To Kill a Mockingbird

first day. The truant lady reckons she’s carried out the law when she gets his name on the roll.”
    “You can’t do that, Scout,” Atticus said. “Sometimes it’s better to bend the law a little in special cases. In your case, the law remains rigid. So to school you must go.”
    “I don’t see why I have to when he doesn’t.”
    “Then listen.”
    Atticus said the Ewells had been the disgrace of Maycomb for three generations. None of them had done an honest day’s work in his recollection. He said that some Christmas, when he was getting rid of the tree, he would take me with him and show me where and how they lived. They were people, but they lived like animals. “They can go to school any time they want to, when they show the faintest symptom of wanting an education,” said Atticus. “There are ways of keeping them in school by force, but it’s silly to force people like the Ewells into a new environment.”
    “If I didn’t go to school tomorrow, you’d force me to.”
    “Let us leave it at this,” said Atticus dryly. “You, Miss Scout Finch, are of the common folk. You must obey the law.” He said that the Ewells were members of an exclusive society made up of Ewells. In certain circumstances the common folk judiciously allowed them certain privileges by the simple method of becoming blind to some of the Ewells’ activities. They didn’t have to go to school, for one thing. Another thing, Mr. Bob Ewell, Burris’s father, was permitted to hunt and trap out of season.
    “Atticus, that’s bad,” I said. In Maycomb County, hunting out of season was a misdemeanor at law, a capital felony in the eyes of the populace.
    “It’s against the law, all right,” said my father, “and it’s certainly bad, but when a man spends his relief checks on green whiskey his children have a way of crying from hunger pains. I don’t know of any landowner around here who begrudges those children any game their father can hit.”
    “Mr. Ewell shouldn’t do that—”
    “Of course he shouldn’t, but he’ll never change his ways. Are you going to take out your disapproval on his children?”
    “No sir,” I murmured, and made a final stand: “But if I keep on goin‘ to school, we can’t ever read any more…”
    “That’s really bothering you, isn’t it?”
    “Yes sir.”
    When Atticus looked down at me I saw the expression on his face that always made me expect something. “Do you know what a compromise is?” he asked.
    “Bending the law?”
    “No, an agreement reached by mutual concessions. It works this way,” he said. “If you’ll concede the necessity of going to school, we’ll go on reading every night just as we always have. Is it a bargain?”
    “Yes sir!”
    “We’ll consider it sealed without the usual formality,” Atticus said, when he saw me preparing to spit.
    As I opened the front screen door Atticus said, “By the way, Scout, you’d better not say anything at school about our agreement.”
    “Why not?”
    “I’m afraid our activities would be received with considerable disapprobation by the more learned authorities.”
    Jem and I were accustomed to our father’s last-will-and-testament diction, and we were at all times free to interrupt Atticus for a translation when it was beyond our understanding.
    “Huh, sir?”
    “I never went to school,” he said, “but I have a feeling that if you tell Miss Caroline we read every night she’ll get after me, and I wouldn’t want her after me.”
    Atticus kept us in fits that evening, gravely reading columns of print about a man who sat on a flagpole for no discernible reason, which was reason enough for Jem to spend the following Saturday aloft in the treehouse. Jem sat from after breakfast until sunset and would have remained overnight had not Atticus severed his supply lines. I had spent most of the day climbing up and down, running errands for him, providing him with literature, nourishment and water, and was carrying him blankets for the night when Atticus said if I paid no attention to him, Jem would come down. Atticus was right.

Chapter 4

    The remainder of my schooldays were no more auspicious than the first. Indeed, they were an endless Project that slowly evolved into a Unit, in which miles of construction paper and wax crayon were expended by the State of Alabama in its well-meaning but fruitless efforts to teach me Group Dynamics. What Jem called the Dewey Decimal System was school-wide by the end of my