The majority of experts will agree that early childhood years play a key role in is our development as people. Both Long Long After School, by Ernest Buckler, and A Teacher’s Reward, by Robert Phillips, explore the student-teacher relationship and how it can affect the lives of everyone involved. Long Long After School shows how racism and prejudice shape a child’s school experience and path in life. A Teacher’s reward depicts similar themes of prejudice but focuses more on the abuse of power from teacher to student. The path of Wes and Raybe’s lives are both obviously influenced by their childhood experience. The root of the problem in both cases is unfair treatment from either classmates or teachers, based on factors that neither Wes or Raybe have power over. But their trauma has manifested itself differently for both boys respectively.
Wes’ experience with discrimination comes in the form of racism, his life and his future career is affected by his school experience and that is reflected in the story. The main character in the story states that “Wes ‘looks after’ the cemetery” (Buckler, 48). Wes is shunned by his peers and even later in life Wes has become isolated from the others in town, people do not see him as equal even so many years later. When it is time for the grade three alumni the main character doesn’t even consider Wes as an option: “ it never came into my head to ask him for a contribution” (Buckler, pg. 1) Furthermore, Wes works as the cemetery groundskeeper, and through his internal monologue, it’s apparent that the main character never thought about Wes, or really even cared about him until running into him by happenstance. Through flashbacks of Wes’ school experiences, more trauma is revealed: comments from classmates such as “Shhh Wes is blushing…He’s so scared he’s turning pale.” (Buckler, Pg. 50) The divide experienced during his developmental years is still present so many years later in his adult life. Wes’ experience in high school was indicative of how the rest of his life would play out. This is evident from the treatment he receives in school and the role he has in society afterwards.
Raybe from “A Teacher’s Reward” shares a similar experience to Wes, but rather than student teasing, Raybe receives abuse from his teacher. He is less fortunate than the other children in his class, and as a result he is treated as inferior at the hands of his teacher, Mrs. Scofield. “You always told me I was dirty. Just because my aunt couldn’t keep me in clean shirts like some of the others.” (Phillips, Pg.8) His home life is difficult, and it has reflected on his appearance and behavior. Raybe is physically punished by Mrs. Scofield when other students misbehave, solely based on assumptions. “ Because you picked on me all the time. Made me out worse than I was.” (pg. 8) Raybe’s experience with Mrs. Scofield during his childhood is an integral part of the downward slope of his life. He was less fortunate to begin with, and the discrimination he faced for it was in no way beneficial. Mrs. Scofield picked on Raybe, she made him feel less than the other students and didn’t give him the same opportunities. These experiences stuck with Raybe for a long time, and can be considered a reason for his lack of success or confidence. Raybe himself blames Mrs. Scofield for the place he is in life when he says “How I come to be there (prison)…You were the one… You never gave me the chance the others had. The other kids left me out of things, because you were always saying I was bad. And you always told me I was dirty.” (Pg.7) Raybe believes he has a score to settle with Mrs. Scofield, seeing her the antagonist of his life. His grudge against his teacher, however irrational it may be, shows how big of an impact childhood experiences can have on people.
Both Wes and Raybe face discrimination, and their lives turn out quite differently. This is evidence that their childhood experiences have influence on the shape of their lives, but also that the outcome is dependent on the person. Unlike Wes, Raybe does not have a savior to lighten the load of his treatment. This is a variable that could have possibly resulted in the unfortunate path of Raybe’s life. Wes maintains a decent role in society, whereas Raybe is incarcerated and unemployed. Raybe is so affected by Mrs. Scofield’s treatment that he holds a grudge and blames her for his misfortune.
Wes’ has defied all of the criticism he received and created a life that is more successful, especially when compared to Raybe. He has stayed in his home town, but has maintained a job and a respectable life. Raybe on the other and has seemingly satisfied Mrs. Scofield’s predictions and fulfilled his role as a ‘low class’ member of society. Raybe is imprisoned for ten years, and immediately returns to assault his teacher. “I been in prison… you try staying behind those walls for ten years and see if it’s a joke” (Phillips, pg.6) While Wes, who underwent similar treatment in school, does none of these things and creates a respectable life with the difficult situation he’s been presented with. The main character of Long Long Afterschool even paints Wes as a sort of philosopher: “It was the kind of remark that had built up his quaint reputation as town philosopher” (Buckler, pg.3) These two short stories make it apparent that experiences early in life are important in development, but also that experiences early in life can have different effects based on the person experiencing them.
Based on these two stories, it is evident that the presence of a supportive and positive authority figure, such as a teacher, has a large impact on children in their early developmental school years. Both Raybe and Wes’ lives were shaped by their years in school. The root of the problem in both cases is unfair treatment and discrimination from either classmates or teachers, but it manifests itself differently, primarily depending on the circumstance the person grows up in.
In any case, these stories highlight how important the formative childhood years are in the long run, and how school has a key role to play along the way.