First I went to the aid of Marisa, who was crying, and helped her get up, then I turned to see what Lila was doing. She had left the sidewalk and was going toward Melina, crossing the street without paying attention to the passing trucks. I saw in her, in her posture more than in her face, something that disturbed me and is still hard to define, so for now I’ll put it like this: she was moving, cutting across the street, a small, dark, nervous figure, she was acting with her usual determination, she was firm. Firm in what her mother’s relative was doing, firm in the pain, firm in silence as a statue is firm. A follower. One with Melina, who was holding in her palm the dark soft soap she had just bought in Don Carlo’s cellar, and with her other hand was taking some and eating it.
6.
The day Maestra Oliviero fell from the desk and hit her cheekbone against it, I, as I said, thought she was dead, dead on the job like my grandfather or Melina’s husband, and it seemed to me that as a result Lila, too, would die because of the terrible punishment she would get. Instead, for a period I can’t define—short, long—nothing happened. They simply disappeared, both of them, teacher and pupil, from our days and from memory.
But then everything was surprising. Maestra Oliviero returned to school alive and began to concern herself with Lila, not to punish her, as would have seemed to us natural, but to praise her.
This new phase began when Lila’s mother, Signora Cerullo, was called to school. One morning the janitor knocked and announced her. Right afterward Nunzia Cerullo came in, unrecognizable. She, who, like the majority of the neighborhood women, lived untidily in slippers and shabby old dresses, appeared in her formal black dress (wedding, communion, christening, funeral), with a shiny black purse and low-heeled shoes that tortured her swollen feet, and handed the teacher two paper bags, one containing sugar and the other coffee.
The teacher accepted the gifts with pleasure and, looking at Lila, who was staring at the desk, spoke to her, and to the whole class, words whose general sense disoriented me. We were just learning the alphabet and the numbers from one to ten. I was the smartest in the class, I could recognize all the letters, I knew how to say one two three four and so on, I was constantly praised for my handwriting, I won the tricolor cockades that the teacher sewed. Yet, surprisingly, Maestra Oliviero, although Lila had made her fall and sent her to the hospital, said that she was the best among us. True that she was the worst-behaved. True that she had done that terrible thing of shooting ink-soaked bits of blotting paper at us. True that if that girl had not acted in such a disruptive manner she, our teacher, would not have fallen and cut her cheek. True that she was compelled to punish her constantly with the wooden rod or by sending her to kneel on the hard floor behind the blackboard. But there was a fact that, as a teacher and also as a person, filled her with joy, a marvelous fact that she had discovered a few days earlier, by chance.
Here she stopped, as if words were not enough, or as if she wished to teach Lila’s mother and us that deeds almost always count more than words. She took a piece of chalk and wrote on the blackboard (now I don’t remember what, I didn’t yet know how to read: so I’m inventing the word) “sun.” Then she asked Lila:
“Cerullo, what is written there?”
In the classroom a fascinated silence fell. Lila half smiled, almost a grimace, and flung herself sideways, against her deskmate, who was visibly irritated. Then she read in a sullen tone:
“Sun.”
Nunzia Cerullo looked at the teacher, and her look was hesitant, almost fearful. The teacher at first seemed not to understand why her own enthusiasm was not reflected in the mother’s eyes. But then she must have guessed that Nunzia didn’t know how to read, or, anyway, that she wasn’t sure the word “sun” really was written on the blackboard, and she frowned. Then, partly to clarify the situation to Signora Cerullo, partly to praise our classmate, she said to Lila:
“Good, ‘sun’ is what it says there.”
Then she ordered her:
“Come, Cerullo, come to the blackboard.”
Lila went unwillingly to the blackboard, the teacher handed her the chalk.
“Write,” she said to her, “ ‘chalk.’ ”
Lila, very concentrated, in shaky handwriting, placing the letters one a little higher, one a little lower, wrote: “chak.”
Oliviero added the “l” and Signora Cerullo, seeing the correction, said in despair to her daughter:
“You made a mistake.”
But the teacher immediately reassured her:
“No, no, no. Lila has to practice, yes, but she already knows how to read, she already knows how to write. Who taught her?”
Signora Cerullo, eyes lowered, said: “Not me.”
“But at your house or in the building is there someone who might have taught her?”
Nunzia shook her head no emphatically.
Then the teacher turned to Lila and with sincere admiration asked her in front of all of us, “Who taught you to read and write, Cerullo?”
Cerullo, that small dark-haired, dark-eyed child, in a dark smock with a red ribbon at the neck, and only six years old, answered, “Me.”
7.
According to Rino, Lila’s older brother, she had learned to read at the age of around three by looking at the letters and pictures in his primer. She would sit next to him in the kitchen while he was doing his homework, and she learned more than he did.
