Teacher for a Day” Day

INTRASCHOOL COMMUNICATION

FROM: H. Pastorfield

TO: S. Barrett

Dear Sylvia—

Isn't this fun?

Have you got a Teacher for a Day kid this period? I get a bang out of turning the classes over to the kids and pretending I can't spell cat!

Would you like to join the party in my room? Bring your kids! Wer'e having a "Tables Are Turned" ball!

Henrietta

* * *

INTRASCHOOL COMMUNICATION

FROM: 508

TO: 304

Dear Syl—

How are you doing? You looked awful this morning! Don't let the tumult in the halls rattle you. The wild giggles, the dunce caps, the screams for late passes are mostly high spirits.

But some of it is malice. This is the day for vengeance. I understand Loomis got a zero in Math. One of his kids had spent weeks laying the foundation: a tough question he got from

someone in Graduate Math Dept. at Berkeley.

How did your interview with Ferone go yesterday?

See you at Faculty Frolic this afternoon!

Bea

* * *

Dear Miss Barrett,

Joseph Ferone of your official class is absent today, but you neglected to fill out Postal card #1 (Reason for Absence).

Sadie Finch

Chief Clerk

* * *

Dear Sylvia,

Do you happen to have an aspirin?

Please send it to nurse's office—they got me to cover it while she's lying down.

Mary

* * *

FROM: James J. McHabe Adm. Asst.

TO: all teachers

DURING TODAY'S ABNORMAL SCHEDULE TEACHERS SHOULD KEEP DISRUPTION AT A MINIMUM. THERE WILL BE A SERIES OF THREE BELLS REPEATED FOUR TIMES TO INDICATE EARLY DISMISSAL.

FACULTY FROLIC WILL BEGIN PROMPTLY AFTER THAT.

TEACHERS MUST NOT PUNCH OUT BEFORE THEIR REGULAR TIME.

JJ McH

Sylvia!

May I borrow your phonograph? School phonograph doesn't work.

Also—stage curtain is stuck. Can you spare a couple of tall kids to be curtain-pullers?

I hope you like the show. All is madness down here. Music, lights, props, costumes—nothing works. Manheim forgot all his lines, Yum-Yum is absent, and there are hoodlums (not ours) lurking in the auditorium.

It augurs well—

Paul

* * *

FROM: James J. McHabe, Adm. Asst.

TO: all teachers

DUE TO UNUSUAL CIRCUMSTANCES THERE IS NO ONE PATROLLING THE HALLS AND ENTRANCES TO CHALLENGE UNAUTHORIZED VISITORS. TEACHERS WITH FREE TIME ARE TO REPORT TO THE OFFICE FOR PATROL ASSIGNMENTS.

JJ McH

* * *

Sylvia!

Urgent! Can you get from one of your kids a Japanese fan and some hair lacquer? If no fan is available, a ping-pong racket will do.

Hurriedly,

Paul

(Will you come backstage to help with makeup?)

* * *

TO: all teachers

Please ignore previous instructions about today's bell schedule. There will be a series of four bells repeated twice to indicate early dismissal. Three bells repeated four times indicates fire drill and we wish to avoid confusion.

Sadie Finch

Chief Clerk

Sylvia!

Can you spate two more boys (husky) to hold up backdrop? It got unglued. Also need an obi —ask around. We’ll be ready in a few minutes. Be sure to yell: "Author, author!"

Paul

(Or any wide sash)

* * *

TO: all teachers

Please disregard bells. There has been a delay in the Faculty Show. Keep students in rooms until further notice.

Sadie Finch

Chief Clerk

* * *

TO: all teachers

Please disregard previous notice about disregarding bells, since most students are now in auditorium.

Sadie Finch

Chief Clerk

* * *

FROM: James J. McHabe, Adm. Asst.

TO: all teachers

BECAUSE OF UNRULINESS IN CLASSROOMS, TODAY'S EARLY DISMISSAL TOOK PLACE EARLIER THAN ANTICIPATED. TEACHERS ARE TO PROCEED TO AUDITORIUM AT ONCE.

JJ McH

PART XI

(321)

December 22

Dear Ellen,

I'm writing this from the hospital, where I am bedded down with a fractured foot; nothing serious, but a nuisance, since I’ll be laid up during the busiest time of the term: the holidays!

I was wounded in the line of duty. I might even say above and beyond. I was felled by an unhinged door with a pagoda on it.

I was not attacked or knifed; I fought no issue; proved no point. I had merely gone backstage, in the auditorium, to help Paul during the Faculty Frolic.

