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The Tiger’s Child: The story of a gifted, troubled child and the teacher who refused to give up on her
Torey Hayden
Torey Hayden returns with this deeply-moving sequel to her first book, One Child (the Sunday Times bestseller). After seven years, Torey is reunited with Sheila, the disturbed 6-year-old she tried to rescue.Sheila was a deeply disturbed six-year-old when she came into Torey Hayden's life – a story poignantly chronicled One Child. The Tiger's Child picks up the story seven years later. Hayden has lost touch with the child she helped to free from a hellish inner prison of rage and silence. But now Sheila is back, now a gangly teenager with bright orange hair – no longer broken and lost, but still troubled and searching for answers.This story of dedication and caring that began in childhood moves into a new and extraordinary chapter that tests the strength and heart of both Sheila and her one-time teacher. In The Tiger's Child the skilled and loving educator answers the call once again to help a child in need through her difficult yet glorious transition into young womanhood.



Torey Hayden
The Tiger’s Child



Contents
Cover (#ud396f45c-495f-56e1-95dc-7bd631889053)
Title Page (#u063f9cf8-afe5-5624-b408-310f95cdecbd)
Introduction (#u697e9146-526c-5dda-ac22-001aacd3ed6c)
Prologue (#u2f2b0740-7483-5ff9-bcf1-36e9d748e3c7)
Part 1 (#u52ca4c48-e141-590d-86af-e4f19ea74284)
Chapter 1 (#u00ee3639-3059-54ff-91aa-921a4d75d264)
Chapter 2 (#u2968667f-8bd7-5dc0-9f68-8efaa46910fe)
Chapter 3 (#ub1d8dbf1-7955-5408-be96-a798cc521bb8)
Chapter 4 (#ud8590cb6-1f64-5583-9af3-4d7da45b63e0)
Chapter 5 (#uff9f5b54-b2f6-58f1-96b4-ff8677d7a2cf)
Part 2 (#ua1af5b3b-fb31-5675-bd95-62fa8a77493b)
Chapter 6 (#u8de66888-2012-502b-bb2c-a311e06908c6)
Chapter 7 (#ue80d7c3a-3708-55b0-bdd2-2a6b22f6342f)
Chapter 8 (#ub0f0d88b-871b-5286-b9ef-3259abd647be)
Chapter 9 (#ua9de5fc9-e207-586a-85c9-209c20648235)
Chapter 10 (#u60689876-a1ed-553a-a8ef-eadec1cb6941)
Chapter 11 (#litres_trial_promo)
Chapter 12 (#litres_trial_promo)
Chapter 13 (#litres_trial_promo)
Chapter 14 (#litres_trial_promo)
Chapter 15 (#litres_trial_promo)
Chapter 16 (#litres_trial_promo)
Chapter 17 (#litres_trial_promo)
Chapter 18 (#litres_trial_promo)
Chapter 19 (#litres_trial_promo)
Chapter 20 (#litres_trial_promo)
Chapter 21 (#litres_trial_promo)
Chapter 22 (#litres_trial_promo)
Chapter 23 (#litres_trial_promo)
Chapter 24 (#litres_trial_promo)
Chapter 25 (#litres_trial_promo)
Part 3 (#litres_trial_promo)
Chapter 26 (#litres_trial_promo)
Chapter 27 (#litres_trial_promo)
Chapter 28 (#litres_trial_promo)
Chapter 29 (#litres_trial_promo)
Chapter 30 (#litres_trial_promo)
Chapter 31 (#litres_trial_promo)
Chapter 32 (#litres_trial_promo)
Epilogue (#litres_trial_promo)
Exclusive sample chapter (#litres_trial_promo)
Torey Hayden (#litres_trial_promo)
About the Author (#litres_trial_promo)
Praise for Torey Hayden and the Tiger’s Child (#litres_trial_promo)
Other Works (#litres_trial_promo)
Copyright (#litres_trial_promo)
About the Publisher (#litres_trial_promo)

Introduction (#ulink_34f05828-4425-56ef-bc1e-0e1c696711a1)
This book is based on the author’s experience as a special education teacher, but names, some identifying characteristics, dialogue, and details have been changed or reconstructed.

Prologue (#ulink_3f0e9226-1f6a-5bb9-8222-6faaf08f9e85)
It was a moment of déjà vu.
Home in Montana visiting my mother, I had nipped out alone on a Sunday morning while she and my young daughter went swimming. It was just after eleven and I was walking through the shopping mall. Most of the stores weren’t open yet, and as a consequence, the broad concourse was shadowy, illuminated only by security lighting.
Suddenly I saw her. Some distance ahead of me down the mall, she was standing in the shadows of a large planter. Long, unkempt hair tumbled down over her shoulders; bangs hung into her eyes; thick, sensual lips were pushed out in a dramatic pout. She stood with arms crossed tightly over her chest, her shoulders pulled up, her face set in an expression of fierce defiance; and yet there was a poignancy about all that fierceness. I suspect she already knew she wasn’t going to win. I was well down the mall when I first saw her, but I recognized her so instantly that adrenaline shot through my veins. Sheila.
A second or two later my intellect caught up. It wasn’t Sheila, of course. More than twenty years have passed since I watched Sheila depart from my classroom on that warm June afternoon. I am no longer the angry young teacher I was. My teaching days are, at least for the time being, behind me and I have exchanged youth—with some reluctance—for middle age. Yet, for those brief few minutes in the shopping mall, the years disappeared. I was pulled back into the seventies, into my workaholic twenties, to feel once again, however fleetingly, the person I had been and the world as it was then.
Then reality began to impose, layering itself down over the incident rather the way one lays a transparency down over a page. I approached the girl with curiosity, drew up even with her and paused, feigning interest in a nearby shop window so that I could unobtrusively study her. She was older than Sheila had been. She was perhaps seven or even eight. Her hair was darker, more mouse-brown than blond.
My nearness didn’t put off her anger any. I was a stranger, so she ignored me and concentrated all her attention on the open doorway of the huge department store behind me. I couldn’t discern who had upset her so. They had disappeared into the store, but she stood on, her small fists clenched, her tousled hair falling forward, her hopeless, helpless anger emanating from her. Anonymous and silent, I remained where I was, half a dozen feet away, and marveled at how such a small encounter could wipe away so many years, how Sheila could still set my heart beating fast.
Sheila and I, as student and teacher, were only together for five months. Our relationship over that short time evoked dramatic changes in Sheila’s behavior and vastly altered the course of her life. Although less obvious at the time, our relationship also dramatically changed me and vastly altered the course of my life too. This little girl had a profound effect on me. Her courage, her resilience and her inadvertent ability to express that great, gaping need to be loved that we all feel—in short, her humanness—brought me into contact with my own.
The five months Sheila was in my class I chronicled in One Child. It was a private book, never initially written with the intention of publication, but only as my own effort to understand more fully this deeply felt relationship. I was teaching a university graduate class in special education at the time and it is to a student in that class that I owe my thanks. The last day of class she gave me a copy of Ron Jones’s The Acorn People, and inscribed it in the front: To Torey, in hopes that someday you might write about Sheila, Leslie and all the others.
One Child now spans the world in twenty-two languages and has brought me into contact with individuals from Sweden to South Africa, from New York to Singapore. One reader wrote from a base in Antarctica; a handful of letters came from behind the Iron Curtain before it fell; and I have just recently received my first correspondence over One Child from mainland China. The universal appeal of watching Sheila grow and change has only been matched by one thing, a question: What happened next?
One Child is a true story, based on real people and real people’s experiences. I hesitated to write a sequel simply because six-year-old Sheila was so appealing and the period we spent together was so positive. Indeed, my One Child editor went so far as to suggest I not include in the epilogue of the book what had actually been happening to Sheila in the time since we had parted. Real lives are seldom as satisfying as fiction, or even as satisfying as judiciously edited nonfiction, and it was felt the interim period between my class and the time I wrote One Child would make too grim an ending for such an upbeat story. Thus, the book concluded with Sheila’s beautiful poem, but no details.
I’ve now changed my mind, not only in response to the countless queries from my readers, but also in response to Sheila, who, against remarkable odds, has grown into an engaging, articulate young woman. Those five months we spent together did have a profound effect on her, but One Child, although I hadn’t meant it to, tells my story. The experience for Sheila was quite a different one and here, to quote Paul Harvey, is the rest of the story.

Part 1 (#ulink_2e0fa699-9ee6-56bb-b0c5-303adddf8ca8)

