School For Patriots Read online

  Martin Kohan was born in 1967 in Buenos Aires, where he now lives. He is a novelist and writer of essays including one on Walter Benjamin. He teaches in Patagonia at the University of Trelew. A previous novel, Seconds Out, was published by Serpent’s Tail in 2010.

  Praise for Seconds Out

  ‘An untypical book … It’s the kind of intricate construction which in less skilful hands could become merely an academic exercise, but Kohan is no ivory-tower professor’ Richard Lea, Guardian

  ‘This is a subtle, complex book. At its heart is the fight itself or more precisely the fall of the champion whose essence is analysed in a virtuoso, slow-motion cut up into moments that crystallize an epoch. Finally, a novel that is not a film-script disguised as a novel from which a script is to be taken. A new generation of Argentinian writers, Martin Kohan and Rodrigo Fresan in the forefront, are showing that they are the worthy successors of Borges, Sabato and Bioy Casares’ Le Devoir

  School for Patriots

  MARTIN KOHAN

  Translated from the Spanish by Nick Caistor

  A complete catalogue record for this book can be obtained from the British Library on request

  The right of Martin Kohan to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988

  Copyright © 2007 Martin Kohan

  Translation copyright © 2012 Nick Caistor

  All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher.

  First published as Ciencias Morales in 2007

  by Editorial Anagrama, Barcelona

  First published in this English translation in 2012

  by Serpent’s Tail,

  an imprint of Profile Books Ltd

  3A Exmouth House

  Pine Street

  London ECIR 0JH

  website: www.serpentstail.com

  ISBN 978 1 84668 743 3

  eISBN 978 1 84765 645 2

  Designed and typeset by Crow Books

  Printed by CPI Group (UK) Ltd, Croydon, CR0 4YY

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  School for Patriots

  1

  In the past, the National School of Buenos Aires was an establishment for boys. In those distant days when it was knowna as the School of Moral Sciences, or in the even more remote era when it was called The Royal College of San Carlos, things must have been more straightforward, more orderly. It’s simple: eactly half of the world it now contains weren’t there. The half made up of jumpers, hairbands, ribbons and hair-slides, the half that required the installation of separate toilets in the school and separate changing rooms on the playing fields, once, a long time ago, in the days of Miguel Cané, or Amadeo Jacques, simply didn’t exist. The school was a single entity, all boys. In those days, all the school activites must have taken place in a much calmer atmosphere. Or at least this is what the class assistant for the third year class ten thinks, as her mind begins to wander near the end of the second afternoon break. Everyone knows her as María Teresa, unaware that in the evenings, at home, she is known as Marita. This is what she, the teaching assistant for the third year class ten, is thinking absentmindedly, although she is apparently paying close attention, when more than eight minutes of the ten-minute break have already gone by. She thinks this without realising that, if the conditions from those days of the school’s splendour still applied, she herself would not be able to occupy the position she currently occupies at the school, because just as there had been no girl pupils, there had been no female teachers, and no female assistants. Contrary to the present situation, in those days this world was not split in two: the main aim back then, as can be seen from the school’s literary classic called Juvenilia (which the current crop of students, out of ignorance or spite, insist on calling ‘Juvenilla’), was probably something quite different: to ensure the pacific co-existence of boys from Buenos Aires with those from Argentina’s interior provinces. This mix often gave rise to disturbances, even unseemly brawls which ended in cuts and bruises, and yet none of that was anything like what it takes to keep a close eye on this other reality of males and females in close proximity. After all, for boys from Buenos Aires to fight provincials was nothing more than the expression of a deep-seated truth about Argentinian history. It served to demonstrate that the school was already what it had been intended to be: a select microcosm of the entire nation. Had not Bartolomé Mitre, the school’s founder, happily defeated Urquiza, from Entre Ríos province, at the battle of Pavón? Had not the federalist tyrant Juan Manuel de Rosas kept the school closed during the dark period of his rule that had afflicted Argentina for so many years? Had not Domingo Sarmiento, born in San Juan province, unsuccessfully tried to enrol at the school? And did not the boy from Tucumán, Juan Bautista Alberdi, succeed where Sarmiento had failed, giving rise to a feeling of resentment that lasted throughout the remainder of Sarmiento’s life? The fights between pupils of Buenos Aires and the provinces were part of the school’s history because the school itself was part of the nation’s history. Miguel Cané writes about this openly in Juvenilia. No matter that today’s pupils talk about the book as if they had never heard of it; in reality, they have all read it and are well aware of the significant fact that the school made no distinction between students from the northern provinces and those born in Buenos Aires. Ensuring the peaceful co-existence of these two groups was perfectly possible for a master like Amadeo Jacques, who was born in France, or for a Headmaster like Santiago de Estrada. But the school then had been only for boys. María Teresa is merely letting her mind wander rather than making comparisons, but she knows her job as an assistant is very different nowadays. She has no illusions that she can cast herself in the same mould as those illustrious male predecessors; as she stands in the playground gazing blankly around her she simply allows one thought after another to slide by, and in this daydream imagines what the more homogeneous, more harmonious version of the school that existed in the nineteenth century, in another age, must have been like. The sound of the bell, which the others usually calculate precisely, startles her out of her daydream: the end of break. The bell rings – firmly but not stridently – for exactly fifty-five seconds, just short of a minute. Everyone is aware of this. There is a very precise reason why they should know this, and for their timing to be as exact as the sound itself instead of allowing themselves the rough approximation of a minute. That is because the moment the bell stops ringing (and without its echo being considered part of the process), all the pupils must line up, in total silence and in ascending order of height, outside their classroom door.

