The Grim Reaper's scythe barely missed his head. He wished it hadn't. Stephen Ingalls has quite enough on his plate. Starting his freshman year at Clarkstowne High School-a tough enough challenge for any young man-he finds that he and his friend Doug have been given the unprecedented opportunity to become the first student conductors of the high school orchestra. Dr. Donaldson, their teacher and mentor, will help them push the limits of their talents while weathering the storm of controversy and opposition to this innovative program. When Stephen meets Jason Anderson, he seems to know instinctively that the young man will also be important to him this new school year. It isn't that Jason is using a wheelchair, nor even that the boy is still grieving the loss of his best friend, Tony-killed in the same accident that caused Jason to lose the use of his legs. Jason has lost something else: The connection to a musical ability that Stephen is certain still burns inside. Jason is convinced that his music died with Tony, with the violin-a twin to his own-damaged in the accident. Doctors are certain that Jason's paralysis is psychological, that he could walk if only they could find and treat the dark blockage in his mind. Stephen, determined not to let either talent or hope disappear, must find the way to mend the pieces of the broken heart-and the broken violin-to help Jason overcome the past and live beyond the day the music died.
The Broken Violin
Musica Con Fuoco Op. 2By M. Bradley DavisAuthorHouse
Copyright © 2009 M. Bradley Davis
All right reserved.ISBN: 978-1-4490-2164-1Contents
Prologue Shadows in the Night.................................3Monday, August 13 1. Challenge................................11Monday, August 20 2. Judith...................................27Monday, August 27 3. Resistance to Change.....................414. Anticipation................................................595. Jason.......................................................716. Concert.....................................................777. Kerris......................................................838. Concert Finale..............................................879. Memory......................................................9510. Agenda.....................................................10311. Introduction...............................................11512. Judith and Ann.............................................11913. Lunch......................................................12314. Question and Answer........................................13715. Discouraged................................................14116. Brothers...................................................15117. Only Child.................................................15718. Jealousy...................................................16319. Success....................................................16720. Insights...................................................17321. Grudging Acceptance........................................17922. Musica Con Fuoco...........................................18723. Ruby.......................................................20324. A Friendly Celebration.....................................21725. Preparations...............................................23726. A. Lincoln Elementary......................................24927. Progress Report............................................25728. Explosion..................................................26529. Tiger by the Tail..........................................27330. Running Interference.......................................27931. Consolation................................................28532. Encouragement..............................................29333. Judith's Concern...........................................29934. Kerris' Dilemma............................................30735. Michael's Melancholy.......................................31536. Jason's Decision...........................................32337. Moody......................................................33338. Release....................................................34139. The Broken Violin..........................................35940. Past and Present...........................................36941. Self-Esteem................................................38142. Professional Advice........................................38543. Collaboration..............................................39344. Grudge.....................................................40745. Changes....................................................41546. Musical Understanding......................................42747. School Concert.............................................43748. Christmas Presents.........................................44149. Christmas Concert..........................................457Reception......................................................481Afterword......................................................489
Chapter One
Monday, August 13
1. Challenge
Why did I agree to go to school two weeks early?
Stephen Ingalls, his amber-flecked brown eyes flashing in quiet amusement, immediately answered his own question. Dr. Donaldson sounds the trumpet and the first thing I do is charge into action as if this was some ancient battle. After all, he warned us he would call us back before the start of school-the bands and orchestra have preparations to do for start of school functions! And, of course, UIL rules don't allow us much additional practice time outside school hours ...
Erich Ryan Donaldson, Doctor of Music and Director of Music Studies for Clarkstowne High School in Clarkstowne, West Virginia, called the Ingalls' home the previous evening-in addition to the letter sent out last week. Summer practice for those in the marching band started this Monday-today. It was also the beginning of a week-long training class for his orchestra, of which Stephen was a member. Stephen didn't need those reminders, though; Donaldson called to order Doug Nicholas and him in an hour and a half earlier. Apparently, "Dr. D." had something else on his mind-but wouldn't reveal it during the call.
So, Stephen thought, here I am, at seven AM on a Monday morning, on my way to discover what he wants.