That whole afternoon was as macabre as a newsreel Mardi-Gras bobbing towards its grotesque denouement. Harry Kagan, as Clarke, prissy at the lectern; teachers in blue jeans and sneakers licking oversize lollipops or ostentatiously pulling bubble gum from their mouths in an exaggerated attempt at playing the good sport. Remember what's-his-name at Lyons Hall—the professor who used to perch on the windowsill in shirtsleeves and suspenders, munching a sandwich to show that he was one of us? Here was the same kind of phony camaraderie—only it got wilder and wilder. Teachers with skipping ropes, balloons, yo-yos; teachers in Japanese kimonos, pencils stuck in their lacquered hair, singing and dancing in a kind of parody of a parody: the Barringer "Mikado," to the stamping and whistling of kids

jammed into the auditorium; and a separate, desperate whistle from McHabe. That was during the garbage-throwing.

I must explain that some outside kids—from a neighborhood gang, or students on suspension, or dropouts—who somehow got wind of the fact that there was a show going on, gained entry into the auditorium with contraband garbage, which they proceeded to throw around. They must have aimed it at the stage, but it landed on the audience: our kids. Naturally, ours threw it right back; they threw it back at ours; and so it went, back and forth, for a few rank moments. The auditorium, being windowless, and overflowing with the overflow of both X2 and Y2 kids, was already stifling. Eventually, the visitors were ejected, the garbage was trampled until it got lost, and the show went on.

I'm sure the songs were clever; it was impossible to hear because of the commotion. By this time I was backstage—that's when the pagoda fell on my foot. Or rather, the backdrop, which was a door, painted black with a red and gold pagoda on it. I don't know where it had originally been hinged—possibly a bank; it was heavy as metal. It hurt like hell.

The doctor says I am lucky. I could have had a crushed instep, instead of "a simple fracture of the base of the fifth metatarsal." My foot will be in a cast for a few weeks, but I’ll be well in time for the new term at Willowdale.

Right now I'm in a kind of limbo: Because of clerical errors and snarled red tape, I'm not officially out of Calvin Coolidge, nor officially in Willowdale. The only thing I'm sure of is that I am in the hospital, lying brazenly in bed in broad daylight, while someplace bells are ringing and classes are changing and kids are waiting. Kids in schools all over the city, all over the country, pledging allegiance to the flag in assemblies, halls, classrooms, yards—hundreds of thousands of right hands on the heart, hundreds of thousands of young voices droning the singsong: ". . . one nation under God in/divisible . . ." Some-

place kids are taking a test, frowning, clutching pens, chewing pencils, thinking, thinking in a kind of silent hum. Or arguing in bus or subway about something they had discussed in class. Someplace a solitary kid sits absorbed in a book in a library.

It's absence that makes me so nostalgic. For I must remember, too, the drudgery and the waste. Frustration upon frustration, thanklessness, defeat. The 3 o'clock exhaustion; the FTG fatigue (The Sophomore Slump, the Senior Sorrows). And getting up for early session; in winter, dressing by electric light to punch in before the warning bell, to erase the obscenity from the board, to track down the window-pole, to hand in before 1, before 2, before 3 ...

And "misunderstandings of feelings." (How often I find myself quoting a student!). And the gobbledygook, and the pedagese, and the paper miles of words.

One wordless moment with Ferone, one moment of real feeling, and I had toppled off my tightrope, parasol and all.

And Ferone—where is he and what is to become of him?

I wonder how he himself will tell it, or recall it. "I had this teacher, see, and once, on a winter afternoon . . ."

I keep remembering what he had said to me. "What makes you think you're so special? Just because you're a teacher?" What he was really saying was: You are so special. You are my teacher. Then teach me, help me. Hey, teach, I'm lost—which way do I go? I'm tired of going up the down staircase.

So am I.

What is it that I wanted? A good question. Interesting, challenging, thought-provoking, as required in the Model Lesson Plan. A pivotal question, "directed towards the appreciation of human motives"— and eliciting answers I may not like.

I wanted to make a permanent difference to at least one child. "A Teacher I’ll Never Forget"? Yes.

I wanted to share my enthusiasm with them; I wanted them to respond. To love me? Yes.

I wanted to mold minds, shape souls, guide my flock through English and beyond. To be a lady-God? That's close.

I wanted to fight the unequal battle against all that stands in the way of teaching. To blaze a trail? Indeed.

Yet I am about to quit.

Am I but another dropout?

I think of new kids that will come and go, card after card in the Delaney Book, dropping without a ripple out of sight. The same kids, but with different names, making the same mistakes in the same way. I think how little anyone can do, even with love, especially with love. And I long for Willowdale. (Those windows! Those windows with trees in them!) I think I'm not so special after all.

I will have time, as I lie here alone with my fifth metatarsal, to do a lot more thinking.

They've just brought me a stack of mail.

Write me c/o the hospital. (I haven't told Mother or anyone at home of my accident.) Let me know if my electric rabbit reached Suzie in time for the tree, and how your eggnog recipe turned out. And a very merry Xmas!

Love,

Syl

P.S. What statistics can I give you?

Did you know that the median age for female accidents in the schools is 48.2? And that the accidents occur mostly on the stairs?

I don't seem to fit.

S.

Date: 2016-01-03; view: 1024