Rino was almost six years older than Lila; he was a fearless boy who shone in all the courtyard and street games, especially spinning a top. But reading, writing, arithmetic, learning poems by heart were not for him. When he was scarcely ten his father, Fernando, had begun to take him every day to his tiny shoemaker’s shop, in a narrow side street that ran off the stradone, to teach him the craft of resoling shoes. We girls, when we met him, smelled on him the odor of dirty feet, of old uppers, of glue, and we made fun of him, we called him shoe-soler. Maybe that’s why he boasted that he was at the origin of his sister’s virtuosity. But in reality he had never had a primer, and hadn’t sat for even a minute, ever, to do homework. Impossible therefore that Lila had learned from his scholastic labors. It was more likely that she had precociously learned how the alphabet worked from the sheets of newspaper in which customers wrapped the old shoes and which her father sometimes brought home and read to the family the most interesting local news items.
Anyway, however it had happened, the fact was this: Lila knew how to read and write, and what I remember of that gray morning when the teacher revealed it to us was, above all, the sense of weakness the news left me with. Right away, from the first day, school had seemed to me a much nicer place than home. It was the place in the neighborhood where I felt safest, I went there with excitement. I paid attention to the lessons, I carried out with the greatest diligence everything that I was told to carry out, I learned. But most of all I liked pleasing the teacher, I liked pleasing everyone. At home I was my father’s favorite, and my brothers and sister, too, loved me. The problem was my mother; with her things never took the right course. It seemed to me that, though I was barely six, she did her best to make me understand that I was superfluous in her life. I wasn’t agreeable to her nor was she to me. Her body repulsed me, something she probably intuited. She was a dark blonde, blue-eyed, voluptuous. But you never knew where her right eye was looking. Nor did her right leg work properly—she called it the damaged leg. She limped, and her step agitated me, especially at night, when she couldn’t sleep and walked along the hall to the kitchen, returned, started again. Sometimes I heard her angrily crushing with her heel the cockroaches that came through the front door, and I imagined her with furious eyes, as when she got mad at me.
Certainly she wasn’t happy; the household chores wore her down, and there was never enough money. She often got angry with my father, a porter at the city hall, she shouted that he had to come up with something, she couldn’t go on like this. They
quarreled. But since my father never raised his voice, even when he lost patience, I always took his part against her, even though he sometimes beat her and could be threatening to me. It was he, and not my mother, who said to me, the first day of school: “Lenuccia, do well with the teacher and we’ll let you go to school. But if you’re not good, if you’re not the best, Papa needs help and you’ll go to work.” Those words had really scared me, and yet, although he said them, I felt it was my mother who had suggested them, imposed them. I had promised them both that I would be good. And things had immediately gone so well that the teacher often said to me:
“Greco, come and sit next to me.”
It was a great privilege. Maestra Oliviero always had an empty chair next to her, and the best students were called on to sit there, as a reward. In the early days, I was always sitting beside her. She urged me on with encouraging words, she praised my blond curls, and thus reinforced in me the wish to do well: completely the opposite of my mother, who, at home, so often rebuked me, sometimes abusively, that I wanted to hide in a dark corner and hope that she wouldn’t find me. Then it happened that Signora Cerullo came to class and Maestra Oliviero revealed that Lila was far ahead of us. Not only that: she called on her to sit next to her more often than on me. What that demotion caused inside me I don’t know, I find it difficult to say, today, faithfully and clearly what I felt. Perhaps nothing at first, some jealousy, like everyone else. But surely it was then that a worry began to take shape. I thought that, although my legs functioned perfectly well, I ran the constant risk of becoming crippled. I woke with that idea in my head and I got out of bed right away to see if my legs still worked. Maybe that’s why I became focused on Lila, who had slender, agile legs, and was always moving them, kicking even when she was sitting next to the teacher, so that the teacher became irritated and soon sent her back to her desk. Something convinced me, then, that if I kept up with her, at her pace, my mother’s limp, which had entered into my brain and wouldn’t come out, would stop threatening me. I decided that I had to model myself on that girl, never let her out of my sight, even if she got annoyed and chased me away.
8.
I suppose that that was my way of reacting to envy, and hatred, and of suffocating them. Or maybe I disguised in that manner the sense of subordination, the fascination I felt. Certainly I trained myself to accept readily Lila’s superiority in everything, and even her oppressions.
Besides, the teacher acted very shrewdly. It was true that she often called on Lila to sit next to her, but she seemed to do it more to make her behave than to reward her. She continued, in fact, to praise Marisa Sarratore, Carmela Peluso, and, especially, me. She let me shine with a vivid light, she encouraged me to become more and more disciplined, more diligent, more serious. When Lila stopped misbehaving and effortlessly outdid me, the teacher praised me first, with moderation, and then went on to exalt her prowess. I felt the poison of defeat more acutely when it was Sarratore or Peluso who did better than me. If, however, I came in second after Lila, I wore a meek expression of acquiescence. In those years I think I feared only one thing: not being paired, in the hierarchy established by Maestra Oliviero, with Lila; not to hear the teacher say proudly, Cerullo and Greco are the best. If one day she had said, the best are Cerullo and Sarratore, or Cerullo and Peluso, I would have died on the spot. So I used all my childish energies not to become first in the class—it seemed to me impossible to succeed there—but not to slip into third, fourth, last place. I devoted myself to studying and to many things that were difficult, alien to me, just so I could keep pace with that terrible, dazzling girl.
