The Lost Children: Part 2 of 3. Mary MacCracken

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      Billy was much slower, finally able to pull on his underpants with help. I never got as far as taking off his shirt.

      I was happy and totally absorbed. I loved being on my own with the children; they were making progress, I was sure of it – and now I understood Helga’s reaction to having volunteers. I was glad the Director did not visit my room, grateful that no volunteer or aide had been assigned to us – just the children and myself. Without interference of adult words in the room, I could hear the unspoken words of the children – their rage, their refusals, their protests, their pleas, their questions, compliance, or excitement.

      I stopped taking the class to the lunchroom for the noon meal. There they had been allowed to eat what they liked, Chris roaming around, snatching food from other plates. It was not that the school or Joyce was lax: I felt then and I still feel that of all the schools I’ve seen – and there have been quite a few now – ours was one of the finest. It was not that they were lax; it was that these four children of Joyce’s were so difficult. They were in many ways more like small animals – some wild, some tame – than like human children. Because the other children in the school were more advanced, though perhaps as sick in their own way, the other teachers were more tolerant of these four. Asking less, making fewer demands.

      But I did not want this. If I accepted it, or allowed the children to, it meant that I did not believe they could improve; and if this was so then we were without hope. And it was necessary to hope; more than necessary – it was essential. On this I built my own new creed. I believed in the children.

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