Beautiful Child: The story of a child trapped in silence and the teacher who refused to give up on her
Torey Hayden
A stunning and poignant account of an extraordinary teacher's determination never to abandon a child in need from the internationally bestselling author of ‘One Child’ and No. 1 bestseller ‘Ghost Girl’.Seven-year-old Venus Fox never spoke, never listened, never even acknowledged the presence of another human being in the room with her. Yet an accidental playground 'bump' would release a rage frightening to behold.The school year that followed would prove to be one of the most trying, perplexing, and ultimately rewarding of Torey's career, as she struggled to reach a silent child in obvious pain. It would be a strenuous journey beset by seemingly insurmountable obstacles and darkened by truly terrible revelations. Yet encouraged by sometimes small, sometimes dazzling breakthroughs, as a dedicated teacher, Torey remained committed to helping a 'hopeless' girl, and patiently and lovingly leading her toward the light of a new day.
Torey Hayden
Beautiful Child
Contents
Cover (#uf25cd905-8084-5ec1-865b-ce46fe602ac0)
Title Page (#u51fa434e-60ab-552d-9796-80a06451d20c)
Chapter One (#ud26175f2-1758-553c-9ac1-e5887a22ceba)
Chapter Two (#u64dcbbc9-ac2f-5a7e-9971-da045b6e7c37)
Chapter Three (#ua8c9670a-91b7-515a-b6db-5b1f9c513517)
Chapter Four (#u5375a4cb-a720-5872-b547-4f31479af9e9)
Chapter Five (#u3114f22c-345e-54a7-b60c-1c895e2d99b1)
Chapter Six (#u5ba15416-f274-5dd5-b3af-2a7a6f19fd67)
Chapter Seven (#u5b955b9b-1a26-5feb-963c-b1fdcfbbb828)
Chapter Eight (#ud702c7ef-bddc-5371-807a-4a1004dffddb)
Chapter Nine (#u2a107ba6-f4d4-59a8-906f-ce121ceca43c)
Chapter Ten (#u9bc3b886-6dce-574f-a21c-512af9aeca92)
Chapter Eleven (#u8a6447bb-2b6a-5335-bda8-523baa57efcb)
Chapter Twelve (#u399c7039-278a-5340-a028-a964fc02bac8)
Chapter Thirteen (#u569651dc-d0da-560f-826b-bd3bafcb511d)
Chapter Fourteen (#ue50649a2-bc6a-53e1-ae31-249a181fce0f)
Chapter Fifteen (#uee6dc66a-735f-5083-98ec-d393d4b4ef4b)
Chapter Sixteen (#u11061401-007c-538e-9c97-f49cbb4b5244)
Chapter Seventeen (#uee5aaca2-5251-5612-bfac-3df7bb1eaabc)
Chapter Eighteen (#u9478d0ea-01e6-5875-a9cf-1844f63d02fa)
Chapter Nineteen (#uf1edf2b7-c6d5-5103-910a-a1a45b29e951)
Chapter Twenty (#uaaa87e5e-3ab6-56ed-9c34-395b1ffed25e)
Chapter Twenty-one (#uc7608110-c366-5689-8545-d2c8052227c9)
Chapter Twenty-two (#u48ceca02-298f-5096-8bff-ad19649cf8a5)
Chapter Twenty-three (#u668ef18b-40b4-5a81-94d6-0a44e605d2ea)
Chapter Twenty-four (#u9569f453-92f4-560a-95de-a1bdd39cfb96)
Chapter Twenty-five (#u1eb62399-98b7-5ded-bec2-2495ec1a3b39)
Chapter Twenty-six (#u97b97a2a-7a7e-5f32-b1f0-0d230cc48c43)
Chapter Twenty-seven (#u39afcebb-5b42-5bb6-a6bd-d7875c2afc24)
Chapter Twenty-eight (#u171c4cb6-7097-5b31-8453-351cdb5572ff)
Chapter Twenty-nine (#u25a65151-ca86-5d28-a717-9c8c54b03a21)
Chapter Thirty (#u1e381625-1b38-5398-a2db-f49dded175d4)
Chapter Thirty-one (#ub98f3131-8871-5dc3-b1a7-4c0c909f5df8)
Chapter Thirty-two (#u2f115132-b7bc-59bc-9a2f-1f20b8454665)
Chapter Thirty-three (#ub726a2b8-cca1-5faa-846f-28ccf0b740c2)
Chapter Thirty-four (#ua095ec3d-8103-5ac4-bd74-22497f41fdc7)
Chapter Thirty-five (#u22ca4d47-5591-5b7a-a1a7-37c1060c4504)
Epilogue (#u2f4584f8-1ec4-5dac-b014-696a7f1b0e71)
Exclusive sample chapter (#ued0c86d5-515d-5763-8f70-c460ac52b722)
About the Author (#u0ae42673-f04b-59da-87a4-37f1ec43ff22)
Other Work (#u921279db-14c5-576c-8a8f-6a9aa7770952)
Copyright (#u8bc049b5-802e-56e6-9b19-5c31b49bbada)
About the Publisher (#u8edab0bb-a778-5c6b-804a-c2a1648e616e)
This book is based on the author’s experiences. In order to protect privacy, names and some identifying characteristics, dialogue and details have been changed or reconstructed. Some characters are not based on any one person but are composite characters.
