We Beat the Street: How A Friendship Pact Led to Success

“The doctor, seemingly impressed by the boy’s observation, pointed out the bones of the foot and even named them for him. Sampson could have looked at the film for hours.”

Though it is a painful and unfortunate occurrence, there is a clear silver lining in Sampson breaking his foot at age six. Being treated in the emergency room affords Sampson an opportunity to speak to a patient and attentive physician and to get a first look at an X-ray. Sampson later credits this formative experience as the moment he decided to specialize in emergency medicine.

“He sighed and wished once more that his mother had not transferred him from public school to this Catholic school where the rules were strict and the academic work was easy.”

At Catholic school, Rameck’s educational needs are not met. They are not even visible to the staff, it would seem, because they focus only on his behavior in class. Rather than investigating why he is bored and acts out, they attempt to move him into special ed, where he would undoubtedly get into more trouble and squander his intellectual talents.

“Rameck, glad to have an excuse to release some of his frustration, pulled Meatball down on the floor and the two rolled around in the empty hallway for several minutes, exchanging fierce punches and pent up anger.”

Through the narrative, both in early childhood and later, in his teenage years, Rameck struggles with processing his anger and frustration. In different instances, he resorts to physical violence and gets himself into trouble.

“He hated being pushed but at the same time, he loved the high expectations that his family set for him.”

Family support is a crucial element in all three friends’ lives. Rameck’s grandmother encourages him in his academic and theater pursuits, just as Sampson and George are supported by parents and extended family that know their potential and attempt to counteract the negative pressures of the neighborhood around them.

“George had no idea that Shakespeare was not usually offered in third grade. Miss Johnson simply offered it and George and the rest of the class absorbed it.”

George’s third-grade teacher inspires him regularly with her passion and her commitment to challenging her students. George’s early academic experience differs from Rameck’s in this respect: whereas Rameck is labelled as a troublemaker and given few opportunities for academic growth, George and his classmates are all afforded a chance to try things beyond their grade level, so they can cultivate new interests.

“‘But they’re so well behaved,’ the woman said with surprise. ‘Isn’t that school in the ghetto?’”

George is enjoying the orchestra with his third-grade class when an affluent, elderly woman approaches their group and comments on their behavior and interest in the arts in such a way that makes George feel out of place and demoralized. On the bus ride home, his teacher, Miss Johnson, reminds him to not let others define him and to believe in himself and his abilities.

“Sampson knew it was a long shot, but he felt his talents exceeded those of any kid his age and he had big dreams. It seemed to him that baseball might be his only escape from the ghetto.”

As a very young kid, Sampson cannot see his own academic talents fully. Therefore, he assumes that maybe athletics are his only way to build a meaningful future for himself. In time, he realizes that scholastic pursuits offer a lot more promise and security.

“Sampson knew better than to refuse so without a word he let the man, a neighborhood drug dealer known as the Bomb, snatch his bat.”

Even when just playing outside, minding their own business, the boys are not safe from the dangers associated with drugs. While Sampson and friends are playing baseball, a drug dealer “borrows” their bat to beat an addict senseless right in front of their eyes. Frightened and wanting to flee the scene, the kids go on to make their own poor decision, shoplifting at a local store.

“Sampson and Noody took off like terrified rabbits. Never again, Sampson thought as he ran home in terror, I swear. Never again.”

When Sampson and some neighborhood friends shoplift from the local corner store, the proprietor threatens to feed them to his snarling dogs. The experience is frightening enough to make Sampson inwardly vow he will never steal again.

“Rameck wanted to tell her that long ago he had sworn to himself that he would never get involved with drugs because he had seen what drugs could do to people he knew and loved, what drugs were doing to her, but he just shook his head.”

When Rameck’s mother takes the money his grandmother gave him for a theater portfolio, he is not angry at her. He knows that his mother cannot control his addiction. The experience does, however, work to strengthen his resolve that he himself will not use drugs, as he has seen firsthand how they can impact people.

“He’d been to the dentist before, for cleanings and such but somehow this visit seemed different.”

At age eleven, George has a visit to the dentist that makes a strong, formative impression on him. Rather than feeling anxious as other kids might at that age, George instead appreciatively takes in the charts of teeth along the way and the pictures on display. Dentistry begins to seem like an interesting future profession to George.