Chapter 1 (#ulink_173091b4-434c-55de-959e-fc3346059ddd)
The article in the newspaper was tiny, considering the crime. It told of a six-year-old girl who had lured a local toddler from his yard, taken him to a nearby woodland, tied him to a tree and set fire to him. The boy, badly burned, was in hospital. All that was said in what amounted to no more than a space filler below the comic strips on page six. I read it and, repulsed, I turned the page and went on.
Six weeks later, Ed, the special education director, phoned me. It was early January, the day we were returning from our Christmas break. “There’s going to be a new girl in your class. Remember that little girl who set fire to the kid in November …?”
I taught what was affectionately referred to in our district as the “garbage class.” It was the last year before congressional law would introduce “mainstreaming,” the requirement that all special needs children be educated in the least restrictive environment; and thus, our district still had the myriad of small special education classrooms, each catering to a different disability. There were classes for physically handicapped, for mentally handicapped, for behaviorally disordered, for visually impaired … you name it, we had it. My eight were the kids left over, the ones who defied classification. All of them suffered emotional disorders, but most also had mental or physical disabilities as well. Out of the three girls and five boys in the group, three could not talk, one could but refused and another spoke only in echoes of other people’s words. Three of them were still in diapers and two more had regular accidents. As I had the full number of children allowed by state law for a class of severely handicapped children, I was given an aide at the start of the year; but mine hadn’t turned out to be one of the bright, hardworking aides already employed by the school, as I had expected. Mine was a Mexican-American migrant worker named Anton, who had been trawled from the local welfare list. He’d never graduated from high school, never even stayed north all winter before, and certainly had never changed diapers on a seven-year-old. My only other help came from Whitney, a fourteen-year-old junior high student, who gave up her study halls to volunteer in our class.
By all accounts we didn’t appear a very promising group, and in the beginning, chaos was the byword; however, as the months passed, we metamorphosed. Anton proved to be sensitive and hardworking, his dedication to the children becoming apparent within the first weeks. The kids, in return, responded well to having a man in the classroom and they built on one another’s strengths. Whitney’s youth occasionally made her more like one of the children than one of the staff, but her enthusiasm was contagious, making it easier for all of us to view events as adventures rather than the disasters they often were. The kids grew and changed, and by Christmas we had become a cohesive little group. Now Ed was sending me a six-year-old stick of dynamite.
Her name was Sheila. The next Monday she arrived, being dragged into my classroom by Ed, as my principal worriedly brought up the rear, his hands flapping behind her as if to fan her into the classroom. She was absolutely tiny, with fierce eyes, long, matted blond hair and a very bad smell. I was shocked to find she was so small. Given her notoriety, I had expected something considerably more Herculean. As it was, she couldn’t have been much bigger than the three-year-old she had abducted.
Abducted? I regarded her carefully.
Bureaucracy being what it is in school districts, Sheila’s school files didn’t arrive before she did; so when she went off to lunch on that first day, Anton and I took the opportunity to go down to the office for a quick look. The file made bleak reading, even by the standards of my class.
Our town, Marysville, was in proximity to a large mental hospital and a state penitentiary, and this, in addition to the migrants, had created a disproportionate underclass, many of whom lived in appalling poverty. The buildings in the migrant camp had been built as temporary summer housing and many were literally nothing but wood and tar paper that lacked even the most basic amenities, but they became crowded in the winter by those who could afford nothing better. It was here that Sheila lived with her father.
A drug addict with alcohol problems, her father had spent most of Sheila’s early years in and out of prison. He had no job. Currently on parole, he was attending an alcohol abuse program, but doing little else.
Sheila’s mother had been only fourteen when, as a runaway, she took up with Sheila’s father and became pregnant. Sheila was born two days before her mother’s fifteenth birthday. A second child, a son, was born nineteen months later. There wasn’t much else relating to the mother in the file, although it was not hard to read drugs, alcohol and domestic violence between the lines. Whatever, she must have finally had enough, because when Sheila was four, she left the family. From the brief notes, it appeared that she had intended to take both children with her, but Sheila was later found abandoned on an open stretch of freeway about thirty miles south of town. Sheila’s mother and her brother, Jimmie, were never heard from again.
The bulk of the file detailed Sheila’s behavior. At home the father appeared to have no control over her at all. She had been repeatedly found wandering around the migrant camp late at night. She had a history of fire setting and had been cited for criminal damage three times by the local police, quite an accomplishment for a six-year-old. At school, Sheila often refused to speak, and as a consequence, virtually nothing was contained in the file to tell me what or how much she might have learned. She had been in kindergarten and then first grade in an elementary school near the migrant camp until the incident with the little boy had occurred, but there were no assessment notes. In place of the usual test results and learning summaries was a catalog of horror stories detailing Sheila’s destructive, often violent, behavior.
At the end of the file was a brief summary of the incident with the toddler. The judge concluded that Sheila was out of parental control and would be best placed in a secure unit, where her needs could be better met. In this instance, he meant the children’s unit at the state mental hospital. Unfortunately, the unit was at capacity at the time of the hearing, and thus, Sheila would need to await an opening. A recently dated memo was appended detailing the need to provide some form of education, given her age and the law, but no one bothered to mince words. Her placement was custodial. This meant she had to be kept in school for the time being, because of the specifics of the law, but I need not feel under any obligation to teach her. With Sheila’s arrival, my room had become a holding pen.
Youth was my greatest asset at that point in my career. Still fired with idealism, I felt strongly that there were no problem kids, only a problem society. Although initially reluctant to take Sheila, it had been because my room was crowded and my resources overstretched already, not because of the child herself. Thus, once I had her, I regarded her as mine and my class was no holding pen! My belief in human integrity and the inalienable right of each and every one of my children to possess it was trenchant.
Well, almost. Before she was done, Sheila had given all my beliefs a good shaking and she started that very first day. As Anton and I were sitting in the front office that lunch hour, reading Sheila’s file, Sheila was in our classroom scooping the goldfish out of the aquarium and, one by one, poking their eyes out.
Sheila proved to be chaos dressed in outgrown overalls and a faded T-shirt. Everything she said was shrieked. Everything she touched was broken, hit, squashed or mangled. And everyone, myself included, was The Enemy. She operated in what Anton christened her “animal mode.” There was not much “child mode” present in the early days. The slightest unexpected movement she always interpreted as attack. Her eyes would go dark, her face would flush, her body would take on alert rigidity, and from that point it was a finely balanced matter as to whether she would fight, or panic and run away. When she was in her animal mode, our methods were a whole lot more akin to taming than teaching.
Yet …
Sheila was different. There was something electric about her, about her eyes, about the sharpness of her movements that superimposed itself over even her most feral moments. I couldn’t articulate what it was, but I could sense it.
I loved my children dearly, but the truth was, they were not a very bright lot. Most children with emotional difficulties use so much mental energy coping that there simply isn’t much left for learning. Additionally, other syndromes often occur in conjunction with psychological problems, either contributing to them or resulting from them. For example, two of my children suffered from fetal alcohol syndrome and another had a neurological condition that was causing a slow deterioration of his central nervous system. As a consequence, none of the children was functioning at an average level for his or her age, although undoubtedly several were of normal intelligence. Thus, it came as a surprise to me to discover during Sheila’s early days with us that she could add and subtract well, because she had managed only three months of first grade.
A bigger surprise came days later, when I discovered she could give the meanings of unusual words. One such word was “chattel.”
“Wherever did you learn a word like this?” I asked when my curiosity finally overwhelmed me.
Sheila, little and dirty and very smelly, sat hunched up on her chair across the table from me. She peered up through matted hair to regard me. “Chattel of Love,” she replied and added in her peculiar dialect, “it be the name of a book I find.”
“Book? Where? What book?”
“I don’t steal it,” she retorted defensively. “It be in the garbage can. I find it.”
“Where?”
“I do find it,” she repeated, obviously believing this was the issue I was trying to explore.
“Yes, okay,” I replied, “but where?”
“In the ladies’ toilets at the bus station. But I don’t steal it.”
I smiled. “No, I’m sure you didn’t. I’m just interested in hearing about it.”
She regarded me suspiciously.
“What did you do with the book?” I asked.
Sheila clearly couldn’t puzzle out why I wanted to know these things. “Well, I read it,” she said, her voice full of disbelief, as if I’d asked a very silly question. There was a worried edge to it, however. She still sensed it was an accusation.
“You read it? It sounds like a rather grown-up book.”
“Well, I don’t read all of it. But on the cover it say Chattel of Love and so I do be curious about it, ’cause of the picture,’ cause of what the man be doing to the lady on the cover.”
“I see,” I replied uncertainly.
She shrugged. “But I couldn’t find nothing good in it, so I throw it away again.”
With an IQ we soon discovered to be in excess of 180, Sheila was electric all right. Indeed, she was more like nuclear.
Discovering Sheila was a highly gifted child intellectually did nothing to change the facts of her grinding poverty, her abusive background or her continuing and continually outrageous behavior. Uncertain where to start when there was so much that needed improving, I began with the very smallest things, those I knew were within my power to change.
Sheila’s hygiene was appalling. She literally had only one set of clothes: a faded brown-striped T-shirt and a pair of worn denim overalls, a size too small. With these went a pair of red-and-white canvas sneakers with holes in the toes. She had underwear, but no socks. If any of these were ever washed, there was little evidence of it.
Certainly Sheila wasn’t washed. The dirt was worn in on her hands and her elbows and around her ankles, so that dark lines had formed over the skin in these areas. Worse, she was a bed wetter. The smell of stale urine permeated whatever part of the classroom Sheila occupied. When I quizzed Sheila about washing facilities, I discovered they had no running water.
This seemed the best place to start. She was so unpleasant to be near that it distracted all of us from the child herself; so I came armed with towels, soap and shampoo and began to bathe Sheila in the large sink at the back of the classroom.
I was washing her when I first noticed the scars. They were small, round and numerous, especially along her upper arms and the insides of her lower arms. The scars were old and had long since healed, but I recognized them for what they were—the marks left when a lit cigarette is pressed against the skin.
“Does your dad do things that cause these?” I asked, trying to keep my voice as casual and conversational as possible.
“My pa, he wouldn’t do that! He wouldn’t hurt me bad,” she replied, her tone prickly. “He loves me.” I realized she knew what I was asking.
I nodded and lifted her out of the water to dry her. For several moments Sheila said nothing, but then she twisted around to look me in the eye. “You know what my mama done, though?”
“No, what?”
She lifted up one leg and turned it for me to see. There, on the outer side just above the ankle, was a wide white scar about two inches long. “My mama, she push me out of the car and I fall down so’s a rock cutted up my leg right here. See?”
I bent forward and examined it.
“My pa, he loves me. He don’t go leaving me on no roads. You ain’t supposed to do that with little kids.”
“No, you’re not.”
There was a moment’s silence while I finished drying her and began to comb out her newly washed hair. Sheila grew pensive. “My mama, she don’t love me so good,” she said. Her voice was thoughtful, but calm and matter-of-fact. She could have been discussing one of the other children in the class or a piece of schoolwork or, for that matter, the weather. “My mama, she take Jimmie and go to California. Jimmie, he be my brother and he be four, ’cept he only be two when my mama, she leave.” A moment or two elapsed and Sheila examined her scar again. “In the beginning, my mama taked Jimmie and me, ’cept she got sick of me. So, she open up the door and push me out and a rock cutted up my leg right here.”
Those early weeks with Sheila were a roller-coaster ride. Some days were up. Delighted awe at this new world she found herself in made Sheila a sunny little character. She was eager to be accepted into the group and in her own odd way tried desperately to please Anton and me. Other days, however, we went down, sometimes precipitously. Despite her brilliant progress right from the beginning, Sheila remained capable of truly hair-raising behavior.
The world was a vicious place in Sheila’s mind. She lived by the creed of doing unto others before they do unto you. Revenge, in particular, was trenchant. If someone wronged Sheila or even simply treated her a bit arbitrarily, Sheila exacted precise, painful retribution. On one occasion, she caused hundreds of dollars’ worth of damage in another teacher’s room in retaliation for that teacher’s having reprimanded her in the lunchroom.
What saved us was a complicated bus schedule. In the months prior to coming into my room, Sheila’s behavior had gotten her removed from two previous school buses and the only one available to her now was the high school bus. Unfortunately, this did not leave for the migrant camp until two hours after our class got out. Thus Sheila had to remain after school with Anton and me until that time.
I was horrified when I first found out, because those two hours after school were my planning and preparation time and I couldn’t imagine how I would get on with things while simultaneously having to baby-sit as unpredictable a child as Sheila. There was, however, no choice in the matter.
Initially, I let her play with the classroom toys while I sat at the table and tried to get on with my work, but after fifteen minutes or so on her own, she’d inevitably pull away and come to stand over me while I worked. She was always full of questions. What’s that? What’s this for? Why are you doing that? How come this is like this? What do you do with that thing? Constantly. Until I realized we were talking much of the time. Until I realized how much I enjoyed it.
She liked to read and she could, I think, read virtually anything I placed in her hands. What stopped her was not her ability to turn the letters on the page into words, but rather to turn them into something meaningful. Sheila’s life was so deprived that much of what she read simply made no sense to her. As a consequence, I began reading with her.
There was something compelling about sharing a book with Sheila. We would snuggle up together in the reading corner as I prepared to read aloud to her and Sheila would be so ravenous for the experiences the book held that her entire body’d grow taut with excitement. Winnie the Pooh, Long John Silver and Peter Pan proved sturdier magic than Chattel of Love. However, of all the books, it was Saint-Exupéry’s The Little Prince that won Sheila’s heart. She adored this bemused, perplexing little character. His otherness she understood perfectly. Mature one moment, immature the next, profound, then petty, and always, always the outsider, the little prince spoke deeply to Sheila. We read the book so many times that she could quote long passages by heart.
When not reading, we simply talked. Sheila would lean on the table and watch me work, or we would pause at some point in a book for me to explain a concept and the conversation would go from there, never quite returning to the story at hand.
Progressively, I learned more about Sheila’s life in the migrant camp, about her father and his lady friends who often came back to the house with him late at night. Sheila told me how she hid his bottles of beer behind the sofa to keep him from drinking too much, and how she got up to put out his cigarettes after he had fallen asleep. I came to hear more about her mother, her brother and the abandonment. And I heard about Sheila’s other school and her other teachers, about what she did to fill her days and her nights, when she wasn’t with us. In return, I gave her my world and the hope that it could be hers as well.
Those two hours were a godsend. All her short life Sheila had been ignored, neglected and often openly rejected. She had little experience with mature, loving adults and stable environments, and now, discovering their existence, she was greedy for them. The busy atmosphere of the classroom during the day, supportive as it was, did not allow for the amount of undivided attention Sheila required to make up for all she had lacked. It was in the gentle silence of the afternoon when we were alone, that she dared to leave behind her old behaviors and try some of mine.

