The Lost Children: Part 1 of 3

And what if I went back inside? What then? What kind of world lay there, just a few feet away? If I opened the door what would I find – what would I learn?

I lingered a moment more on the steps – then I turned and went back inside the school.

The Director’s office was in the basement, past the lunchroom. There was a musty smell; and though the walls had been painted yellow to compensate for the lack of windows, there was a distinct greenish cast to both the walls and the air. I stood in the doorway of the office; the Director, Mrs. Fleming, was on the phone and I waited hesitantly in the doorway until she finished.

The rest of the memory is blurred. I know I asked many questions and she replied with words like “emotionally disturbed,” “schizophrenic,” “autistic,” which rolled across my ears as sounds rather than words, almost meaningless to me then. She mentioned the school’s tremendous financial needs, the ratio of four children to one teacher, the newness of the field, the lack of agreement as to causes: some experts citing heredity, others environment, still others, biochemical causes. She spoke of the waiting list of children they could not accommodate and her dream of a new building, a larger school.

“The children?” I asked. “Can you tell me a little more about the children?”

“Well, as you can see,” she said, “they are physically healthy, attractive children. Their intelligence is average or above average, but they’re ill, and this illness causes them to function far below their age level, to live inside themselves and shut out the world. They are not sure who they are. They have great difficulty with language, with relationships, with other people; their behavior is often bizarre, puzzling.”

I stayed well over an hour, fascinated, intrigued, forgetting the time until I heard the children gathering in the lunchroom.

But excitement bubbled inside me, could not be put down. I wanted to teach there. Absurd? Perhaps. But I wanted it, had to do it, knew that I could. Unsure of many things, I was sure of this. One last question: What qualifications did her teachers need?

The Director smiled, “Certification in special education – preferably a master’s degree in teaching the emotionally disturbed – a listening heart and a strong back.”

I thanked her. My own heart was very quiet. I hadn’t even finished Wellesley, having left at the end of my sophomore year to marry Larry.

Chapter 2 (#uef84226b-3FFF-11e9-9e03-0cc47a520474)

But all summer long the children of the school walked through my dreams, and in September I went back to the school to ask if I could work there as a volunteer teacher’s aide two days a week. The morning was warm and the windows of the school were open, and I heard again the piano as I climbed the wide wooden steps.

More strongly than ever the déjà-vu feeling returns; perhaps not this same school, but somewhere, sometime, I worked in a school such as this. There is a remembered knowledge that is certain without being specific.

I find the Director in her office.

“Good morning,” she says. “Can I help you?”

“I’m Mary MacCracken,” I remind her. “I was here last June. I … uh. Well, what I wondered was … do you think it would be possible for me to work as a volunteer with one of your teachers?”

“Oh, yes, I remember now. You were here with the other woman from the Junior League. Yes. Well now, let’s see. Yes … I think we’ll put you as a teacher’s aide with Helga. We’re delighted to have you, Mrs. … er – uh …”

“Mary,” I say. “My name is Mary.”

“Yes, of course. Mary. Go right on up to Helga’s room. As I say, we’re delighted to have you.”

I climbed the empty stairs slowly. There was no one in the room at the top of the stairs. As I stood in the hall indecisively a boy of perhaps nine or ten raced by me, his turtleneck shirt pulled completely over his head, screaming, “Jesus Christ, gonna go to Camp Lookout! God save us all!” He thundered down the stairs, and I wondered how he was able to judge their height and depth with his eyes covered.