St. Mount School

St. Mount School, a well‑known convent institution, celebrated its annual opening day with teachers, students, and staff, a grand event everyone looked forward to. Notices were put up across the campus, and students eagerly checked which section they had been allotted, along with their room numbers. Presiding over the day was Headmistress Mrs. Laura Kingsley, British by birth, long settled in India, and famously known as the school’s Iron Lady. A strict disciplinarian, she commanded immense respect; teachers, staff, and even parents were wary of her presence. Yet on this day, she was a different person altogether, warm, jovial, laughing with students, and setting aside every rule she usually enforced.

Her role was to introduce the class teachers for each section, and students would stand and welcome them with applause. Newly appointed teachers were also presented to the school and invited to say a few words about themselves. The event concluded with students receiving their textbooks and notebooks from their respective class teachers in the allotted rooms, followed by a neatly packed lunch for every child before dispersal.

Wrick Mukherjee

Wrick Mukherjee, son of Rajev and Soma Mukherjee, was promotedor rather pushed into Class Eight, protected by the school’s policy of not referring or detaining any student until that grade. His parents were well‑qualified and doing exceptionally well in their careers, and they tried everything within their reach to help him academically. Almost every subject had an additional teacher coming home after school hours, yet nothing seemed to change. Their close and distant relatives, and the large social circle of Rajev and Soma, were all aware that Wrick’s academic struggles were a growing concern.

He wasn’t a troublesome child, but over the years his cheerful, playful nature began to fade. Slowly, he withdrew into a shell. The pressure to succeed in an increasingly competitive world was something he simply couldn’t absorb. And with friends and elders never missing a chance to pass negative comments, Wrick began distancing himself from people to avoid the hurt. One by one, he cut off those who made him feel inadequate, until he was left with almost no one, except his mobile phone, which had quietly become his only true companion.

The Arrival of Ms. Elina Roy

Ms. Elina Roy was appointed as the new class teacher for Wrick’s section. At 27, she carried a blend of youthful charm and quiet maturity. Though she had an excellent academic record, an MA in History followed by a PhD in Philosophical Transmission Across Asia: Buddhist Textual Routes. This was her first job, and beneath her composed exterior lived a natural nervousness that only she could feel. Her passion for teaching had always been clear, and stepping into the classroom was a dream she had chosen deliberately over research or university posts. She wanted to shape young minds from the very beginning, believing that true change starts at the school level.

Earlier, Ms. Elina Roy had requested the complete records of every student in her class, right from the time they had joined the school. She asked for past assignments, conduct notes written by previous teachers, and all academic mark sheets. The Headmistress, Mrs. Kingsley, obliged, though she found the request unusual. It wasn’t common for a new teacher to dig so deeply into old files, and she wondered what Elina hoped to understand from those long‑archived records.

The Sheet That Wasn’t Like the Others

When Ms. Elina Roy entered the classroom, the students immediately rose to their feet and greeted her with a bright “Good Morning.” Her youthfulness and charm caught everyone’s attention, and she returned their greeting with a warm, disarming smile. She opened her file and began calling out names one by one, asking each student to come forward and collect their sheet.

As Wrick watched, he noticed the surprised expressions on many faces. It made sense. Elina had prepared a brief history for every student based on their past records, highlighting their performance and earlier remarks. Yet, remarkably, none of the sheets carried any negative comments. She had filtered out every discouraging note, presenting only what could motivate.

Wrick’s heart sank. He knew his own records were filled with criticisms, and he feared what his sheet would reveal.

His name was called last.

Reluctantly, he walked up to her desk. She handed him his sheet with the same gentle smile she had given everyone else. But when he looked down, he froze. His template was different, thicker, with more pages than anyone else’s. It wasn’t the usual summary. It was something else entirely.

When a Teacher Finally Saw Him

The morning continued in a relaxed, cheerful rhythm. Elina spent most of the time chatting with the students, asking about their experiences, listening to their stories, and sharing a few of her own. There were jokes, laughter, and honest exchanges about likes and dislikes. She never singled anyone out; she simply encouraged everyone to speak freely. At one point, she even wrote a few puzzles on the board, letting the class solve them in a playful, unstructured way.