Chapter 2 (#ulink_1f8df8b0-0590-5c7e-bccb-fc78bf7b9e5d)
The real issue for Sheila was what had happened between her and her mother on that dark highway two years earlier. Given her extraordinary giftedness, the matter did not remain inarticulate. With exquisite clarity, she gave a voice to her agony.
The relationship between the abandonment and Sheila’s difficult behavior became most obvious over schoolwork. Despite her brilliance, Sheila simply refused to do any written papers. I hadn’t made the connection initially. I saw the aggressive misbehavior as waywardness and only afterward realized it was a ploy to keep her from having to sit down at the table and take a pencil in hand. Coercing her to the table proved a major battle and even then she held out, refusing to work. When she did eventually start accepting paperwork, she would still crumple two or three imperfect efforts before finally finishing one.
On one occasion, she wasn’t even in class but alone after school with me. She had found a ditto master of a fifth-grade math test in the office trash can, when she had come down with me while I ran off some papers. Sheila loved math. It was her best subject and she fell upon this with great glee. It was on the multiplication and division of fractions, subjects I had never taught Sheila, but as she scanned the paper, she felt certain she could do them. Back in the classroom, she settled across the table from me and began to write the answers on the paper—a very unusual response for Sheila. When she finished, she proudly showed it to me and asked if she had done them right. The multiplication problems were done correctly, but unfortunately she had not inverted the fractions for the division, so those were all wrong. Turning the paper over, I drew a circle and divided it into parts to illustrate why it was necessary to invert. Before I had even spoken, Sheila perceived that her answers weren’t right. She whipped up the paper from under my pencil, smashed it into a tiny ball and pounded on the table before flopping down, head in her arms.
“You didn’t know, sweetheart. No one’s taught you this.”
“I wanted to show you I could do them without help.”
“Sheil, it’s nothing to get upset about. You did nicely. You tried. That’s the important part. Next time you’ll get them right.”
Nothing I said comforted her and she sat for a few moments with her hands over her face. Then slowly her hands slid away and she uncrumpled the paper, pressing it smooth on the tabletop. “I bet if I could have done math problems good, my mama, she wouldn’t leave me on no highway, like she done. If I could have done fifth-grade math problems, she’d be proud of me.”
“I don’t think math problems have anything to do with it, Sheila.”
“She left because she don’t love me no more. You don’t go leaving kids you love on the highway, like she done me. And I cut my leg, see?” For the hundredth time the small white scar was displayed. “If I’d been a gooder girl, she wouldn’t have done that.”
“Sheil, we just don’t know what happened, but I suspect your mama had her own problems to straighten out.”
“But she copeded with Jimmie. How come she copeded with Jimmie and left me?”
“I don’t know, love.”
Sheila looked across the table to me, that haunted, hurt expression in her eyes. “Why did it happen, Torey? Why did she tooked him and leaved me behind? What made me such a bad girl?” Her eyes filled with tears, but as always, they never fell.
“Oh, lovey, it wasn’t you. Believe me. It wasn’t your fault. She didn’t leave you because you were bad. She just had too many of her own problems. It wasn’t your fault.”
“My pa, he says so. He says if I be a gooder girl she’d a never done that.”
My heart sank. There was so much to fight, so little to fight with.
The issue colored everything: her work, her behavior, her attitude toward other children and toward adults. As the weeks passed and particularly as we spent so much of the after-school hours in close contact, I knew very well what was being encouraged to happen. I was the first stable, nurturing adult female Sheila had occasion to spend much time with and she grasped at the relationship with greedy desperation.
Was it right to let her? This question was never far from my mind. My training, both in education and in psychology, cautioned rigorously against getting too personally involved with children, and I strove to keep the proper balance. On the other hand, I had always rebelled against the idea of not becoming involved at all. The cornerstone of my personal philosophy was commitment. I felt it was the unequivocal commitment of one individual to another, of me to the child I was working with, that evoked positive change. How could there be genuine commitment without involvement? That was a contradiction in terms.
On a gut level I felt Sheila had to have this relationship and without it she could never go forward. She needed the esteem that comes only from knowing others care for you, others value you sufficiently to commit themselves to you. She needed to know that while her mother might not have been able to provide this kind of commitment, this did not mean that Sheila was unworthy of it. Yet on an intellectual level I knew I was treading a dangerous path.
Just how dangerous came home to me in February, after Sheila had been with us about seven weeks. I had to attend an out-of-state conference, which meant I would be gone from class for two days. Having ample warning, I endeavored to prepare my class for my absence and the anticipated substitute teacher. Sheila reacted with rage.
“I ain’t never, never gonna like you again! I ain’t never gonna do anything you ask. It ain’t fair you go leave me! You ain’t supposed to do that, don’t you know? That be what my mama done and that ain’t a good thing to do to little kids. They put you in jail for leaving little kids. My pa, he says.”
Tirade after tirade and nothing I said, no effort I made to explain I would be gone only for two days abated Sheila’s anger. In my absence she reverted to all the worst of her old behaviors. She fought with the other children, bloodying noses and cracking shins. The record player was destroyed and the small window in the door was cracked. Despite Anton’s efforts to keep her in check, Sheila devastated the classroom and the substitute ended her days in tears.
I had expected better from Sheila and my anger, when she proved so uncooperative, was not a whole lot less than hers. She was a bright girl. She knew how long two days were. And I had gone to strenuous efforts to explain where I’d be, what I’d be doing and when precisely I would be back. She knew. Why could I not trust her to keep herself together for two lousy days?
To be more exact about the matter, I felt betrayed. Having known I was following such a dangerous course in allowing her growing dependence on me, I had wanted straightforward evidence that I was doing the right thing, that her dependence was natural and healthy and not too serious. I was, after all, going to have to walk out of her life in, at most, three and a half months’ time, when the school year ended, and in even less time, if the opening in the children’s unit at the state hospital occurred. For my own peace of mind, I needed reassurance I was helping more than hurting and—I suppose if I’m honest—I expected it from her. I had given her so much that, in my heart of hearts, I had trusted her to give this bit back to me. When she hadn’t, I reacted with an anger I didn’t control at all well.
We had, to put it mildly, a bad day, and even after school, when we were alone, the strained silence remained between us. I offered to do the things we’d come to enjoy so much: to read aloud to her, to let her help me correct my papers, to come down with me to the teachers’ lounge and share a soft drink, but she simply shook her head and busied herself in the far corner of the room with some toy cars. The first after-school hour passed. She rose and went to look out the window. When I next glanced up, she was still there but had turned to watch me.
“How come you come back?” she asked softly.
“I just went away to give a speech. I never intended to stay away. This is my job, here with you kids.”
“But how come you come back?”
“Because I said I would. I like it here. I belong here.”
Slowly, she approached the table where I was working. Her guard had dropped. The hurt was so clear in her eyes.
“You didn’t believe I was coming back, did you?”
She shook her head. “No.”

Chapter 3 (#ulink_b3654abe-31e7-5d7a-a6de-c78098c74a87)
Our falling-out over my absence did not appear to have any lasting effects. Indeed, just the opposite. Sheila developed an intense desire to discuss the incident: I had left her; I had come back. She had gotten angry and destructive; I had gotten angry and, in my own way, destructive. Each small segment she wanted to discuss again and again until it slowly slotted into place for her. The fact that I had come back was, of course, very important to her, but so too was the degree of my anger. Perhaps she felt that now that she had seen me at my worst, she could more fully trust me. I don’t know. Intriguingly, Sheila’s destructiveness virtually disappeared after this incident. She still became angry with great regularity, but never again did she fly into one of her rampaging rages.
Sheila bloomed, like the daffodils, in spite of the harsh winter. Within the limits of her situation, she was now quite clean and, better, she recognized what clean was and endeavored to correct unacceptable levels of dirtiness herself. Increasingly, she interacted with the other children in the class in a friendly and appropriate manner. She had gone home to play with one of the other little girls in the class on a few occasions and they indulged in the usual rituals of little girls’ friendships at school. Academically, Sheila sailed ahead, excited by almost anything I put in front of her. We were still coping with her fear of committing her work to paper, but that too improved through March. It seldom took more than two or three tries before she felt secure enough with what she had written down to let me look at it. She was still extremely sensitive to correction, going off into great sulks, no matter how gently I pointed out a mistake; and on moody days, she could spend much of the time with her head buried in her arms in dismal despair, but we were coping.
It was after school and Sheila and I had returned to The Little Prince yet again. Snuggled down in the pillows of the reading corner together, we had just begun the book. I had come to the part where the little prince demands that the author draw him a sheep.
“A sheep—if it eats bushes, does it eat flowers too?”
“A sheep,” I answered, “eats anything in its reach.”
“Even flowers that have thorns?”
“Yes, even flowers that have thorns.”
“The thorns—what use are they …?”
The prince never let go of a question, once he had asked it. As for me, I was upset over the bolt. And I answered with the first thing that came into my head:
“The thorns are of no use at all. Flowers have thorns just for spite!”
“Oh!”
There was a moment of complete silence. Then the little prince flashed back at me with a kind of resentfulness:
“I don’t believe you! Flowers are weak creatures. They are naive—”
Sheila laid her hand across the page. “I want to ask you something. What’s ‘naive’ mean?”
“It means someone whose ways are simple. They haven’t much experience with the world,” I replied.
“Do I be naive?” she asked, looking up.
“No, I wouldn’t say so. Not for your age.”
She looked back down at the book. “The flower thinks she has experience.”
I nodded.
“But the prince knows she doesn’t.” She smiled. “I do love this part. I love the flower.”
We read on:
So, too, she began very quickly to torment him with her vanity—which was, if truth be known, a little difficult to deal with. One day, for instance, when she was speaking of her four thorns, she said to the little prince:
“Let the tigers come with their claws!”
“There are no tigers on my planet,” the little prince objected. “And anyway, tigers do not eat weeds.”
“I am not a weed,” the flower replied sweetly.
“Please excuse me …”
“I am not at all afraid of tigers—”
The door to the classroom opened and the secretary stuck her head around the door. “Sorry to interrupt, Torey, but there’s a telephone call for you in the office.”
Handing Sheila the book, I rose and went down to take it.
It was the call I was dreading. The director of special education was on the other end of the line: a vacancy had come up in the children’s unit at the state hospital. Sheila’s time in my classroom was over.
To say I was devastated diminishes the enormity of the emotions I felt at that news. Whatever her difficulties, Sheila in no way belonged in a mental hospital. Intelligent, creative, sensitive, perceptive, she belonged here with us and, eventually, back in a normal class in a regular school.
I moaned, I pleaded, eventually I raged. The director listened. We got on well, he and I. I had always counted him among my allies in the district, the sort of man I relied on as a mentor, and this, if anything, made his call harder to take.
“It was settled long before any of us got into it, Torey,” he said. “You know that. There’s nothing we can do.”
Pathetic little flower, I thought, so proud of her fierce thorns, and when the tigers really came, the thorns gave no protection at all.
I simply couldn’t let it happen without a fight. When she had arrived in January, she had presented as bleak a case as I had ever encountered, and if they’d come for her then, I might have accepted it. But now …? The very thought of a child of Sheila’s caliber ending up institutionalized at six froze me to my soul.
That evening when I was home, ostensibly watching television with my boyfriend, Chad, a plan formed in my mind. I had so much evidence of both Sheila’s intelligence and her progress that I wondered if there might be a chance of changing things. It would have to be approached in a formal, unequivocal manner to be taken seriously and it would have to be undertaken rapidly. I glanced over at Chad. He was a very new junior partner in a law firm downtown and was spending much of his time as a court-appointed lawyer to those who couldn’t afford their own legal advice. So he knew the ropes.
“Is there a legal way to contest what they want to do with Sheila?” I asked cautiously.
“You fight it?” he replied, sensing the meaning under my words.
“Someone has to. I’m quite sure the school district would support me. The school psychologist has been in to administer IQ tests. He had evidence of her giftedness. And Ed knows.”
A pause. A few mutterings. I was the sort of person inclined, as Chad described it, “to get the bit between my teeth and run,” so I think he could guess the obsessive nature of what was going to happen.
“Would you take it on for me?” I asked.
“Me?”
Yeah, him.
And so it was. With admirable solidarity, the school district did back me fully. They even paid for Chad’s services. I marshaled together the videotapes I’d made of Sheila in class, her schoolwork, the psychologist’s evaluations and whatever other examples I could find to support Sheila’s steady improvement. The weakest link in the chain was Sheila’s father, who had been in and out of so many institutions himself that he didn’t seem to believe there was any point to pursuing a different life for his daughter. He was deeply suspicious of us because we did. Beneath his boorish behavior, I felt he did genuinely love Sheila, but it took several rather beery evenings between us to convince him we were right.
The hearing was held on the very last day of March, a dark, windy day that promised to bend the daffodils down yet again with snow. Sheila had had to come along, still dressed in her T-shirt and now badly outgrown overalls. They were clean and I had managed to get her father to accept socks and mittens for her from our church donation box, but that was the best I could do. She sat outside the courtroom with an attendant, in case we needed to call her in.
Inside, I saw the parents of the little boy whom Sheila had abducted and set alight. It was the first time I’d encountered them. Up to that moment, the incident that had placed her in my class had seemed distant to me. In truth, I suppose I had kept it distant in my mind in an effort to make such an act of calculated cruelty unreal. Sheila certainly had done some outrageous things and she had done plenty of them in my presence, so I’d always felt I had a realistic picture of her, but for the first time I had to confront the veracity of another point of view. This upset me, if for no other reason than that I had so desperately wanted to feel a hundred percent right in what I was doing just then. In a way I still did. Revenge would not undo the harm done to their son and it would cripple Sheila for life. This was the only right route for this girl. Yet the hearing brought home to me the enormity of what she had done.
The judge ruled in Sheila’s favor. She was to remain under Social Services supervision, but the order for detainment in the children’s unit was rescinded. Joy broke out in the halls of the courthouse, and afterward, Chad and I took Sheila out to celebrate.
It was a magical evening, one of those times when the experience is greater than the sum of its parts. Still high from our success, we went for pizza in a place Chad and I haunted frequently, full of smoke and jazz music and people speaking Italian. Sheila had never had pizza and took to the new experience with animated delight. Indeed, she took to Chad, and he, likewise, to her. He was soon as much under her spell as I was.
They got into a silly contest, the two of them. What would you like best? To eat a worm sundae or brush your teeth with a spider toothbrush? That sort of thing. Until Chad went serious and asked what was the thing she would like best in all the world—for real. A dress, as it turned out. Something pretty to wear. Unable to resist this opportunity to play Santa Claus, Chad soon had us out to the shopping center. Despite all Sheila’s fears that her father wouldn’t let her accept a dress, Chad reassured her and helped her find the one she liked best.
Sheila fell asleep on the way back to her house in the migrant camp.
“Well, Cinderella,” Chad said, coming around to my side of the car and opening the door. He reached down and lifted her up. “The ball’s over.”
She smiled sleepily at him.
“Come on. I’ll carry you in and tell your daddy what we’ve been up to.”
She buried her face in my hair. “I don’t wanna go,” she whispered.
“It’s been a nice night, hasn’t it?” I said.
She nodded and she pressed tighter against me. “Can I kiss you?”
“Yes, I think so,” I said and enveloped her in a tight hug and kissed her first.