  Third year class ten lines up in front of the penultimate door in the quad. Quite often, footsteps, a shoe scraping against the ground, sometimes even a laugh can be heard after the bell has ceased to ring, and then it is the assistants’ job to step in.

  —Silence, ladies and gentlemen.

  After this warning, there ought to be no noise at all. If the earlier sound was a sign that someone was slow to respond, the assistants have to make sure that following this carelessness the pupils are absolutely quiet. If, on the other hand, there was the more serious offence of a laugh or the suggestion of laughter, they have to try to identify the joker (who in all likelihood would persist in their misdeed), take him or her out of the line, and proceed to punish them. The culprits usually gave themselves away by staring at the ground.

  More often than not, however, the order to be silent is strictly obeyed.

  —Step apart.

  A single voice echoes all round the quad. Because of the height of the roofs
or the thickness of the walls, the sound seems to rebound and multiply, but despite this, everyone knows nothing has been repeated, that orders are given only once, and that this is enough.

  Stepping apart is a fundamental part of teaching the pupils how to behave properly. Even though they are now in lines, and even though they correctly position themselves from smallest to tallest, until they have stepped apart, the pupils still look disorderly, grouped but not formed up. They look untidy, and that is intolerable. Once they have stepped apart, however, the double line has an orderly, structured appearance, creating an appropriate symmetry. To step apart the pupils must raise their right arms – without of course bending the elbow – and rest their hands (even better if it is just the tips of their fingers) on the right shoulder of the classmate in front. Since by definition this classmate is smaller than the one behind, each arm makes a perfectly straight line but slopes gently downwards. That is how it is and always has been. The girls form up in front, the boys behind. Although she tries to do so discreetly, María Teresa focuses her attention on the most problematic link in the chain, the point where the two smallest boys follow on from the two tallest girls. In general, the smallest boys are those who still look like smooth-cheeked infants, whereas the tallest girls are always the most mature. When instructed to step apart, those two boys (who in third year class ten are Iturriaga and Capelán) have to place their hands – or better still, the tips of their fingers – on the shoulder of the girls in front (in third year class ten that means Daciuk and Marré). The shoulders are quite far away, and are higher than them, so the boys almost have to stretch in order to reach them. María Teresa examines the point of contact closely. Of course, her concern is not the height difference, or that by stretching out their arms Iturriaga or Capelán might lose their posture. It is not that, nor is it the vigorous gesture their arms make as they straighten and aim upwards. No, it is something else. María Teresa has to pay particular attention to what happens to those boys’ hands on each girl’s shoulder for as long as this stepping apart lasts – and this is something which, unlike the bell for the end of break, does not go on for a fixed, predetermined length of time, but depends on the personal decision of Señor Biasutto, the supervisor of the team of assistants.