Chapter One (#ulink_006ef62f-77a6-5274-9cfc-0c9a4db391f1)
The first time I saw her, she was atop a stone wall that ran along the west side of the playground. Lolling back with one leg outstretched, one drawn up, her dark hair tumbling opulently down behind her, she had her eyes closed, her face turned to the sun. The pose gave her the aura of some long-forgotten Hollywood glamour queen and that’s what caught my attention, because she could, in fact, have only been six or seven.
I went on past her and up the walk to the school. Seeing me coming, the principal, Bob Christianson, came out from the school office. “Hey, darned good!” he cried heartily and clapped me on the shoulder. “Great to see you. Just great. I’ve been so looking forward to this. We’re going to have good fun this year, hey? Great times!”
In the face of such enthusiasm I could only laugh. Bob and I had a long history together. When I was just a struggling beginner, Bob had given me one of my first jobs. In those days he was director of a program researching learning disabilities, and his noisy, casual, hippy-inspired approach to dealing with the deprived, difficult children in his care had alarmed many in our rather conservative community at the time. Admittedly, it had alarmed me a little in the beginning too, because I was newly out of teacher training and not too accustomed to thinking for myself. Bob had provided me with just the right amount of encouragement and direction while bullishly refusing to believe anything I claimed to have learned from my university course work. As a consequence, I spent a heady, rather wild couple of years learning to defend myself and finding my own style in the classroom along the way.
At the time it was an almost ideal working environment for me, and Bob almost single-handedly molded me into the kind of teacher I would become, but in the end he was too successful. I learned not only to question the precepts and practicalities of the theories I was taught in the university, but I also began to question Bob’s. There was too much insubstantial pop psychology in his approach to satisfy me; so when I felt I’d grown as much as I could in that setting, I moved on.
A lot of time had passed for both of us in the interim. I’d worked in other schools, other states, other countries, even. I’d branched out into clinical psychology and research, as well as special education. I’d even taken a couple of years away from education altogether. Bob, meantime, had stayed local and moved in and out of the private and public sectors, in and out of regular and special education. We’d stayed in touch in a rather casual way, although neither of us had kept close track of what the other was doing. As a consequence, it had been a delightful surprise to discover Bob was now the principal of the new school I was being sent to.
Our state school system was in the midst of one of its seemingly endless reorganizations. The previous year, I’d worked in an adjacent district as a learning support teacher. I was going from school to school to work with small groups of children and to provide backup support for teachers who had special education students integrated into their classrooms. Although this program had been in place only two years, the system decided it wasn’t working effectively enough with the bottom-end children. Consequently, a third of the learning support teachers were given permanent classrooms to allow children with more serious and disruptive behaviors to have longer periods of special education placement.
I jumped at the chance to give up the peripatetic lifestyle and have a classroom again, because I enjoyed that milieu enormously and felt it best suited my teaching style. Ending up in Bob’s school was a bonus.
“Wait till you see this room,” Bob was saying as we climbed the stairs. And stairs. And stairs. “It’s such a super room, Torey. From the time I knew you were coming, I wanted to give you someplace you could really work in. Special ed. so often gets the leftovers. But that’s the beauty of this big, old building.” We climbed yet another flight of stairs. “Plenty of room.”
Bob’s school was a hybrid building, part old brick lump from 1910, part prefab extension tacked on in the 1960s to cope with the baby boomers. I was given a room on the top floor of the old building and Bob was good for his word, because it was a wonderful room, spacious with big windows and bright freshly painted yellow walls and a little cloakroom-type niche for storing outerwear and students’ things. Indeed, it was probably the nicest room I’d ever been assigned. The downside was that three flights of stairs and a corridor separated me from the nearest toilet. The gym, cafeteria, and front office were almost in another galaxy.
“You can arrange things the way you want,” Bob was saying as he walked among the small tables and chairs. “And Julie’s coming in this afternoon. Have you met Julie yet? She’ll be your teaching aide. What’s the current politically correct term? Paralegal? No, no … para-educator? I don’t remember. Anyway, she’s only going to be in here half days. Sadly. I couldn’t finagle you more. But you’ll like Julie. We’ve had her three years now. She comes in the mornings as a support person for a little boy of ours who has cerebral palsy, but he goes for physiotherapy in the afternoons. So once she has him onto his transport, she’s all yours.”
As Bob talked I was walking around the room, peering here and there. I paused to check the view from the windows. That girl was still sitting on the wall. I regarded her. She looked lonely to me. She was the only child anywhere near the playground on this last day of summer vacation.
Bob said, “I’ll have your class list up for you this afternoon. The way we’ve arranged it, you’ll have five kids full-time. Then there’ll be about fifteen others who’ll come and go, depending on how much help they need. Sound good? What do you think?”
I smiled and nodded. “Sounds great to me.”
I was trying to shove a filing cabinet back out of the way when Julie arrived.
“Let me give you a hand with that,” she said cheerfully and grabbed hold of the other side. We wrestled it into the corner. “Bob told me you were hard at work up here. Are you getting on all right?”
“Yes, thank you,” I said.
