7
MATTHEW AND I KEPT OUR DISTANCE throughout kindergarten, but we wound up together in Mrs. Castile’s class in the first grade. We were in competition from the first day. Mrs. Castile asked me to distribute copies of Along Sunny Paths, the primer that we would be reading. Matthew looked through his copy and marched right up to Mrs. Castile’s desk with it.
“Mrs. Castile,” he said, “I don’t want to cause any trouble, but I’d rather not waste my time reading this book.”
“Oh?” said Mrs. Castile.
“Yeah,” said Matthew. “You see, I can already read.”
“Isn’t that nice!” said Mrs. Castile. “Maybe you’ll help some of the other boys and girls learn to read.”
“Maybe,” said Matthew, “but I don’t want to have to read this junk.” He tried to hand the book to her.
“Matthew,” said Mrs. Castile. “This book is not ‘junk.’ All of these books are brand new, and there are lots of nice stories in them.”
“Mrs. Castile,” said Matthew, “the stories in here are too simple. They don’t give you anything to think about. You know what I mean. Here, look at this one—‘Quack, Duck, Quack.’ That might be interesting for—”
He turned toward the classroom, looking for someone to use as an example of the “Quack, Duck, Quack” level of mental development. I was on my way back to Mrs. Castile’s desk with the extra books. Matthew pointed at me and sneered.
“—for Peter. In fact, he’ll probably love it, but it’s just too simple for me.”
“We’ll see, Matthew,” said Mrs. Castile. “For now, I’m afraid that you will have to read the stories in Along Sunny Paths with the rest of the boys and girls.”
“I knew it was no use,” said Matthew, when he passed me on his way back to his seat. “I’m supposed to read about the duckies with the rest of you nitwits.”
For a moment, I was going to hit him with my copy of Along Sunny Paths, but I thought better of it. I didn’t want to have to go through another of those apologies.
Matthew could, in fact, read very well. So could I, and four other children in Mrs. Castile’s class could read well, too. Mrs. Castile gave the six of us another book to read, Down Dark Alleys, and had us gather in the cloakroom during reading time to read and discuss the stories on our own. Each day she would appoint one of us as leader. I was the leader on the day that we read a story called “The Happy Clam.”
“Today we’re going to read a story called ‘The Happy Clam,’” I said, by way of introduction. Then, emulating Mrs. Castile, I said, “Now let’s see who will read the story for us.” I looked around, pretending to choose someone, but in fact I had already decided to choose Matthew. “Matthew,” I said, “why don’t you read for us?”
Have you missed an episode or two or several?
You can begin reading at the beginning or you can catch up by visiting the archive or consulting the index to the Topical Guide.
You can listen to the episodes on the Personal History podcast. Begin at the beginning or scroll through the episodes to find what you’ve missed.
At Apple Books you can download free eBooks of “My Mother Takes a Tumble,” “Do Clams Bite?,” “Life on the Bolotomy,” “The Static of the Spheres,” “The Fox and the Clam,” and “The Girl with the White Fur Muff,” the first six novellas in Little Follies.
You’ll find an overview of the entire work in An Introduction to The Personal History, Adventures, Experiences & Observations of Peter Leroy. It’s a pdf document.
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