Gunslinger 101

Photo by Max Fischer on Pexels.com
Gunslinger 101

Recent school shootings
have prompted some 

                                otherwise normal 	
                                citizens 

to urge school officials  
to encourage and force

                                thoughtful classroom 	
                                teachers

to arm themselves and
defend their classroom, 

		                seemingly a half-baked 
				idea.


Should an intruder,
bent on destruction, 

				burst into a
				classroom,

amid, say, a dull 
lesson on Grammar,

				(verb tenses for
				instance)

the teacher, holstered,
calm and brave,
				like Billy The 
				Kid,

who’d murdered 
a few surprised folks, 

				but caught a bullet
 	                        himself.
 
The teacher would
 try 
to protect his students,
 
				from great 
				harm.

I can see it now—
the desperate shooter, 

				shielded behind a 
				wriggling

armful of Jennifer,
while wildly 
				reducing the 
				blackboard

to shredded chips 
of powdered rubble

				with an AK47 
				gizmo.

Meanwhile, I’m 
patiently waiting 

				to get a clear
				shot 

just above 
Jennifer’s shoulder,

				without grazing her 
				ear, 

all the while wishing 
I had rigged up

				a few IEDs near the
	                        doorway 

so he could 
experience firsthand 

				the finality of 
				smithereens.

Despite my lack 
of Seal Team training, 

				I rued the obvious 
				fact 

I had neglected to 
string up 

				a few strands of barbed 
				wire 

to hold him at bay 
while I rummaged

                               for a spare 
                               grenade, 

but I didn’t dare take 
my eyes off him for fear

				he might touch Jennifer
                                improperly.

My best option seemed 
to be to let him blaze 

				through endless rounds of 
                                ammo,

until the local Swat Team 
could swoop in,

				riddle me with 
				bullets,

arrest the shooter,
rescue Jennifer, 
 
				and ask questions 
				later.

. . . j

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