FullReads

“Aint he rather big to speak such broken English?” asked Mr. O’Shea. “I hope you remember that it is part of your duty to stamp out the dialect.”

“Yes, I know,” Miss Bailey answered. “But Morris has been in America for so short a time. Nine months, is it not?”

“Teacher, yiss ma’an. I comes out of Russia,” responded Morris, on the verge of tears and with his face buried in Teacher’s dress.

Now Mr. O’Shea had his prejudices–strong and deep. He had been given jurisdiction over that particular district because it was his native heath, and the Board of Education considered that he would be more in sympathy with the inhabitants than a stranger. The truth was absolutely the reverse. Because he had spent his early years in a large old house on East Broadway, because he now saw his birthplace changed to a squalid tenement, and the happy hunting grounds of his youth grown ragged and foreign–swarming with strange faces and noisy with strange tongues–Mr. O’Shea bore a sullen grudge against the usurping race.

He resented the caressing air with which Teacher held the little hand placed so confidently within her own and he welcomed the opportunity of gratifying his still ruffled temper and his racial antagonism at the same time. He would take a rise out of this young woman about her little Jew. She would be comforted later on. Mr. O’Shea rather fancied himself in the role of comforter, when the sufferer was neither old nor ill-favoured. And so he set about creating the distress which he would later change to gratitude and joy. Assuredly the Honourable Timothy had a well-developed sense of humour.

“His English is certainly dreadful,” remarked the voice of authority, and it was not an English voice, nor is O’Shea distinctively an English name. “Dreadful. And, by the way, I hope you are not spoiling these youngsters. You must remember that you are fitting them for the battle of life. Don’t coddle your soldiers. Can you reconcile your present attitude with discipline?”

“With Morris–yes,” Teacher answered. “He is gentle and tractable beyond words.”

“Well, I hope you’re right,” grunted Mr. O’Shea “but don’t coddle them.”

And so the incident closed. The sleeve link was tucked, before Morris’s yearning eyes, into the reluctant pocket of the wide white waistcoat, and Morris returned to his place. He found his reader and the proper page, and the lesson went on with brisk serenity: real on the children’s part, but bravely assumed on Teacher’s. Child after child stood up; read; sat down again; and it came to be the duty of Bertha Binderwitz to read the entire page of which the others had each read a line. She began jubilantly, but soon stumbled, hesitated, and wailed: “Stands a fierce word. I don’t know what it is,” and Teacher turned to write the puzzling word upon the blackboard.

Morris’s heart stopped with a sickening suddenness and then rushed madly on again. He had a new and dreadful duty to perform. All his mother’s counsel, all his father’s precepts told him that it was his duty. Yet fear held him in his little seat behind his little desk, while his conscience insisted on this unalterable decree of the social code: “So somebody’s clothes is wrong it’s polite you says ‘scuse’ und tells it out.”

And here was Teacher whom he dearly loved, whose ideals of personal adornment extended to full sets of buttons on jumpers and to laces in both shoes, here was his immaculate lady fair in urgent need of assistance and advice, and all because she had on that day inaugurated a delightfully vigorous exercise for which, architecturally, she was not designed.

There was yet room for hope that some one else would see the breach and brave the danger. But no. The visitor sat stolidly in the chair of state, the Principal sat serenely beside him, the children sat each in his own little place, behind his own little desk, keeping his own little eyes on his own little book. No. Morris’s soul cried with Hamlet’s: