The Neapolitan Novels

15.

Right after Easter, Gigliola Spagnuolo and I started going to the teacher’s house to prepare for the admissions test. The teacher lived right next to the parish church of the Holy Family, and her windows looked out on the public gardens; from there you could see, beyond the dense countryside, the pylons of the railroad. Gigliola passed by my window and called me. I was ready, I ran out. I liked those private lessons, two a week, I think. The teacher, at the end of the lesson, offered us little heart-shaped cookies and a soft drink.

Lila didn’t come; her parents had not agreed to pay the teacher. But, since we were now good friends, she continued to tell me that she would take the test and would enter the first year of middle school in the same class as me.

“And the books?”

“You’ll lend them to me.”

Meanwhile, however, with the money from Don Achille, she bought a book: Little Women. She decided to buy it because she already knew it and liked it hugely. Maestra Oliviero, in fourth grade, had given the smarter girls books to read. Lila had received Little Women, along with the following comment: “This is for older girls, but it will be good for you,” and I got the book Heart, by Edmondo De Amicis, with not a word of explanation. Lila read both Little Women and Heart, in a very short time, and said there was no comparison, in her opinion Little Women was wonderful. I hadn’t managed to read it, I had had a hard time finishing Heart before the time set by the teacher for returning it. I was a slow reader, I still am. Lila, when she had to give the book back to Maestra Oliviero, regretted both not being able to reread Little Women continuously and not being able to talk about it with me. So one morning she made up her mind. She called me from the street, we went to the ponds, to the place where we had buried the money from Don Achille, in a metal box, took it out, and went to ask Iolanda the stationer, who had had displayed in her window forever a copy of Little Women, yellowed by the sun, if it was enough. It was. As soon as we became owners of the book we began to meet in the courtyard to read it, either silently, one next to the other, or aloud. We read it for months, so many times that the book became tattered and sweat-stained, it lost its spine, came unthreaded, sections fell apart. But it was our book, we loved it dearly. I was the guardian, I kept it at home among the schoolbooks, because Lila didn’t feel she could keep it in her house. Her father, lately, would get angry if she merely took it out to read.

But Rino protected her. When the subject of the admissions test came up, quarrels exploded continuously between him and his father. Rino was about sixteen at the time, he was a very excitable boy and had started a battle to be paid for the work he did. His reasoning was: I get up at six; I come to the shop and work till eight at night; I want a salary. But those words outraged his father and his mother. Rino had a bed to sleep in, food to eat, why did he want money? His job was to help the family, not impoverish it. But he insisted, he found it unjust to work as hard as his father and not receive a cent. At that point Fernando Cerullo answered him with apparent patience: “I pay you already, Rino, I pay you generously by teaching you the whole trade: soon you’ll be able to repair a heel or an edge or put on a new sole; your father is passing on to you everything he knows, and you’ll be able to make an entire shoe, with the skill of a professional.” But that payment by instruction was not enough for Rino, and so they argued, especially at dinner. They began by talking about money and ended up quarreling about Lila.

“If you pay me I’ll take care of sending her to school,” Rino said.

“School? Why, did I go to school?”

“No.”

“Did you go to school?”

“No.”

“Then why should your sister, who is a girl, go to school?”

The matter almost always ended with a slap in the face for Rino, who, one way or another, even if he didn’t intend to, had displayed a lack of respect toward his father. The boy, without crying, apologized in a spiteful tone of voice.

Lila was silent during those discussions. She never said so, but I had the impression that while I hated my mother, really hated her, profoundly, she, in spite of everything, wasn’t upset with her father. She said that he was full of kindnesses, she said that when there were accounts to do he let her do them, she said that she had heard him say to his friends that his daughter was the most intelligent person in the neighborhood, she said that on her name day he brought her warm chocolate in bed and four biscuits. But what could you do, it didn’t enter into his view of the world that she should continue to go to school. Nor did it fall within his economic possibilities: the family was large, they all had to live off the shoe repair shop, including two unmarried sisters of Fernando and Nunzia’s parents. So on the matter of school it was like talking to the wall, and her mother all in all had the same opinion. Only her brother had different ideas, and fought boldly against his father. And Lila, for reasons I didn’t understand, seemed certain that Rino would win. He would get his salary and would send her to school with the money.