As per school tradition, the class teacher was expected to stay with the students for the entire day, getting to know them while allowing them to understand her, though always within respectful boundaries. After a while, Elina stood up and announced that they would all head to the park to play until lunch. The class erupted in joy. It was already clear that Elina had become a favourite among the students, her friendly nature and easy, open approach winning them over effortlessly.

But Wrick didn’t move from his last bench. His head remained down, shoulders drawn inward. While the rest of the class rushed out excitedly, he stayed frozen in place. Elina noticed. She walked slowly toward him.

“Hi,” she said softly.

Wrick turned his head just a little. His eyes were brimming, and within seconds the tears began to spill. They weren’t stopping. Elina gently reached out, her soft fingers brushing away the drops before they fell onto the writing table. She pulled the adjacent bench closer and sat beside him.

She didn’t speak. No advice, no comforting lines, no questions. Just silence, the kind that gives a child permission to finally let go.

It was as if she understood that he needed this moment, that the feelings he had been carrying, for days, months, perhaps even years, needed space to come out without interruption. So, she simply stayed there, letting him vent, letting him breathe, letting him be.

After a few minutes, Wrick finally managed to speak. His voice trembled as he whispered, “Thank you, miss.” Elina smiled softly. “You’re welcome… and now, come on. Let’s go play.”

When Elina Roy Took the Field

When Elina stepped into the playground, the students were ecstatic. A few ran up to her, asking eagerly if she would join them. She laughed and said, “Of course! Let’s play football.”

The class went silent for a moment, stunned. “We’re thirty‑one, including me,” she continued. “So, one team will have fifteen, the other sixteen.”

The girls hesitated. “Miss… football is a rough game.”

Elina smiled, a spark in her eyes. “Maybe. But girls need to be physically tough too. No one needs to be scared.”

Her confidence was infectious, and within seconds the entire class was buzzing with excitement, ready to play.

The manner Elina was playing matching with the students stunned not only the students of her class, even the other class students and teachers and staff and even headmistress came out to witness.

By the end of the match, the boys and especially the girls, were exhausted as they walked back toward the building for lunch break. Once inside the classroom, a curious student asked, “Miss, did you play football when you were younger?”

Elina smiled. “Occasionally, with my cousins, absolutely amateurish.”

The class looked surprised. “But you didn’t seem new on the field,” another student said.

Elina leaned lightly against the desk. “It’s all about mental strength. I played a little when I was younger, I knew the basic rules, I’ve watched footballers often and today I simply jumped into the bandwagon. We learn the most when we try things ourselves. Next time, I’m sure I’ll do even better. That’s how life should be… learning should never stop, whether it’s studies, sports, or any activity.”

Every student listened with admiration, and without a doubt, they were impressed, Wrick included.

When Learning Became an Experience

Elina’s teaching style soon became the talk of the school. She never opened a textbook, never referred to notes, and never relied on presentations. Instead, she taught History like a storyteller, weaving events, eras, and personalities into vivid narratives. Her memory was extraordinary; she never missed a date, a year, or the significance attached to it.

She encouraged students to read the chapter at home, but in class she insisted they simply listen, absorb, and enjoy the flow of the lesson. Her passion, her method, and her effortless recall captivated every student she taught. History periods transformed into experiences, not lectures, and soon became the most anticipated classes of the day.

Elina often told them, “When you have intent, passion follows, details stop being a burden, they stay with you forever.”

Her approach didn’t just teach History. It inspired learning.

The Meeting That Shook Elina’s Convictions

Ms. Laura believed in conducting detailed monthly reviews with the teaching staff. These meetings covered everything, challenges in completing the syllabus, student concerns, assignments, evaluations, and any operational issues. She encouraged teachers to speak openly so that problems could be addressed collectively.

But this particular review carried a heavier tone. At the start of every academic year, the school identified students who were unlikely to cope with Class Eight. Their parents to be called earliest and inform that their wards might not be able to continue beyond this grade. Wrick Mukherjee’s name stood at the top of that list, and alongside him were eleven other students marked for the same discussion.