  —Stand to attention!

  It is only when Señor Biasutto has given this order that the pupils’ arms drop and contact between them ceases. By now, all of them are in their rightful place, at the required distance from each other, and they may now be allowed to enter the classroom. And yet it frequently happens that Señor Biasutto delays giving the order and allows the moment of contact to drag on. This may be to make sure that the line for each year is properly formed up, or to give the assistants he is in charge of time to detect any possible irregularity among the pupils. If there is the slightest sign that this delay is making them impatient, Señor Biasutto will not hesitate to prolong it.

  —I’m in no hurry, ladies and gentlemen.

  On an earlier afternoon, at the end of first break, María Teresa noticed, or thought she noticed, that Capelán’s right hand was resting excessively on Marré’s right shoulder. He had stepped apart from her as required, but perhaps had gone further than that. It was one thing to use her shoulder as a marker to take distance from; it was another altogether to grasp the shoulder, touch it, cup it in the hand, to give Marré a sensation that was neither fleeting nor innocent.

  —Are you tired, Capelán?

  —No, Miss.

  —Is your arm heavy, Capelán?

  —No, Miss.

  —Perhaps you’d like to leave the line-up, Capelán, and have a little rest in Señor Biasutto’s office?

  —No, Miss.

  —Well then, step apart in the proper manner.

  —Yes, Miss.

  There is nothing suspicious about the way Iturriaga steps apart from Daciuk. Capelán is the one María Teresa needs to pay close attention to. Ever since her warning to him the other afternoon, which only by a miracle did not lead to Señor Biasutto being involved, Capelán has become very subtle; perhaps too subtle, which is also a nuisance. He is no longer touching Marré with the palm of his hand, but with his fingers, which is good; in fact, only with his fingertips, which is better still. He does not even rest those fingers, or the tips of them, on her shoulder: they simply hover, almost without touching, as they might do with a door he had to half-close, or close without a sound. But in that lightest and apparently so circumspect of movements, María Teresa sees, or thinks she can see, that Capelán is caressing rather than touching the girl. Capelán is no longer pressing too heavily on Marré’s shoulder, but appears instead to have openly replaced that misdemeanour with another: he is brushing against her. Scarcely touching her, as though he wanted to tickle or startle her.

  —What’s the matter, Capelán, are you feeling weak?

  —No, Miss.

  —Then step apart in the proper way.

  The hovering hand, the aerial, deceptively innocent hand Capelán is stretching out as if thoughtlessly, moves towards Marré’s shoulder, towards that reassuring, solid part that follows the curve of the blue school uniform pullover. But because it is a hesitant, vague gesture, suspiciously obedient of the warning not to press down, the hand hangs there and seems to feel rather than touch, to caress almost like a blind person would do, so that before it reaches Marré’s shoulder it might (or at least this is the impression María Teresa has) brush against Marré’s neck: the sky-blue collar of her school shirt, or worse still, the neck itself, the skin on Marré’s neck, in other words, Marré herself.

  —Are you feeling ill, Capelán?

  —No, Miss.

  —Is your hand trembling, Capelán?

  —No, Miss.

  —Are you sure, Capelán?

  —Yes, Miss.

  —That’s good.

