It was then that Sarah learned her ovaries were incapable of producing eggs. A week later, Sarah and Michael had their first major fight. Michael hadn’t come home from work, and she’d paced the floor for hours while waiting for him, wondering why he hadn’t called and imagining that something terrible had happened. By the time he came home, she was frantic and Michael was drunk. “You don’t own me” was all he offered by way of explanation, and from there, the argument went downhill fast. They said terrible things in the heart of the moment. Sarah regretted all of them later that night; Michael was apologetic. But after that, Michael seemed more distant, more reserved. When she pressed him, he denied that he felt any differently toward her. “It’ll be okay,” he said, “we’ll get through this.”

Instead, things between them grew steadily worse. With every passing month, the arguments became more frequent, the distance more pronounced. One night, when she suggested again that they could always adopt, Michael simply waved off the suggestion: “My parents won’t accept that.”

Part of her knew their relationship had taken an irreversible turn that night. It wasn’t his words that gave it away, nor was it the fact that he seemed to be taking his parents’ side. It was the look on his face-the one that let her know he suddenly seemed to regard the problem as hers, not theirs. Less than a week later, she found Michael sitting in the dining room, a glass of bourbon at his side. From the unfocused look in his eyes, she knew it wasn’t the first one he’d had. He wanted a divorce, he began; he was sure she understood. By the time he was finished, Sarah found herself unable to say anything in response, nor did she want to.

The marriage was over. It had lasted less than three years. Sarah was twenty-seven years old.

The next twelve months were a blur. Everyone wanted to know what had gone wrong; other than her family, Sarah told no one. “It just didn’t work out” was all she would say whenever someone asked.

Because she didn’t know what else to do, Sarah continued to teach. She also spent two hours a week talking to a wonderful counselor, Sylvia. When Sylvia recommended a support group, Sarah went to a few of the meetings. Mostly, she listened, and she thought she was doing better. But sometimes, as she sat alone in her small apartment, the reality of the situation would bear down hard and she would begin to cry again, not stopping for hours. During one of her darkest periods, she’d even considered suicide, though no one-not the counselor, not her family-knew that. It was then that she’d realized she had to leave Baltimore; she needed a place to start over. She needed a place where the memories wouldn’t be so painful, somewhere she’d never lived before.

Now, walking the streets of New Bern, Sarah was doing her best to move on. It was still a struggle at times, but not nearly as bad as it once had been. Her parents were supportive in their own way-her father said nothing whatsoever about it; her mother clipped out magazine articles that touted the latest medical developments-but her brother, Brian, before he headed off for his first year at the University of North Carolina, had been a life-saver. Like most adolescents, he was sometimes distant and withdrawn, but he was a truly empathetic listener. Whenever she’d needed to talk, he’d been there for her, and she missed him now that he was gone. They’d always been close; as his older sister, she’d helped to change his diapers and had fed him whenever her mother let her. Later, when he was going to school, she’d helped him with his homework, and it was while working with him that she’d realized she wanted to become a teacher.

That was one decision she’d never regretted. She loved teaching; she loved working with children. Whenever she walked into a new classroom and saw thirty small faces looking up at her expectantly, she knew she had chosen the right career. In the beginning, like most young teachers, she’d been an idealist, someone who assumed that every child would respond to her if she tried hard enough. Sadly, since then, she had learned that wasn’t possible. Some children, for whatever reason, closed themselves off to anything she did, no matter how hard she worked. It was the worst part of the job, the only part that sometimes kept her awake at night, but it never stopped her from trying again. Sarah wiped the perspiration from her brow, thankful that the air was finally cooling. The sun was dropping lower in the sky, and the shadows lengthened. As she strode past the fire station, two firemen sitting out front in a couple of lawn chairs nodded to her. She smiled. As far as she could tell, there was no such thing as an early evening fire in this town. She’d seen them every day at the same time, sitting in exactly the same spots, for the past four months. New Bern.

Her life, she realized, had taken on a strange simplicity since she’d moved here. Though she sometimes missed the energy of city life, she had to admit that slowing down had its benefits. During the summer, she’d spent long hours browsing through the antique stores downtown or simply staring at the sailboats docked behind the Sheraton. Even now that school had started again, she didn’t rush anywhere. She worked and walked, and aside from visiting her parents, she spent most evenings alone, listening to classical music and reworking the lesson plans she’d brought with her from Baltimore. And that was fine with her. Since she was new at the school, her plans still needed a little tinkering. She’d discovered that many of the students in her class weren’t as far along as they should have been in most of the core subjects, and she’d had to scale down the plans a bit and incorporate more remedial work. She hadn’t been surprised by this; every school progressed at a different rate. But she figured that by the end of the year, most students would finish where they needed to be. There was, however, one student who particularly concerned her.

Jonah Ryan.

He was a nice enough kid: shy and unassuming, the kind of child who was easy to overlook. On the first day of class, he’d sat in the back row and answered politely when she’d spoken to him, but working in Baltimore had taught her to pay close attention to such children. Sometimes it meant nothing; at other times, it meant they were trying to hide. After she’d asked the class to hand in their first assignment, she’d made a mental note to check his work carefully. It hadn’t been necessary.

The assignment-a short paragraph about something they’d done that summer-was a way for Sarah to quickly gauge how well the children could write. Most of the pieces had the usual assortment of misspelled words, incomplete thoughts, and sloppy handwriting, but Jonah’s had stood out, simply because he hadn’t done what she’d asked. He’d written his name in the top corner, but instead of writing a paragraph, he’d drawn a picture of himself fishing from a small boat. When she’d questioned him about why he hadn’t done what she’d asked, Jonah had explained that Mrs. Hayes had always let him draw, because “my writing isn’t too good.”

Alarm bells immediately went off in her head. She’d smiled and bent down, in order to be closer to him. “Can you show me?” she’d asked. After a long moment, Jonah had nodded, reluctantly.

While the other students went on to another activity, Sarah sat with Jonah as he tried his best. She quickly realized it was pointless; Jonah didn’t know how to write. Later that day, she found out he could barely read as well. In arithmetic, he wasn’t any better. If she’d been forced to guess his grade, having never met him, she would have thought Jonah was just beginning kindergarten.

Her first thought was that Jonah had a learning disability, something like dyslexia. But after spending a week with him, she didn’t believe that was the case. He didn’t mix up letters or words, he understood everything she was telling him. Once she showed him something, he tended to do it correctly from that point on. His problem, she believed, stemmed from the fact that he’d simply never had to do his schoolwork before, because his teachers hadn’t required it. When she asked a couple of the other teachers about it, she learned about Jonah’s mother, and though she was sympathetic, she knew it wasn’t in anyone’s best interest-especially Jonah’s-to simply let him slide, as his previous teachers had done. At the same time, she couldn’t give Jonah all the attention he needed because of the other students in her class. In the end, she decided to meet with Jonah’s father to talk to him about what she knew, in hopes that they could find a way to work it out.