t like this one.

There was no homework on the first day, not even from Mr. Poyat. That was a relief, but Pat didn’t think it would last long.

When he reached home, Lucy kissed him and said quietly, I heard about your confrontation with that mean math teacher. I’m very proud of you, Pat. Mickey said you stood your ground, and the teacher had to back down. I met a sophomore who had that class last year. That teacher has made some of the girls cry with his badgering ways. He wasn’t so bad in our class, though.

Pat nodded. "I’m waiting for him to try to give me a hard time, Lucy. He doesn’t think I belong in a regular school. I wonder how many other