Elina, being new, remained silent most of the meeting. Yet inside, she was deeply disturbed. She had already seen Wrick’s file, and now hearing his name placed in the “cannot progress” category unsettled her even more.

Elina felt the school was being unfair to these students. She knew that securing admission elsewhere for Grade 9 would be extremely difficult for them, and the rejection would only deepen their discouragement. Gathering her courage, she approached Ms. Laura after school hours and offered to take personal responsibility for all twelve students. She wanted to work with them beyond regular class time and see if she could make a difference.

But the Headmistress was firm. She dismissed the idea outright and questioned why Elina believed she possessed abilities that other teachers supposedly lacked. She instructed her not to pursue such initiatives and to continue following the system as it had always been run.

The Evening Her Parents Became Her Strength

Elina was deeply disappointed, disturbed, and dejected. She knew the students who had been earmarked were not troublemakers or spoiled brats. She taught them History, and they responded well. What they lacked wasn’t ability; it was attention, a different approach, and tonnes of patience to spark interest in subjects that had long felt unreachable to them. The usual run‑of‑the‑mill teaching methods rarely worked for children like Wrick. Those approaches often moved on without ensuring the student had truly understood the concept or the topic. To Elina, the school’s decision felt unfair, not because the students couldn’t learn, but because no one had tried teaching them differently.

She went home driving her car slowly, sometime unmindfully, luckily safe and reached home safely. Her parents could see clearly her anger on the face and before they could query, she went to her room and locked the door.

The parents waited quietly as Elina opened the door to her room and slowly walked down the stairs. The disappointment on her face was unmistakable. Being their only child, she went straight to them and gently rested her head on her father Praful’s lap, stretching her legs across her mother Trisha’s lap.

Praful softly ran his hand through her silky hair. “Can we talk?” he asked in a calm, reassuring tone.

Trisha nodded. “Of course she should. Tell us, dear.”

Elina took a deep breath and began narrating everything that had happened at school, the meeting, the decisions, and what had upset her so deeply.

Trisha responded with calm assurance. “That’s perfectly fine. If you’re confident you can help them, tutor those students here at home. We have two floors; space won’t be an issue. And if the school eventually finds out and you lose your job, let it be. At least you won’t spend your life regretting that you didn’t try.”

Trisha looked at Praful, you nodded indicating to go ahead.

Elina lifted her head slightly, her eyes softening. “Thank you… both of you,” she said quietly. “For understanding what I’m feeling… and for trusting me.”

A Quiet Pact Between Teacher and Student

The next day, without wasting a minute, Elina took Wrick aside and explained the gravity of the situation. She told him gently but directly that the school had decided to call his parents and advise them to look for another school once Class Eight was over or even sooner, if possible. The management had already made up its mind, and the decision was final.

She went on to explain that she had contested the school’s decision in the meeting and had requested permission to take extra classes after school for all twelve students, including him, who had been shortlisted for removal to “maintain standards,” an age‑old practice under Headmistress Laura. She told Wrick that Ms. Laura had flatly disapproved of her proposal, and that challenging such a long‑standing system would inevitably create conflict among the other teachers. Still, she wanted him to know she had spoken up for them, even if the management had already made up its mind.

She said softly, “I do have a solution. I can teach you at my home if you’re comfortable with it. I don’t want any fees. But everything must remain completely confidential. No one should know… not even your parents. They should continue believing that this year is your last year in this school, and that they must search seriously for admission into Class 9. It’s not easy to get into a new school at that stage, but they have no option.”

Elina paused, then added, “If you’re confident the other eleven students can also maintain this secrecy, they’re welcome too.”

Wrick’s Emotional Reaction

Wrick stood silently as Elina finished speaking. For a moment, he didn’t even blink. The words about being asked to leave the school, his school, hit him harder now that they came from someone he trusted. His throat tightened, and he looked down at his shoes, trying to hide the sting in his eyes.

When she mentioned teaching him at her home, something shifted. His shoulders, usually slumped, lifted just a little. No teacher had ever spoken to him like this, not with frustration, not with pity, but with belief. Real belief.

