Ghost Girl: The true story of a child in desperate peril – and a teacher who saved her. Torey Hayden
banging on the other classroom doors. On one occasion, he got into the office and messed up all the internal mail. On another, he pulled off toilet paper and blocked all the toilets in both the boys’ and the girls’ rest rooms. And one time when I did chase after him, he got back into the classroom when I was out looking for him and locked me out. This was all before 11:30.
In contrast, Philip huddled in his chair and whimpered, cringing away from me every time I approached. When I tried to encourage him to join in the singing or listen to a story, he clamped his hands over his ears, squeezed his eyes shut, and rocked the chair frantically back and forth.
Reuben was in a frenzy most of the time. Up, out of his chair, he sailed around the room, deftly touching the wall with his fingertips as he moved and all the while making a soft, whirring sound. Then he’d stop, momentarily mesmerized by a dangling pull on the roller blind or some other odd object, but before I could corral him and try to reorient him, he would shoot off again. And toilet trained he may have been, but twice he whipped down his pants and peed into the trash can beside the bookshelf.
In the middle of all this was Jadie, carrying on as if she were in a completely normal classroom. Without being instructed to do so, she ferreted out her workbooks for math and reading, sat down and completed a few pages, returned them to be corrected, found a spelling sheet on the shelf, did that, handed it into the basket on the teacher’s desk, then sought out a cassette, put it into the recorder, and slipped the earphones on. Occasionally, she would glance in my direction as I struggled with the boys, but otherwise she seemed impervious to my presence.
I felt immense relief when the lunch bell rang. Jeremiah, whom I’d just recaptured, heard it, too, and was out the door and down the hall before I could catch him. The second-grade teacher, whose room was next door to mine, was already out in the hallway lining up her children when I bolted by after Jeremiah. She smiled warmly and put her hand out. “I’ll catch him on the way down,” she said.
“Thanks,” I replied in a heartfelt tone.
I must have looked as overwhelmed as I was feeling, because she smiled again in the same warm, sympathetic way. “Want me to take your others with mine? I’m going down to the lunchroom anyway.”
“That’d be really great.”
Going back into the classroom, I was dismayed to discover that now Jadie, too, had disappeared. I returned to the hall with Philip and Reuben.
“Oh, she goes home for lunch. She lives just across the street, so she doesn’t eat here,” the teacher replied when I explained that I’d lost another one. She abruptly extended her hand. “By the way, I’m Lucy McLaren. Welcome aboard.”
I hung out my tongue in an expression of exhaustion. “I usually do better than this. Even on first days. But they’ve got the advantage at the moment. They know the ropes and I don’t.”
“Don’t worry about it. You’re doing all right. You’ve already lasted longer than a couple of the substitutes. There was one that left after about half an hour.” And she laughed.
Back in the empty classroom, I threw myself down into one of the small chairs with the idea of catching my breath a moment before going down for the grand entrance into the teachers’ lounge, an experience almost on a par with facing a new class. Five minutes’ relaxation, I thought, and then I’d get my lunch and go down.
Abruptly, a scuffling rattle came from the cloakroom. Relaxed almost to a point of sleepiness in the silent classroom, I was badly startled by the noise. Jerking upright in the chair, I could feel my heart pounding in my throat.
Jadie appeared in the cloakroom doorway.
“You’re still here? I thought you’d gone home for lunch.”
Because of her hunched posture, Jadie had to tilt her head back at a difficult angle and peer through her eyebrows to see me, but look at me she did, her gaze steady and intent.
I, too, studied her. Her hair was very dark, almost black, as were her brows and lashes. Her eyes, in contrast, were a clear, pure blue. With her scruffy homemade clothes and tangled mass of hair, she wasn’t exactly pretty, but there was a knowing, almost come-hither kind of expression in her eyes that lent her a certain beauty.
“You want to know something?” I asked.
No response. No step nearer, no blink, not even a breath that I could see.
“Come over here.” I patted the chair next to mine at the table.
Laboriously, she hobbled across the classroom. Her eyes remained on me but her expression was unreadable. She didn’t sit down.
“You know what I did before I came here?”
No response.
“I worked in a special clinic up in the city and you know what? I worked with boys and girls just like you, who had a hard time talking.”
Jadie’s eyes searched my face.
“Isn’t that amazing, that first I was there and now I’m here with you? Boys and girls just like you. It was my own special job, helping them.”
Her eyes narrowed.
“Did you know there were others like you? Who found it impossible to talk at school?”
A long pause and then very, very faintly, she shook her head.
I sat back and smiled. “There are. Not very many, which is why it’s a bit of a coincidence, your being in this class, but I’ve known a lot of them. And it was my own special job, helping them be able to talk again.”
The pupils of Jadie’s eyes dilated, and for the first time she let slip the expressionless mask. A look of incredulity crossed her features.
Lowering my head like an ostrich in need of chiropractic help, I stuck my neck out and peered upward into her face to see her fully. I smiled. “You don’t quite believe me, do you? Did you think you were all alone in feeling like you do? Did you think nobody knew about these things?”
No response.
“It’s scary, isn’t it, being all alone, not being able to tell anyone how you feel.”
Again, the very faint nod.
Again, I smiled. “Aren’t we lucky that you and I are going to be together? I’ve helped all those other children. Now I’m here to help you.”
Her eyes grew watery, and for a brief moment, I thought she was going to cry, but she didn’t. Instead, she clutched her unbuttoned coat closed, turned tail, and ran, shutting the classroom door firmly behind her.
Over the lunch hour I set up the painting easel and mixed several pots of tempera paints. Within minutes of getting back into the classroom, Jeremiah discovered the paints and busied himself stirring the colors together. I separated him and the paints and then went off to catch Reuben, only to come back moments later and find Jeremiah painting lunchboxes. This distressed Philip immensely, as his Superman lunchbox was now a pale shade of mud brown; so I sent Jeremiah back to the sink with the lunchbox to wash it before the paint dried. The potential for mess created by combining Jeremiah, a sinkful of water, and a paint-covered lunchbox was not something I had fully appreciated until that moment, and by two o’clock I was making the acquaintance of Mr. O’Banyon, the janitor, and his mop bucket. Compared to the morning, however, this was an improvement.
After three weeks of substitutes, it was only fair to expect the children to be disrupted and disruptive. I knew it wasn’t going to be easy coming in midyear and trying to recreate order. I’d appreciated that fact when I accepted the job. Jadie, Philip, and Jeremiah, however, seemed to take one more new face in their stride. Reuben couldn’t. Nothing I did all day long managed to orient him to any meaningful activity. Most of the time he was up, dashing in broad circles around the classroom. When finally persuaded to sit down, he constantly rocked and flicked his eyelashes with his fingers.
Philip made an effort to join in during the afternoon. He liked the easel and paints and