She was a pretty girl – not a girl, really – she had to be older than she looked, but she was slightly built with delicate bones, pale, dewy skin, and clear green eyes. She had thick bangs and long, straight, reddish blonde hair, which was pulled back from her face in a sweet, schoolgirl style. Consequently, she appeared about fourteen.
“I’m looking forward to this,” she said, dusting off her hands. “I’ve been supporting Casey Muldrow since he was in first grade. He’s a super little kid, but I’m looking forward to something different.”
“If it’s ‘different’ you’re looking for, you’ve probably lucked out,” I said and smiled. “I usually do a good line in ‘different.’” Picking up a frieze, I let it drop to its full length. “I was thinking of putting this up over there between the windows. Do you want to give me a hand?”
That’s when I saw the child again. She was still on top of the same wall, but now there was a woman standing beneath her, talking up to her.
“That little girl has been on that wall for about four hours,” I said. “She was there when I arrived this morning.”
Julie looked out the window. “Oh yeah. That’s Venus Fox. And that’s her wall. She’s always there.”
“Why?”
Julie shrugged. “That’s just Venus’s wall.”
“How does she get up there. It must be six feet high.”
“The kid’s like Spiderman. She can get over anything.”
“Is that her mom with her?” I asked.
“No, it’s her sister. Wanda. Wanda’s developmentally delayed.”
“She looks old to be the girl’s sister,” I said.
Julie shrugged again. “Late teens. She might be twenty. She used to be in special ed. at the high school, but she got too old. Now she seems to spend most of her time trailing around after Venus.”
“And Venus spends most of her time sitting on a wall. This family sounds promising.”
Julie raised her eyebrow in a knowing way. “There’s nine of them. Nine kids. Most of them have different fathers. I think every single one has been in special ed. at one point or another.”
“Venus too?”
“Venus, definitely. Venus is way out to lunch.” Julie gave a little grin. “As you’ll get to find out for yourself soon enough. She’s going to be in here.”
“‘Way out to lunch’ how?” I asked.
“For one thing, she doesn’t talk.”
I rolled my eyes. “Surprise, surprise there.” When Julie looked blank, I added, “Elective mutism is my research specialty. In fact, I got my start on it when Bob and I were working together in a different program.”
“Yeah, well, this kid’s mute all right.”
“She won’t be in here.”
“No, you don’t understand,” Julie replied. “Venus doesn’t talk. I mean,doesn’t talk. Doesn’t say zip. Anywhere. To anyone.”
“She will in here.”
Julie’s smile was good-humored but faintly mocking. “Pride goeth before a fall.”
Chapter Two (#ulink_2846d124-ae0b-503e-a6d9-263524ff72c6)
As I ran my finger down the class list, I came to one I knew well. Billy Gomez. Aged nine, he was a small boy of Latino origin with an unruly thatch of black hair, a fondness for brightly colored shirts, and the grubbiest fingernails I’d ever seen on a kid. But while Billy was small, he was not puny. He had the sleek, sturdy musculature of a weasel and a fierce aggressiveness to match. Ruled by an explosive temper and a very bad mouth, he’d gotten kicked out of two previous schools. I’d worked extensively both with him and his teacher the year before, but I hadn’t been particularly successful. Billy still ranted, raved, and fought.
The other three boys I did not know. The fifth child, as Julie predicted, was Venus.
When I arrived the next morning, Venus was again up on her wall.
“Hello, Venus,” I said as I passed.
No response. She didn’t even turn her head in my direction.
I stopped and looked up. “Venus?”
There was not even the faintest muscle twitch to indicate she was aware of being spoken to.
“I’m your new teacher. Would you like to walk into the building with me?”
Her failure to respond was so complete that the first thing I thought was she must have a hearing loss. I made a mental note to check on what tests she had had. Waiting a few minutes longer, I finally gave up and went on into the school alone.
The first student to come into class was Billy. “Oh no! Not you!” he cried and smacked the center of his forehead with his palm. Hard. He almost fell backward with the blow. “Oh no. No, no, no. I don’t want to be in here. I don’t want you.”
“Hi, Billy. I’m glad to see you too,” I said. “And guess what? You’re the first person here. So you get your pick of any table.”
“Then I pick the table in the cafeteria,” he said quickly and bolted for the door.
“Hey ho!” I snagged him by the collar. “Not literally any table. One in here.”
Billy slammed his things down on the nearest one. “I don’t want any of these tables,” he said gloomily. “I just want to get the fuck out of here.”
I put a finger to my lips. “Not in here, okay? You’re the oldest in here, so I need you to set a good example of how to talk. Do you think you can watch your tongue for me?”
Billy put his fingers into his mouth and grabbed hold of his tongue. “I’ll try,” he garbled around his fingers, “but I don’t think I can pull it out far enough for me to watch.”
“Billy, not literally.”
Billy laughed hysterically. So much so, in fact, he fell off his chair.
Just then Bob appeared, shepherding in two little boys with the most startlingly red hair I’d ever seen. It was red. Bright, copper penny red, worn in a floppy style over small, pointed faces that were generously splattered with raindrop-size freckles.
“This is Shane,” Bob said, putting a hand a little more firmly on the boy to his right. “And this is Zane.”
Shane and Zane? God, why did parents do this to their kids?
