An American Childhood - Annie Dillard [64]
If there was no moon that night, we children took a flashlight down the steep dirt driveway from the big house and across the silvery pastures to the edge of the woods where the log cabin stood. The log cabin stayed empty, behind an old vine-hung gate, except when we came. In front of the cabin we drew water from the round stone well; under the cabin we put milk and butter in the cold cellar, which was only a space dug in the damp black dirt—dirt against which the butter’s wrap looked too thin.
That was the farm at Paw Paw, West Virginia. The farm lay far from the nearest highway, off three miles of dirt road. When at the end of the long darkening journey from Pittsburgh we turned down the dirt road at last, the Schoyers’ golden retriever not unreasonably began to cry, and so, unreasonably, invisibly, did I. Some years when the Schoyers asked me to join them I declined miserably, refused in a swivet, because I couldn’t tolerate it, I loved the place so.
I knew what I was doing at Paw Paw: I was beginning the lifelong task of tuning my own gauges. I was there to brace myself for leaving. I was having my childhood. But I was haunting it, as well, practically reading it, and preventing it. How much noticing could I permit myself without driving myself round the bend? Too much noticing and I was too self-conscious to live; I trapped and paralyzed myself, and dragged my friends down with me, so we couldn’t meet each other’s eyes, my own loud awareness damning us both. Too little noticing, though—I would risk much to avoid this—and I would miss the whole show. I would wake on my deathbed and say, What was that?
YOUNG CHILDREN HAVE NO SENSE OF WONDER. They bewilder well, but few things surprise them. All of it is new to young children, after all, and equally gratuitous. Their parents pause at the unnecessary beauty of an ice storm coating the trees; the children look for something to throw. The children who tape colorful fall leaves to the schoolroom windows and walls are humoring the teacher. The busy teacher halts on her walk to school and stoops to pick up fine bright leaves “to show the children”—but it is she, now in her sixties, who is increasingly stunned by the leaves, their brightness all so much trash that litters the gutter.
This year at the Ellis School my sister Amy was in the fifth grade, with Mrs. McVicker. I remembered Mrs. McVicker fondly. Every year she reiterated the familiar (and, without a description of their mechanisms, the sentimental) mysteries that schoolchildren hear so often and so indifferently: that each snowflake is different, that some birds fly long distances, that acorns grow into oaks. Caterpillars turn into butterflies. The stars are large and very far away. She struck herself like a gong with these same mallets every year—a sweet old schoolteacher whom we in our time had loved and tolerated for her innocence.
Now that I was an aging veteran of thirteen or so, I was becoming case-softened myself. Imperceptibly I had shed my indifference. I was getting positively old: the hatching of wet robins in the spring moved me. I saw them