A faint tremor ran through his hands. “Miss… you’ll really teach me?” he whispered, almost afraid the question itself might break the moment.

His voice cracked, but there was a spark, a fragile, flickering hope he hadn’t felt in years. The idea of secrecy, of working quietly, of being given a chance… it overwhelmed him. He nodded slowly, then more firmly, wiping his eyes with the back of his hand.

“I… I won’t tell anyone, “He said. “I promise. And… I’ll ask the others too. They’ll listen.”

For the first time, Wrick felt he wasn’t fighting alone. Someone had stepped into his corner, and that alone was enough to spark a small, fragile hope inside him.

The Atmosphere of the First Secret Class

Elina stood near the staircase, glancing at the clock every few seconds. Wrick had assured her that everyone would come, all twelve, but a part of her still wondered if fear, hesitation, or doubt might hold them back. Her parents, Praful and Trisha, stayed close, sharing the same quiet tension. They knew how much this meant to her.

The house was ready. The second floor had been transformed into a small learning, having a whiteboard placed neatly on a stand, two long tables arranged with chairs for twelve students, charts pinned up, books stacked, and the soft evening light filling the room with a sense of purpose.

Then the doorbell rang.

Elina rushed down the stairs, heart thumping. Wrick stood there and beside him were three more boys. Their eyes widened as they stepped inside and saw the setup. It wasn’t just a room; it was a promise. A place built for them.

Wrick felt something swell inside him, awe, gratitude, disbelief. His teacher had done all this… for them. Even her parents greeted the boys with warmth, making them feel welcome instead of judged.

The four took their seats quietly.

Elina smiled. “Shall we start?”

One of the boys whispered, “Miss… let’s wait ten minutes. Others will come.”

She nodded.

The bell rang again.

Five more students entered, thrilled by the arrangement, whispering to each other in excitement. They took their seats, trying to hide their smiles.

A few minutes later, the bell rang once more.

Three more walked in, completing the twelve, each wearing the same expression of surprise and relief. They had all come. Every single one.

Elina’s face lit up. “Good evening, all,” she said, her voice warm and steady. “Let us begin our class.”

There were no lectures, no pep talks, no speeches. Just a quiet beginning, twelve children sitting with hope, and one teacher ready to fight for them.

The first secret class had begun.

Steady Progress and the First Signs of Change

Classes continued every single day, even Sundays were not spared. The routine was demanding, and the strain on Elina doubled as she spent long hours preparing assignments, notes, and simplified explanations to help the twelve students grasp concepts with clarity. Her dedication was unmistakable, and gradually the children realized how exceptionally skilled she was across all subjects. Motivated by her effort, they pushed themselves harder, determined to show improvement.

When the first term exams were conducted, an unexpected ripple moved through the staff room. As teachers corrected papers, they noticed that some of the answers from these twelve students were surprisingly sharp, in a few cases even better than those written by the school’s top performers. Elina, however, had intentionally kept her expectations modest for this term. She didn’t want them aiming for high scores yet; her goal was simply for each student to clear every subject and reach an average mark, something that had once felt far beyond their reach.

In her customary meeting, Ms. Laura immediately asked for confirmation: had these students truly passed all their exams? Still unconvinced, she instructed other teachers to recheck the papers. The results came back unchanged; they had indeed cleared every subject.

The Interrogation and the Boys’ Composure

Ms. Laura decided to call all twelve students to understand how they had managed such an unexpected improvement. She instructed every teacher to assemble in the staff room and had the boys brought in. Elina felt a wave of tension; each of these students feared the headmistress’s stern presence, and under pressure, any one of them could accidentally reveal the truth.

The twelve boys stood in a line and greeted the teachers politely. Laura began without any hint of encouragement. “Boys, for the first time, all of you have cleared every subject in the first term. What exactly are you doing?”

Elina felt a pang, she wished Laura had begun by congratulating them instead of interrogating them.

Wrick stepped forward to answer for the group. “We decided we will do a group study,” he said quietly.

Laura exchanged a sarcastic glance with the teachers. “Group study? What is there in you boys to decide something like that?” A few teachers giggled along with her.

