Z does not understand where her early drive to become a teacher came from. She did have an uncle who was a teacher but the drive and influence did not, from her memory, come from him. She wanted to be a teacher well before she herself went to school. She had a big blackboard at home and even before she started school she would conduct classes using it. She can only assume that she absorbed the atmosphere and activity of school as she and her mother walked her older sister to school each day – but she has no memory of observing or spending time inside the school.
She does remember that she cried every morning on the way to the school with her mother and sister, because she was not allowed to stay. Her sister was two years older. Eventually her mother could bear it no longer, and added a year to Z’s age so she could start school a year ahead of her 5th birthday. Her attraction to teaching was undiminished. She conducted assemblies at home using a mop handle as a microphone. Throughout primary school she observed what teachers did and incorporated elements into her games – constructing not only roll books, but timetables and lesson plans – based on sneak peeks at the papers teachers left on their desks. She loved school and was sorry when holidays came around – looking forward to the next term time.
In retrospect, she attributes the attraction as a good fit with her “bossy nature”. She never wavered in intention.