supplicium post mortem

When I write the phrase little chat, it is usually in upper case, Little Chat. I think you already know what that means. It is probably time I attribute the phrase to its originator. Mark first used, upper case, early in our correspondence, but I incorrectly remember hearing it first in a vignette he wrote for me.

Our email correspondence (until he moved to Gotham) stretches to almost a thousand emails each, almost all of them saved individually in txt files with names like “fmark232.txt” [the 232nd email from Mark to me] or “tomark33″ [my 33rd email to Mark]. As you can imagine, it’s hard to find a reference amongst all that, especially 15 years after the fact.

Tonight I was searching for the text of this Little Chat vignette, which I did using the Search function on my PC. It turned up many emails, and the first one I opened turned out to be the one in which he confessed that he loved me. I barely remember this email, but encountering it again absolutely slayed me. I won’t quote it. My eyes are still swollen.

I did eventually find Mark’s vignette and have posted it below as well as under the Stories tab. The scenario was Mark and Casey at the Lewises. This was an alternate reality to Home School, one we only played a few times. The idea was that Mark and Casey had run away from the Orphanage and had been found and adopted by the Perfect People (Dr. & Mrs. Lewis). I later (or was it earlier?) wrote a companion piece to his vignette, which I also posted under the Stories tab. After reading them both, I feel his is much better: more direct, less fussy and complicated, more spontaneous and full of heart. Looking at both scenarios from far away, I would say that we never lived or much played the letter of them, but the mood and heart of them were a constant feature of our life together, especially Mr. Prior’s life with Casey.

Without further ado, then, here is Mark’s piece, Wednesdays.

Wednesdays

by Mark Hastings

Sundays are for Regulars, for weekly cleaning.  Sundays are always spent together, at the Lewises.  Casey and Mark go to bed sore and peaceful and clean and warm.  Whole.  Sundays are a deep rich blue, the smell of dark polished wood, a full stomach and a feeling of belonging.

By Wednesday, that’s worn off a little.  Mr. Lewis is fond of saying, as he shaves on Wednesday morning, that Wednesday is the worst day of the week. Equidistant from the comfort of weekend.  Neither the residual freshness of Tuesday, or the slight anticipation of Thursday.  Nothing but acres of dullness.  Mrs. Lewis has Commitments on Wednesdays, so supper is usually something cold.  Mark and Casey both have School things that they hate. For Mark, it’s morning gym, ninety minutes of effort with the school Sergeant’s swagger stick flailing its response to slackness, and the inevitability of at least one vault-horse caning, ‘poer incurriger les otters’.   For Casey, double Latin in the afternoon with the psychotically sarcastic Mr. Whitworth, whose greatest pleasure is to decline irregular verbs in time with his strap-strokes, and who makes a virtue of leathering girls just as hard as boys.  Out in front of the class, but facing towards your peers so they are spared the worst witness of unprotected strapping, and can better concentrate on construe.

Mark has learned to avoid the Wednesday vault-horse, and Casey the mid-week strap, because on Wednesday evenings they have their “Little Chat”.

The children do the dishes after supper, while Mr. Lewis goes to his study, and Mrs. Lewis rests up.  There is a sense of anticipation, although it isn’t the edginess of Sunday, before the Regulars, because often a Little Chat is just that.  Even so, the dishes get done well, and quietly, on the whole, on Wednesdays.  Mark and Casey smarten themselves up, and jaunt carefully along the downstairs corridor to the study.  Sometimes Mrs. Lewis joins them, sometimes not.

Little Chats are lucky-dippy.  In the months since Casey’s arrival they have ranged from a particularly uncomfortable interview over a broken ornament (Casey), cleverly replaced on its shelf (Mark) and not discovered broken for some time afterwards (Mrs. Lewis), to a riotous game of Racing Demon in which Mr. Lewis was heard to swear when Casey stole his Ace of Spades, was sent to the corner by his family and threatened with a very hard whacking by Mark if he ever did it again.  On average, one or both of the Lewises feel that one or both of the children would benefit from a little additional discipline perhaps one week in two.

Little Chat discipline is always the same – slipper, paddle or hand, administered in traditional manner, across the knee of the parent in the clock-ticky quiet of Mr. Lewis’s study.  It’s very different from Regulars. Canes, birches, crops and straps are banned.  Punishments are measured in minutes, rather than strokes.  Usually either a Quin, being–as Casey might explain–five minutes, or a Dix, being ten.  Mark hates Dixes, with a passion, especially when they’re paddle, and administered by Mrs. Lewis. Casey has mixed feelings about the whacking, but she loves the closeness and warmth of Little Chats, the fire glowing orange while the wind blows white outside on winter Wednesdays.

So, Wednesdays are made red, a smell of incense, a little adventure, and fun.

Think you?

The American Schoolhouse—ah, where to start? Luckily, Graham already has started us off along these delectable lines, noting, among other things, that the one-room schoolhouse of American lore was in some respects gender-neutral. Men and women whacked boys and girls, usually in full view of all (due to constraints of the one room).