Chapter 4 (#ulink_7a1d5213-13fd-5535-bb03-92d49dc457f6)
My class would cease to exist at the end of that school year. The mainstreaming law with its edict that every handicapped child should be placed in the least restrictive alternative was the primary cause. Most of the special education classes were being closed and teachers like myself were being redeployed as “resource people” to provide support to the regular classroom teachers, who would now have special education children among their students.
I wasn’t terribly comfortable with this change. While I would have liked to accept the law on the ideological grounds it was being put forth on—that it would promote greater equality and opportunity for handicapped children—I was too much of a natural cynic. The far more obvious factor to me was that it was a cheaper way to educate handicapped children.
On a personal level, my style of teaching was best suited to the closed environment of a self-contained classroom. It was in this setting I was at my best. I could create the tight-knit, supportive milieu that became my trademark and it was under these circumstances I could encourage the most positive growth among my students. Consequently, I was loath to become a floating resource person with my children reduced to a catalog of educational problems I was given twenty minutes a week to sort out. Most difficult, however, was being boxed in theoretically. I was an eclectic, picking and choosing my methods of operation from a wide variety of sources, some of them entirely outside education. This seemed the only sensible approach when dealing with such varied difficulties as one comes across in human behavior. However, with the new law we were going to be restricted, generally to some form of behavior modification. I was competent enough with this approach but felt it vastly overrated as a method and rather dangerous as a theory. Thus, not feeling that I was ready to commit myself to all of this, I applied and was accepted at an out-of-state university to do further graduate work.
It was May and school would end the first week in June. In the four and a half months Sheila had been with us, she had metamorphosed into a lively, sunny-natured girl. We had had no serious breaches of behavior since that week in February when I had gone to the conference, and while she was still capable of a hearty tantrum when provoked, normal methods of discipline brought her back into line. She could now express anger without destructiveness; she could be reasoned with; and she could even accept a small amount of gentle criticism without falling to pieces. In short, I didn’t feel Sheila would need a special class any longer. She was still fragile and the placement would need to be well thought out, but I was convinced she had the capacity to get on in a normal classroom.
I had a good friend, Sandy McGuire, a third-grade teacher in another school who I felt would be an ideal next teacher for Sheila. She was young, innovative and had a reputation for sensitivity toward her students, many of whom came from minority backgrounds or extreme poverty. And while we had quite different styles of teaching, we shared similar philosophies. I felt confident that if Sheila went with her, she would receive the support and encouragement she would need to make the transition back into the mainstream.
In the beginning, Ed, the director of special education, was not in favor of this, as it would mean not only releasing Sheila back into regular education, but also advancing her a grade, a practice he frowned upon; however, after much discussion we mutually concluded this was the best choice. Academically, Sheila was at least two grades above her chronological peers and she had no current peer friendships to disrupt anyway. Moreover, I feared that if Sheila did not receive a certain amount of academic challenge, she would get herself into trouble just to stay occupied. The most important factor, however, remained the teacher. Sheila had to have a flexible, supportive teacher to cope with the transition from me and my room to a new setting and I held tight to my belief that Sandy best fulfilled this capacity. In the end, Ed and the placement team agreed.
Sheila didn’t.
I approached the whole issue cautiously, although not tentatively, as Sheila would home in on anything done with uncertainty. Moreover, there was nothing to be tentative about. June was coming and that was the end.
Tears, anger and great silences met my early efforts to broach the subject. We spent the better half of a week dancing nervously around the matter, once it had been raised.
“This here be my class,” Sheila muttered to me after school. Her peculiar usage of the word “be” had almost disappeared over the months since she had been in our room, but now it came back. “I ain’t going in no other class. This here be mine.”
“Yes, it is, but the school year will be over in a few weeks’ time. We need to think about next year.”
“I’m gonna be in here next year.”
My heart sank. “No, sweetie.”
“I am too!” she shouted. “I’ll be the baddest kid in the whole world. Then they won’t let you make me go away!”
“Oh, Sheil. Oh, sweetheart, that’s not what’s happening. I’m not kicking you out. I’d love to have you with me.”
She remained angry, her face flushed, her eyes hurt. She pressed her hands over her ears.
“This class isn’t going to be here next year,” I said softly.
She heard me, even through her hands. The color drained from her face. “What d’you mean? Where’s it going?”
“It’s a grown-up decision. The school district decided they don’t need it and everyone can go into other classes.”
Tears filled her eyes. Taking out the chair across the table from me, she slumped into it, folded her arms on the table and lay her head on it. The tears just fell. Her pain was palpable. I’m sure I could have touched it, had I reached out, and when I didn’t, it pressed in against me.
All I could think of at just that moment was how much we expected from her in terms of tolerance, acceptance and understanding, and here she was, only six. Six, for God’s sake, not even seven until July.
What had I gotten her into? There I was with all my ideologies on commitment and how it was better to have loved and lost than never to have loved at all. But did she think that? Had I ever given her a choice?
On the other hand, what choice was there? To have done what I did, or to have left her as she was and simply counted off the days until they would come for her? There hadn’t been many alternatives. Watching her as she wept, I did not know if even with so few alternatives I had chosen the right one.
Sheila rose from the table and went to bury herself among the pillows in the reading corner. I remained at the table, listening to her as she cried. At last, I rose and went over.
“How come you ain’t staying to make me good?” she asked me, her voice confused.
“Because it isn’t me who makes you good. It’s you. I’m here to let you know that someone cares if you’re good or not. And in that way, I’ll never leave you, because I’ll always care.”
“You’re just like my mama,” she said.
“No, I’m not, Sheil.”
“You’re gonna leave me, just like her.”
“No, Sheila, this is different.”
“She never loved me really,” she said softly, matter-of-factly. “She loved my brother better than me. She left me on the highway like some dog, like I didn’t even belong to her.”
“I’m not her. I don’t know what her reasons were for what she did, but this is different, Sheila. I’m a teacher. My ending comes in June. But I’ll still love you. I won’t be your teacher any longer, but I’ll still be your friend.”
“I don’t wanna be friends. I wanna be in this class.”
I reached over to her. “I know you do, sweetheart. I do too. I wish it could go on forever.”
She pulled away. “You’re bad as my mama.”
“This is different.”
“It don’t feel any different to me.”
They were an emotional few weeks, those last ones. Sheila was in tears as often as not. Not angry tears, though, just tears, popping up at the most unexpected moments: while we were baking cookies on Wednesday afternoon, while giving water to our cantankerous rabbit, while reading on her own in the book corner. I felt they were a natural part of the separation process, so I accepted them, giving her what comfort she sought and otherwise letting her come to terms at her own pace. And tears were by no means her only expression. There were plenty of boisterous, happy moments too.
I took her over to visit Sandy and her classroom and then we arranged for Sheila to go spend a trial day there. As I suspected would happen, Sheila was seduced by Sandy’s warm, cheerful personality and by the more stimulating environment of the third-grade classroom. These children were actively learning, busy with intriguing projects and undertakings, many of them self-generated. All in all, quite a different atmosphere from our classroom, where going to the toilet was considered an achievement. Sheila came back vibrant from her visit, her conversation full of “Next year, when I’m in Miss McGuire’s class …” I knew then I had been outgrown.
Then the last day.
We had a picnic in the park to celebrate our year together. All the parents were invited and we brought packed lunches and ice cream and all the trappings for a good day out. Ours was an extraordinarily beautiful municipal park with a long, winding lane lined with locust trees, a babbling brook that tumbled down through natural rock cascades to empty into a large duck pond ringed with weeping willows. In all directions there were large expanses of grass stretching out beneath ancient sycamores and oaks.
Sheila loved the park. She had never been there before coming to our room, as it was a long way from the migrant camp; but it was only a few blocks from the school, so I had taken my class over on several occasions. Her father did not come that day, but it was obvious he was making more of an effort with Sheila. She came dressed in a bright-orange cotton sunsuit and excitedly told us how her father had taken her down to the discount store the night before and bought it, especially for her to wear to the picnic. She was so ebullient that day, skipping, dancing, pirouetting in the sunshine, that I still call to mind that bobbing form of sunlit orange every time I smell locust blossoms or see duck ponds.
And then, finally, the end—the last good-bye at the door of the classroom to Anton, the last walk together over to the high school to meet her bus. I had given her the now dog-eared copy of The Little Prince to take with her, a tangible reminder of these last five months, and she clutched it to her as we walked.
Running up the bus steps, she went straight to the back and clambered up on the bench seat to wave to me from the back window. The bus rumbled to life and diesel fumes overpowered the scent of locust blossoms. “Bye,” she was saying, although I couldn’t hear her because of the glass and the noise of the engine. The bus began to pull away and she waved frantically.
“Bye-bye,” I said and lifted my hand to wave too, as the bus turned the corner and disappeared from sight. Then I turned to walk back to my classroom.

