b"backing him up. So, I turned my back to the student and it was a riot. The girlfriend of the boyfriend that Sandro was holding saw the necklace I had on. It was under my uniform and she kind of got the necklace and was pulling it. I had toreach behind my head and keep one hand in front and I kind of grabbed her.In the process of grabbing her, I cracked my middle finger, but I couldn't let go.I was in a situation where I just couldn't let go until we got backup. And, just asI thought that my finger was going to fall off, we had backup.That was both physically challenging as well as mentally challenging. Did you work in other boroughs?Yes. It depends upon whatever the situation was. Ray Murphy was the Director, in Brooklyn South. Brooklyn Southschool had a lot of incidents, so if there was a 10-13 or a 10-83Tell us what a 10-13 and a 10-83 are.10-83 is officer needs assistance and a 10-13 is officer is really down.So, South Brooklyn would call. They would call the Manhattan office, speak to Mr. Irushalmi and on our walkie, we'dget the call that we had to go to Brooklyn. So, we had a van and we would all get in the van and rush to the area where theproblem was with the students. This was before lockdown and before any of that kind of stuff. We had no concept of alockdown during that period of time.We did mobile. If a school had some unrest, we would stay at that school for a weekor sometimes two weeks. Or, if the group leader was absent, one of us had to be dropped off at that site and work for theday that the group leader was off, because the group leader was the person who was in charge of all of the other SSOsthat were in the school.If a person was absent, one of us would be selected to go to that school for the day. And, it was very hard in someschool, because in some schools, the principal would say: You can't come into my school, I didn't invite you into myschool. It was very hard. You had to be diplomatic. Some principals didn't want the Board of Ed to know that there was aproblem in their school, so they wanted to cover it up. Some schools welcomed us, because they knew that once we came,whatever problem was going on would probably be helped by the task force there. But it was not an easy job.Did each school have safety agents, or were you the safety agents for all the schools? Each school had their allocation of officers, sometimes six, depending upon how large the school was. Like MartinLuther King, which was a huge school and it was a school that had a lot of strife and a lot of problems. That school had 10 to 12 officers. And if they were down, meaning if two or three officers were out, that would be the school we were designated to that particular day. We were substitute and mobile. And it was also dependent upon the neighborhood.Martin Luther King was in Lincoln Center, and so you would get a lot of neighborhood complaint that the childrenstopped and didn't go on the subway. The transit police division were in every subway station particularly in that area,that's the 20th precinct area, where Martin Luther King is located. So we had a good rapport with the sergeant and thecaptain of that area. They wanted to make sure that the residents of that area were satisfied. So,they were willing to workwith us. Martin Luther King had a population of students that came from Brooklyn, the Bronx, and all over the city. So when you have all of those different communities together, there was always a lot of tension, a lot of issues going on.And so, we would make sure when school was dismissed they would walk from Martin Luther King to the subway. Wewould make sure they got on the subway. Then that's where transit would take over. We'd go to the steps of the subway152 "