Graham mentioned two key examples: Tom Sawyer (in its several forms and adaptations) and Little House on the Prairie (books, but especially the TV series). Little House fashioned the imagination of many, including yours truly, and continues to fashion young minds today if reports out of the Kinky House are to be believed.

illustration by Mercer Mayer

I’d offer a couple more: The Great Brain, in which the title character gets paddled for something he didn’t do, memorably drawn by Mercer Mayer and less memorably portrayed by Jimmy Osmond in the 1978 tv movie (if anyone has a link to this video, please speak up, as I can’t find the scene in the parts of the film uploaded to u-tubby). This paddling is a great scene, even though I personally dislike the paddle as an implement (I find it rather brutish and blunt; unsubtle). It’s enjoyable because a) the victim, Tom, is such an insufferable manipulator most of the time, I don’t mind seeing him whacked unfairly; b) Tom is brave, refusing to give his tormentor, Mr. Standish, the satisfaction of seeing him cry. As narrated by Tom’s brother:

I felt tears come into my eyes as I watched Mr. Standish give Tom ten hard whacks with the paddle. The tears weren’t for the pain I knew Tom was suffering. I knew my brother could stand pain like an Indian without crying. The tears were for the humiliation I knew Tom was enduring (The Great Brain, 121).

c) Tom gets revenge on Mr. Standish, which appealed to me as a young reader, the rebel against unjust authority. But, d) ultimately Tom’s revenge is revealed as cruel and callous, earning a terrific rebuke from Tom’s father:

“I have never laid a hand on you,” Papa said, breathing heavily, “but right at this moment if I had that paddle, I’m afraid I would give you a paddling that would make the one you got from Mr. Standish seem like patty-cakes” (136-7).

I was absorbed for some time in imagining that if-statement.

From the children’s book shelves we find If You Lived in Colonial Times ¹ by Ann McGovern. I would direct the reader to page 24 “What happened if you didn’t behave in school.”

I was lucky enough once to get a first-hand encounter with the one-room schoolhouse. I grew up within field-trip distance of the Henry Ford Museum / Greenfield Village, which is a gigantic outdoor museum of bygone American life. People are dressed in 19th century garb, and you can make butter like they did back in the day, see men forge horse shoes, etc. There is also a one-room schoolhouse, the Scotch Settlement School. When I was in fourth grade (age 9) my class got to spend a day in it.

At that age I was in a mixed 4th and 5th grade class of about 30 kids taught by a husband/wife team. I’ll call them Mr. & Mrs. Sweet because we all adored them. They were perfectly firm and took no nonsense, but they valued fun and unconventional methods. We got to go on more field trips than any of the other classes; they’d give us long recesses when we got cagey in the winter; they kept all sorts of live animals in the room; they’d tear up your math book and skip you ahead if they thought you could handle it; they read aloud to us regularly; and they had a carpeted claw-foot bathtub, shaded by a rainbow umbrella, where you could go and read books when you’d finished your assignments.

Mr. and Mrs. Sweet also had a paddle on the wall of their classroom. This disconcerted me. As previously discussed, corporal punishment was not used at my school (although it was legal in the state), but most of us got it at home. I just didn’t know how to feel about the fact that my favorite teachers kept a paddle on the wall, and, worse, would jocularly (?) threaten kids with it from time to time. (e.g. kid getting wild would be asked sternly: Do you want a spankin’? To which the only answer was a fervent shaking of the head no.) What’s more, this paddle was covered in signatures, supposedly the signatures of those who’d been whacked with it.  The subject was far too serious for me, at age 9, to have any perspective on the Sweets’ possible tongue-in-cheek threats.

Scotch Settlement School Greenfield Village

Still with me? Right, the schoolhouse: it is winter of fourth grade and we are going to spend a day having school at Greenfield Village. We will have free dress (no uniforms), and period costumes are encouraged. Costumes!?! I wore one of my Little House on the Prairie outfits, and even better, all the other kids made an effort, and Mr. & Mrs. Sweet were wearing costumes, too! OMG!!!!!!

All morning we sat at double desks, wrote on slates, did lessons out the McGuffey Reader, and got to sample the full range of old-fashioned responses to incorrect answers and misbehavior: writing lines on the blackboard, the dunce cap, holding books out in front of you, and—yes—whipping! This is where I got a little confused about how real it all was. Mr. and Mrs. Sweet, with the deep thespian instinct of all good teachers, introduced the punishments one by one, beginning with the mildest, and working up to the whipping. They looked for victims, choosing the typically naughty kids in the class, robust kids, kids who would play along. When it came time for the first whipping, Mr. Sweet put on his gravest scowl, selected a long switch from the supply, and wordlessly beckoned the naughty boy to follow him. They exited behind the blackboard wall.

