Growing up in a small town in Oklahoma, my friend Marc and I used to entertain ourselves by making up stories on the fly and recording them on a tape cassette recorder. We were seven or eight years old. On our less inspired but rambunctious days, the stories were simple and action packed, usually involving some indescribable yet inherently hideous and menacing beast chasing us through the neighborhood or our homes until we finally got away or killed it. We would dive to the floor, crash into the walls, or hurdle over the sofa to simulate our evasive maneuvers. Then, panting from our efforts, we’d whisper into the tape recorder how frightened we were as we pretended to hide. On other days we would attempt more intricate mystery stories—Scooby Doo type adventures—that routinely failed to reach a resolution before one of us was called home to dinner. When we’d meet up again, we never picked up where we left off because listening to the previous day’s recording always revealed some fatal flaw with our plotline. Before Marc moved away sometime around my third-grade year, we had compiled several cassette tapes worth of unfinished stories.

But the storytelling bug had bitten. For school, we had to write a story. Mine was called The Dog and the Bird. I don’t remember what it was about. It probably featured a dog and a bird working together to achieve some noble outcome. Whatever it was about, I just know I put a whole lot of effort into it and was really proud of the finished product. My teacher gave me some encouraging feedback which immediately inflated my writing aspirations. I asked her about getting it published.

She said, “Ok. But you’re going to have to type it up really nice.”

So I did. I typed it up, checking it multiple times for errors and letting my parents proofread it. I told them I had to get it ready for publication. The Dog and the Bird would be my breakthrough as an author. The story had to be flawless. I took it back to my teacher.

She read through it again and agreed that it was much better typed out. “But you’re going to need to bind it,” she said. “So people can read it like a book.”

That night I three-hole punched it and put the story in a report folder with a clear plastic cover. Now someone could read it like they were flipping the pages of a book. I gave it to my teacher.

Again she was impressed. “Now, you just need some cover art. Every book has a cover.”

I was stumped. I was an author, not an artist. I was also growing impatient. I wanted to be done with it. I knew drawing with crayons or pencils would look amateurish, so using the computer technology available before the days of clip art and the internet, I drew a rudimentary picture of a four-legged animal that might have resembled a dog, at least to the type of person gifted at locating constellations and finding images of animals in clouds. Next to my dog, I drew a faceless, two-stroke picture of a bird—essentially a ‘V’ with curved tips. I centered the title in big bold letters above the drawing and printed it out on my dot matrix printer which made the big letters and the drawing of the dog look hideously pixelated. It didn’t matter. I had completed a book. My book. The next day I presented it to my teacher who promised that she’d share it with all her future classes. I promised I’d work more on the artwork. I never did. But I was satisfied. I was as published as I needed to be. The project had taken all my energy for two weeks, and I needed a rest.

I owe so much to that teacher who recognized and cultivated that creative spark in me. She didn’t give me a cold dose of reality by informing me of the cruel world of publishing, or by telling me to expect a pile of rejections, or that being a published author is extremely difficult. This would have been the truth, of course, but at that age, if faced with these mountains of obstacles, I would have given up before even starting.

I think we forget sometimes that one of the primary goals of teaching is showing someone how to set a goal and complete a task. Everybody wants to achieve something. Guiding a student to find their true bliss is part of the process.

We should never forget this function of teaching. Performing well on a standardized test is an admirable goal for a school but falls way short of being inspirational for the student. If we simply grade teachers by how well they show someone where to place a comma or how to turn the remainder of a long division problem into a decimal, then we are truly selling ourselves short.

Because of my teacher, I experienced a wonderful sense of accomplishment. It was my first completed story. I’ve continued to write stories. Some have been published but most of them shared only amongst a small group of friends and fellow writers. I would have forgotten about The Dog and the Bird except that recently I was sifting through an old box of schoolwork and came across the cover art that had been hidden beneath the rubble of my life like a lost puzzle piece. I hadn’t thought of it in years. I honestly don’t recall which teacher was responsible for encouraging me to continue on the story; otherwise, I would gladly give her credit here. Until now, I didn’t recognize the value of that lesson in publishing.

The most profound moments in life are often not recognized until the moment is long gone. Insignificant and untethered memories reappear and unexpectedly reveal their importance upon distant reflection. But this, I’d argue, is where the true substance of living resides. In the end, when we sum up our histories, our purpose or meaning in life will not be perfectly articulated like a corporate mission statement but will instead be buried deep beneath the subtext of a thousand little moments and scattered memories.