Chapter 5 (#ulink_720fca6c-3acc-5c75-bfeb-be23fd4a92e3)
When autumn came, I was a thousand miles away from the school, the migrant camp and the locust trees. Settled into graduate school, I was devoting most of my spare time to research. Some years earlier I had become intrigued by psychologically based language problems, elective mutism in particular, where an individual can speak but does not do so for emotional reasons; however, I had had to put this on the back burner while teaching full-time, because there just hadn’t been time to pursue it. Now I was able to devote the kind of attention to the work I wanted. As a consequence, I was still in daily contact with children, but it was of a different kind and quality to what the classroom had given me. This was okay. I had been ready for the change, and thus was finding this new work rewarding.
Chad and I had parted ways over the summer. We’d been together for much of the previous three years and the last year, in particular, we’d grown close. Sheila, in her own way, had brought us closer still. Previously, Chad had only been part of my personal life, a world I tended to keep strictly separate from my life in the classroom, but with Sheila’s hearing in March, he had been drawn into that too. The magic of that night when Chad had taken Sheila and me out for pizza had been powerful and all three of us, I think, got caught up in a dreamy moment of believing we were a family. It’d seemed so right just then—Chad, Sheila and I; however, in the cold, hard light of day, I knew it wasn’t right. Chad was older than I was and had sown his wild oats, but I was still very young. I knew I was not yet ready for the commitments that a closer relationship with Chad would entail. Because commitments were so important to me, I wouldn’t make them lightly. So, seductive as the vision of family life was at that point, I knew I would fail at it if I tried it now. So this, too, lay behind my decision to change tracks and move away from the area. I loved Chad and I didn’t want to break up our relationship, but I didn’t want to intensify it either. Putting distance between us seemed a reasonable solution.
Chad, of course, figured out what I was doing and he wasn’t particularly happy about it. For him the time was right to settle down and get married. If anything, those last eight weeks with Sheila had verified for him that this was what he wanted and he chafed at my uncertainty, angry with me one moment for my immaturity, poignantly vulnerable the next, when he bemoaned the unfairness of the fact that no matter how much a man might be ready to be a father, he couldn’t be one without a woman. I felt awful, as one always does when relationships crumble, but I went ahead with my plans regardless, knowing in my heart even more certainly that this was the right thing to do.
Sheila went into Sandy McGuire’s third-grade class, and for all intents and purposes, she did extremely well. Sandy kept me well informed with letters each month or so. I was gratified to hear that Sheila was settling in, making friends and achieving good academic results, and even more so to hear that she was coming to school cleaner and better fed, which made me hope the home situation was improving.
My only other source of information was Anton, who still lived in the migrant camp himself and occasionally saw Sheila there. Despite my misgivings when Anton had first come to my classroom the previous autumn, he had turned out to be a natural teacher. He had tremendous rapport, particularly with the slower children and with the Spanish-speakers, of whom there were many in our migrant population. As a consequence, he had decided to work on his teacher qualifications at the nearby community college while still continuing as an aide in the school district. He was well informed on how all my former students were doing, and thus, a letter from Anton was a real treat.
I wrote to Sheila, as I had promised her I would do, and Sheila occasionally wrote back. She was, however, only seven, and as with all seven-year-olds, no matter how gifted, letters were clearly a chore. They came erratically and if I had not had Sandy’s letters in the interim, I really wouldn’t have had any idea of what was going on. Indeed, the contents of Sheila’s letters were even more erratic than their number. She was given to sending me her homework for some reason and that was all I sometimes received for months on end.
All went smoothly. Sheila finished her year with Sandy an enthusiastic, if somewhat quirky, student, and was promoted to the fourth grade. I received a school picture of her from Sandy, showing her in a bright-yellow dress, her smile sweet and toothless. She looked well, if not too clean.
Autumn came but Sheila didn’t. I received a puzzled note from Sandy saying that Sheila had been withdrawn from the register. It was Anton who investigated the matter and wrote back to tell me that Sheila and her father had moved to a small city on the far side of the state, some two hundred miles away. They had left in June, just after school had let out, apparently because her father thought he had found a job.
I wrote to the only address I had, her old one, and received no answer. Distressed at the thought that I had actually lost contact with Sheila, I made a few phone calls in an effort to trace her. During the course of these, I discovered that she had apparently gone into foster care at the end of the summer, but it was only a rumor and I couldn’t confirm it. I knew no one in this new city to which she and her father had moved and I was twelve hundred miles away. It proved impossible to find out where she was and how she was doing.
This upset me profoundly. Confiding in an older colleague one afternoon after an abortive effort to trace Sheila, I was reassured that this was better, that I shouldn’t try to hold on to old students. She smiled gently and patted my shoulder. “Never look back. You’ve got to love them and leave them.”
It was three years before I managed to go back to Marysville to visit my old friends. By then Anton was gone. He had completed his two-year course at the community college and won a scholarship to the state university to finish his bachelor’s degree. I visited with Sandy, however, and Whitney, who was now a senior in high school; and I went back to walk through my old classroom, now converted into a resource center.
Chad and I had separated amicably and we’d stayed in touch. He was married now to a fellow lawyer named Lisa and she was expecting their first child in a month’s time.
We decided to lunch together and I came up to his law office to meet him. He had been held up in a meeting, so I paced languidly about the reception desk waiting for him. It was then I noticed a paper lying in the outgoing basket. I just caught it with the corner of my eye, but the name pulled me back. It was Sheila’s father’s name. Glancing at the receptionist, I realized I couldn’t really look, but I was desperate to hear what Chad had to say.
“Didn’t you know he’s back in prison?” Chad replied to my query.
“No. When did this happen? You never told me.”
“Well, I couldn’t really, could I?” he said apologetically. “I mean, confidentiality and all. Besides, I assumed you did know.” What he didn’t mention was that we had never exchanged much more than Christmas cards anyway since we’d parted. But still, I felt somehow cheated.
Chad smiled gently. “I’m not handling many legal aid cases these days, so I didn’t know myself until I saw the folder.”
“What’s happened?”
“I can’t really discuss it, Torey.”
“I’m not just anybody, Chad. I was the one who brought him to you in the first place.” I was feeling hurt and heartsick. I knew it was hardly Chad’s fault and I fully understood his need to keep confidence with clients, but the shock made me irritable.
“Well, suffice it to say he’s been wholly predictable. He’s up for the same tricks as always.”
“Where’s Sheila then?”
“Don’t know. He’s been living over in Broadview for a couple of years now and he was arrested and booked over there. They sent over here just looking for files. I’ve never seen him or anything.”
“But where’s Sheila?” I murmured, lowering my head.
Heartbroken at this discovery, I endeavored to find out about Sheila’s fate, but I had few resources at my fingertips. Broadview was still two hundred miles off and was a much bigger city. Finding one small girl was no easy matter. The most I could confirm was that she had been taken into foster care as a direct result of her father’s arrest and imprisonment and was, apparently, still placed. Where, with whom and for how long I could not determine. Rumor had it that she had been repeatedly in and out of foster care from the time they had moved.
Foster care. Practically the whole time Sheila was in my class, all of us had viewed foster care as a panacea to her problems. If only Sheila were away from the poverty, if only she were in a stable home with loving parents, if only … We hadn’t been able to get her into foster care then simply because the Social Services were so overstretched in Marysville and she did have her natural father. Now she was in foster care and I should have felt glad. The fact was, I didn’t.
Back home, I sat down and wrote a very long letter to Sheila. I told her about my visit to our old school and our old friends. I mentioned that I knew her life had been disrupted in the last eighteen months and that I knew she was now with foster parents. I said that I hoped all was well and that if there was any way I could help, I would be happy to try. Including my phone number, I said she could call me collect any time, if she wanted. Then I added a photograph from the visit of Sandy and me and an old one I had taken of Sheila on our last-day picnic. Folding everything together, I put them in a large envelope. But where would I send it? In the end, I sent it to her father, in care of the prison, and asked him to forward it to her.
I never heard whether Sheila received my letter or not, whether she ever knew that I was trying to find her again. There was no answer, and as the months went by, I began to accept there wasn’t going to be one.
This was difficult for me to come to terms with. It seemed inconceivable to me that she had disappeared from my life. Yet the words of my colleague kept returning to me: you’ve got to love ’em and leave ’em.
Two years later, a small envelope arrived on my desk. It was addressed not to my home, but rather to the university where I now taught. I recognized Sheila’s loose, scrawly handwriting immediately and tore the envelope open. There was only one sheet of paper inside, a crumpled piece of lined notebook paper. The writing was done in blue felt-tip marker with many of the words watermarked, as if the paper had gotten splattered by rain. Or was it tears?
To Torey with much Love
All the rest came
They tried to make me laugh
They played their games with me
Some games for fun and some for keeps
And then they went away
Leaving me in the ruins of games
Not knowing which were for keeps and
Which were for fun and
Leaving me alone with the echoes of
Laughter that was not mine.
Then you came
With your funny way of being
Not quite human
And you made me cry
And you didn’t seem to care if I did
You just said the games are over
And waited
Until all my tears turned into
Joy.
There was nothing else, no letter, not even a note. As with the days when she had sent me only her homework, Sheila seemed to feel no need for explanations. It was my turn to cry then and so I wept.

Part 2 (#ulink_5399879b-309a-557f-aa9c-7bad456bb41b)