“If there’s a fee to pay, he’ll pay it for me,” she explained.

She was sure that her brother would also give her money for the school books and even for pens, pen case, pastels, globe, the smock and the ribbon. She adored him. She said that, after she went to school, she wanted to earn a lot of money for the sole purpose of making her brother the wealthiest person in the neighborhood.

In that last year of elementary school, wealth became our obsession. We talked about it the way characters in novels talk about searching for treasure. We said, when we’re rich we’ll do this, we’ll do that. To listen to us, you might think that the wealth was hidden somewhere in the neighborhood, in treasure chests that, when opened, would be gleaming with gold, and were waiting only for us to find them. Then, I don’t know why, things changed and we began to link school to wealth. We thought that if we studied hard we would be able to write books and that the books would make us rich. Wealth was still the glitter of gold coins stored in countless chests, but to get there all you had to do was go to school and write a book.

“Let’s write one together,” Lila said once, and that filled me with joy.

Maybe the idea took root when she discovered that the author of Little Women had made so much money that she had given some of it to her family. But I wouldn’t promise. We argued about it, I said we could start right after the admission test. She agreed, but then she couldn’t wait. While I had a lot to study because of the afternoon lessons with Spagnuolo and the teacher, she was freer, she set to work and wrote a novel without me.

I was hurt when she brought it to me to read, but I didn’t say anything, in fact I held in check my disappointment and was full of congratulations. There were ten sheets of graph paper, folded and held together with a dressmaker’s pin. It had a cover drawn in pastels, and the title, I remember, was The Blue Fairy. How exciting it was, how many difficult words there were. I told her to let the teacher read it. She didn’t want to. I begged her, I offered to give it to her. Although she wasn’t sure, she agreed.

One day when I was at Maestra Oliviero’s house for our lesson, I took advantage of Gigliola being in the bathroom to take out The Blue Fairy. I said it was a wonderful novel written by Lila and that Lila wanted her to read it. But the teacher, who for five years had been enthusiastic about everything Lila did, except when she was bad, replied coldly:

“Tell Cerullo that she would do well to study for the diploma, instead of wasting time.” And although she kept Lila’s novel, she left it on the table without even giving it a glance.

That attitude confused me. What had happened? Was she angry with Lila’s mother? Had her rage extended to Lila herself? Was she upset about the money that the parents of my friend wouldn’t give her? I didn’t understand. A few days later I cautiously asked her if she had read The Blue Fairy. She answered in an unusual tone, obscurely, as if only she and I could truly understand.

“Do you know what the plebs are, Greco?”

“Yes, the people, the tribunes of the plebs are the Gracchi.”

“The plebs are quite a nasty thing.”

“Yes.”

“And if one wishes to remain a plebeian, he, his children, the children of his children deserve nothing. Forget Cerullo and think of yourself.”

Maestra Oliviero never said anything about The Blue Fairy. Lila asked about it a couple of times, then she let it go. She said grimly:

“As soon as I have time I’ll write another, that one wasn’t good.”

“It was wonderful.”

“It was terrible.”

But she became less lively, especially in class, probably because she realized that the teacher had stopped praising her, and sometimes seemed irritated by her excesses of virtuosity. When it came time for the competition at the end of the year she was still the best, but without her old impudence. At the end of the day, the principal presented to those remaining in competition—Lila, Gigliola, and me—an extremely difficult problem that he had invented himself. Gigliola and I struggled in vain. Lila, narrowing her eyes to cracks, applied herself. She was the last to give up. She said, with a timidity unusual for her, that the problem couldn’t be solved, because there was a mistake in the premise, but she didn’t know what it was. Maestra Oliviero scolded her harshly. I saw Lila standing at the blackboard, chalk in hand, very small and pale, assaulted by volleys of cruel phrases. I felt her suffering, I couldn’t bear the trembling of her lower lip and nearly burst into tears.

“When one cannot solve a problem,” the teacher concluded coldly, “one does not say, There is a mistake in the problem, one says, I am not capable of solving it.”

The principal was silent. As far as I remember, the day ended there.