The boys remained composed. Years of criticism had taught them how to stand still and absorb such remarks.

Wrick replied politely, choosing his words carefully, knowing Laura’s temperament and her clear intention of not keeping them in the school next year. “Headmistress, as you said… perhaps our initiative helped us pass all the exams.”

Laura stared at them sternly. “This is your last year in our school. We have already informed your parents. I hope you are aware of that.”

The boys lowered their heads in silence.

Elina felt a deep sadness. Instead of being encouraged, they were being cornered and reminded of their fate. Yet she also noticed a few teachers shifting uncomfortably, even they seemed to feel the harshness was unnecessary.

From Shadows to the School’s Radar

Elina and the boys worked even harder as the weeks went by. Her home, for many days, felt like an extension of theirs, a place where they studied, laughed quietly, and slowly rebuilt their confidence. Trisha cooked dinner for them with genuine warmth, delighted to see how serious the boys had become and how wholeheartedly they honoured Elina’s efforts.

Internal tests conducted in school soon reflected their growing understanding. Their marks were no longer accidental improvements; they were clear signs of consistent effort and Elina’s effective teaching methods. Even the good students and several teachers began noticing the change. On a few occasions, Elina saw her boys’ helping others solve problems, something that filled her with quiet pride.

The “dumb heads,” as they had once been labelled, were suddenly on the radar of the school management, not for trouble, but for their unexpected academic rise.

The Final Stretch Before Term 2

The Term 2 exam dates were announced, and a quiet tension settled over the twelve boys. None of them knew what their fate would be once the results were out whether they would be allowed to continue in the school or be asked to leave. But Elina guided them firmly, her voice steady and reassuring: “Don’t worry about what the management will decide. Focus only on your exams.”

The boys followed her advice with complete sincerity. They sought the blessings of Elina’s parents, grateful for the support they had received every single day. And they touched Elina’s feet too, not out of formality, but out of deep respect for the teacher who had created a path they never imagined they could walk. If they succeeded, they felt it would be a true tribute to her unwavering effort and belief in them.

The Exam Hall Tension and Elina’s Quiet Safeguard

When the twelve boys arrived at school to check their room allotments for the exams, they immediately sensed eyes on them. It felt as though the entire school was watching, curious, surprised, perhaps even impressed. A small wave of pride rose within them, but they remembered Elina’s advice and stayed grounded.

As per school rules, every exam day brought a new seating arrangement, so the boys had to check their allotted rooms daily.

Meanwhile, Elina had made a deliberate request to the headmistress: she asked to be assigned invigilation duties for classes other than Class Eight. To her surprise, Ms. Laura agreed without question. Elina simply didn’t want the boys to feel nervous seeing her walk around during their exams, even though she knew they were strong enough to handle it. But why take a chance when so much was at stake?

The Day of Reckoning

On the final results day, the school followed its usual tradition: parents were invited, the first five ranks of each section were announced, and the toppers received their report cards directly from the headmistress and class teacher. But alongside this celebration came a cruel custom, on the same stage, Ms. Laura would announce the names of Class 8 students who would be asked to leave the school for poor performance.

Elina had advised the twelve boys not to come to her house after the exams. “You’ve earned your rest,” she told them. “Enjoy these days. You’ve worked harder than anyone.” So, they had not met her since the exams ended.

The hall was packed. Nearly 2,500 to 3,000 people filled the town hall, cheering loudly as each class’s toppers were announced. Parents sat beside their children, proud and excited. But twelve parents sat differently, stiff, anxious, painfully aware of their children’s uncertain fate. They could feel eyes on them, whispers around them, as other students pointed out “those parents whose kids might be told to leave today.”

The school management took their seats on stage. Behind the curtains, class teachers stood ready with stacks of report cards. Ms. Laura delivered a short welcome speech, thanking parents for attending and wishing all students the best. She then invited the chief guest to offer a few words of encouragement before the announcements began.

Every year, the results were declared from Class 1 to Class 10 in order, with each class having five sections. For the twelve boys, this meant a long, agonizing wait.

