Here is my palindrome poem on the subject: Eros, eyesore.

Nelson, however, is cheered. He views Leah’s bow and arrows as a positive development in our household after so many other discouraging ones, such as the death, for all practical purposes, of Ruth May. Nelson has taken it upon himself to supervise Leah’s military education. He makes targets of leaves, and pins them to the trunk of the great mango at the edge of our yard. The targets grow smaller each day. They began with a giant elephant-ear leaf, like a big triangular apron flapping in the breeze, which was nearly impossible to miss. One at a time Leah sent her wobbling arrows through the slashed green margin. But she has worked her way steadily down, until she now aims at the round, shiny, thumb-sized leaflet of a guava. Nelson shows her how to stand, close one eye, and whack her arrow trembling into the heart of a leaf. She is a frighteningly good shot.

My hunt-goddess twin and I are now more distant kin than ever, I suppose, except in this one regard: she is beginning to be looked upon in our village as bizarre. At the least, direly unfeminine. If anything, I am now considered the more normal one. I am the benduka, the single word that describes me precisely: someone who is bent sideways and walks slowly. But for my twin who now teaches school and murders tree trunks I have heard various words applied by our neighbors, none with much fondness. The favored word, bdkala, covers quite a lot of ground, including a hot pepper, a bumpy sort of potato, and the male sexual organ.

Leah does not care. She claims that since Anatole gave her the bow, and since it was Anatole who requisitioned her to teach school, she must not be breaking any social customs. She fails to see that Anatole is breaking rules for her, and this will have consequences. Like an oblivious Hester Prynne she carries her letter, the green capital D of her bow slung over her shoulder. D for Dramatic, or Diana of the Hunt, or Devil Take Your Social Customs. Off with her bow to market she goes and even to church, although on Sundays she must leave the arrows behind. Even our mother, who is not on the best of terms with Jesus just now, still draws the line at marching into His house toting ammunition.

Leah

ANATOLE’S FACE IN PROFILE, with his down-slanted eye and high forehead, looks like a Pharaoh or a god in an Egyptian painting. His eyes are the darkest brown imaginable. Even the whites are not white, but a pale cream color. Sometimes we sit at the table under the trees outside the schoolhouse after the boys are finished with their school day. I study my French and try not to bother him too much while he prepares the next day’s lessons. Anatole s eyes rarely stray from his books, and I’ll admit I find myself thinking of excuses to interrupt his concentration. There are too many things I want to know. I want to know why he’s letting me teach in the school now, for instance. Is it because of Independence, or because of me? I want to ask him if all the stories we’re hearing are true: Matadi, Thysville, Stanleyville. A can trader passing through Kilanga on his way to Kikwit gave us terrifying reports of the slaughter in Stanleyville. He said Congolese boys wearing crowns of leaves around their heads were invulnerable to Belgian bullets, which passed through them and lodged in the walls behind them. He said he’d seen this with his own eyes. Anatole was standing right there but seemed to ignore the tales. Instead, he carefully examined and then purchased a pair of spectacles from the can trader. The spectacles have good lenses that magnify things: when I try them on, even French words look large and easy to read.They make Anatole look more intelligent, though somewhat less Egyptian.

Most of all I want to ask Anatole this one unaskable question: Does he hate me for being white?

Instead I asked, “Why do Nkondo and Gabriel hate me?”

Anatole gave me a surprised look over the horn rims and genuine lenses of his new glasses. “Nkondo and Gabriel, more than the others?” he said, slowly bringing his focus onto the present conversation, and me. “How can you tell?”

I blew air out through my lips like an exasperated horse. “Nkondo and Gabriel more than the others because they play their chairs like drums and drown me out when I try to explain long division.”

“They are naughty boys, then.”

Anatole and I both knew this was not exactly the case. Drumming on chairs might have been of no special consequence in a Bethlehem school where little boys acted up whenever they took a mind. But these boys’ families were scraping together extra food or cash for their sons to go to school, and no one ever forgot it. Going to school was a big decision. Anatole’s students were as earnest as the grave. Only when I tried to teach math, while Anatole was working with the older students, did they raise pandemonium.