They were identical twins, dressed in what I can only describe as ventriloquist’s dummy style: polyester pants, striped shirts, and, quite incredibly, bow ties.
Billy was as amazed by their appearance as I was. “Are they Dalmatians?” he asked incredulously.
Before I could respond a heavyset African – American woman wearing a bright, flowery dress appeared and pushed forward a slender, almost lanky-looking boy. “This here’s Jesse,” she said, keeping both hands on the boy’s thin shoulders. “This here’s Jesse’s classroom?”
Bob stepped aside, and the woman propelled the boy into the room. “You be good for Grandma. You be special for this here lady and Grandma’ll hear all the good things you done today.” She kissed him soundly on the side of the head. The boy flinched. Then she departed out the door.
“Here,” I said. “Do you want to take a chair here?”
The boy tossed his belongings down with an angry-sounding thud.
“Oh no, you don’t. Not here. You’re not sitting here,” Billy cried. “No ugly black kid’s going to sit here, because I’m sitting here. Teacher, you put him someplace else.”
“You want to fight about it?” Jesse replied, making a fist.
The boys lunged at each other right over the tabletop and went crashing to the floor. I leaped in, grabbing Billy by the collar and pushing Jesse aside.
Bob grinned with rather evil relish. “I see you have everything in hand, so I’ll leave you to it,” he said and vanished out the door.
“I’m not sitting with him. He’s crazy,” Billy said and grabbed his stuff from the table. “I’d rather sit with the Dalmatians. Come here, you guys. This here’s our table. That ugly kid can sit alone.”
I grabbed Billy’s shoulder again. “For now I think everyone’s going to sit alone. One person per table. You sit here. Zane? Are you Zane? You sit here. Jesse, there. Shane, over here. Okay, these are your tables. And your chairs. So remember where they are, because I want your bottoms glued to those chairs unless you have permission to be somewhere else.”
“Glued on?” cried Billy and leaped up. “Where’s the glue?” He was over to the bookshelves already, rummaging through a basket. “Got to glue my bottom to that chair.”
“Billy, sit down.”
“But you said ‘glued on.’ I’m just doing what you said.”
“Sit down.”
With a cheerful smile, he sat. “We got whole tables to ourselves?” he said. “These are our tables?”
“Yes, those are your tables.”
“Wow,” he said and smoothed his hand over the wood surface. “Cool. My own table. Wonder where I’m going to put it when I get home.”
“Billy!”
“Is there only going to be four of us in this here class?” Jesse asked.
Suddenly I remembered Venus. The bell had rung, and she wasn’t in the classroom.
I crossed to the window. Venus was still on the wall, but below her was Wanda, arms reaching up. Gently she lifted Venus down. I saw them approach the school building.
Wanda came all the way up to the classroom door with her sister. She was a big, ungainly girl, at least thirty pounds overweight, with bad acne and straggly hair. Her clothes were wrinkled, ill-fitting, and noticeably smelly.
“Hello,” I said.
“Her come inside now,” Wanda said in a cheerful manner. “Come on, beautiful child. Time to go to school.”
Venus looked up at me with a full, open gaze, making unabashed eye contact. I smiled at her. She didn’t smile back; she just stared.
“Here.” I offered my hand. “Shall I show you to your table?”
“Her no talk,” Wanda said.
“Thank you for your thoughts,” I replied, “but now it’s time for Venus to be in school.” I kept my hand outstretched to Venus. “Time to get started.”
“Her no come to school.”
“I don’t think you go to school, do you, Wanda? But Venus does. Come on, sweetheart. Time to find your seat.”
“Go on, beautiful child,” Wanda whispered and put her hands on Venus’s back. She pushed the child gently into the room.
“Good-bye, Wanda,” I said. “Thanks for bringing her. Do you want to say good-bye to Wanda, Venus? Shall we say, ‘See you after school, Wanda’?”
“Bye-bye, beautiful child,” Wanda said. Then she turned and ambled off.
“Beautiful child” was not the epithet I would have given Venus, now that I had a chance to look at her up close. She was neither clean nor well cared for. There was the dusky cast of worn-in dirt to her dark skin, and her long hair hung in matted tendrils, as if someone had tried to make dreadlocks out of them and failed. Her clothes were too big and had food stains down the front. And like her sister, she smelled.
“Okay, sweetheart, you can sit in this chair.”
“How come you’re sitting her at the Dalmatian’s table?” Billy asked. “How come you don’t make her sit with that ugly black kid. You should put all the black kids together.”
“Actually, Billy, we don’t sort people by color in here, so I would prefer it if you stopped going on about it,” I replied. “I’d also prefer it if you’d stop saying ‘Dalmatian.’ He’s not a dog. He’s a boy and his name is Zane.”
“My name’s Shane,” the boy said in an annoyed tone. “And you shut up, stupid kid.”
“I’ll tell you who’s stupid!” Billy shouted angrily. “You want me to punch your lights out?”
Before I knew what was happening, Billy lunged at Shane.
But no quailing from Shane. He lunged back. “Yeah! I wanna beat your head in!” he shouted. “I’m gonna pound you to a bloody little zit on the sidewalk and then step on you!”
“Yeah!” Zane chimed in. “Me too!”
And I was thinking, Gosh, this is going to be a fun year.
