Martin Luther King Jr. Day Anthology by - (children's ebooks free online TXT) 📖

which were gathered in the schoolroom on the morning when she began her duties. Some of the inherited prejudice of her caste, too, made itself felt, though she tried to repress any outward sign of it; and she could perceive that the children were not altogether responsive; they, likewise, were not entirely free from antagonism. The work was unfamiliar to her. She was not physically very strong, and at the close of the first day she went home with a splitting headache. If she could have resigned then and there without causing comment or annoyance to others, she would have felt it a privilege to do so. But a night’s rest banished her headache and improved her spirits, and the next morning she went to her work with renewed vigor, fortified by the experience of the first day.

Miss Myrover’s second day was more satisfactory. She had some natural talent for organization, though she had never known it, and in the course of the day she got her classes formed and lessons under way. In a week or two she began to classify her pupils in her own mind, as bright or stupid, mischievous or well behaved, lazy or industrious, as the case might be, and to regulate her discipline accordingly. That she had come of a long line of ancestors who had exercised authority and mastership was perhaps not without its effect upon her character, and enabled her more readily to maintain good order in the school. When she was fairly broken in she found the work rather to her liking, and derived much pleasure from such success as she achieved as a teacher.

It was natural that she should be more attracted to some of her pupils than to others. Perhaps her favorite—or rather, the one she liked best, for she was too fair and just for conscious favoritism—was Sophy Tucker. Just the ground for the teacher’s liking for Sophy might not at first be apparent. The girl was far from the whitest of Miss Myrover’s pupils; in fact, she was one of the darker ones. She was not the brightest in intellect, though she always tried to learn her lessons. She was not the best dressed, for her mother was a poor widow, who went out washing and scrubbing for a living. Perhaps the real tie between them was Sophy’s intense devotion to the teacher. It had manifested itself almost from the first day of the school, in the rapt look of admiration Miss Myrover always saw on the little black face turned toward her. In it there was nothing of envy, nothing of regret; nothing but worship for the beautiful white lady—she was not especially handsome, but to Sophy her beauty was almost divine—

who had come to teach her. If Miss Myrover dropped a book, Sophy was the first to spring and pick it up; if she wished a chair moved, Sophy seemed to anticipate her wish; and so of all the numberless little services that can be rendered in a schoolroom.

Miss Myrover was fond of flowers, and liked to have them about her. The children soon learned of this taste of hers, and kept the vases on her desk filled with blossoms during their season.

Sophy was perhaps the most active in providing them. If she could not get garden flowers, she would make excursions to the woods in the early morning, and bring in great dew-laden bunches of bay, or jasmine, or some other fragrant forest flower which she knew the teacher loved.

“When I die, Sophy,” Miss Myrover said to the child one day, “I want to be covered with roses. And when they bury me, I’m sure I shall rest better if my grave is banked with flowers, and roses are planted at my head and at my feet.”

Miss Myrover was at first amused at Sophy’s devotion; but when she grew more accustomed to it, she found it rather to her liking. It had a sort of flavor of the old regime, and she felt, when she bestowed her kindly notice upon her little black attendant, some of the feudal condescension of the mistress toward the slave. She was kind to Sophy, and permitted her to play the role she had assumed, which caused sometimes a little jealousy among the other girls. Once she gave Sophy a yellow ribbon which she took from her own hair. The child carried it home, and cherished it as a priceless treasure, to be worn only on the greatest occasions.

Sophy had a rival in her attachment to the teacher, but the rivalry was altogether friendly. Miss Myrover had a little dog, a white spaniel, answering to the name of Prince. Prince was a dog of high degree, and would have very little to do with the children of the school; he made an exception, however, in the case of Sophy, whose devotion for his mistress he seemed to comprehend.

He was a clever dog, and could fetch and carry, sit up on his haunches, extend his paw to shake hands, and possessed several other canine accomplishments. He was very fond of his mistress, and always, unless shut up at home, accompanied her to school, where he spent most of his time lying under the teacher’s desk, or, in cold weather, by the stove, except when he would go out now and then and chase an imaginary rabbit round the yard, presumably for exercise.

At school Sophy and Prince vied with each other in their attentions to Miss Myrover. But when school was over, Prince went away with her, and Sophy stayed behind; for Miss Myrover was white and Sophy was black, which they both understood perfectly well.

