During the spring, the second grade class went on a field trip to the Dallas Zoo. I was fascinated by two animals I saw there. There was a rectangular enclosure with sides about six feet or so and ends about two to three feet whose bottom was about two feet off the ground. I have never been able to confirm the existence of what I believe I saw there. I still picture three or more creatures that looked like deer but were only about seven to eight inches high and ten or more inches from head to tail. I also remember a sign which said that the animal was a "Mouse Deer" although it might have said "Deer Mouse." I've never been able to remember which, but I favor Mouse Deer.
While writing this, I thought about the fact that it's been some time since I tried to find anything on the Mouse Deer and I ran an internet search. Surprise, there several sites with information on this animal, also known as a chevrotain and that there are four or five species of the family, Tragulidae, including one that looks like those I saw in 1939 in the Dallas zoo.
The second animal that fascinated me was the mandrill with the beautiful blue and red colors of his face and ribbed muzzle and, above all or should I say behind all, the area that came in contact with the ground when he sat was also as colorful.
The next day, Mrs Godwin had each of us stand and tell the rest of the class about what we found most interesting at the zoo. Sure enough, and as innocent as you please, I described the rear end of the mandrill. Most of the other students laughed. Some of the girls were doing that hide-your-face-and-giggle thing girls do. Mrs Godwin told me to stay after school. I thought I was in trouble but couldn't quite figure what it was.
Mrs Godwin accompanied me home after school and told Mom about my dissertation on the rear end of a mandrill whereupon Mom had a good laugh which brought Mrs Godwin to chuckle. Then they had a long conversation during which Mrs Godwin asked Mom to speak to me about things that shouldn't be talked about in class no matter how interesting they were.
You entered the school library through a door from the hallway. It was a small room about eight to ten feet in width with floor-to-ceiling shelves on its two walls. At the other end of the room, about twenty feet or so away, was a window where you could look across the front yard of the school to the New Kaufman Highway. There was a desk in front of the window on top of which sat the file of cards for books currently out of the library. In the summer, when there were no classes, the library would be open to the public during certain hours of the day.
I made frequent use of the library that summer between the second and third grades. It probably on my first visit that, after looking through several books, I decided to take out Frank Buck's "Bring 'em Back Alive." The lady at the desk looked at the book then, looked at me dubiously. What took place next was something like this:
"What grade are you in."
"I just finished second and passed to third."
"You'll have trouble reading this book. It's for students of about fifth grade or higher.
I can help you find something that would be easier for you."
"But I can read this book and I'll like to take it out."
"If I open the book to any page, you'll be able to read it to me?"
"Yes ma'am."
"Alright, if you can read from the page I pick, you can take out the book. If you can't,
I'll help you find a different book. Is that alright?"
"Yes, ma'am!"
She picked a page and I began reading without hesitation. She was really surprized, told me I was a very good reader and let me take the book. She never questioned whether I could read any of the other books I chose on other trips to the library. I did read a lot but I've never been a fast reader.
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