I was pathetically glad to see Julie when she showed up at one o’clock. The morning had been nothing but one long fistfight. Shane and Zane, who were six, had arrived in the classroom with a diagnosis of FAS – fetal alcohol syndrome – which is a condition that occurs in the unborn child when alcohol is overused in pregnancy. As a result, they both had the distinctive elflike physical features that characterize fetal alcohol syndrome, a borderline IQ, and serious behavioral problems, in particular, hyperactivity and attention deficit. Even this glum picture, however, was a rather inadequate description of these pint-size guerrillas. With their manic behavior, identical Howdy Doody faces, and weird, out-of-date clothes, they were like characters from some horror film come to life to terrorize the classroom.
Jesse, who was eight, had Tourette’s syndrome, which caused him to have several tics including spells of rapid eye blinking, head twitching, and sniffing, as if he had a runny nose, although he didn’t. In addition, he obsessively straightened things. He was particularly concerned about having his pencils and erasers laid out just so on his table, which was not a promising road to happiness in this class. The moment the others realized it mattered to him, they were intent on knocking his carefully aligned items around just to wind him up. Also not a good idea, I discovered quickly. His obsessiveness gave Jesse the initial impression of being a rather finicky, fastidious child. However, beneath this veneer was a kid with the mind-set of Darth Vader. Things had to be done his way. Death to anyone who refused.
Compared to these three, Billy seemed rather tame. He was just plain aggressive, a cocky live wire who was willing to take on anyone and everyone, whether it made sense or not; a kid whose mouth was permanently in gear before his brain. Permanently in gear, period.
I’d been forced to more or less ignore Venus over the course of the morning because I was too busy breaking up fights among the boys. She didn’t appear to mind this inattention. Indeed, she didn’t actually appear to be alive most of the time. Plopped down in her chair at the table, she just sat, staring ahead of her. I’d offered some papers and crayons at one point. I’d offered a storybook. I’d offered a jigsaw puzzle. Admittedly, all this was done on the run, while chasing after one of the boys, and I’d had no time to sit down with her, but even so … Venus picked up whatever it was I’d given her and manipulated it back and forth in a sluggish, detached manner for a few moments without using it appropriately. Then, as soon as I turned away, she let it drop and resumed sitting motionlessly.
Once Julie arrived, I gave her the task of refereeing the boys and then took Venus aside. I wanted to get the measure of Venus’s silence immediately. I wasn’t sure yet if it was an elective behavior that she could control or whether it was some more serious physical problem that prevented her from speaking, but I knew from experience that if it was psychological, I needed to intervene before we developed a relationship based on silence.
“Come with me,” I said, moving to the far end of the room away from Julie and the boys.
Venus watched me in an open, direct way. She had good eye contact, which I took as a positive sign. This made it less likely that autism was at the base of her silence.
“Here, come here. I want you to do something with me.”
Venus continued to watch me but didn’t move.
I returned to her table. “Come with me, please. We’re going to work together.” Putting a hand under her elbow, I brought her to her feet. Hand on her shoulder, I directed her to the far end of the room. “You sit there.” I indicated a chair.
Venus stood.
I put a hand on her head and pressed down. She sat. Pulling out the chair across the table from her, I sat down and lifted over a tub of crayons and a piece of paper.
“I’m going to tell you something very special,” I said. “A secret. Do you like secrets?”
She stared at me blankly.
I put on my most “special secret” voice and leaned toward her. “I wasn’t always a teacher. Know what I did? I worked with children who had a hard time speaking at school. Just like you!” Admittedly, this wasn’t such an exciting secret, but I tried to make it sound like something very special. “My job was to help them be able to talk again anytime they wanted.” I grinned. “What do you think about that? Would you like to start talking again?”
Venus kept her eyes on my face, her gaze never wavering, but it was a remarkably hooded gaze. I had no clue whatsoever as to what she might be thinking. Or even if she was thinking.
“It’s very important to speak in our room. Talking is the way we let others know how we are feeling. Talking is how we let other people know what we are thinking, because they can’t see inside our heads to find out. They won’t know otherwise. We have to tell them. That’s how people understand each other. It’s how we resolve problems and get help when we need it and that makes us feel happier. So it’s important to learn how to use words.”
Venus never took her eyes from mine. She almost didn’t blink.
“I know it’s hard to start talking when you’ve been used to being silent. It feels different. It feels scary. That’s okay. It’s okay to feel scared in here. It’s okay to feel uncertain.”
If she was uncertain, Venus didn’t let on. She stared uninhibitedly into my face.
I lifted up a piece of paper. “I’d like you to make a picture for me. Draw me a house.”
No movement.
We sat, staring at each other.
“Here, shall I get you started? I’ll draw the ground.” I took up a green crayon and drew a line across the bottom of the paper, then I turned the paper back in her direction and pushed the tub of crayons over. “There. Now, can you draw a house?”
Venus didn’t look down. Gently I reached across and reoriented her head so that she would have to look at the paper. I pointed to it.
Nothing.
Surely she did know what a house was. She was seven. She had sat through kindergarten twice. But maybe she was developmentally delayed, like her sister. Maybe expecting her to draw a house was expecting too much.