“George couldn’t figure out why all this seemed so fascinating to him today. But it was like Dr. Thomas had plugged in a cord that buzzed with electricity and excitement.”

Just as Rameck is inspired by an ER doctor who patiently explains medical issues to him, George’s dreams are encouraged by a talk with his family dentist. Though the conversations in both cases are only brief, they spark a real passion for science in the boys.

“‘You are an ocean. Pull together every drop of your energy to find yourself. No one can destroy the ocean.’”

Sampson is inspired by his training sessions with Reggie, a neighborhood man who teaches martial arts and Chinese philosophy to Sampson and some friends. The meditation techniques and positive self-motivation stay with Sampson during future tense moments.

“Razor, who died that crispy, cool morning while running from police in a car that he had stolen, had just turned twelve years old.”

The death of a classmate and neighborhood friend hits Sampson hard. He realizes that he has been tempted to make reckless decisions, similar to the one that ended up costing Razor his life.

“Sampson’s mother had been forced to drop out of school at an early age because of the death of her mother and had never learned to read. So Sampson knew how important his accomplishments were for her.”

Initially, Sampson is not eager to attend University High School. He wants to continue at his neighborhood school, where he can enjoy his status. But his mother is insistent that this is the right opportunity for him. Because her own academic experiences were cut tragically short, she wants him to prioritize learning above all else.

“Sampson wasn’t crazy about leaving Dayton Street Elementary but he couldn’t stand the idea that there might be kids learning things that he wouldn’t be taught.”

Ultimately it is a love of learning the gets all three friends established at University High School. They need the initial encouragement of family, but their intellectual curiosity is what sees them through.

“He walked regally and with great dignity, bowed low to the audience, breathing deeply in the glory of the spotlight, the cheers and the thunderous applause just for him.”

Participating in theater gives Rameck a chance to get some attention and validation. His talents are noticed and appreciated when he participates in school plays. He drinks up the praise offered and later still, in med school, relies on the boost offered by performances for a crowd to help his sense of self.

“He breathed deeply, immensely relieved that he would live another day. He wondered where his life was headed and how he could manage to escape what seemed like an increasingly downward spiral. He had no answers.”

When what begins as neighborhood fighting born of boredom escalates in gunfire, Rameck begins to question his choices. He is reluctant to separate himself from the neighborhood kids he grew up with, yet he knows that their poor decisions often land him in dangerous situations where he could even lose his life.

“Sampson wasn’t tempted to do drugs the way many of this friends were. He’d seen too much destruction and devastation in their lives because of that. And he didn’t like feeling out of control.”

When Sampson is in the tenth grade, some neighborhood friends take him out to celebrate his birthday and try to get him to do drugs. Sampson is worried about being an outsider or being heckled but he decides to say no. Though he drinks with his friends, he is not interested in doing drugs, he tells them.

“Sampson went home, relieved that once more he had been able to navigate the delicate road between what was right and what was real.”

Even after he vows to not do drugs, Sampson is still tempted to deal drugs. His friend Spud presents it as a quick and easy way to earn a lot of cash and Sampson feels the pull of easy money. But at a critical moment, Sampson backs out, deciding the plan just isn’t for him. He walks away, feeling relieved and knowing he is still in control of his future.

“The USO worked for a week organizing the walkout. It was to be peaceful yet powerful. Rameck, George and Sampson all participated in the planning.”

At University High School, the three friends gain some experience in acting as community organizers. Rameck forms a group—United Students Organization—that takes issue with the lack of diverse representation in the school’s history books. They form a peaceful protest to address this and their efforts receive media attention. It is a big step for Rameck, who has learned to channel anger into peaceful civil action.

“But George would not give up. ‘Hey, look. I really want to do this. I think we could ALL do this—the three of us—together!’”

After the Seton Hall lecture, all three friends are intrigued but none are sure whether they could be accepted into such a program. George hits upon a satisfactory answer—they will apply together and undertake the process as a group. The solidarity will get them through.

“It was just plain hard for Rameck, trying to figure out how to become a man in a place where manhood is measured differently than the way your mother sees it.”

All three friends have to learn how to reject the pull of violence; for Rameck this is especially hard because it means breaking off ties with his elementary school friends. Though he cares for them and feels their affection for him, he knows that they are headed down different paths and that his adulthood will be spent in a safer space.