The Tiger’s Child: The story of a gifted, troubled child and the teacher who refused to give up on her. Torey Hayden

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       Chapter 3

      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. СКАЧАТЬ