Esmerelda's Song
By Dan Millman
In my long athletic career as a gymnast, I had trained with the best. At Stanford University I coached the top Olympians and a nationally ranked team. But my favorite students were beginners - especially adult novices, filled with doubt about their abilities, but game enough to try.
Students of all ages and abilities would show up for my gymnastics classes - little boys with oversized shorts and mismatched socks; little girls with red pigtails and matching freckles; adolescents and adults who looked warily around at the apparatus, their fear mingled with excitement. Over the years I taught them - in a rooftop room at the Berkeley YMCA, in a fancy gym club in Atlanta and in a tiny studio in San Francisco - at Stanford, Berkeley and finally, Oberlin College.
There, I remember an amazing, heavyset young man named Darwin, blind from birth, who announced that he had his heart set on learning a front flip on the trampoline. Darwin's lack of balance or visual cues led me to doubt the likelihood of his learning even the basics of trampoline, much less a somersault. But I welcomed him to class and said we'd take it one step - or rather, one bounce - at a time. After many months of preparation and many failed attempts, on the last day of class Darwin Neuman accomplished a front somersault, to the cheers and tears of everyone in the class. I remember the mixture of surprise and delight on Darwin's face; I remember the moment as if it were yesterday.
I also remember other students, of course - one is a now-famous Broadway star. And over the years, many students have made me a believer by showing, again and again, the power of persistence.
But most of all, I remember Esme.
Her real name was Esmerelda Esperanza Garcia, but she asked me to call her Esme that first day of my ten-week course in basic gymnastics at Oberlin. Esme had no particular disabilities - she could see and hear and to all appearances was in good physical health - although she was a bit thin and frail for the rigors of bars and beam. As it turned out, I had never before met a teaching challenge like Esme. Something had brought her to me and to one of the more challenging physical education classes at Oberlin. She brought with her a set of psychological baggage that included her self-image as a klutz, and she seemed determined to demonstrate that each day. Esme didn't just fall behind everyone else - she was like a golfer who played entirely in the rough, never touching a fairway.
To fully appreciate what Esme faced, understand this: each term, as new students wandered into the gymnastics area and looked around, I would call them together and demonstrate a full exercise routine on the floor and on all the apparatus. These included a variety of swings, arm changes, handstands, cartwheels, and rolls and dance elements requiring flexibility, strength, coordination, balance, stamina and reflex speed. Then, as I watched the looks of incredulity, doubt or total disbelief on their faces, I would then predict that they would indeed be able to do every one of those routines by the term's end.
One of the greatest joys I experienced as a teacher was to help my students to do far more than they believed they could accomplish. So my courses became something more than mere skill learning; in transcending their limiting beliefs in this area of life, my students were more likely to excel in other areas as well. I believe that most students returned the second day on trust alone - on blind faith that "this guy might be able to deliver what he promises." So, beginning on the proverbial wing and a prayer, on hope and dreams and the challenge I'd set before them, they began.
In Esme's case, she had complete faith—negative faith. She was certain she could not even come close to what I had predicted, but at least she would learn something. Apparently intent on convincing me of her ineptitude, she told me stories of glasses of milk knocked over on the dinner table; of slips and falls, and of being the last-to-be-picked for every team in every sport at every school she attended. She was giving it another try because she had heard that I was a "miracle worker," and said she needed a miracle at that point in her life.
I'd like to say that a miracle happened - that Esme became the star of the class and went on to the Olympics, or some such thing, but that would be sheer fantasy. Esme trailed behind the class all the way to the end, and received a "B" for persistence, effort and yes, some discernable improvement.
But then she did something no student had ever done - Esme asked if she could take the same course over again. Normally, I would decline, because the class had a long waiting list, and new students should have an opportunity to participate. This time I made an exception.
By the third week of class, even with her head start, Esme was again behind half the class. But this meant she was even with, or ahead of the other half! - a new experience for her, and one that did not escape her notice. She was like a runner who glances back to see people behind her for the first time. This struck her with the force of revelation, and something wonderful happened - Esme was stuck in a handstand. Not permanently, but for a few wonderful seconds, her handstand was so straight, and so well balanced, she just hung up there, to my surprise and to her amazement. She came down beaming, and the entire class applauded.
A light went on inside Esmerelda Garcia on that day, in that moment.
After that, she started pleading with me to spend a little extra time to help her after class - with her cartwheel, her balance beam dismount, her hip circle on the uneven bars. She asked questions, tried, fell, asked more questions, tried again, her face focused with an intensity I'd only seen in world-c lass gymnasts and young children. Now it was do-or-die for Esmerelda Esperanza Garcia.
By the term's end, Esme got through every single routine, with only one minor fall and a few bobbles. The class members, who had come to know and help one another in their common endeavor, had come to know Esmerelda as well, and to respect her dedication. As she completed her last routine, they gave her a standing ovation. She laughed. Then she broke down in tears.
Who would have guessed that a two-unit physical education class could change someone's life?
My only bittersweet regret in teaching was that I hadn't learned more about each of my students - their lives outside the gymnasium. They showed up, were gymnasts for an hour and a half, two days a week, for ten weeks; then they left the gymnasium and went on with other classes, other lives.
As it happens, Oberlin College has one of the finest conservatories of music in the United States. And one of the many things I had not known about Esme was that she was a conservatory student, and that her specialty was voice.
In mid-April, after the last snowfall, as the first touch of spring warmed the air - about four months after Esme's triumphant completion of my class - I was walking through Tappan Square, the park directly across from the conservatory. I noticed an announcement sign - "Senior Recital: Vocalist . . ." - an announcement I would have passed by with barely a glance, until I saw the name of the vocalist: "Esmerelda Garcia."
That night I sat in a small audience of students, faculty and friends of Esme. I sat mesmerized by her voice, her skill, her charisma and her radiant singing. Again, her performance was rewarded with well-earned applause, which I joined enthusiastically.
I believe someone told her that I had attended, because when I returned home that evening, I found a note by my door. It read:
"Dear Dan, I was at an impasse in my singing and my life, and about to give up. Then I met you and learned what I could do." It was signed:
"With love and gratitude, Esme."
I gazed out into an evening made more beautiful by Esme's song. Memories of her voice mingled with images of her in the gymnasium, blending like the spring breeze through the blossoming apple trees. It felt good to be a teacher, good to be alive.