Stephen rounded the corner and saw Doug waiting a block ahead of him. Doug was a sophomore this year, while Stephen entered the High School as a freshman. Even so, the high school was familiar territory. Until this summer, the campus was a combined Junior-Senior High School. With the opening of a new campus, Canyon Middle School, the sixth through eighth graders moved away. Stephen and his brother Michael were in the last class promoted out of Clarkstowne Junior High's eighth grade.
Stephen watched Doug closely as he strode toward the older boy. He noted changes in his friend that hadn't registered over the summer. Doug's sandy blond hair, green eyes, and handsome face attracted girls' attention even though Doug wasn't actively pursuing a girlfriend. He was taller, even tall for his age, his frame gangly because of a growth spurt. He wasn't skin and bones, but he definitely needed to put on a bit of weight to avoid the 'spare' look.
"Morning, Doug," Stephen called when he was within speaking distance.
Doug's head turned. "Hi, Stephen. You ready for this?"
"No, but do we have a choice?"
"Not that I know of," Doug admitted. "I wasn't asked. I was told."
"Me, too."
Doug quickly scanned Stephen. His younger friend was losing the stocky edge to his build that had been there since he joined the Ingalls family a year ago. At fourteen, Stephen had grown taller, too. His wavy, chestnut-brown hair had strands of red scattered throughout that were only visible under bright light. The early morning sunshine striking them now was strong enough to nicely highlight the red, giving Stephen the glow of a well-contained inner fire. Stephen's face was losing its square lines, elongating slightly as he, too, grew upward.
"Let's see what he wants with us, then," Doug suggested as they resumed the twenty minute walk to the school.
"There's no telling," Stephen admitted as they continued on their way.
"I'm sure we'll find it surprising, though!" Doug quipped, making Stephen smile.
The boys saw that Donaldson's office hadn't changed. They entered and took seats across from their teacher's desk. Erich Donaldson reclined in his chair, examining their appearance, his face expressionless. Donaldson had brown hair lightly touched with a wayward wave and an occasional strand of gray barely visible.
"Morning, fellows," he greeted them.
"Morning, Dr. D," the boys chorused.
"Glad you could make it," Donaldson added dryly.
Stephen appreciated his teacher's voice anew. Erich Donaldson's voice was one Stephen considered mellifluous-full, round, and resonant; he couldn't recall ever hearing a finer speaking voice-except that guy who did all the movie previews-Don LaFontaine, he thought. That's his name!
"We couldn't resist," Stephen replied drolly. "You made it sound so enticing!"
Donaldson laughed. "Leave it to you, Stephen, to bring me back down to earth!" A last chuckle departed his lips as he sat forward abruptly, resting his forearms on his desk blotter. "I'll have you know that you two are the bane of my existence."
"Bane, sir? Us, sir? No, sir!" Stephen rejected. "I can't-" Doug placed a firm hand over Stephen's mouth.
"Hush," he told his younger friend with a grin. Doug turned to his teacher. "Please give us the definition you're using for the word bane, Dr. Donaldson." Doug's eyes twinkled.
Donaldson blinked, almost grinned, and replied. "I think the proper definition here is challenge," he told them.
Doug caught Stephen's eye. "Listen, for now," he encouraged, and then removed his hand. "I have a feeling we're going to like this."
Stephen nodded.
"When I entered teaching many years ago," Donaldson told them, "I made a promise to myself-and to my students, though I never told them-that I would always do my utmost to make certain that every student I taught progressed as far and as quickly as he or she could, each and every year. Last year, I wasn't able to do that, and I found that it disappointed me more than I cared to admit."
Stephen opened his mouth, but Donaldson raised a hand. Stephen bit back his interruption.
"I've spent a lot of this summer deciding what to do so that the two students I failed last year won't suffer that indignity again-whether they knew it or not."
"You're talking about us, aren't you?" Doug asked softly.
Donaldson nodded.
"You didn't let us down," Stephen protested.
