The task that involved me in problems was in respect of a teacher. He served the institution that I have been running since the death of my father. As a legatee (= rightful owner of parental property) of my father’s will, I am enjoined (= charged with the responsibility) to run the school out of the trust fund that he has set apart for the purpose. I have seen to it that it does not include a teacher with a political allegiance (= loyalty), because it is a non-party institution. But despite my efforts and the scrutiny by the Board of Selectors, one teacher somehow had smuggled into (-unlawfully got into) it, and that spun (created) troubles.
The teacher’s name was Sudhin Majhi. He was an inte and capable teacher, and he had an appreciable academic record. He joined his post with a fanfare. He imparted lessons in English texts, grammar and composition with a rare competence. The boys, too, were doing good enough.
After two years, that is well over his probationary status, when he became permanent, his conduct began to be a suspect. He would at first request his colleague to engage his class and thus take a day cff. Sometimes, he would win the favour of a colleague by managing for him an examinership. Even the Headmaster seemed well disposed (= favourable) towards him.
For some time these irregularities did not bother us, for Majhi, apart from being a good teacher, was a generous and beaming (= cheerful) person. No teacher had any grievance against him. But one day, Prasanta, one of my trusted friends in the Board, hinted to me that Sudhin Majhi was not a clean man; he had political links and served as a volunteer in the ruling party. I was alerted no doubt, but decided not to act in haste as the man had become almost indispensable as a teacher. I was on the watch.
I began to feel uneasy as the murmur of resentment among the teachers began to increase. Various kinds of complains surfaced that being a good and competent teacher cannot shield a shirker (= one who shirks or neglect duties), that it cannot waive (= rule out or overrule) the restrictions of the statute. The statute strictly prohibits appointment of such persons. One day I received a letter from the Joint Secretary of the Education Council which stunned me. It stated that Mr. Majhi had lodged a complaint with the Council that being low-born he was being cornered by the authorities. The officer served the school with a show-cause notice. I summoned our Headmaster who also started to see the letter.
The whole matter put me in a fix. Three of us put our heads together to solve the issue. We received an annual grant from the government and the charge of Sudhin Majhi might do us positive harm, we thought. I decided to deal with the matter personally, for I believe that often the appeal of the heart proves more powerful than the power of pen. I invited him to my residence one day. My long-term objective was to persuade or even cajole (= influence by indirect trick or suggestion) him to withdraw his complaint. Truly speaking, I was much annoyed with his behaviour. I had also scent of his involvement in politics, although he was careful not to be directly involved. But I would not act on impulse.
In the evening as we sat together I overpowered Majhi with my soft succulent (= mellow) words. I pretended ignorance of his complaint. On the contrary I asked him to devote a little more time with his boys, as they relied much on his teaching. I showed him a written representation of the boys in this direction. It was not difficult to obtain such a thing, either, as he was indeed an asset on the subject.
My artful appeal worked. I told him that his efficiency had impressed me to appoint him inspite of the statutory hurdle; that many persons had commented on my action and that his frequent absence had somewhat compromised (= put in a false position) my position. My flattering arguments flattened his inflated (-blown up) ego, for he had, indeed, come to my house in a defiant mood.
My gesture remained only between me and the Headmaster. The latter informed me that subsequently Sudhinbabu seemed to be more regular and hoodwinked (= made submissive). I asked him to keep the whole episode of his complaining, the government’s letter and our actions close to his bosom only. The Headmaster mentioned the reality (= actual position) of the situation that if he is allowed to continue for long under this cover of my support, he might become more dangerous. The truth of the arguments was not beyond me, either. But I marked time; I decided to sack him at a more opportune moment. And the opportunity for that did not lie far enough to seek.
In course of time Mr. Majhi withdraw his complaint in a gesture of compromise, and another letter from the government relieved us from the muddle. My only concern was that any haste on our part might stop the government grant which was indispensable for our sustenance. The trust fund was not enough to maintain the establishment, as it was growing to be an expanding phenomenon due to increasing staff and other expenses. I looked forward to making the institution a fully government-aided one.
There were other teachers from the lower caste, and I am confident that caste can never be a stigma (= dark spot/taint). These teachers were as honest, sincere and devoted as the others. Majhi, alone, was the exception. Human nature spawns (= produces) strange combinations, and Majhi is one such where talent combines with shirking nature (= neglect of duty). He was also looked down upon by those others. But Majhi had a powerful link in the education office.
Kautilya Shastra (= the ethics of Chanakya) tells us that often it is desirable to pick out a thorn by another thorn. My Headmaster suggested to me a method to expose Majhi. I also felt that a pampered (= over indulged) child often runs a family to the seed (= destroys). But the Headmaster’s trick was a bit hazardous (=risky). I, however, acceded to (= agreed to) his plan as I thought that it could be fool-proof.
After the Board Examination some of our teachers were examiners, Majhi being one. Our Headmaster had a very trusted friend in the Vigilance Section. It is a known truth that as individuals corrupt political parties, they corrupt their own selves too. Majhi bore out (= proved) this proposition. He accepted a fairly large sum from a person who was set up by the Headmaster and raised his marks well beyond what he deserved. The other man that accompanied the bribe-giver being of the ‘Intelligence’ seized the answer book. The matter was flashed in the papers the next day. Matters came to a head, Majhi lost face with us and ceased to come to the school. Thus we were rid of him without tainting (= making foul) our image in his eyes. Thus I saved my school from a foul element.
