The Lost Children. Mary MacCracken

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СКАЧАТЬ basic language. Even though our native tongues were different – she born in Germany, I in America – we both had a body language and communicated best through it, trusting it more than words. It was less tricky, more complete. It is more than merely touch: people touch each day and communicate nothing. Body language is the first language – the way the mother speaks to the child long before he can understand her words. As she holds him, bathes him, feeds him, she is telling him of love or anger or irritation. So, too, Helga spoke to her seriously emotionally disturbed children, many of whom had rejected verbal communication, and they listened to this body language. Most of her touching was light and firm and quick. She used it to communicate affection, support, pride in the child; usually she touched the back, shoulders, arm, or head; she used it alone or with a few simple words. She also used another kind of touching. It was really more holding. It said in effect, “I am here. We will survive.” She reacted this way during violence, when a child tried to kick her or bite himself – holding him, restraining him from the destructive act and at the same time comforting him with the solidness of her body. When violence explodes inside a child, all things seem unreal, and the solid strength and warmth of another human being who is not driven away or shattered by it makes the terror more controllable.

      Never, however, did she use this body language to express her own anger or irritation. Striking a child may cause him to become fearful of your touch, and this is too valuable a tool to lose, too high a price to pay for momentary frustration. Instead, Helga swore. She cursed as I had never heard a woman do before, and it seemed to harm the children not at all.

      If I do not remember when she first addressed me directly, I do remember when she first called me by name.

      It was in the spring of that first year, more like summer really although the official date had not arrived. Yellow daffodils had already flooded the hills and fields where we had sailed our kite. Nick, our one male teacher, had put up swings under two of the apple trees, and whenever we could we took the children there in the late morning to play and relax before lunch.

      I was pushing Chris on a swing – pushing him from in front instead of from behind so that I could see his face while I played with him. A small game had developed between us: he would straighten and stiffen his legs as the swing approached me, and then laugh out loud as his feet hit my hands and I pushed against them, sending him arcing gently back. Helga had taken the other three children to play some sort of game with Nick’s group. Since Chris was not very good at games, always running, hitting, biting, Helga had stated, “It is a good day for a swing for Chris,” and I had known I was to do this. I loved being with Chris anyway – his very stubbornness fascinated me. Bright as a button, he refused to speak a word; perfectly toilet-trained for months now, he would deliberately pee on the Director’s foot when she brought visitors to our room for “public relations.” She handled it well, though, not even blanching as the brown leather of her shoe turned slowly darker and a puddle formed around it as Chris stood still, looking out the window, smiling, with her hand stroking his head.

      In any event, I was totally absorbed in my game with Chris and, thinking we were alone, had even started hamming it up a little as I had with my own children, making funny faces, pretending to be knocked backward when his feet hit my hands. I thought he was beginning to say something: was it “More” – “Mo, mo”? I had not heard footsteps, and was startled when I felt a hand on my arm. I turned quickly. Unexpectedly, Helga was standing beside me.

      “Mary,” she said, calling me by name for the first time, “these are for you.” She stretched out her hand toward me and it was full of small wild strawberries. We ate them there together, standing in the sun, sharing the sharp, sweet taste, the grittiness. Since then I have been given many other gifts and some honors, but none has meant more to me than this. Helga had acknowledged me; I was sure then that I could teach.

Chapter 3

      I worked even harder the remainder of that year with Helga. I canceled my Tuesday bridge and my Thursday afternoon tennis foursome and went three days a week to school rather than two.

      From the time Elizabeth and Rick had entered school I had always worked as a volunteer, either at the hospital on the library cart or in the county shelter for adolescents. There was strong tradition in our family for community volunteer and board work, and I had always enjoyed it. But the school was different. I had worked at the hospital and the shelter because it had seemed part of a responsible way of living. I worked now at the school because I loved it and couldn’t stay away.

      If I had studied Helga carefully before, I watched her even more closely those last weeks, for she told me suddenly, one day as we walked with the children, that she would not be back the following year.

      “Why?” I asked. It seemed impossible to me. I could not imagine Helga without the children or the children without Helga.

      “They want me to go back to school,” she said, “An old woman like me. What would they teach me? Ha! What do I need with their fancy courses, their methods-teaching, visual aids, curriculum-planning? They say I will not get my proper salary unless I go to the college and take courses given by some young pup, because our school is about to become approved by the state and I will need the courses for certification. Ach, it is a waste. They can take their shitty courses.

      “I know what I am saying, Nick took me to visit the college. The professors either say in fancy language what I already know, or they speak foolishness that is best never heard.”

      “Where will you go? What will the children do without you?” I asked.

      Helga laughed out loud and put her arm around my shoulders, and I could feel the resiliency of her strong, still-lithe body.

      “There are plenty of sick children in the world. Come with me on Saturday and I will show you. As for these, my children here, they will be all right. They are almost ready to go now – and if not, she will hire another to teach them.”

      I could not tell whether it was bitterness I heard in Helga’s voice or only disappointment.

      On Saturday, Helga picked me up in her ancient coupe and drove me over to her new school; she had met its young director many years before. She led me to the central resource room filled with shelves lined with paper, paints, clay, doll families, puzzles, books, workbooks, textbooks, pencils, blocks, on and on – and outside in the shed beside the building, bicycles, scooters – contrasting to our own meager supplies.

      Helga spread her hands. “We are rich!” she said. “Come, come.” Down a long hall, then she threw open a door marked Girls: there in white-tiled glory were five sinks and seven toilets, and Helga flushed each one with satisfaction.

      On Memorial Day weekend Helga went bicycling through northern New England with her husband. She was anxious to be gone, and I knew those last weeks of school were very difficult for her. She might say she didn’t mind leaving, but I saw her eyes fill with tears more than once, and her cursing had increased. She decided to add a day and a half to her weekend and asked if I would take charge of her class during that time.

      I was pleased to be asked, of course – I was proud that Helga felt that I could teach alone. I knew she cared too much for her children to leave them with anyone she thought incompetent. It was not until much later that I realized that Helga was now consciously teaching me, preparing me, making me grow, just as she did the children. Helga had never taken an education or psychology course, but she was a born teacher, and she knew instinctively when it was time for me to take on more responsibility.

      Now, too, I read, researched, balancing what I was reading against Helga’s teaching. Helga had not thought much of education courses, and yet СКАЧАТЬ