Amanda, Anna Balmer Myers [english readers .TXT] 📗
- Author: Anna Balmer Myers
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When all the directors had been thus casually imbued with antagonism, or, at least, suspicion, Mr. Mertzheimer went home, chuckling. He felt elated at the clever method he had taken to uphold the dignity of his son and punish the person who had failed to rightly respect that dignity. In a few weeks the County Superintendent of Schools would make his annual visit to Crow Hill, and if “a bug could be put in his ear” and he be influenced to show up the flaws in the school, everything would be fine! “Fine as silk,” thought Mr. Mertzheimer. He knew a girl near Landisville who was a senior at Millersville and would be glad to teach a school like Crow Hill. He’d tell her to apply for the position. It would take about five minutes to put out that independent Amanda Reist and vote in the other girl—it just takes some people to plan! He, Mr. Mertzheimer, had planned it! Probably in his limited education he had never read that sententious line regarding what often happens to the best laid plans of mice and men!
The Saturday following Mr. Mertzheimer’s perfection of his plans Millie came home from market greatly excited.
“Manda, Manda, come here once!” she called as she set her empty baskets on the kitchen table. “Just listen,” she said to the girl, who came running. “I heard something to-day! That old Mertzheimer—he—he—oh, yea, why daren’t I swear just this once! I’m that mad! That old Mertzheimer and the young one ought to be tarred and feathered!”
“Why, Millie!” said Amanda, smiling at the unwonted agitation of the hired girl. “What’s happened?”
“Well, this mornin’ two girls came to my stall and while they was standin’ there and I waited on some other lady, they talked. One asked the other if she was goin’ to teach next year, and what do you think she said—that a Mr. Mertzheimer had told her to apply for the Crow Hill school, that they wanted a new teacher there for another year! I didn’t say nothin’ to them or let on that I know the teacher of that school, but I thought a heap. So, you see, that sneakin’ man is goin’ to put you out if he at all can do it. And just because you won’t take up with that pretty boy of his! Them Mertzheimer people think they own whole Crow Hill and can run everybody in it to suit themselves.”
“Yes—I see.” Amanda’s face was troubled. “That’s Lyman’s work.” The injustice of the thing hurt her. “Of course, I can get another school, but I like Crow Hill, I know the children and we get along so well, and it’s near home–-”
“Well,” came Millie’s spirited question, “surely you ain’t goin’ to let Mertzheimers do like they want? I don’t believe in this foldin’ hands and lookin’ meek and leavin’ people use you for a shoe mat! Here, come in once till I tell you somethin’,” she called as Mrs. Reist, Philip and Uncle Amos came through the yard. She repeated her account of the news the strangers had unwittingly imparted to her at market.
“The skunk,” said Philip.
“Skunk?” repeated Uncle Amos. “I wouldn’t insult the little black and white furry fellow like that! A skunk’ll trot off and mind his own business if you leave him alone, and, anyhow, he’ll put up his tail for a danger signal so you know what’s comin’ if you hang around.”
“Well, then,” said the boy, “call him a snake, a rattlesnake.”
“And that’s not quite hittin’ the mark, either. A rattlesnake rattles before he strikes. I say mean people are more like the copperhead, that hides in the grass and leaves that are like its own color, and when you ain’t expectin’ it and without any warnin’, he’ll up and strike you with his poison fangs. What are you goin’ to do about it, Amanda?”
“Do? I’ll do nothing. What can I do?”
“You might go round and see the directors and ask them to vote for you,” suggested Millie. “I wouldn’t let them people get the best of me —just for spite now I wouldn’t!”
“I won’t ask for one vote!” Amanda was decided in that. “The men on the board have had a chance to see how the school is run, and if it doesn’t please them, or if they are going to have one man rule them and tell them how to vote—let them go! I’ll hand in my application, that’s all I’ll do.”
“What for need you be so stiff-headed?” asked Millie sadly. “It’ll spite us all if they put you out and you go off somewheres to teach. Ach, abody wonders sometimes why some people got to be so mean in this world.”
“It is always that way,” said Mrs. Reist gently. “There are weeds everywhere, even in this Garden Spot. Why, I found a stalk of deadly nightshade in my rosebed last summer.”
“Wheat and chaff, I guess,” was Uncle Amos’s comment.
“But, Amanda,” asked Millie, “ain’t there some person over the directors, boss over them?”
“Just the County Superintendent, and he’s not really boss over them. He comes round to the schools every year and the directors come with him and, of course, if he blames a teacher they hear it, and if he praises one they hear it.”