Dazzling to me. To our classmates Lila was only terrible. From first grade to fifth, she was, because of the principal and partly also because of Maestra Oliviero, the most hated child in the school and the neighborhood.
At least twice a year the principal had the classes compete against one another, in order to distinguish the most brilliant students and consequently the most competent teachers. Oliviero liked this competition. Our teacher, in permanent conflict with her colleagues, with whom she sometimes seemed near coming to blows, used Lila and me as the blazing proof of how good she was, the best teacher in the neighborhood elementary school. So she would often bring us to other classes, apart from the occasions arranged by the principal, to compete with the other children, girls and boys. Usually, I was sent on reconnaissance, to test the enemy’s level of skill. In general I won, but without overdoing it, without humiliating either teachers or students. I was a pretty little girl with blond curls, happy to show off but not aggressive, and I gave an impression of delicacy that was touching. If then I was the best at reciting poems, repeating the times tables, doing division and multiplication, at rattling off the Maritime, Cottian, Graia, and Pennine Alps, the other teachers gave me a pat anyway, while the students felt how hard I had worked to memorize all those facts, and didn’t hate me.
In Lila’s case it was different. Even by first grade she was beyond any possible competition. In fact, the teacher said that with a little application she would be able to take the test for second grade and, not yet seven, go into third. Later the gap increased. Lila did really complicated calculations in her head, in her dictations there was not a single mistake, she spoke in dialect like the rest of us but, when necessary, came out with a bookish Italian, using words like “accustomed,” “luxuriant,” “willingly.” So that, when the teacher sent her into the field to give the moods or tenses of verbs or solve math problems, hearts grew bitter. Lila was too much for anyone.
Besides, she offered no openings to kindness. To recognize her virtuosity was for us children to admit that we would never win and so there was no point in competing, and for the teachers to confess to themselves that they had been mediocre children. Her quickness of mind was like a hiss, a dart, a lethal bite. And there was nothing in her appearance that acted as a corrective. She was disheveled, dirty, on her knees and elbows she always had scabs from cuts and scrapes that never had time to heal. Her large, bright eyes could become cracks behind which, before every brilliant response, there was a gaze that appeared not very childlike and perhaps not even human. Every one of her movements said that to harm her would be pointless because, whatever happened, she would find a way of doing worse to you.
The hatred was therefore tangible; I was aware of it. Both girls and boys were irritated by her, but the boys more openly. For a hidden motive of her own, in fact, Maestra Oliviero especially enjoyed taking us to the classes where the girl students and women teachers could not be humiliated so much as the males. And the principal, too, for equally hidden motives, preferred competitions of this type. Later I thought that in the school they were betting money, maybe even a lot, on those meetings of ours. But I was exaggerating: maybe it was just a way of giving vent to old grudges or allowing the principal to keep the less good or less obedient teachers under his control. The fact is that one morning the two of us, who were then in second grade, were taken to a fourth-grade class, Maestro Ferraro’s, in which were both Enzo Scanno, the fierce son of the fruit and vegetable seller, and Nino Sarratore, Marisa’s brother, whom I loved.
Everyone knew Enzo. He was a repeater and at least a couple of times had been dragged through the classrooms with a card around his neck on which Maestro Ferraro, a tall, very thin man, with very short gray hair, a small, lined face, and worried eyes, had written “Dunce.” Nino on the other hand was so good, so meek, so quiet that he was well known and liked, especially by me. Naturally Enzo hardly counted, scholastically speaking, we kept an eye on him only because he was aggressive. Our adversaries, in matters of intelligence, were Nino and—we discovered just then—Alfonso Carracci, the third child of Don Achille, a very neat boy, who was in second grade, like us, but looked younger than his seven years. It was clear that the teacher had brought him there to the fourth-grade class because he had more faith in him than in Nino, who was almost two years older.
There was s
ome tension between Oliviero and Ferraro because of that unexpected summoning of Carracci, then the competition began, in front of the two classes, assembled in one classroom. They asked us verbs, they asked us times tables, they asked us addition, subtraction, multiplication, division (the four operations), first at the blackboard, then in our heads. Of that particular occasion I remember three things. The first is that little Alfonso Carracci defeated me immediately, he was calm and precise, but he had the quality of not gloating. The second is that Nino Sarratore, surprisingly, almost never answered the questions, but appeared dazed, as if he didn’t understand what the teachers were asking him. The third is that Lila stood up to the son of Don Achille reluctantly, as if she didn’t care if he beat her. The scene grew lively only when they began to do calculations in their heads, addition, subtraction, multiplication, and division. Alfonso, despite Lila’s reluctance and, at times, silence, as if she hadn’t heard the question, began to slip, making mistakes especially in multiplication and division. On the other hand, if the son of Don Achille failed, Lila wasn’t up to it, either, and so they seemed more or less equal. But at a certain point something unexpected happened. At least twice, when Lila didn’t answer or Alfonso made a mistake, the voice of Enzo Scanno, filled with contempt, was heard, from a desk at the back, giving the right answer.
My Brilliant Friend Page 3