Chapter 6 (#ulink_cf32ace3-2d19-5157-9aa6-20564ba9c94d)
I can remember the moment precisely when the magic began. I was eight, a not-very-outstanding third grader in Mrs. Webb’s class. I didn’t care much for school. I never had. My world in those days was the broad, swampy creek that ran below our house; that and my beloved pets. School was something that got in the way of my enjoyment of these things.
On one particular morning, my reading group had been sent back to our desks to do our seatwork, while Mrs. Webb listened to the next group read. On my desk, under my workbook, I had hidden a piece of paper, and instead of doing what I should have been doing, I sneaked the opportunity to write. At home I had a dachshund, which had been a present to me from my mother on my seventh birthday, and I made him the hero of a rather lurid tale involving our old mother cat and a band of marauding, eye-plucking crows. So absorbed did I become in spinning this tale that I failed to notice Mrs. Webb on the move, and what inevitably happens to eight-year-old girls who do not do their reading workbooks happened. Mrs. Webb snatched the story away from me and I had to stay in from recess to do my work.
The incident itself was minor, the sort of thing to which I was unfortunately rather prone, and as a consequence, I forgot all about it. Then, a couple of weeks later, I was ill and kept out of school for a few days. When I returned, I had to stay after school that afternoon to make up some of the work I had missed. Mrs. Webb apparently took this opportunity to clean out the drawers of her desk. Anyway, when I had finished, she handed over a piece of paper to me. “Here, I think this is yours,” she said. It was the story about my dog and the crows.
Collecting my coat and belongings to go home, I began to read it as I walked down the school corridor, dark and silent because all the other children had left so long before me. Once at the end of the hall, I pushed open the heavy double doors of the school and then sat down on the concrete steps at the entrance to finish reading.
That precise moment I remember with such exquisite clarity—the feel of the cold concrete through my skirt, the late-autumn sunshine transposed against the darkness of the school entranceway, the uncanny silence of the empty playground, even the faint anxiety of knowing that I should be on my way home because my grandmother would worry if I was too late. The paper, however, held me spellbound.
It was all there: my dog, his adventure, the excitement such melodramatic experiences always created in me. I felt just as excited by the story reading it as I had been writing it. Astonished when I realized this, I lowered the paper. I remember lowering the paper, looking over the top of it, seeing someone’s hopscotch game chalked onto the playground asphalt, and being overwhelmed by a sense of insight. Wow! I had always written because I found writing like pretending: an opportunity to turn myself into someone else for the moment I was doing it and be that individual, feeling his or her feelings and experiencing his or her adventures; but once the act of creation was over, I had never really gone back to what I had written. Now here it was, two weeks later, and I was feeling exactly what I had experienced earlier when I was writing it. Exactly. Again. As if the two weeks hadn’t happened. I had stopped time. There, on the school steps, I knew I had stumbled onto magic of the first order. Real magic!
For the rest of my childhood, through my adolescence and into adulthood, writing compelled me. It was an internal, almost autonomic, activity, like circulation or digestion, that happened simply as a natural part of me. I wrote in all forms: diaries, anecdotes, stories. I wrote to understand other people, to give myself the opportunity to be inside them a while and see what it felt like to see the world from another point of view. I wrote to understand emotions and experiences I had not yet encountered. And I wrote to understand myself.
It proved a powerful, if somewhat unusual, education. In particular, it fostered my abilities to be objective and to empathize, which in turn allowed me a greater general acceptance of differences; and, of course, it made me a keen observer.
I was in the final year of a doctorate I hadn’t meant to find myself doing. I had weathered the mainstreaming law that had so disconcerted me the year I’d had Sheila. Although still not happy with all aspects of its implementation, I’d returned to the classroom a couple of years later and taken up teaching again as a “centered” resource teacher, which meant I stayed in the same room but the children came and went. It wasn’t quite as fulfilling as having my own class, but at least I saw the same boys and girls on a regular basis.
Then the administration in Washington changed and with it, the general attitude of the country. Issues I’d fought heart and soul to see achieved a decade earlier were swept away with a single signature. Lower taxes and cuts in public spending became the bywords of the day. Because treating handicapped children in the public schools is labor intensive, and thus expensive, ours were among the first programs to be targeted. Further emphasis was put on placing special education children in the regular classroom as the cheaper alternative. We were being forced to respond to children in ways that were not necessarily the most beneficial to the child—or the teacher, either, for that matter, as many regular education teachers had little grounding in dealing with handicapped children. These philosophies, however, were the only ones that allowed us to process children through the system at the cost demanded of us by the government. The market economy was now being applied to education.
Angry at this change and all too aware that if I continued in the classroom, I too would soon find myself unemployed, I’d decided to work on a doctorate in special education. This was a stupid decision. The degree would overqualify me for the only part of the special education hierarchy I genuinely loved: teaching. Worse, it threw me into the hotbed of those creating the theories that I was trying to escape. Consequently, my heart was never in it.
I coped by finding other outlets. In this case, it was the continuation of my long-standing research into psychological language problems. This work was of little interest to my colleagues in special education; however, I soon found a niche across campus in the university hospital complex. There, in the department of child and adolescent psychiatry, among others, I discovered willing partners among the psychiatrists and other professionals. Despite my hybrid credentials, my ideas were accepted and encouraged and my research flourished.
As always, I continued to fill my spare time with writing. Indeed, I was writing more then than at any previous time; in part, I suspect, because I wasn’t fully engaged in my work.
The desire to write about my experiences with Sheila had been with me for some time. I had saved a lot of material from that class, not with the intention of using it to back up writing at a later date, but just because I was a bit of a hoarder and a sentimental one at that. Although I hadn’t kept a daily diary while working in the class, I had kept copious anecdotal records; moreover, I had had liberal use of a video camera, and as a consequence, had quite a lot of Sheila on tape. I went through these things periodically, and all the while I could hear Sheila in my head: the inflections in her voice, the strange lilting grammatical constructions. I had to write it down. I had to liberate those five months from the onward rush of time.
Then, driving home on the freeway from work one dark January evening, the beginning came to me: I should have known. I went home and started writing. Eight days and 225 pages later, I was finished.
It was only in the aftermath that I realized what had happened. At 225 pages, this wasn’t a little something done for my own amusement, it was a book. I knew then that I had to find Sheila and let her read it before the matter went any further.

Chapter 7 (#ulink_f6095246-3818-5ef9-badf-ac324006755c)
The job advertisement that caught my eye was for a small private psychiatric clinic in a major city about four hours’ drive west of Marysville. In all my years back east, I had missed the Midwest. Admittedly, Sheila also crossed my mind. Broadview, where she had last been living, was a satellite community of the city. Six months had elapsed since I had written the book and I was no closer to finding Sheila. The idea of living near her, of perhaps reestablishing contact and renewing our relationship was appealing.
I was accepted at the Sandry Clinic as a research psychologist to coordinate and oversee the various research projects among the staff, as well as to continue my own research work with elective mutism. There were seven staff. Five, including the director, Dr. Rosenthal, were established child psychiatrists. They had founded the clinic together several years before and overseen the conversion of the elegant old building into a series of quality offices and therapy rooms.
I liked the Sandry Clinic very much. My colleagues were creative people, all lively and articulate, who worked well together as a team. The pinnacle among us in more ways than one was our director. Dr. Rosenthal was a giant of a man physically, standing over six and a half feet tall, with a giant-sized intellect to match. He had about him that charisma powerful men seem to have, which make them handsome whatever their actual physical characteristics. I was in awe of him much of my first year there. Although born and bred in America, he had a European formality about him. For instance, he never called any of us by our first names. “Doctor” was his usual method of catching someone’s attention, but as I didn’t merit that, I remained steadfastly Miss Hayden. This gave him a certain aura of unapproachability, which, combined with his formidable intellectual reputation, kept me shy around him. Nonetheless, I came to know him as a gentle man, firm but kind with his staff in much the same way he was with the children he worked with, and always, always fair.
Life at the clinic was luxurious compared to what I had become accustomed to while teaching in the state school system. We had wonderful facilities, including a large, sunny therapy room full of things I would have killed for when in special education, such as a five-foot-tall doll’s house, complete with extended doll family, a pony-sized wooden rocking horse, an indoor sandbox and a water tray.
Similar luxury applied to my workload. Children were parceled out to me for therapy mostly by virtue of their language or lack of it, but I was also allowed a generous amount of time to work on the research projects or to consult with colleagues. Not completely comfortable with the fifty-minute “psychiatric hour,” I was given the freedom of seeing my own clients two or three times a week, if I preferred that to the more traditional one session or of seeing them in their own settings, rather than at the clinic.
The only fly in the ointment from my point of view was that the majority of my colleagues were committed Freudians, which boxed in their views as tightly as behaviorism had with my education colleagues. And there I was, the atheist admitted to the monastery. To me, there is no single framework upon which we can hang all interpretations of human behavior. We create theories as a way of ordering the chaos sufficiently to have a chance of effecting change, but it is we, the practitioners, who have created this order, because it is we who need it. Any given theory, to my way of thinking, simply provides one route to interpretation and, like climbing the proverbial mountain, there are many other paths one could take.
I could cope with this disparity most of the time, as the general ethos of the clinic did not demand I practice as my colleagues did, and given that I was not qualified in psychiatry, they didn’t expect me to. Indeed, it was my varied point of view, I suspect, that had attracted Dr. Rosenthal. Nonetheless, I found myself having to do a lot of tongue-biting.
Not being a full-fledged psychiatrist, I didn’t merit one of the offices up front. Instead, I shared an oversized closet in the back of the building with Jeff Tomlinson.
Jeff, already a doctor, was in his last year of training as a child psychologist. He was one of those individuals so intellectually gifted that it is taken for granted. No modesty with him. He was brilliant and he knew he was brilliant, and he knew everyone else knew. “Does Superman fly?” he would say casually whenever I evidenced amazement at some mental feat, but he was so ingenuous when he said it that one never minded. Too much.
Unfortunately, Jeff might as well have been Freud’s grandson. Indeed, he might as well have been Freud himself, for all his ability to quote what the old master said. With a near photographic memory, Jeff could bludgeon me into silence with word-for-word regurgitation of endless cases the old boy had worked on. It became a game with us after a while, to see who could outdebate the other.
Truth was, I loved Jeff. We were the youngest members of staff by quite some years, if not decades, and ours was like a sibling relationship there among the grown-ups. The other psychiatrists all had magnificent offices up front with cornices and fireplaces, carpets and leather couches. In the back of the building Jeff and I shared a windowless closet of an office, which had once housed another psychologist’s research animals and still smelled. Here we had festooned the walls with posters, cartoons and matching Pink Panther nameplates. And here we worked, fought and shared our problems.
What saved Jeff from certain annihilation for his Freudian idiocy was an extraordinary sense of humor. He had a particular gift for funny voices and mimicry, which he displayed with the aplomb of a stand-up comic. As a consequence, the inanimate objects in our office—the filing cabinet, the desks, the radiator—were all inclined to join unexpectedly into conversations, each with its own weird little Robin Williams-type voice. The kids, of course, adored this when they heard it, but it even worked on me. It was difficult to get angry with a guy who had the furniture on his side.
All in all, I was pleased with this career move away from special education. It still felt funny to dress for work in wool skirts and dangly jewelry, to know that I could leave my long hair unbound because no one was likely to try and pull it out of my head; and, indeed, I found I missed my jeans and track shoes too much and was back in them after the first few months. But I fully enjoyed the ample resources and stimulating colleagues and felt that for the moment, at least, this had been the right move.