“Here. Take a crayon in your hand.” I had to rise up, come around the table, grab hold of her arm, bring her hand up, insert the crayon, and lay it on the table. She kept hold of the crayon, but her hand flopped back down on the table like a lifeless fish.
Picking up a different crayon, I made a mark on the paper. “Can you make a line like that?” I asked. “There. Right beside where I drew my line.”
I regarded her. Maybe she wasn’t right-handed. I’d not seen her pick up anything, so I’d just assumed. But maybe she was left-handed. I reached over and put the crayon in the other hand. She didn’t grip it very well, so I got up, came around the table, took her left hand, repositioned it better and lay it back on the table. I returned to my seat. Trying to sound terribly jolly, I said, “I’m left handed,” in the excited tone of voice one would normally reserve for comments like “I’m a millionaire.”
No. She wasn’t going to cooperate. She just sat, staring at me again, her dark eyes hooded and unreadable.
“Well, this isn’t working, is it?” I said cheerfully and whipped the piece of paper away. “Let’s try something else.”
I went and got a children’s book. Putting my chair alongside hers, I sat down and opened the book. “Let’s have a look at this.”
She stared at me.
It was a picture dictionary and the page I opened to was full of colorful illustrations of small animals driving cars and doing different sorts of jobs. “Let’s look at these pictures. See? They’re all in a bus. And what are they? What kind of animals are they? Mice, aren’t they? And there’s a police car, and look, one of the policemen is a lion. What kind of animal is the other policeman?”
She stared up at me.
“Here, look down here.” I physically tipped her head so that she’d look at the page. “What’s this other animal? What kind of animal is he?”
No response.
“What is he?”
No response.
“What is he?”
No response. Absolutely nothing. She just sat, motionless.
“Right here.” I tapped the picture. “What kind of animal is that?”
I persisted for several minutes longer, rapidly rephrasing the question but keeping at it, not letting enough silence leak in to make it seem like silence, taking up the rhythm of both sides of the conversation myself, all with just one question: what animal is that?
Bang! I brought my hand down flat on the table to make a loud, sudden noise. It was a crude technique but often a very effective one. I hoped it would startle her over the initial hurdle, as it did with many children, but in Venus’s case, I was also interested just to see if it got any reaction out of her. I hoped to see her jump or, at the very least, blink.
Venus simply raised her head and looked at me.
“Can you hear that?” I asked. “When I bang my hand like that on the table,” I said and banged it suddenly on the tabletop again, “can you hear it?”
“I sure can!” Billy shouted from the other side of the classroom. “You trying to scare the shit out of us over here?”
Venus just sat, unblinking.
Leaning forward, I pulled the book back in front of me and started to page through it. “Yes, well, let’s try something else. Let’s see if we can find a story. Shall I read a story to you?”
Eyes on my face, she just stared. No nod. No shake of the head. Nothing. There was very little to denote the kid was anything more than a waxwork accidentally abandoned in the classroom.
“Yes, well, I have an even better idea. What about recess?”
She didn’t react to that either.
Chapter Three (#ulink_286a07eb-29a5-5581-9150-01db116ff618)
“All right,” I said, pouring myself a cup of coffee in the teachers’ lounge, “joke’s over. What’s wrong with Venus Fox?” I looked pointedly at Bob.
Bob took a sip from his mug. “That’s what you’re here to tell me, I believe.”
“So far I’m still working on whether she’s alive or not.”
“Oh, she’s alive all right,” Bob replied.
A moment’s silence intruded. Julie was making herself a cup of tea over by the sink, and she turned to look at us when the conversation paused.
“My first impression is that she’s deaf,” I said.
Bob took another swallow of his coffee.
“Has anyone had her tested?” I asked. “Because it would be a shame to put a kid in my kind of class, if she’s actually hearing impaired. I don’t sign well at all.”
“She was sent to an ENT specialist at the hospital last year,” Bob replied. “Apparently they had such a hard time testing her that they ended up giving her an ABR.”
“What’s that?” I asked.
“Auditory brainstem response,” Julie answered.
“It’s a test that tells whether the brain is registering any sound. The test measures the brain’s response to sound stimulation, so you can determine if someone is hearing, even if they aren’t verbal.”
“And?” I asked.
“And she seems to be hearing fine.”
“Oh,” I said and a faint sense of dismay settled over me. After working with her, I’d become so convinced that Venus’s problems stemmed from hearing loss that I’d felt I pretty much had a handle on her. We’d make arrangements for hearing tests and off she would go for the appropriate equipment and, eventually, the appropriate classroom. I looked around, first at Julie, then back at Bob. Really, I hadn’t expected that answer.
One of the other teachers, a third-grade teacher named Sarah, looked over. “I think what we’re going to discover with Venus is that she just doesn’t have much. Up there, if you know what I mean.” Sarah touched her temple. “Venus looks blank because, basically, she is blank. It’s a family thing. Every one of the Fox kids. They’re all…” Her voice trailed off and she didn’t finish the sentence, but then she didn’t have to. I knew what she was saying.
Bob sighed. “I’m hoping that’s not going to be the case, but no, it’s not a bright family.”
Noise of a tremendous commotion on the playground began to filter in through the window. For just the briefest moment all the teachers in the lounge paused, alert, before going to the window to see what was happening.