The Scotch Settlement School at Greenfield Village

[When you entered the schoolhouse, there was a row of pegs for hanging your cloaks, and on each side a doorway leading to the schoolroom itself. It was to this "cloakroom" that Mr. Sweet & boy repaired.]

A hush fell over the class and then we heard it: the unmistakable sounds of a switch being applied. Thwick… thwick… “Ow!” the boy cried out plaintively. Thwick-ow! Thwick-ow!! Thwick-thwick-thwick! Sobs.

Can you imagine my uncertainty and fear?

great pic of the hooks by Devonhaupt

Soon Mr. Sweet emerged, conducting the boy by the collar. The class found this risible, but Mr. Sweet merely glared at us and deposited the boy into the corner, where he continued wiping his eyes. The twitters in the class probably communicated to Mr. and Mrs. Sweet that we were with them, but also possibly that not all of us were sure how real the performance was. I, for one, was starting to feel sick to my stomach. My seatmate, Frances (the best friend of my friend) assured me it was just pretend. But wasn’t the boy crying? I asked. His face was red. Frances wasn’t sure.

It wasn’t long before Mrs. Sweet had to whip someone. They, too, were taken off to the cloakroom and subjected to the same painful treatment. They, too, emerged rubbing their eyes. This was quickly becoming a very anxious field trip for me. I wondered when we’d get to go visit the crafts people, or have recess. As the morning wore on and more punishments were meted out, kids started to vie with one another to get punished, eager for the excitement and attention. Everyone was getting it, bad kids, good kids. You didn’t even have to misbehave for the Sweets to find a reason to include you in the drama. Frances told me not to worry; it wouldn’t be bad if I got in trouble. But I was worrying, and worrying all the more because the Sweets were running out of victims. The majority of the class had got in some kind of trouble or another. I sat very quietly at my desk and worked very hard on my slate.

The whipping reached a climax with the execution of a girl called Beth, who was generally well-behaved and a great favorite of Mr. Sweet. He summoned her to the cloakroom with thespian gravitas, we heard the requisite sounds, but when they emerged, she had her hands over her face—to conceal her passionate tears? or… was it to conceal her laughter? For Mr. Sweet was holding a broken switch aloft for the whole class to see. He wore an expression of disgust and shock, that this girl had been so very bad that she had actually broken the switch! The schoolroom exploded in laughter. If there had been a curtain, it would have fallen.

It was probably then that I began to cotton on, but unfortunately, it was time for recess, lunch, and touring the rest of Greenfield Village. Beth, who was a trustworthy friend, later revealed the stagecraft (whacking the coats, with the kids crying out).

I can’t tell you how much I would like to have a second chance at that day. Or how much I’d like to take some of my former students on such a field trip. Or even, how much I’d like to try it on with various friends who could be relied upon to rustle up authentic costumes, and swot up authentic practices. Wonder what it would take to book a field trip there today…

Norman Rockwell's classic illustration for Tom Sawyer

¹ This book is the antecedent for an in-joke M and I had. Once when we were staying at an all-inclusive resort in Jamaica, I accidentally got smashed before lunchtime on Brandy Alexanders. We retired to our room where I (uncharacteristically) took off all my clothes, sprawled across the bed, and (reportedly) said: Tell me about the colonial days! before passing out. M teased me with this thereafter whenever a drink started to go to my head. Other people took it as an amusing, drunken remark, but he and I knew I had been asking him to tell me about birching of school children in the American colonies. lol.

He had a thing for shorts. Not skimpy shorts or baggy things, but proper shorts, just above the knee, gray flannel or khaki especially. You can blame his African prep school. I have a couple of pairs of khaki shorts, and it seemed like every time I wore them, it disturbed his imagination. He’d say: If you keep on wearing those shorts, Casey will have to have the cane. Or, Those need cane marks so much it’s not even true! If I bent down to pick up the dog’s bowl, for instance, or fasten my shoe, sweep up some fur, he’d say: Oh, you can stay like that. Stay just as you are. Actually, he used to say that regardless of what I was wearing, or not wearing.

It’s hard to describe what it’s like to knock around the same house wearing things he would have fancied an awful lot and not have him here to say things.

Last weekend I ventured  into a form of half-mourning with some dark-dyed jean shorts. Up until now, I’ve been wearing all black every day, with the exception of the grey suit I wore to a graduation this June. Here in Gotham, lots of people wear all black, so it doesn’t quite communicate what it might have in other times, but then I don’t wear it for other people. These dark blue short, however, felt…gaudy, even when paired with a black top and shoes. I can completely see the point of half-mourning, i.e. mixing greys and other dark tones in with the black for a half a year. After 14 months of all black, color feels alarming.

He would have liked these blue shorts, a lot. They would probably have made him want to take out a paddle, or a strap. Maybe, if worn up in the country, they would have made him want to take them down, and perhaps apply some switch cut from the yard, or just his hand.

I don’t really know. I won’t know. These days I’m no longer a temptation in shorts, but just a middle-aged woman slobbing around in clothes that are probably too young for her.