Chapter 8 (#ulink_7238ce4d-4362-5991-9a27-1409218584e6)
Sheila was three months short of her fourteenth birthday when I finally located her. I hadn’t seen her in seven years—half her lifetime past—and other than the poem I’d received through the mail two years earlier, I hadn’t heard from her in five. I found her back with her father, living in an outlying suburb of Broadview. After a telephone conversation with her father, I asked if I could visit.
They were living in a duplex, a brown-colored building with peeling paint, in a run-down area where the yards were littered with car bodies and rusting appliances; however, compared to Sheila’s home in the migrant camp, this was luxurious.
I knocked at the door. A long moment passed with no sound beyond the door and I found to my surprise that my knees were shaky. All the ghosts of long ago came crowding in around me as I waited on the doorstep and I could hear them so clearly. A child’s laughter echoed, shouting, squealing, the sounds of a classroom, and then the dark, blowy silence I remembered experiencing as I had stood on the doorstep of Sheila’s tar-paper shack in the migrant camp. Then, back to the present. Footsteps came toward the door and it opened.
I don’t think I would have recognized Sheila’s father if I hadn’t assumed it would be he opening the door. He had changed dramatically in seven years. The dumpy, overweight boozer I recollected was not there. Instead, the man opening the door was slim and athletic-looking and, most startling to me, young. I had been in my early twenties when I had last seen him and I had always regarded him as being in my parents’ generation. Now, with shock, I realized he was, in fact, not much older than I was.
“Mr. Renstad?” I asked tentatively.
He nodded.
“I’m Torey Hayden.”
He smiled in a genuinely welcoming fashion and held the door open. “Come in. Sheila’s not here at the moment. She’s just run over to the store for some milk, but she’ll be back in a few minutes.” He opened the door to let me into the living room. It was small, with a television, a well-worn brown sofa and two old-fashioned armchairs. Indeed, the whole room had a sort of brownish quality to it, but it was comfortable.
Sudden shyness struck us both. All these years I had pondered this moment and now that it was here, I didn’t know quite what to say. He obviously felt just as uncertain.
After a moment, he snatched a photograph from the top of the television. “Here, you want to see this? These are my boys.”
It was the photo of a baseball team, the boys appearing to be about ten or eleven. They were posed in two rows, the first kneeling, the others behind. Mr. Renstad was on the left of the back row.
“I been coaching a year now,” he said, moving beside me to look at the picture. “See that kid? His name is Juma Washington and you listen out for that name, because he’s going to be great someday. Like Hank Aaron, that kid. And it was me that taught him to hit. Wouldn’t do nothing for us when he first came. Was a wild, jazzy kid. And now he’s gonna make the major leagues. You watch and see. I know he’s gonna make it big.”
“That’s super.”
He looked at me. “I’m clean now, you know. Sheila tell you that? No more booze or stuff. I been clean eighteen months now and now it’s me helping them.”
“I’m pleased,” I said.
“I mean it. I’m not having no trouble at all anymore, and now I got these boys. We won four games already this season. Didn’t win no games at all before I took ’em over. Were wild kids, crazy as monkeys. But we’re making it big now. Got Juma. Got a couple of other good ones too. Here, let me show you.” He took the photograph. “Him, that’s Salim. And him, Luis. You ought to see ’em play. Can you come down some Saturday?”
Just then the door banged and there stood Sheila.
Sheila?
Who stood there was a gangly adolescent with—honest to God—orange hair. Not strawberry blond, not red. Orange, like a road cone. It was longish, and permed into frizzy ringlets, a Cubs baseball cap pulled down over the top of it.
Would I have known this was Sheila if I had encountered her on the street? She’d grown taller than I’d expected. She’d been such a tiny, malnourished thing when I’d had her, that I had always kept her small in my mind, but here she was, a good five feet four or so and only thirteen. Adolescence hadn’t worked its full magic with her yet, however. She was gangly and still had the undeveloped figure of a child.
No question about whether or not she recognized me. On seeing me, she stopped abruptly, as if seeing a most unexpected sight. Her cheeks colored. “Hi,” she said and smiled shyly. That smile did it. Her features grew familiar instantaneously.
“Hi.”
All three of us were uncomfortably self-conscious. After anticipating this reunion for so long, I hadn’t expected to find myself at a loss for words, but that’s what happened. Sheila, equally thunderstruck, clung on to her half gallon of milk and stared at me. Only Mr. Renstad seemed able to find his voice. He went back to talking about his baseball team; however, he never asked me to sit down, so we all continued standing there in the middle of the living room.
Sheila’s father just kept chattering. Several times he reassured me that he had given up drugs and alcohol and put his past behind him. This embarrassed me, making me feel as if he were interpreting my visit as checking up on him. He appeared to think Sheila and I had had much more contact with each other over the years than we’d had and so alluded to events that I knew nothing of. I felt it would be indelicate of me to inquire further at this point and thus said nothing, but from what I could make out, Sheila had been in foster care between the ages of eight and ten and then again for a while when she was eleven. They had been living together since his last parole, about eighteen months earlier.
Sheila said absolutely nothing. Like her father and me, she still stood in the middle of the living room, but she made no effort to join in the conversation. I stole glances at her, particularly at her dyed hair, because it was such an unusual color. Then at her clothes. When in my classroom, she had had one single outfit—a brown-striped boy’s T-shirt and a pair of denim overalls—which she had worn day in, day out until her father had finally accepted the dress Chad had bought for Sheila after the March hearing. Sheila didn’t look as if she was faring much better these days. She wore an enormously oversized white T-shirt with a ragged jeans jacket minus the arms layered over the top. Underneath the T-shirt I assumed there was something besides underwear, as I could see what might be the fringed edge of cut-off jeans, but I wasn’t sure. Contemplating the outfit, I assumed this was fashion and not poverty showing.
Finally, when her father paused, I turned to her. “I passed a Dairy Queen coming over. Would you like to go get a sundae with me?”
Alone in the car with me, Sheila remained silent. It was by no means a hostile silence, but it was uncomfortable enough. I found myself wandering back to the very first day I had met Sheila. She had been silent then too, fiercely silent, breaking it only to announce with tigerish vehemence that I couldn’t make her talk. I kept calling back to mind that charismatic little girl I had known and trying to find her in this nervous adolescent. I was only too aware that I didn’t know this strangely clad, deerlike thing at all.
Pulling into the parking lot of the Dairy Queen, I looked over. “Remember when I used to take everybody over to the Dairy Queen and buy those boxes of Dilly bars? And how Peter always wanted something different? Never mattered what it was, he never wanted what everyone else was having.”
“Who’s Peter?”
“You remember. In our class. He used to always tell those awful jokes. The real groaners. Remember him?”
A pause. “Yeah … I think. He was Mexican, wasn’t he?”
“Well, actually, he was black.”
We chose our sundaes and then went out to sit at a picnic table in front. Sheila hunched over her ice cream in a manner that evoked memories of her early days in the class, when she would clutch her lunch tray up close to her, wary, like an animal, in case someone tried to take it away from her before she finished. She began to stir her sundae. The ice cream, chocolate sauce and whipping cream all went together in a gooey mess.
“So how’s school?” I asked.
“All right, I guess.”
“What courses are you taking?”
“Just the usual stuff.”
“Anything good?” I asked.
“No, not really.”
“Anything hard?”
“Not really,” she said and stirred more energetically. “Boring, most of it.”
Looking for some angle to get a conversation started, I resorted to an old trick I’d used in the classroom to stimulate a child to talk. “So what do you hate most about it?”
“Being youngest,” she said without hesitation. “I hate that.”
An accusation? She knew I had been responsible for moving her forward a grade. Was there a second meaning here? “What do you hate so much about it?”
She shrugged. “Just being youngest, that’s all. Littlest. I was always so much shorter than everyone else, right up until just this last year. And always the baby of the class. Everyone picked on me.”
“Yes, I can see where that might cause problems,” I said, “but it was hard for us to know what was best for you.”
Another shrug. “I’m not complaining or anything. It’s just you asked.”
Then silence. I wondered whether to draw her out on this issue and chance getting into something heavy, which I didn’t feel would be appropriate just at the moment, or whether to soldier on searching for new topics of conversation. I felt amazingly uncomfortable. This wasn’t the Sheila I had expected at all.
More silence. Taking small bites of my sundae, I concentrated on the flavors.
Suddenly, Sheila expelled a noisy breath and shook her head. “This is so weird,” she said. “Like, I always think of you as someone I know well.” She looked over. “But really, we’re no more than strangers.”
That broke the ice, that admission. Truth was, we were strangers and neither of us had anticipated that. Once it was acknowledged, talking became far easier than it had been when we were pretending that the previous seven years hadn’t intervened.
Spontaneously, Sheila began to talk about her school. She didn’t like it. She was just finishing ninth grade and apparently doing well academically, but in listening to her I could tell virtually none of it had touched her. The authorities were getting after her about her hair and her clothes and her general attitude, and the way she related it, I suspected she was dealing with it by playing truant.
Perversely, the only subject that appeared to be engaging her was Latin, a language I didn’t realize was still being taught in schools. The teacher, an elderly man, was unfashionably strict and held unenlightened views about girls’ academic abilities, but this combination had somehow goaded Sheila into working hard enough to “show him.” As a consequence, she talked animatedly about the class and the curriculum, even though she professed to hate it.
In turn, I told her what I had been up to over the interceding years, about my other classes of children since leaving the one we had shared, about my stints at graduate school, and about the change to the clinic in the city. And about writing the book.
“I have it in my car,” I said. “I want you to read it.”
“A book?” she said incredulously. “You wrote a book? I didn’t know you could write.”
I shrugged.
“It’s got me in it? Our class? God. Weird.” Then a slight smile. “That’s, like, mega-weird, you know?”
“You need to be prepared for the fact that it’s going to sound a little different to what really happened. Everybody’s gone on from there, so it wouldn’t really be right to invade people’s privacy. Consequently, I’ve had to change the names and things and put some events out of order, but still, I think you’ll recognize everything.”
“This is so weird. A book? About me?”
“Anyway, I want your thoughts on it,” I said. “It is your story, well, yours and mine, but you’re the big part in it. I wouldn’t want to include anything you didn’t think was right.”
She smiled. “It doesn’t matter much. I hardly remember a thing about it.”
“Oh, you will,” I said and grinned back.
She shrugged, her expression still benevolent. “You got to keep in mind, Torey, that I was nothing but a little kid then. That all happened more than half my life ago. Like, I’m going to love to read this, but if you want to know the truth, you could write anything you want. Honest, I remember nothing.”