The hall thundered with applause as each class’s toppers were announced. It was deafening, but today, no one cared about rules or decorum. It was pure celebration.

Then came the shock.

After Class 7’s results were announced, Ms. Laura stepped forward and said, “We will take Class 8 last. We will first complete Class 9 and Class 10.” A complete break from tradition.

The twelve boys froze. A jolt ran through them. They knew what this meant. The inevitable was coming. They would be told to leave. Even the other Class 8 students and parents turned to look at them, some with irritation, as if this change in order was because of them.

Forty‑five long minutes crawled by. For the boys, each minute felt like a day, a slow, suffocating wait for their fate.

Finally, Class 8’s turn arrived.

As the names were about to be announced, the twelve boys looked toward the stage and saw Elina standing there beside Ms. Laura, calm, composed, and quietly resolute.

The moment had come.

The Moment That Shook the Hall

The announcement for Class 8 finally began. The hall, moments ago roaring with celebration, fell into a strange hush. The twelve boys sat frozen, their hearts pounding, their parents stiff with dread. And then the names for Section A toppers started.

First rank. Second rank.

The boys listened, barely breathing.

Then came the third rank.

“Wrick Banerjee.”

For a second, Wrick thought he had misheard. His ears rang. His vision blurred. He stood rooted to the spot, unable to move. The eleven boys beside him shot up instantly, clapping with a force that came from years of pain, humiliation, and silent endurance. Tears rolled down their faces, not one or two, but all eleven, unable to contain the explosion of emotion.

The entire section followed, rising to their feet, clapping thunderously. Wrick’s parents stood too, overwhelmed, their own tears flowing freely. They had never imagined this moment, never dared to.

Wrick slowly began walking toward the stage. Each step felt unreal, as if he were walking through water. The applause grew louder, echoing through the hall, bouncing off the walls, drowning every other sound. It wasn’t just clapping, it was redemption.

As he reached the stage, he saw Elina standing beside Ms. Laura. Elina’s eyes glistened, a thin layer of tears she controlled with immense effort. She didn’t want to break down, not now, not here, but her pride was unmistakable.

Wrick touched the feet of the headmistress first, then turned to Elina. For a moment, he wanted to collapse at her feet, for everything she had done, for the path she carved when even his parents, relatives, and closest friends never understood his struggle. But he steadied himself, bowed deeply, and touched her feet with reverence.

Wrick walked from the stage, holding his report card, still trembling, still absorbing the impossible truth: he had ranked third.

And the hall continued to applaud.

A Victory That Redefined the School

Elina tried hard to steady herself as the Class 8 results unfolded. Three more boys secured ranks within the Top 5 of their sections, their names were announced, and they collected their report cards with pride. The remaining eight stood tall too, each having earned very good marks. For Elina, it was a profound moment of relief. She had proved what she always believed: no child deserves to be dismissed before a mentor has truly tried to find the right path for them. Every student needs a different approach, a different medicine, a different kind of care. And today, that message reached every parent of these twelve boys.

Then came the moment that shook the hall.

After the toppers were announced, Ms. Laura stepped forward again. Her voice carried an unusual softness.

“Will all twelve boys please come onto the stage?” she said, calling each name one by one.

The hall erupted. The applause felt endless, rising like a wave that refused to settle. The boys walked up, stunned, overwhelmed, their hearts pounding.

Laura faced the audience.

“Dear parents, today these twelve boys have given me a life lesson. I thank them from the bottom of my heart for proving me wrong.”

A thunderous applause shook the town hall. Elina looked at her boys; they looked back at her. In that silent exchange, gratitude flowed so intensely that words could never capture it.

Then Laura made an announcement that stunned everyone.

“We, the management, have decided to remove the norm of asking students to leave the school after Class 8 for poor performance.”

The hall exploded. Everyone stood, clapping, cheering, unable to contain the emotion of witnessing a tradition break right before their eyes.

For the first time, Laura herself grew emotional. She leaned slightly toward Elina, a gesture of respect, acknowledgment, and perhaps even apology.

Then she continued.

