While his brothers wrestled, Tyler listened to music. He owned the only boom box I had ever seen, and next to it he kept a tall stack of CDs with strange words on them, like “Mozart” and “Chopin.” One Sunday afternoon, when he was perhaps sixteen, he caught me looking at them. I tried to run, because I thought he might wallop me for being in his room, but instead he took my hand and led me to the stack. “W-which one do y-you like best?” he said.
One was black, with a hundred men and women dressed in white on the cover. I pointed to it. Tyler eyed me skeptically. “Th-th-this is ch-ch-choir music,” he said.
He slipped the disc into the black box, then sat at his desk to read. I squatted on the floor by his feet, scratching designs into the carpet. The music began: a breath of strings, then a whisper of voices, chanting, soft as silk, but somehow piercing. The hymn was familiar to me—we’d sung it at church, a chorus of mismatched voices raised in worship—but this was different. It was worshipful, but it was also something else, something to do with study, discipline and collaboration. Something I didn’t yet understand.
The song ended and I sat, paralyzed, as the next played, and the next, until the CD finished. The room felt lifeless without the music. I asked Tyler if we could listen to it again, and an hour later, when the music stopped, I begged him to restart it. It was very late, and the house quiet, when Tyler stood from his desk and pushed play, saying this was the last time.
“W-w-we can l-l-listen again tomorrow,” he said.
Music became our language. Tyler’s speech impediment kept him quiet, made his tongue heavy. Because of that, he and I had never talked much; I had not known my brother. Now, every evening when he came in from the junkyard, I would be waiting for him. After he’d showered, scrubbing the day’s grime from his skin, he’d settle in at his desk and say, “W-w-what shall we l-l-listen t-t-to tonight?” Then I would choose a CD, and he would read while I lay on the floor next to his feet, eyes fixed on his socks, and listened.
I was as rowdy as any of my brothers, but when I was with Tyler I transformed. Maybe it was the music, the grace of it, or maybe it was his grace. Somehow he made me see myself through his eyes. I tried to remember not to shout. I tried to avoid fights with Richard, especially the kind that ended with the two of us rolling on the floor, him pulling my hair, me dragging my fingernails through the softness of his face.
I should have known that one day Tyler would leave. Tony and Shawn had gone, and they’d belonged on the mountain in a way that Tyler never did. Tyler had always loved what Dad called “book learning,” which was something the rest of us, with the exception of Richard, were perfectly indifferent to.
There had been a time, when Tyler was a boy, when Mother had been idealistic about education. She used to say that we were kept at home so we could get a better education than other kids. But it was only Mother who said that, as Dad thought we should learn more practical skills. When I was very young, that was the battle between them: Mother trying to hold school every morning, and Dad herding the boys into the junkyard the moment her back was turned.
But Mother would lose that battle, eventually. It began with Luke, the fourth of her five sons. Luke was smart when it came to the mountain—he worked with animals in a way that made it seem like he was talking to them—but he had a severe learning disability and struggled to learn to read. Mother spent five years sitting with him at the kitchen table every morning, explaining the same sounds again and again, but by the time he was twelve, it was all Luke could do to cough out a sentence from the Bible during family scripture study. Mother couldn’t understand it. She’d had no trouble teaching Tony and Shawn to read, and everyone else had just sort of picked it up. Tony had taught me to read when I was four, to win a bet with Shawn, I think.
Once Luke could scratch out his name and read short, simple phrases, Mother turned to math. What math I was ever taught I learned doing the breakfast dishes and listening to Mother explain, over and over, what a fraction is or how to use negative numbers. Luke never made any progress, and after a year Mother gave up. She stopped talking about us getting a better education than other kids. She began to echo Dad. “All that really matters,” she said to me one morning, “is that you kids learn to read. That other twaddle is just brainwashing.” Dad started coming in earlier and earlier to round up the boys until, by the time I was eight, and Tyler sixteen, we’d settled into a routine that omitted school altogether.
Mother’s conversion to Dad’s philosophy was not total, however, and occasionally she was possessed of her old enthusiasm. On those days, when the family was gathered around the table, eating breakfast, Mother would announce that today we were doing school. She kept a bookshelf in the basement, stocked with books on herbalism, along with a few old paperbacks. There were a few textbooks on math, which we shared, and an American history book that I never saw anyone read except Richard. There was also a science book, which must have been for young children because it was filled with glossy illustrations.
It usually took half an hour to find all the books, then we would divide them up and go into separate rooms to “do school.” I have no idea what my siblings did when they did school, but when I did it I opened my math book and spent ten minutes turning pages, running my fingers down the center fold. If my finger touched fifty pages, I’d report to Mother that I’d done fifty pages of math.
“Amazing!” she’d say. “You see? That pace would never be possible in the public school. You can only do that at home, where you can sit down and really focus, with no distractions.”
Mother never delivered lectures or administered exams. She never assigned essays. There was a computer in the basement with a program called Mavis Beacon, which gave lessons on typing.
Sometimes, when she was delivering herbs, if we’d finished our chores, Mother would drop us at the Carnegie library in the center of town. The basement had a room full of children’s books, which we read. Richard even took books from upstairs, books for adults, with heavy titles about history and science.
Learning in our family was entirely self-directed: you could learn anything you could teach yourself, after your work was done. Some of us were more disciplined than others. I was one of the least disciplined, so by the time I was ten, the only subject I had studied systematically was Morse code, because Dad insisted that I learn it. “If the lines are cut, we’ll be the only people in the valley who can communicate,” he said, though I was never quite sure, if we were the only people learning it, who we’d be communicating with.
The older boys—Tony, Shawn and Tyler—had been raised in a different decade, and it was almost as if they’d had different parents. Their father had never heard of the Weavers; he never talked about the Illuminati. He’d enrolled his three oldest sons in school, and even though he’d pulled them out a few years later, vowing to teach them at home, when Tony had asked to go back, Dad had let him. Tony had stayed in school through high school, although he missed so many days working in the junkyard that he wasn’t able to graduate.
Because Tyler was the third son, he barely remembered school and was happy to study at home. Until he turned thirteen. Then, perhaps because Mother was spending all her time teaching Luke to read, Tyler asked Dad if he could enroll in the eighth grade.