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I should have known.
The article was a small one, just a few paragraph' stuck on page six under the comics. It told of a six-year-old girl who had abducted a neighborhood child. On that cold November evening, she had taken the three-year-old boy, tied him to a tree in a nearby woodlot and burned him. The boy was currently in a local hospital in critical condition. The girl had been taken into custody.
I read the article in the same casual manner that I read the rest of the newspaper and felt an offhand what-is-this-world-coming-to revulsion. Then later in the day it came back to me while I was washing the dishes. I wondered what the police had done with the girl. Could you put a six-year-old in jail? I had random Kafkaesque visions of the child knocking about in our old, drafty city jail. I thought about it only in a faceless, impersonal manner. But I should have known.
I should have known that no teacher would want a sixyear-old with that background in his or her classroom. No parent would want a child like that attending school with his or her child. No one would want that kid loose.
I should have known she would end up in my program. I taught what was affectionately referred to in our school district as the "garbage class." It was the last year before the effort to mainstream special children would begin; it was the last year to pigeonhole all the odd children into special classes. There were classes for the retarded, classes for the emotionally disturbed, classes for the physically handicapped, classes for the behaviorally disordered, classes for the learning disabled, and then there was my class. I had the eight who wereleft over, the eight who defied classification. I was the last stop before the institution. It was the class for young human refuse.
The spring before I had been teaching as a resource person, supplying help to emotionally disturbed and learning disabled children who attended regular classrooms part of the day. I had been in the district for some time in a variety of capacities; so I had not been surprised when Ed Somers, the Director of Special Education, had approached me in May and had asked if I would be interested in teaching the garbage class the next fall. He knew I had had experience with severely disturbed children and that I liked small children. And that I liked a challenge. He chuckled self-consciously after saying that, aware of how contrived the flattery sounded, but he was desperate enough to try it anyway.
I had said yes, but not without reservations. However, I longed for my own classroom again with my own set of kids. I also wanted to be free of an unintentionally oppressive principal. He was a good-hearted man, but we did not see things in the same way. He objected to my casual dress, to my disorderly classroom, and to my children addressing me by my first name. These were minor issues, but like all small things, they became the major sore spots. I knew that by doing Ed the favor of taking this class, allowances would be made for my jeans and my sloppiness and my familiarity with the kids. So I accepted the job, confident that I could overcome any of the obstacles it presented.
My confidence flagged considerably between the signing of the contract and the end of the first day of school. The first blow came when I learned I was to be placed back into the same school I had been in and under the same principal. Now not only did he have to worry about me but also about eight very peculiar children. Irnmediately we were all placed in a room in the annex which we shared with the gymnasium and nothing else. We were totally isolated from the rest of the school. My room would have been large enough if the children had been older and more self-contained. But for eight small children and two adults, plus ten desks, three tables, four bookcases and countless chairs that seemed to mate and multiply in the night, the room was hopelessly crowded. So out went the teacher's desk, two bookshelves, a file cabinet, all but nine little chain and eventually all the student desks. Moreover, the room was long and narrow with only one window at the far end. It had originally been designed as a testing and counseling space, so it was wood-paneled and carpeted. I would have gladly traded all that grandeur for a room that did not need lights on all day or for a linoleum floor more impervious to spills and stains.
The state law required that I have a full-time aide because I was carrying the maximum load of severely disturbed children. I had been hoping for one of the two competent women I had worked with the year before, but no, I received a newly hired one. In our community, which had in close proximity a state hospital, a state prison and a huge migrant workers' camp, there was a staggering welfare fist. Consequently, unskilled jobs were usually reserved for the unemployed listed with Social Services. Although I did not consider my aide position an unskilled one, Welfare did, and the first day of school I was confronted with a tall, gangly Mexican-American who spoke more Spanish than English. Anton was twentynine and had never graduated from high school. Well, no, he admitted, he had never worked with children. Well, no, he never especially wanted to. But you see, he explained, you had to take the job they gave you or you lost benefits. He dropped his gargantuan frame onto one of the kindergarten-sized chairs, mentioning that if this job worked out, it would be the first time he had ever stayed north all winter instead of following the other migrant workers back to California. So then we were two. Later, after the school year started, I acquired a fourteen-year-old junior high school student who devoted her two hours...One Child. Copyright � by Torey Hayden. Reprinted by permission of HarperCollins Publishers, Inc. All rights reserved. Available now wherever books are sold.