  This is the first year, as autumn slowly gives way to winter, that María Teresa has worked as an assistant at the National School of Buenos Aires. She started in February, when the weather was still hot, three weeks before the March exams, and six before the new school year began. She had a first interview with the Head of Discipline, who decided to take her on. This was followed by a fifteen-minute interview with the assistants’ supervisor, Señor Biasutto. He informed her, amongst other things, of the best attitude to adopt to keep a close eye on the pupils. It was no easy matter to achieve what Señor Biasutto referred to as ‘the ideal stance’. The ideal stance to keep the closest watch. An attentive gaze, taking in every last detail, would mean that no misbehaviour or violation of the rules escaped her. But precisely because she was looking on so attentively, this would serve as a warning to the pupils. The ideal stance required a gaze that surveyed everything, but which itself was able to pass unnoticed. The teachers were well aware of this; that was why, whenever there was a written test, they stood at the back of the classroom, so that they could see without being seen. Any sideways glance inevitably betrayed a pupil attempting to copy from a neighbour. The school assistants had to acquire a similar expertise if they wanted to be as relentlessly alert. Not ‘staring into space’ as an absent-minded person might do, but seeing everything while giving the impression of not looking at anything.

  María Teresa follows this detailed advice from Señor Biasutto at the end of each of the three afternoon breaks: at the moment when the pupils line up, and when they step apart. She uses it to keep an eye on that idle-looking boy Capelán. Apart from Iturriaga, all his classmates are taller than him. That is why he is the first boy in the line. Marré is directly in front of him. He can touch her: it is allowed. More than that: he is obliged to do so. He must put his hand on her shoulder, or better still, place the tips of his fingers on her shoulder, so that he can step apart from her. So María Teresa pretends to be looking at nothing in particular: not looking nowhere, which would be taking things too far, but a look not focused on anything in particular. Of course, in reality she is concentrating on what is going on between Capelán and Mar
ré’s shoulder: between Capelán’s hand, or fingers, and Marré’s shoulder. She is pretending to look all round her, but in fact her eyes are trained on that tiny detail. She wears glasses, and straightens them now. She sees, or thinks she sees, Capelán moving his fingers slightly. Possibly he has stroked Marré’s shoulder. Imperceptibly, María Teresa focuses even more intently to scrutinise the expression on Capelán’s face. It looks as innocent as the expression on the face of Iturriaga, who alongside him has stretched out his hand without even appearing to notice how close Daciuk is to him. But María Teresa is well aware that this vague expression proves nothing. The pupils brazenly practise the art of dissembling. She takes a slow, deliberate step forward. Now she is no longer level with Capelán, but with Marré. The face she is secretly studying is Marré’s, not Capelán’s. She notices, or thinks she notices, a slow closing of Marré’s eyes: something akin to a blink, but in slow motion. María Teresa interprets this as she thinks she is meant to interpret it: she sees a gesture of annoyance in this lowering of the eyelids. She cannot be certain, but there is no time for her to wait to be certain that this is what it means.

  —Is something wrong, Marré?

  —No, Miss.

  —Are you sure? I thought it looked as if you felt ill.

  —No, Miss.

  —Are you sure?

  —Yes, Miss.

  —Good.

  At that moment Señor Biasutto gives the order for them all to stand to attention. The pupils lower their arms and stare at the nape of the neck of the classmate in front of them. Whatever the weather outside, the light in the quad is always that of a cloudy day. The walls are covered halfway up in green tiles: beyond that they are bare. The order is given for the pupils to enter their classrooms.

  That night, María Teresa’s sleep is strangely disturbed. Without intending to, she dreams of Marré’s face and the fleeting expression she caught there. She remembers almost nothing of her dream apart from that image, but it is very vivid: the face of the girl at school whose name is Marré. She is still in a daze even after she has woken up, made her bed, brushed her teeth, hung her clothes in the wardrobe, kissed the rosary, put her hair up, and opened the curtains. Then she dons a faded housecoat and buttons it all the way up to her neck. She goes into the kitchen, where her mother is waiting for her with breakfast. The radio stands beside the table. The news bulletin is on as they say good morning to each other.