Chapter 9 (#ulink_e5142300-be56-5258-bc56-725ce665bd3d)
“God, did it really happen like this?” Sheila asked, a curiously amazed tone to her voice. It was the following Saturday. We were in her bedroom and she was curled up, the pages of the manuscript fanned out around her.
Smiling, I nodded.
“Wow, you were pretty brave to take me on, if I was like this.”
“A lot of people thought that at the time. I did a bit myself, sort of.”
“It wasn’t your choice, was it? They just said you got to take … me.” She looked back down at the sheaf of papers. “I think I might remember Anton now. I didn’t when you first mentioned him the other day, when we were at the Dairy Queen, but reading this kind of brings him back to mind.”
“You know what he’s doing now?” I asked. “He’s working on his master’s degree in special education. He works with mentally handicapped children and has had his own classroom for three years now.”
Sheila looked up. “God, you’re really proud of him, aren’t you? I can tell by your voice.”
“I think it’s amazing, what he’s achieved. That’s taken hard work. He’s had a young family to support through all of this and his whole history had been with the migrant workers.”
Regarding the typewritten pages, Sheila didn’t speak for a few moments. “All I can recall is this really tall Mexican guy. He seemed like about seven feet tall to me then, but I don’t remember a thing about what he did.”
“Do you remember Whitney?” I asked.
“No. But I do recall that time with the rabbit poop. I remember painting all those little balls. God, it’d disgust me now. Imagine. I was actually picking up shit with my bare hands.” She laughed. “What a disgusting kid.”
I laughed too.
“The weird thing is, you never think you are when it’s happening to you,” Sheila added. “I remember being really serious about painting those things.”
“What about Chad?” I asked. “My boyfriend, the one who defended you at the hearing? Remember him?” I asked, but before she could answer I grinned. “Guess what? He’s married now and he has three kids. And guess what he’s named his oldest girl?”
A blank look. “No idea.”
“Sheila.”
“After me?” she asked in amazement.
“Yes, after you. I mean, he thought the world of you. We had such a marvelous time that night after the hearing.”
A pause followed. Sheila glanced down again at the pages in her hand and appeared to be reading the top one for a moment. “Shit. Shit. This is just so weird. I can’t get over it.”
“Weird in what way?”
“I dunno. Seeing my name here. It’s somebody else here, really, but it’s me, too.”
“You don’t think I’ve done it right?” I asked.
“Well, no, not that … Maybe it’s just seeing myself as a character in a book … I mean, mega-weird.” Another pause. “You seem real enough. This is just like I remember you. Reading this makes me feel like I’ve been sitting down and having a nice chat with you, but … Was that class really this way?”
“How do you remember it?” I asked.
“Mostly, I don’t. Like I said last week …”
Silence again.
What entered my mind as I listened into the silence was the horrible nature of some of the things that had happened to Sheila over the course of the time she was in my room. In bringing the book here for her approval, I hadn’t given serious consideration to the possibility that she might have dealt with her past by forcing it from memory. Such a reaction seemed un-Sheila-like to me and I hadn’t anticipated it from her. Now, suddenly, I feared for what I had done. It was an upbeat story, but that was from my point of view.
Turning her head, Sheila gazed out the window beside her bed. It was an insignificant view—the side of the neighboring house, its gray-green paint peeling, the neighbor’s window, a venetian blind hanging crookedly across it. She seemed to study it.
I, in turn, studied her with her long, straggly orange hair, her thin, undeveloped body clad in torn jeans and a rather strange, clingy gray top that looked like a piece of my grandpa’s underwear. This gangly punk fashion plate wasn’t quite what I had expected to find and I was having to fight the disappointment.
“What I remember are the colors,” she said very softly, her tone introspective. “As if my whole life had been in black and white, and then I went in that classroom … Bright colors.” She made a little sound. “I always think of them as Fisher-Price colors, you know? The toys? Fisher-Price red and blue and white. All those primary colors. Remember that riding horse you could sit on and move around by pushing with your feet? That’s what I remember. Every single color of him. Of sitting at the table when I was supposed to be working and looking at his colors. And where it said ‘Fisher-Price’ on him. God, I wanted that horse so bad. I used to dream about that horse, about how it was mine, that you let me take it home and keep it.”
I probably would have, had she ever said it meant that much to her, but she never did.
“And that parking garage,” she said. “Remember that? With all those little cars that’d go down the ramps and those little people who didn’t even look like people. They were just plastic pegs with faces, really. Remember how I used to steal them? I was so desperate to have them. I used to line them up on the floor beside where I slept, this whole line of them—the guy in the black top hat, the guy in the cowboy hat, the Indian chief—do you remember me taking them?”
Over the years there had been so many toys in so many classrooms. I remembered garage sets and riding horses, but they could have been any of a dozen such I had had.
“You never got mad at me for it,” she said, turning to look at me. She smiled. “I kept stealing them and stealing them and you never got angry with me.”
In the hurly-burly of that class, truth was, I probably hadn’t even noticed she was doing it.
“That’s what seems so weird to me about this book, Torey. You make out like we’re always fighting. Like, in it you seem to be getting mad at me about every other page. I don’t remember you ever doing that.”
I looked at her in surprise.
Then she wrinkled her nose and grinned conspiratorially. “Are you just spicing it up, like? So they’ll want to publish it?”
My jaw dropped.
“I mean, I don’t mind at all. It’s a terribly good story. And, like, it’s brilliant, thinking of myself as a character in a book.”
“But, Sheila, we did fight. We fought all the time. When you came into my class, you—”
Again she turned to look out of the window. Silence ensued and it lasted several moments.
“What exactly do you recall?” I asked at last.
“Like I said …” And then she didn’t say. She was still gazing out of the window and the words just seemed to fade away. A minute or more passed.
“We did fight,” I said softly. “Everybody fights, whatever the relationship, however good it might be. It wouldn’t be a relationship otherwise, because two separate people are coming together. Friction is a natural part of that.”
No response.
“Besides,” I said and grinned, “I was a teacher. What would you expect?”
“Yeah, well,” she said, “I don’t really remember.”
I couldn’t come to terms with the fact Sheila had forgotten so much. Driving home on the freeway that evening, I turned it over and over in my mind. How could she forget Anton and Whitney? How could the whole experience be reduced to nothing more than a fond recollection of colorful plastic toys? This hurt me. It had been such a significant experience for me that I had assumed it had been at least as significant for her. In fact, I had assumed it was probably more significant. Without me, that class, those five months, Sheila most likely would now be on the back ward of some state hospital. I had made a difference. At least that’s what I’d been telling myself. My cheeks began to burn hot, even in the privacy of my car, as I realized the gross arrogance of my assumption. I was further humbled by the insight that those five months might well now mean more to me than to her.
She had been only a very young child. Was I being unrealistic in expecting her to remember much? At the time she had been so exquisitely articulate that it had given her the gloss of a maturity even then I knew she didn’t really have, but I had been accustomed to associating verbal ability with good memory.
As I sped through the darkness, I tried to recollect being six myself. I could bring to mind the names of some of the children in my first-grade class, but mostly it was incidents I could recall. There were a lot of small snippets: a moment lining up for recess, a classmate vomiting into the trash can, a fight over the swings, a feeling of pride because I drew good trees. They weren’t very complete recollections, but if I tried, I could identify the locations and the names and appearance of the individuals involved. Still, they were nothing akin to the clarity of my memories as an adult. I was probably being unrealistic in expecting her to remember more.
Yet, it nagged at me. Sheila wasn’t just any child, but a highly gifted girl who had blown the top right off almost every IQ test the school psychologist had given her that year. Sheila’s prodigious memory had been among the most notable of many outstanding characteristics. She had used it like a crystal ball for gazing in, as she spoke to us all so poignantly, so eloquently of love and hate and rejection.
Love and hate and rejection. It couldn’t be all arrogance on my part to expect that she should be remembering more. Her amnesia seemed so uncharacteristic, but still, it was not hard to imagine what might be causing it. Although I didn’t know any specifics about what had happened since Sheila had left my room, I knew these hadn’t been easy years in between. She had been in and out of foster homes, had moved to different schools and coped with her father’s instability. If these years only half mirrored the nightmare she had been living when she’d come into my class, they would have given her ample reason for forgetting. She’d been such a brave little fighter that I didn’t like to think she had finally buckled under the strain, but in the back of my mind, that’s what I was beginning to accept. Yet … why had she so thoroughly forgotten our class? The one bright spot, the one haven where she had been loved and regarded so well? Why had she forgotten us?

Chapter 10 (#ulink_26b0526c-0688-5848-95a9-db535f6e1662)
At home, I rummaged through the things I had accumulated from the class, which I had used to write the book, looking for things to take with me on my next visit to see Sheila. The vast majority of the materials were just school papers and anecdotal records, neither very useful for the purpose. What I really wanted to share were the videotapes, but this was in the era of the old reel-to-reel videotapes and the only machine I had for playing them on was at the clinic; so those would have to wait for the time when Sheila came in to visit me. In the end, I resorted to going through my picture album.
I had surprisingly few photographs of that year. There was the class picture, all of us lined up against the blue curtain on the school stage, looking like felons in a group mug shot. The camera had caught Sheila full on, washing out her pale features. She wouldn’t smile on demand in those days, so she had just a blank stare. Unfortunately, several others in the class had been equally uncooperative and many of them were consequently rendered unrecognizable.
In total, I had only three other photographs of Sheila and these included the individual school picture, taken at the same time as the group photo. I had kept this one, as her father had declined to buy it. It was the only one I’d ever had of her smiling. Normally, she’d simply refused to smile for cameras, but on this occasion, the photographer had tricked her into it while trying to get her to grab his pen. Taken only a short time after she had arrived in our classroom, it caught her full grubby glory and I adored it.
The other two photographs I had taken myself. One was to commemorate the first time I’d really gotten her cleaned up and she sat in deep solemnity on the school steps, hands clasped upon her knees. Her hair was combed smooth and put into pigtails; her clothes were washed; her face was cleaned; and the truth was, it didn’t look like Sheila at all. She was not nearly so engaging as the filthy character in the school photograph. The other picture I had taken on the last day of school when the class had gone down to the park for our end-of-school picnic. I had taken several photographs that day, but unfortunately, Sheila was in only one of them. She was standing beside the duck pond with two of the other little girls in the class. Both of them were neat and clean and beaming cheerfully, but Sheila, in the middle, stared back at the camera with a guarded, almost suspicious gaze. Despite the new orange sunsuit her father had bought for the occasion, she had come to school very scruffy that day, her long hair uncombed, her face unwashed, and she stood in stark contrast to her two classmates. There was a compelling aspect to the photograph, however. It was the wariness of her expression, which made her seem fierce and yet surprisingly vulnerable.
I decided in the end to take that photograph, as well as the others taken on that day, which showed the other children, Anton and Whitney.
The following Saturday, Sheila and I went to watch her father’s baseball team play. They were an inauspicious-looking group, those boys. Grubby ten- and eleven-year-olds dressed in mismatched uniforms, they were almost all minority kids from a mixture of backgrounds, united, I suspect, only by their poverty. But they were noisy and cheerful in the way of all children, and they greeted Sheila’s father like a returning champion when he ran out onto the baseball diamond.
From all I could gather, Mr. Renstad appeared to be doing well. He was enormously proud of the small duplex where they lived. It wasn’t large; it wasn’t in a particularly good part of town, and he didn’t own it, of course; but he had chosen it himself, rather than have it foisted upon him by Social Services. Moreover, he was paying the rent himself out of the steady salary he now earned as a laborer for the parks department. He had taken me right through the duplex, showing me each and every thing he had managed to buy—the beds, the sofa, the television, the kitchen table. He certainly remembered the circumstances in which we had last met, and he was enthusiastic to show me how far he had come in the interim. These things were his and I could tell acquiring them meant a lot to him.
His real love, however, was the baseball team—“his boys.” Again and again, he told me how it was they who had made him go straight for good. They depended on him, he said. The team had nearly been disbanded for lack of a coach until he took over. More to the point, he admitted, he would lose them if he messed with drugs again. He was still under the watchful eye of the parole officer.
I enjoyed that baseball game. They didn’t win, but they played well and it was apparent that winning wasn’t so important to them. They were a team, in the true sense of the word, and I identified immediately with that. Whatever his past, Mr. Renstad’s present was going well.
I’d made plans to take Sheila out after the game. On the other two occasions I’d come to her house, so I thought it would be pleasant to go somewhere with her. Sheila, however, was unable to decide where she wanted to go.
I suggested we go for a pizza. I thought I might take her up to the city, partly to give her a change of scenery, and partly because there were nicer places to eat up there. So after the game, we got into the car and headed north.
Somewhere within the first five miles, I took a wrong turn. As I was still learning my way around this new area, this wasn’t unusual; however, I didn’t realize I’d done it until the thinning houses made me suspicious that I was not going toward the city. Normally I have an excellent sense of direction, and while I do take wrong turns, even then I can usually discern if I’m going in the right general direction. On this occasion, I managed to get myself completely turned around, because while I still felt that I was going toward the city, evidence outside my window said otherwise. I voiced my concern to Sheila.
“No, you’re all right. I know exactly where you’re at. Just keep driving this way,” she said confidently. So I did.
Another fifteen minutes and I hit open country. I knew I was irredeemably lost and knew I wasn’t going to right myself without taking drastic action, probably in the form of stopping and digging out the road map. I pulled the car over into a gateway to a field.
“What are you doing?” Sheila asked in surprise.
Reaching my arm over the backseat, I groped for my road atlas.
“Looking for the map. I’m lost.”
“No, you’re not.”
“We’re lost.”
“No, we’re not. I’ve been out here millions of times.”
I raised an eyebrow.
“Yeah, I have,” she said. “I used to be in a children’s home near here. Just down that road over there. I know exactly where we are.”
“So, where are we then?” I asked.
“Well, here, of course.”
“But where’s here?”
Sheila looked out the window.
“Tell me. Where are we?”
“Don’t get so bitchy.”
“You don’t know either, do you?” I said. “We are lost.”
Unexpectedly, Sheila smiled. It was a beguiling smile. “I’m always lost,” she said cheerfully. “I’ve gotten used to it.”
I tugged the atlas over into the front seat and opened it. Locating us on the map, I discovered where I had turned wrong and figured out what I would need to do when eventually we headed back to Broadview. “Okay. I’m happy now,” I said, closing the book. I started the engine.
“You’re really a control freak, aren’t you?” Sheila said. “I never realized that about you before.”
“Not really. It’s just I feel uncomfortable when I’m disoriented.”
“Ah, not only a control freak, a defensive control freak.”
If she wanted to go in this direction, I thought, well and good, we’d go. So we took off down a minor highway in a direction I’d never been before. The better part of an hour raced past, along with the scenery.
It was a pleasant drive. Sheila talked, launching into a most amazing conversation about Julius Caesar. She had read his account of the Gallic wars in Latin class and this caught her fancy, particularly his descriptions of the native Celts in Gaul. I had done Caesar myself when I had taken Latin in high school, but in those days I had been more interested to see if I could get good grades without having to read the assignments, rather than find out what the books actually said. Consequently, I had emerged from school clever but culturally illiterate and had spent most of my adult life catching up. I hadn’t managed to work myself around to Caesar yet in Latin or English, so for most of the conversation I just listened, which was probably no bad thing.

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