I didn’t bother with the window because I knew immediately it was one of mine. An identifying factor of disturbed children, I’d discovered, was the uninhibited scream. Ordinary kids could yell, shout, or squeal loudly with delight, but by six or seven, they’d been pretty much socialized out of screaming in that peculiarly high-pitched, desperate way. Not so my kids. So, I didn’t bother peering out the window. Setting down my coffee, I zipped out the door and down the hallway to get to the playground.
There on the far side beneath the spreading sycamore trees were the two playground supervisors, prying kids apart. Recognizing Billy’s brightly colored shirt amid the fray, I sprinted across the asphalt.
As well as Billy, there was Shane (or Zane) and – the two teachers were battling to separate the kids, so I couldn’t immediately tell who the third one was – Venus!
Venus, all right. Venus, as a virtual buzz saw of arms and legs, whizzing fiercely at Billy. More shocking yet, it was Venus who was making most of the noise. And what a weird noise it was – an eerie ululating sound, so loud and high pitched that it made my ears hurt. She kept at it, screaming and thrashing, until she broke free of the teacher’s grip and threw herself viciously at Billy, who already had a bloody nose. The other teacher was holding on to both Billy and Shane; but when Billy saw Venus coming at him again, he pulled himself free and started running. Venus went in hot pursuit.
I took off after the two of them, as did Julie, who had just come out of the building, as did Bob and another teacher. We were like the characters in the children’s story “The Gingerbread Boy,” all chasing one after another after Venus, who was after Billy. When Billy reached the wall at the end of the playground, Venus cornered him and started to pummel him with unrestrained fury. She wasn’t ignorant of us bearing down on her, however, because the moment I came within touching distance, Venus scurried up and over the wall.
Spiderman, indeed, I thought. With a not-too-graceful leap, I hoisted myself up and over the wall too, leaving Bob and Julie and the other teacher to scrape what remained of Billy off the pavement and put him back together.
Venus had the advantage of knowing where she was going while I did not. She bolted out through the underbrush, cut across someone’s backyard, and ran down the alley. I pelted after her, doing the best I could to keep up with her. She was surprisingly lithe when it came to getting over or under things, but I had the longer legs. About half a block from the school I finally outran her, catching her by snatching hold of the material of her dress.
“Stop! Right there!”
She tried to jerk away, but I had a good hold of the fabric. With my other hand, I grabbed her arm.
For a moment we just stood, both panting heavily. Venus had scraped knees but otherwise looked none the worse for her altercation with Billy. She eyed me carefully and there was a lot more life in her glare than anything I’d seen earlier.
“This isn’t how we do things when you are in my class,” I said and secured my grip on her arm. “Back to school we go.”
She dug her feet into the grass.
“No, we’re going back to school. It’s schooltime. You belong there.”
Venus was not going to cooperate. There seemed no alternative but to pick her up and carry her back. Realizing what I was trying to do, she exploded into a furious array of arms and legs, hitting and kicking. As a consequence, we made very slow progress getting back to the playground. The total distance was about two blocks and she made it impossible for me to carry her for more than a few yards at a time before I had to set her down and get a better grip. Finally Bob came to my rescue. Seeing me struggling up the street, he joined me and took hold of Venus’s other side. Together, we frogmarched her back into the building.
Venus hated this. The moment Bob touched her, she began to scream in her odd, high-pitched way again. She struggled, screamed, struggled more.
Finally we managed to get her into the school building and all the way up the stairs to my classroom. Bob, between pants, said, “Maybe it wasn’t such a good idea, putting you way up here.”
Once we reached the room, Bob let go, but I kept hold of Venus’s arms. Julie was in the classroom with the other children and they all watched us warily. Bob, seeing the situation was more or less in hand, bid good-bye, closed the door, and left me to sort things out.
There wasn’t a lock on the door, so I told Julie to stand in front of it. Hauling Venus across the room, I tugged out the chair assigned to be a “quiet chair” with my foot. I plopped her in it. “You sit there.”
She screamed and struggled. I held her in the chair.
“You need to stay here. Until you can get control again and not fight, you need to sit here.” Very cautiously I removed my hands, expecting her to dart up and run for the door, but she responded just the opposite to what I’d anticipated. The moment I let go, Venus immediately fell silent. She slumped forward in the chair, as if she were very tired.
“In this room we do not hurt others. We don’t hurt ourselves. That’s a class rule.”
“That’s two rules,” Billy piped up from his table.
“That’s one rule, Billy,” I said fiercely. “The rule is: we do not hurt. Anything.”
“Not even flies?” Billy asked. “We’re not allowed to hurt flies in here?”
Julie, recognizing a flashpoint situation when she saw one, quickly intervened, ushering Billy over to join the other boys, who were working with clay.
I turned back to Venus, who remained sitting in the time-out chair. She was watching me carefully, her heavy, hooded eyes so unreadable as to be virtually vacant.
“I’ll set the timer for five minutes,” I said. “When it rings, you may get up and rejoin us.”
Putting the ticking timer on the shelf in front of the chair, I backed off carefully, half expecting her to make a bolt for the door when my back was turned.
Not so. Venus didn’t move.
The timer rang. Venus still did not move.
“You may get up now,” I said from the table where I was working with Jesse.
No response.
