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that?”
    â€œWell, just having you in our corner would be the biggest help, of course. Besides that, we’d like to ask if you might be willing to keep a journal or a diary.”
    â€œWhat diary?”
    Lindsey had continued by saying, “If you’d be willing to keep a written log of who calls him, who visits him at home, who comes to watch him play. That sort of thing.”
    â€œYou’re talkin’ about coaches, right?”
    â€œMostly coaches, yes. But anyone else who might show an interest in him as well. You’d be surprised at what kinds of characters can surface in this business. We’d also like to know which schools appeal to him, and why. In recruiting, it’s always an advantage to have information.”
    T.J. didn’t have to be convinced of the value of information, but he was already wondering to himself, what would be in it for me? This was a conversation where he would have to watch his step, so he had asked Lindsey, “If you want to recruit Tyron, why don’t you talk to Coach DeFreese?”
    â€œWe already have and we’ll continue to talk to him. But we also know you have influence with Tyron. He trusts you. We believe he would listen to your advice in connection with any major decision he might need to make.”
    â€œHow do you know so much about me ’n’ Tyron?”
    Coach Lindsey had smiled before crossing his leg. “I already told you: Information is vital to the recruiting process.”
    Lindsey was a slick guy, which was as obvious from his personal appearance as from the way he talked. A pale blue collar, starched and crisp, emerged from the V of his maroon North State sweater. His shoes were ultra shiny like patent leather; maybe they were patent leather. But if slick was slick, then fair was fair; since this coach was asking him for a favor, and a big favor at that, he decided to find out if there was a next level. “Would there be anything in this for me?”
    Lindsey’s chuckle was the prelude to his answer. “We wouldn’t ask you to do this for nothing, would we?”
    â€œSo what are we talkin’ about?”
    â€œYou want a dollar amount? Is that what you’re asking me?”
    T.J. wasn’t sure what his answer should be, but it seemed like this was another level, still. He retreated: “Do you have any idea how dumb Tyron is? What kind of a student he is?”
    â€œWe do indeed.”
    â€œAnd that doesn’t bother you? I mean, we’re talkin’ about a guy who’s in over his head in Phase Three English. I don’t get it.”
    But Lindsey had replied, “We have a strategy for qualifying marginal students. It’s called 504.”
    â€œ504?”
    â€œPublic Law 504 changes everything.”
    â€œHow does it change everything?” T.J. had asked. “What is it?”
    â€œIt’s a public education law that allows students to be rediagnosed. It allows a student who hasn’t done well in school to be classified as a student with a disability.”
    T.J. wondered what would be good about being classified as disabled. But he wanted to hear more. “I don’t get the point,” he admitted to the coach.
    â€œIf Tyron could somehow qualify as a learning disabled student, it would give him some leeway with standardized testing such as the SAT or the ACT.”
    â€œWhat leeway?”
    â€œHe would be permitted to have the test read to him. The usual test advocate is a special education teacher or a school counselor.”
    T.J. remembered when he had taken the ACT; it was a test to bust your balls. He couldn’t imagine Tyron even taking the test, let alone getting a decent score. Then he tried to imagine him taking it if someone read it to him. “That would be an advantage, wouldn’t it?”
    â€œIt’s a huge advantage,” Lindsey had concurred immediately. “Especially since he could take it without a