"Yes, I did," Donaldson corrected. "Everyone in the orchestra faced challenges with the music we learned-and while you faced those same challenges, most of your brainpower was shunted aside because I didn't have an outlet planned to address the creative challenges you needed-or presented to me. I only offered you performance opportunities when you're capable of much more. That will not happen this year.
"Starting today, I am instituting a new design to my orchestra music class. I won't be conducting. You will. The pair of you will have full responsibility for preparation and rehearsal of the orchestra. You will be the principal conductors and leaders of your peers. I will teach you what you need to know, and you will teach them-with my support-and the help of the rest of the music department staff. You will be responsible for everything except major discipline. Think you're up to it?" Donaldson sat back in his chair and watched his students' faces. Doug and Stephen both sank back into their chairs, eyes wide, looking like someone just sucker-punched them. Donaldson enjoyed the chance to see them flummoxed; after all, they'd made him feel that way most of last year with their constant questions!
Stephen weakly raised a hand before asking, "Has anyone ever done this before? Appoint student conductors, I mean?"
"Not that I know of," Donaldson admitted. "I've discussed it with quite a few of my band director & music teacher friends. We even discussed the idea at a music conference this summer. None of them can recall hearing of it before. Quite a few of them said I shouldn't try such a radical idea because it might create all kinds of problems. I have to admit, though, that it's the only way I can think of to give you the challenge you deserve with regards to music and the knowledge you already carry around in your heads."
"What about the school administration?" Stephen queried. "How do they feel about it?"
"I expected to have to fight from the word go, but Mr. Harper supports my plans wholeheartedly," Donaldson told them. "He likes the idea, and he, too, believes in giving every student a challenge that meets their abilities. We'll also have additional support from the Clarkstowne Foundation for the Performing Arts and the Clarkstowne Symphony."
"The Symphony?" Doug's eyes widened. His grandfather was concertmaster to that organization, and Stephen's father was principal conductor!
"Yes," Donaldson confirmed. "The Symphony is going to help out with music and several members have agreed to become private lesson tutors for us. Are you ready to jump in with both feet?"
Stephen raised troubled eyes. "What about parents and others who might object?"
"Leave it to you to try and think of everything," Donaldson sighed. "I don't know, Stephen. That's why we're having the organizational meeting at 8:30-so we can find out how your fellows feel about the idea. Beyond that, we'll just have to wait and see."
Stephen nodded.
"We'll certainly give it a try," Doug finally said for both of them. "Try?" The teacher emphasized the word with a skeptical rise in his voice and a raised eyebrow. "As a famous 800 year old Jedi once said-"
Stephen and Doug cut him off. "Do or do not; there is no try." They quoted in chorus-and in passable imitation.
The boys looked at each other. Challenges, he said-this is the first one. They looked back. Doug nodded firmly. "We'll do it."
"Good," Donaldson approved. He lifted two folders from behind his desk and passed them across. "This is the music I planned to use for the first half of the semester. It includes teaching pieces as well as performance works for our first concert here and our elementary school appearances. You each have different selections to prepare, and so will be splitting rehearsal time. Take a few minutes now to glance through them. I know both of you can read a score-we did that last year in an effort to get you to give me five minutes' peace!" He grinned. "We'll go over them together each morning this week so I can start you on what I want prepared for next Monday. This week, the orchestra has a special training class while the marching band practices."
"We do?"
"Yes," Donaldson confirmed. "I'm sure you noticed how discipline problems grew school wide last year, especially fights in the upper grades?"
The boys nodded.
"The faculty council met this summer and decided that we needed a new approach to dealing with issues. They want to create a peer mediation group. I volunteered the orchestra to take on that role." He chuckled. "I met with some resistance," he admitted, "but they finally gave in when they realized that the orchestra represents all four grade levels and already has a top-notch reputation around the school. Those were the two most important points, plus there are enough of us to be constantly on the watch as we move through the school. If we can resolve issues before they come to the attention of teachers and administrators, then the discipline referrals should drop."
"Makes sense," Stephen noted.
