At the end of the play Macbeth’s head gets cut off and Macduff has to bring it onto the stage. The head is a cabbage wrapped up in a white tea towel; Macduff throws it onto the stage, where it hits with an impressive, flesh-and-bone thud. Or this is what has happened in rehearsal. But the night before the first performance—there are to be three—Cordelia notices that the cabbage is going bad, it’s getting soft and squooshy and smells like sauerkraut. She replaces it with a brand-new cabbage. The play is put on in the school auditorium, where the school assemblies are, and the choir practice. Opening night is packed. Things go without much mishap, apart from the sniggers in the wrong places and the anonymous voice that says, “Go on, do it!” when Macbeth is hesitating outside Duncan‘s chamber, and the catcalls and whistles from the back of the auditorium when Lady Macbeth appears in her nightgown. I watch for Cordelia in the battle scene, and there she is, running across backstage in her kilt with a wooden sword, her car rug thrown over her shoulder. But when Macduff comes in at the end and tosses down the cabbage in the tea towel, it doesn’t hit once and lie still. It bounces, bumpity-bump, right across the stage like a rubber ball, and falls off the edge. This dampens the tragic effect, and the curtain comes down on laughter.
It’s Cordelia’s fault, for replacing the cabbage. She is mortified. “It was
I ought to feel pity, but I do not. Instead, on the way home from school the next day, I say “Bumpity bumpity bump, plop,” and Cordelia says, “Oh, don’t.” Her voice is toneless, leaden. This is not a joke. I wonder, for an instant, how I can be so mean to my best friend. For this is what she is. Time passes and we are older, we are the oldest, we are in Grade Thirteen. We can look down on the incoming students, those who are still mere children as we were once. We can smile at them. We’re old enough to take Biology, which is taught in the Chemistry lab. For this we leave our homeroom group and meet with students from other homerooms. This is why Cordelia is my Biology lab partner, at the Chemistry lab table, which is black and has a sink. Cordelia doesn’t like Biology any more than she liked Physics, which she barely squeaked through, but she has to take something in the sciences and it’s easier, to her mind, than a number of the things she might have to take otherwise. We are given dissecting kits with scalpel-like knives that could be sharper, and trays with a coating of wax at the bottom, and a package of pins, as in sewing classes. First we have to dissect a worm. Each of us is given one of these. We look at the diagram of the inside of the worm, in the Zoology textbook: this is what we’re supposed to see once we get the worm open. The worms wriggle and twine in the wax-bottomed trays, and snout their way along the sides, trying to get out. They smell like holes in the ground.
I pin my worm at either end and make a slick vertical cut; the worm twists as they do on fishhooks. I pin the worm’s skin out to the sides. I can see its worm heart, which isn’t the shape of a heart, its central artery pumping worm blood, its digestive system, which is full or mud. “Oh,” says Cordelia. “How can you.” Cordelia is becoming mushier and mushier, I think. She is becoming a drip. I do her worm for her, when the teacher isn’t looking. Then I draw a diagram of the worm, cut open, beautifully labeled. After that comes the frog. The frog kicks and is more difficult than the worm, it looks a little too much like a person swimming. I conk the frog out with chloroform as directed and dissect it with flair, sticking in the pins. I make a drawing of the inside of the frog, with all its curlicues and bulbs, its tiny lungs, its cold-blooded amphibian heart.
Cordelia can’t do the frog either. She says she feels sick to her stomach just thinking about putting her dissecting knife through its skin. She looks at me, pale, her eyes big. The frog smell is getting to her. I do her frog for her. I’m good at this.