“Um—so—I see,” said Millie.
The annual visit of the County Superintendent of Schools always carries with it some degree of anxiety for the teacher. Sometimes the visit comes unexpectedly, but generally the news is sent round in some manner, and last minute polish and coachings are given for the hour of trial. The teacher, naturally eager to make a creditable showing, never knows what vagaries of stupidity will seize her brightest pupils and cause them to stand helpless and stranded as she questions them in the presence of the distinguished visitor and critic.
The Superintendent came to the Crow Hill school on a blustery March day of the sort that blows off hats and tries the tempers of the sweetest natured people. Amanda thought she never before lived through hours so long as those in which she waited for the visitors. But at length came the children’s subdued, excited announcement, “Here they come!” as the grind of wheels sounded outside the windows. A few minutes later the hour was come—the County Superintendent and the directors, Mr. Mertzheimer in the lead, stepped into the little room, shook hands with the teacher, then seated themselves and waited for Amanda to go on with her regular lessons and prove her efficiency.
Amanda, stirred by the underhand workings of Mr. Mertzheimer, was on her mettle. She’d just show that man she could teach! Two years’ experience in handling rural school classes came to her support. With precision, yet unhurried, she conducted classes in geography, grammar, reading, arithmetic, some in beginners’ grades and others in the advanced classes.
She saved her trump card for the last, her nature class, in which the children told from the colored pictures that formed a frieze above the blackboard, the names of fifty native birds and gave a short sketch of their habits, song or peculiarities.
After that the pupils sang for the visitors. During that time the eyes of the Superintendent traveled about the room, from the pressed and mounted leaves and flowers on the walls to the corn-husk and grass baskets on a table in the rear of the room.
When the children’s part was ended came the time they loved best, that portion of the visit looked forward to each year, the address of the County Superintendent. He was a tall man, keen-eyed and kindly, and as he stood before the little school the eyes of every child were upon him—he’d be sure to say something funny before he sat down—he always did!
“Well, boys and girls, here we are again! And, as the old Pennsylvania Dutch preacher said, ‘I’m glad that I can say that I’m glad that I’m here.’ “He rattled off the words in rapid Pennsylvania Dutch, at which the children laughed and some whispered, “Why, he can talk the Dutch, too!” Then they listened in rapt attention as the speaker went on:
“Last year my hour in this schoolroom was one of the high-lights of my visits to the rural schools of the county. So I expected big things from you this year, and it gives me great pleasure to tell you that I am not disappointed. I might go farther and tell you the truth—I am more than pleased with the showing of this school. I listened attentively while all the classes were in session, and your answers showed intelligent thinking and reasoning. You had a surprise for me in that bird class. I like that! It’s a great idea to learn from colored pictures the names of our birds, for by so doing you will be able to identify them readily when you meet them in the fields and woods. No lover of birds need fear that one of you will rob a bird’s nest or use a sling-shot on a feathered neighbor. You show by your stories about the birds that a proper regard and appreciation for them has been fostered in you by your teacher. You all know that it has long been acknowledged that ‘An honest confession is good for the soul,’ so I’m going to be frank and tell you that as Miss Reist pointed to the birds there were thirty out of the fifty that I did not know. I have learned something of great value with you here to-day, and I promise you that I’m going to buy a book and study about them so that when I come to see you next year I’ll know every one of your pictures. You make me feel ashamed of my meagre knowledge of our feathered neighbors on whom, indirectly, our very existence depends.
“I made mention last year about your fine work in basketry, and am glad to do so again. I like your teacher’s idea of utilizing native material, corn husk, dried grasses and reeds, all from our own Garden Spot, and a few colored strands of raffia from Madagascar, and forming them into baskets. This faculty of using apparently useless material and fashioning from it a useful and beautiful article is one of our Pennsylvania Dutch heritages and one we should cherish and develop.
“I understand there has been some adverse criticism among a few of the less liberal patrons of the community in regard to the basket work and nature study Miss Reist is teaching. Oh, I suppose we must expect that! Progress is always hampered by sluggish stupidity and contrariness. We who can see into the future and read the demands of the times must surely note that the children must be taught more than the knowledge contained between the covers of our school books. The teacher who can instil into the hearts of her pupils a feeling of kinship with the wild creatures of the fields and woods, who can waken in the children an appreciation of the beauty and symmetry of the flowers, even the weeds, and at the same time not fail in her duty as a teacher of arithmetic, history, and so forth, is a real teacher who has the proper conception of her high calling and is conscientiously striving to carry that conception into action.
“Directors, let me make this
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