Miss Myrover taught the colored children, but she could not be seen with them in public. If they occasionally met her on the street, they did not expect her to speak to them, unless she happened to be alone and no other white person was in sight. If any of the children felt slighted, she was not aware of it, for she intended no slight; she had not been brought up to speak to negroes on the street, and she could not act differently from other people. And though she was a woman of sentiment and capable of deep feeling, her training had been such that she hardly expected to find in those of darker hue than herself the same susceptibility—varying in degree, perhaps, but yet the same in kind—that gave to her own life the alternations of feeling that made it most worth living.

Once Miss Myrover wished to carry home a parcel of books. She had the bundle in her hand when Sophy came up.

“Lemme tote yo’ bundle fer yer, Miss Ma’y?” she asked eagerly.

“I’m gwine yo’ way.”

“Thank you, Sophy,” was the reply. “I’ll be glad if you will.”

Sophy followed the teacher at a respectful distance. When they reached Miss Myrover’s home Sophy carried the bundle to the doorstep, where Miss Myrover took it and thanked her.

Mrs. Myrover came out on the piazza as Sophy was moving away. She said, in the child’s hearing, and perhaps with the intention that she should hear: “Mary, I wish you wouldn’t let those little darkies follow you to the house. I don’t want them in the yard.

I should think you’d have enough of them all day.”

“Very well, mother,” replied her daughter. “I won’t bring any more of them. The child was only doing me a favor.”

Mrs. Myrover was an invalid, and opposition or irritation of any kind brought on nervous paroxysms that made her miserable, and made life a burden to the rest of the household; so that Mary seldom crossed her whims. She did not bring Sophy to the house again, nor did Sophy again offer her services as porter.

One day in spring Sophy brought her teacher a bouquet of yellow roses.

“Dey come off’n my own bush, Miss Ma’y,” she said proudly, “an’ I didn’ let nobody e’se pull ‘em, but saved ‘em all fer you, ‘cause I know you likes roses so much. I’m gwine bring ‘em all ter you as long as dey las’.”

“Thank you, Sophy,” said the teacher; “you are a very good girl.”

For another year Mary Myrover taught the colored school, and did excellent service. The children made rapid progress under her tuition, and learned to love her well; for they saw and appreciated, as well as children could, her fidelity to a trust that she might have slighted, as some others did, without much fear of criticism. Toward the end of her second year she sickened, and after a brief illness died.

Old Mrs. Myrover was inconsolable. She ascribed her daughter’s death to her labors as teacher of negro children. Just how the color of the pupils had produced the fatal effects she did not stop to explain. But she was too old, and had suffered too deeply from the war, in body and mind and estate, ever to reconcile herself to the changed order of things following the return of peace; and with an unsound yet not unnatural logic, she visited some of her displeasure upon those who had profited most, though passively, by her losses.

“I always feared something would happen to Mary,” she said. “It seemed unnatural for her to be wearing herself out teaching little negroes who ought to have been working for her. But the world has hardly been a fit place to live in since the war, and when I follow her, as I must before long, I shall not be sorry to go.”

She gave strict orders that no colored people should be admitted to the house. Some of her friends heard of this, and remonstrated. They knew the teacher was loved by the pupils, and felt that sincere respect from the humble would be a worthy tribute to the proudest. But Mrs. Myrover was obdurate.

“They had my daughter when she was alive,” she said, “and they’ve killed her. But she’s mine now, and I won’t have them come near her. I don’t want one of them at the funeral or anywhere around.”

For a month before Miss Myrover’s death Sophy had been watching her rosebush—the one that bore the yellow roses—for the first buds of spring, and when these appeared had awaited impatiently their gradual unfolding. But not until her teacher’s death had they become full-blown roses. When Miss Myrover died, Sophy determined to pluck the roses and lay them on her coffin.

Perhaps, she thought, they might even put them in her hand or on her breast. For Sophy remembered Miss Myrover’s thanks and praise when she had brought her the yellow roses the spring before.

On the morning of the day set for the funeral Sophy washed her face until it shone, combed and brushed her hair with painful conscientiousness, put on her best frock, plucked her yellow roses, and, tying them with the treasured ribbon her teacher had given her, set out for Miss Myrover’s home.

She went round to the side gate—the house stood on a corner—and stole up the path to the kitchen. A colored woman, whom she did not know, came to the door.

“W’at yer want, chile?” she inquired.

“Kin I see Miss Ma’y?” asked Sophy timidly.

“I don’ know, honey. Ole Miss Myrover say she don’ want no cullud folks roun’ de house endyoin’ dis fun’al. I’ll look an’ see if she’s roun’ de front room, whar de co’pse is. You sed-down heah an’ keep still, an’ ef she’s upstairs maybe I kin git yer in dere a minute. Ef I can’t, I kin put yo’ bokay ‘mongs’ de res’, whar she