"The orchestra will be here at 8:30 for a special called organizational meeting. I plan to announce all of this, including you as student conductors, then. Peer Mediation training happens from 9 to 11:30 each day this week. Next week, beginning on the twenty-first, from 9 to 11:30, you begin rehearsals. The orchestra will perform the School Song, and the National Anthem, and two pieces for the faculty in-service kickoff on the twentieth. That event will tie us up for the first two hours of the day; after that, we have a Music Department meeting in the auditorium."
The boys nodded.
"The four selections for the twentieth will be your first tasks. It will mean voluntary practice time either before or after the peer mediation training this week. Glance over the four selections marked in your folders and let me know-before they arrive at 8:30-if you think an hour a day for the next four days will be enough practice time."
"Yes, sir," Stephen and Doug chorused.
"Take your music and start looking," Donaldson suggested. "You have until the orchestra arrives to start preparations."
The pair stood, nodded, and left his office.
Once the office door closed behind them, Stephen turned to Doug. "I can't believe he's doing this!"
"I can't believe we're doing this!"
"We'd better get started," Stephen suggested. "He doesn't suffer procrastinators."
"Don't I know it!" Doug agreed fervently. "Come on. Let's use the Theory classroom." The pair opened a closed door, turning on the lights as they entered the room.
Chatter among orchestra students seated in the traditional performance fan in the rehearsal hall died as Dr. Donaldson stepped onto the podium. The room now held ninety students who seemed ready to face a new year. They were about to learn how challenging the year ahead would be for them. Stephen and Doug remained in the Theory classroom while Dr. Donaldson ran the meeting. They'd join in at his call.
"Good morning," Dr. Donaldson greeted them. He accepted their ragged "good morning" reply with a smile. "Welcome back to most of you, and welcome aboard to our new members. You don't know it yet, but you've jumped into a very deep pool this morning! Are you ready for something totally different?"
A murmur ran through the group.
"I called this meeting to discuss some program changes with you," he began. "In order for this to work, everyone has to buy into the ideas I'm sharing and be willing to chance at least one thing that, as far as I know, has never been done before."
"You're making us guinea pigs, Dr. D?" Clayton Underwood, concertmaster of the orchestra, spoke up. Clay's black hair framed a pleasant face with sparkling blue eyes so dark they looked violet, a straight nose, and lips twisted into a grin.
"I suppose you could look at it that way," Donaldson agreed, "but that wasn't my plan. I think of it more as a partnership than an experiment."
Clay's grin widened. "Okay, parrd-ner," he drawled, mimicking decades of movie westerns. "Whadda you got planned for us pilgrims?"
Donaldson chuckled.
"It's a bit radical," the teacher offered. "See what you think." He then laid out for them the program he outlined to Stephen and Doug less than an hour before.
"Stephen has conducted before," Donaldson reminded them as he stepped from the podium, touched several controls on a wall-mounted panel, and lifted a remote. The room lights dimmed and a screen lowered from overhead. A ceiling mounted digital projector lit up. As soon as it reached full brightness, Donaldson tapped the play button and a recording of Stephen conducting the final section of the finale to Tchaikovsky's Fourth Symphony played. The rich music poured from speakers around the room. The tape came from Stephen's performance with the Clarkstowne Symphony almost a year before. They watched the finale and the encore.
"Wow!" Many voices exclaimed softly, moving the word around the room in an echo. Most of those were newcomers; the majority of the performers seated in the room had attended that concert and the tape renewed, deep within each of them, the spark of magic that filled the auditorium that night.
"The encore was done without prior rehearsal. Stephen didn't know the title until he opened the score." Donaldson touched more controls and the system reset itself, retracting the screen and raising the room lights. "He sight-read that score," Donaldson added for emphasis. "Doug hasn't conducted as yet," the teacher told them. "However, that doesn't mean he lacks in any way-just that he didn't fall into the same opportunity Stephen did.
"It has been my practice throughout my teaching career to provide every student with an opportunity and a challenge to learn and grow. Last year, I didn't do that for Stephen and Doug. They performed with us, but they were capable of so much more than what we did-and I let them down. I don't intend to do that again.
(Continues...)
Excerpted from The Broken Violinby M. Bradley Davis Copyright © 2009 by M. Bradley Davis. Excerpted by permission.
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