I excused myself from Jesse and went over to her. “This is the quiet chair. It’s for when you get out of control and need a quiet moment to get yourself back together again. But once you’ve calmed down, you don’t have to sit in the quiet chair anymore. Come on. Let’s get you started on the clay. We’re making pinch pots. Have you done that before?”
Venus gazed at me. From her look of total incomprehension, I might as well have been speaking Hindi to her.
I put a hand under her elbow and encouraged her to rise from the chair, which she did. I guided her over to where we were all working with the clay. “Here. Sit here.”
She just stood.
Gently, I pressed her shoulder with one hand to get her to sit in the chair. I pulled out the adjacent chair and sat down. Picking up a ball of clay, I showed it to her.
“Look, what’s this? Clay. And see? See how Jesse’s doing it? You just push your thumbs into the ball of clay…”
Her eyes didn’t even move to the clay. They stayed on my face, as if she hadn’t even heard me.
Did she hear? It seemed hard to believe. I’d come across a lot of kids with speech and language problems in my time but none so unresponsive as this. Was this ABR test really accurate? Could there be some kind of failure between the brain and the ears that they hadn’t noticed?
I rose up. “Come here, Venus,” I said. Which, of course, she didn’t. I had to go through the whole rigamarole again of getting her up out of one chair and over to another part of the classroom. Guiding her to the housekeeping corner, I sat down on the floor and looked through the toys. My sign language was rusty and what little I did remember seemed primarily to be signs for abstract concepts like “family” or “sister,” but here was a concrete word I knew. “Doll,” I signed and held up a baby doll. “Doll.”
Venus watched me, her brow faintly furrowed, as if she thought I was doing something really odd.
I signed again. “Doll.” I made the sign very, very slowly.
Reaching over, I lifted her hand. Putting it on the doll, I made her fingers run over the plastic features of the toy. Then I endeavored to make the sign with her fingers. I held the doll up. I signed again myself. “Doll.”
The last twenty minutes of the school day passed thus. Venus never responded once.
At last the end-of-day bell rang. Julie escorted those who went by bus down to their rides while I saw out the ones who walked home. Then I retreated to the file cabinets in the main office to have a better look at the children’s files. I pulled out Venus’s and sat down.
Julie came in, carrying mugs of coffee for us both. She took out a chair on the other side of the table and sat down.
“Well, that was an experience,” she said.
“I’d like to think this is first-day jitters and everything will settle down.” I looked over. “Has that happened with Venus before, do you know? Have you seen her attack kids before?”
A pause, a hesitancy almost, and then Julie nodded. “Yes. Truth is, I think that’s more why she’s in this class than because of her speech. Last year they ended up having to keep her in during recesses because she does nothing but pick fights.”
“Oh great. Five kids, all with a mission to kill.”
“Kind of like being in the OK Corral in your room, isn’t it?” Julie said rather cheerfully.
I looked up.
“Didn’t you notice all the cowboy names? Billy – Billy the Kid. Jesse – Jesse James. And Shane. And Zane. And everything’s shoot ’em up.” She laughed.
“I don’t remember any cowboys named Venus.”
“Well, not cowboys,” Julie said. She considered a moment.
“Her name doesn’t fit,” I said.
Julie gave a slight shrug. “Neither does the kid.”
Venus’s file made depressing reading. She was the youngest of nine children fathered by three different men. The man who fathered the four eldest children, including Wanda, had been committed to the penitentiary for grievous bodily harm, had been released, had robbed a bank, had been jailed again, released again, and finally died three years later while in detention on drug-dealing charges. The second man, who fathered the next two children, had beaten Venus’s mother so severely when she was pregnant that the baby was stillborn. He was convicted of abuse toward three of the children, released, then later charged on animal cruelty for throwing a puppy onto a freeway from a bridge. The third man fathered the remaining three children, including Venus. He had a string of burglary convictions and other crimes related to drug and alcohol problems, but had also been charged with pedophile activity. He was currently out of prison and living elsewhere, as he’d been banned from having any contact with the children.
Venus’s mother had a long history of prostitution and had been in and out of detox centers for drug and alcohol abuse. She now lived with seven of her nine children, three of whom had been officially labeled as mentally defective, and all of whom had been in one form of special education or another. The eldest, a son a year older than Wanda, was now in prison. A fifteen-year-old son was in a juvenile detention center. The next eldest daughter, who was seventeen, had suffered a seizure while in police custody the previous year and was now brain damaged. Two other children, boys aged nine and twelve, were mentioned as having serious communication problems and were receiving speech therapy.
There was actually very little in the file that was specific to Venus herself. I think the general opinion was that by including her family history, Venus’s problems were self-evident. There were no notes on pregnancy or birth complications, nothing to denote whether or not her early development was normal. She had first come to the attention of the authorities when she reached age five and was registered for kindergarten. It was noted at this time that she was almost totally silent and, in general, very unresponsive. Except on the playground. Except when challenged or threatened. Then Venus seemed to call on an inner strength of almost comic book proportions. She screamed. She shouted. Some people even thought she swore. The idea would have seemed almost laughable – silent, unprepossessing seven-year-old girl metamorphoses into vicious little killing machine – if I hadn’t witnessed it for myself.
I flipped the file shut.
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