“Go on,” said the teacher.
Elizabeth Ann read the next sentence and stopped again, automatically.
“Go on,” said the teacher, looking at her sharply.
The next time the little girl paused the teacher laughed out good-naturedly. “What is the matter with you, Betsy?” she said. “Go on till I tell you to stop.”
So Elizabeth Ann, very much surprised but very much interested, read on, sentence after sentence, till she forgot they were sentences and just thought of what they meant. She read a whole page and then another page, and that was the end of the selection. She had never read aloud so much in her life. She was aware that everybody in the room had stopped working to listen to her. She felt very proud and less afraid than she had ever thought she could be in a schoolroom. When she finished, “You read very well!” said the teacher. “Is this very easy for you?”
“Oh, yes!” said Elizabeth Ann.
“I guess, then, that you’d better not stay in this class,” said the teacher. She took a book out of her desk. “See if you can read that.”
Elizabeth Ann began in her usual school-reading style, very slow and monotonous, but this didn’t seem like a “reader” at all. It was poetry, full of hard words that were fun to try to pronounce, and it was all about an old woman who would hang out an American flag, even though the town was full of rebel soldiers. She read faster and faster, getting more and more excited, till she broke out with “Halt!” in such a loud, spirited voice that the sound of it startled her and made her stop, fearing that she would be laughed at. But nobody laughed. They were all listening, very eagerly, even the little ones, with their eyes turned toward her.
“You might as well go on and let us see how it came out,” said the teacher, and Betsy finished triumphantly.
“Well,” said the teacher, “there’s no sense in your reading along in the third reader. After this you’ll recite out of the seventh reader with Frank and Harry and Stashie.”
Elizabeth Ann could not believe her ears. To be “jumped” four grades in that casual way! It wasn’t possible! She at once thought, however, of something that would prevent it entirely, and while Ellen was reading her page in a slow, careful little voice, Elizabeth Ann was feeling miserably that she must explain to the teacher why she couldn’t read with the seventh-grade children. Oh, how she wished she could! When they stood up to go back to their seats she hesitated, hung her head, and looked very unhappy. “Did you want to say something to me?” asked the teacher, pausing with a bit of chalk in her hand.
The little girl went up to her desk and said, what she knew it was her duty to confess: “I can’t be allowed to read in the seventh reader. I don’t write a bit well, and I never get the mental number-work right. I couldn’t do anything with seventh-grade arithmetic!”
The teacher looked a little blank and said: “I didn’t say anything about your number-work! I don’t know anything about it! You haven’t recited yet.” She turned away and began to write a list of words on the board. “Betsy, Ralph, and Ellen study their spelling,” she said. “You little ones come up for your reading.”
Two little boys and two little girls came forward as Elizabeth Ann began to con over the words on the board. At first she found she was listening to the little, chirping voices, as the children straggled with their reading, instead of studying “doubt, travel, cheese,” and the other words in her lesson. But she put her hands over her ears, and her mind on her spelling. She wanted to make a good impression with that lesson. After a while, when she was sure she could spell them all correctly, she began to listen and look around her. She always “got” her spelling in less time than was allowed the class, and usually sat idle, looking out of the window until that study period was over. But now the moment she stopped staring at the board and moving her lips as she spelled to herself the teacher said, just as though she had been watching her every minute instead of conducting a class, “Betsy, have you learned your spelling?”
“Yes, ma’am, I think so,” said Elizabeth Ann, wondering very much why she was asked.
“That’s fine,” said the teacher. “I wish you’d take little Molly over in that corner and help her with her reading. She’s getting on so much better than the rest of the class that I hate to have her lose her time. Just hear her read the rest of her little story, will you, and don’t help her unless she’s really stuck.”
Elizabeth Ann was startled by this request, which was unheard of in her experience. She was very uncertain of herself as she sat down on a low chair in the corner of the schoolroom away from the desks, with the little child leaning on her knee. And yet she was not exactly afraid, either, because Molly was such a shy little roly-poly thing, with her crop of yellow curls, and her bright blue eyes very serious as she looked hard at the book and began: “Once there was a rat. It was a fat rat.” No, it was impossible to be frightened of such a funny little girl, who peered so earnestly into the older child’s face to make sure she was doing her lesson right.
Elizabeth Ann had never had anything to do with children younger than herself, and she felt very pleased and important to have anybody look up to her! She put her arm around Molly’s square, warm, fat little body and gave her a squeeze. Molly snuggled up closer; and the two children put their heads together over the printed page, Elizabeth Ann correcting Molly very gently indeed