“We will now have post‑school‑hours classes for students who need extra attention. All teachers have agreed to invest their time. And this initiative is inspired by Elina, who sowed the seed nine months ago, a seed I had rejected. These classes will be free of cost. Please give a round of applause to this young, dynamic lady who has created waves and become the sweetheart of our students in less than a year.”

The applause rose again, louder than before.

Elina bowed to the audience, humbled, overwhelmed, and silently grateful.

Wrick’s Words That Moved the Hall

Ms. Laura leaned toward the microphone, her voice unusually soft. “I invite Wrick Banerjee to share a few words. I’m certain his journey will inspire students who still struggle to find their footing in academics and perhaps even a few teachers too.”

Wrick turned to the eleven boys behind him. They nodded a quiet signal of trust. He stepped forward.

“Thank you, Headmistress… your words mean a lot to us,” he began, voice steady but carrying years of emotion. “I must thank our parents, who today may finally be feeling a huge sense of relief. Especially my parents… who went through mental agony wondering how their son, when both of them were bright students, couldn’t cope. Dad, Mom… I’m sorry. I hope I’ve made you a little happy today.”

He paused, swallowing the lump in his throat.

“Our teachers have always been good. But maybe we are the ones standing here who were slow learners. We couldn’t keep up with the speed at which lessons were taught. Until one day… Elina Miss stepped in.”

A burst of applause filled the hall. Wrick paused deliberately, letting the sound wash over him. He deserved that moment and he enjoyed it, just for a few seconds.

“She started teaching us History. And somehow, we slow learners began understanding. We enjoyed every minute. Her extempore method, no books, no notes, nothing, just her mind and her passion, motivated us immensely. She could read our blank faces and invested extra effort to make sure we were on the same page as everyone else.”

He looked at the audience, his voice gaining strength.

“In a world where teachers are under pressure to finish the syllabus, where speed is considered success… we found a teacher who wasn’t bothered about rushing. She stood with us. She wanted to make a difference to our lives. And that changed everything.”

He turned slightly toward the boys.

“Perhaps that’s what triggered us. We grouped together. We worked. And the results… are in front of you.”

Then came the line that lit up the hall.

“At the end, we thank Elina Miss, profusely, for inspiring the ‘Dirty Dozen’ to become… at least a ‘Better Dozen.’”

The audience broke into laughter, warm, affectionate, approving. Wrick smiled shyly. But inside, he felt a sudden heaviness, a guilt that he hadn’t taken Elina’s name, given how much she had done. He took a deep breath, his voice softening.

“Thank you for this opportunity. And to all the last‑bench guys out there… we are with you. Cheer up.”

The hall erupted again. Thunderous applause shook the air, applause that carried a message deeper than marks, deeper than ranks. It was the applause that carried the message of what it truly takes to succeed when you don’t fit into the rigmarole of the system.

The Homecoming of Triumph

The congratulatory exchanges went on for a while before the crowd slowly began to disperse. Ms. Laura requested the staff to stay back for a brief discussion about the next academic year, since a long holiday was beginning from that very day.

Elina rang the doorbell at home. Trisha opened it, she and Praful had both taken the day off, knowing how special this moment would be. Elina threw her arms around them and shouted, “We did it! Eureka! We actually did it! There’s so much to tell you… but first, can we eat? I’m starving!”

Praful laughed. “Great, let’s go upstairs to your floor and celebrate.”

Elina frowned playfully. “Why upstairs?”

Trisha smiled. “Because where you began your mission… let’s end it there.”

Elina nodded. They walked toward her study room, the place where everything had started nine months ago.

But the moment she stepped inside, she froze.

Twelve boys were sitting quietly on their chairs. They stood up together the instant they saw her.

On the whiteboard, written in their uneven handwriting, were the words:

“Elina Miss, thank you so much. When will our mentor start for Class 9?”

Elina broke down. Tears flowed freely, not of exhaustion, but of fulfilment. It was the perfect ending to a journey that had changed twelve lives… and one teacher forever.

And in that room, surrounded by her “Better Dozen,” she knew this wasn’t the end at all. It was the beginning of something far greater, time to take on the next set of last‑benchers.

More Stories You May Like

More from Venkat Deverakonda