LITMIR.BIZ

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table where she was mixing paints and touched him, blocked the rocking with her hand, and he followed her back to the paint table.

      A kaleidoscope of impressions was whirling through my head. Was this teacher Helga? And would she, too, be “delighted” to have me? As it turned out, she was not.

      I found her finally in the bathroom with her class of four children. She was bent over the toilet bowl with a rubber plunger.

      “God damn fucking stopped-up toilet. How can you toilet-train a child when the stupid toilet doesn’t even flush? Who are you?”

      “Mary,” I answer. “The Director sent me to be your new volunteer teacher’s aide.”

      Helga wields the rubber plunger even harder now – brown-gray hair flying straight out from her head, glasses slipping to the end of her nose. She must be fifty, arms strong and muscular, moving up and down, everything about her alive, filled with vitality. She is wearing a cotton housedress, and under it I can see wide shoulders, full breasts, narrower waist and hips – her legs strong and bare above worn, wet sneakers.

      “For Christ sake,” she says in a strong German accent. “How many times do I have to tell her I don’t want any shitty volunteers? I have enough to do with the children. Go on now. Go tell her to assign you to somebody else.”

      But I do not want to go. Intuitively I recognize in Helga the essence of the master teacher. I know that she is the one I want to watch; hers are the techniques I want to learn. In this school I do not feel humble or frightened or inadequate, as I often do with Larry. I am at home here and I merely smile at Helga and follow her back to her classroom, watching her quietly. I had never heard a woman swear like that before. The women I had known most intimately were lovely, quiet women – clean and soft, smelling faintly sweet, dressed always in good taste. I survey Helga in her cotton housedress and worn sneakers, and for the first time I wonder what “good taste” means.

      Sunlight lies across the green linoleum floor. The walls are covered with children’s primitive finger painting; a large rocking chair is in front of the window, a low table with chairs in the middle of the room, a sandbox on the far side.

      One of the boys stands in the sunlight watching the specks of dust move in the golden air currents. He is very small, perhaps five or six, with a small, square face and large gray eyes, black at the center.

      Helga speaks to him. “Take off your sweater, Chris. Hang it up on the hook.”

      Still he stands without moving, arms slack; only his eyes follow the golden specks of dust. I do not move to help, only watch as I sit on a corner of the sandbox, filling a muffin tin with sand and turning my muffins on a wooden board. Red-haired Jimmy sticks a crayon in each one and then pushes them back to the center of the sandpile.

      Helga ignores Chris, giving him a chance to act on his own volition. She notices me and is obviously annoyed that I am still there. She no longer even addresses me directly but instead mutters toward the window concerning me.

      “God in heaven. Give me patience. It is not enough that I must teach these children all day with no equipment, only leftover material and promises. Now they send me volunteers. Over and over I have told them I do not want the shitty volunteers. Volunteers to do for the children what they should do for themselves. Do they listen? No. Jesus, deliver me from these volunteers. They should take their shitty good works somewhere else.”

      The last is delivered pointedly in my direction and I bend my head in concentration on my muffins.

      One last remark from Helga: “Ah – well. It does not usually take us too long to get rid of them, does it?”

      Helga chooses now to ignore me. All morning she never looks again in my direction. Instead, she turns once again to Chris. Her voice lifts, half a command, half a seduction: “Come now – get off that sweater and we’ll have a bit of a rock before the day begins.”

      Chris slides his eyes from the dust specks toward Helga, not moving, only looking.

      She settles herself in the rocking chair and sets it in motion. “Come along now,” she calls, “get along.”

      And, unbelievably, the slack, motionless figure becomes a boy. Awkwardly he takes off his sweater and hangs it on a hook beneath his name, CHRIS, and then crosses the room and climbs into the wide lap of Helga. And with her legs spread wide and her foot tapping she sings to him:

      “Camptown races is my song – do dah, do dah. Camptown races all day long, all the do dah day.” And if the words are wrong, it does not bother Helga or Chris.

      I watch them and then, noticing an empty coffee cup lying beside the sandbox, I go next door to the bathroom and fill it with water.

      “Not this one,” I say to myself as the water runs into the cup. “You will not be rid of this volunteer so easily, Helga.” And I smile at her as I carry the water back to the sandbox.

      So began our relationship, Helga’s and mine, and my education. I learned more from this strong, loving woman than from any psychology or education course I have ever taken; more than from any book, no matter how distinguished the author. I watched her, remembering, imitating, gradually doing. She breathed life back into the children. Often I watched her gather a child in her arms – one who had gone off to a corner, retreating from the world. Helga would gather him up, blow on his neck, murmur some foolish joke into his ear, take his hand, start the record player, and then dance with him around the room. Her favorite dance was the polka, and as she skipped and stomped in her sneakers, gray hair flying, half carrying her small partner with her, she would sing, “There’s a garden, what a garden, only happy faces bloom there, and there’s never any gloom there …” And gradually the child would return, the faraway look would go out of his eyes, and he would seem once more to be alive, to be back in this world.

      There was about Helga such a strong sense of living, of vitality, that as she came into bodily contact with a child – rocking him, holding him from attacking himself or others, kissing him, pushing him – her vitality, her excitement, her desire of life were almost visibly transferred to the child. She could not have told me any of this herself; she was totally absorbed in her work, in her children – so much so that even at the end of the same day, if someone had asked her to describe what methods or techniques she had used to solve a problem, she would not have been able to relate what she had done. She would not even have tolerated the words “methods” and “techniques”; she was the totally natural therapeutic teacher. I was privileged to be able to watch her, and I knew it. A dozen times a day I would find myself silently saying, “Yes, yes,” as I watched her with the children. It was a feeling of silent applause and I knew I must pay attention to it.

      She had that rare quality of being alive, involved in, excited by, her world. Whether this is learned or an inherited talent I am not sure, but it was one of her most valuable tools in reaching these children: the electricity that was vibrant in her reached across and touched the child, often before words could.

      Helga’s husband Karl worked at a clerical job; their only son was grown, living in the West, They lived in a small upstairs apartment in a two-family house, saving money all year in order to travel. Each winter during Christmas vacation they went to Puerto Rico; in the summer they rode bicycles across Europe. Looking at Helga, I would think of my own friends, my own life, our large homes, all our possessions – and yet Helga had achieved a freedom, a sense of joy, that was absent in my own life.

      It was not that she always had an admirable response or even a proper one. She did not. She was no saint. But the thing was, she did respond! She was alive, she was human, she cared, and she showed us that she did. There were no pretenses to Helga. What she felt, she communicated, and because there was no veneer it came through straight and clear.

      If a child, as he gradually learned or rediscovered words, came to Helga saying, “Kite,” Helga would listen, repeat, “You like the kite. Ah – get it then. Get the kite. Let’s see it now, this red kite.”

      And now Jimmy, excited by the sight and feel of the kite, tugs Helga’s arm: “Kite. Fly kite. Fly kite.”

      Helga

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