front of the rabbiâs desk.
He was dressed in a sober gray business suit, a blue shirt, and a knitted black tie. His outstretched feet were encased in highly polished black shoes. It was not his usual costume, which tended to be on the sporty side and ran to loud tweed jackets and even knotted kerchiefs in place of a necktie.
The rabbi raised his eyebrows and asked, âBeen to a funeral, Morton, or were you asked to read for a part in a play?â
âNahââwith a wide sweep of the handââshow business is lousy.â Then understanding came. âOh, you mean the square-type threads. Thatâs on account of the new president.â
âYou mean Howard Magnuson suggested you wear more sober clothing? He asked you to change from your usual attire?â
âWhen they ask, David, itâs already too late. Then itâs criticism, see? It means youâve done somethingânot wrong, maybe, but not right either. Youâve got to understand about these tycoon types, David. They can dress any way they please. They can come into the office in overalls, but the peasants, the underlings, they got to dress strictly square. Maybe he wouldnât say anything, but in his mind, heâd think this one is not a team player.â
The rabbiâs lips twitched. âAnd you came up to see if I was properly dressed?â
Brooks looked at him with a sort of avuncular compassion. âYouâll never be dressed properly, David. Thatâs on account of youâve got no clothes sense. Maybe itâs not what you wear so much as how you wear it.â With a wave of the hand he dismissed the rabbiâs sartorial problem. âNo, I want you to take a look at this, David, and tell me what you think.â
The rabbi took the paper held out to him.
The paper was headed D UTIES AND R ESPONSIBILITIES OF THE P RINCIPAL OF THE R ELIGIOUS S CHOOL . It was typed and ran the length of the page. The rabbi read, nodding occasionally, â⦠responsible for formulating curricula for each grade ⦠recommendations to School Committee ⦠budget ⦠confers with Rabbi on direction ⦠hires teachers ⦠confers with parents â¦â
âThatâs pretty good,â said the rabbi when he finished. âSeems to me, though, youâve put in a lot thatâs pretty much implied in the first sentence about overall supervision of the school.â
âIn this kind of thing, David, the more you put in the better. It builds up the job.â
âWell, in that case, you might put in that you arrange with the cantor about special tutoring for the Bar Mitzvah boys.â
âSay, thatâs a good idea.â He reached for the paper and penciled into the margin, âCantorâBar Mitzvah boys.â âAnything else you can think of?â He looked up, pencil poised.
âWell, when a teacher is absent, you take his class.â
Morton Brooks considered as he scratched his thinning hair and then patted it back solicitously over his bald spot. Finally, he said, âUh-uh. That might give him ideas.â
âHim?â
âMagnuson. He asked for this. Didnât you get one? If I say that I cover classes for absent teachers, heâs apt to get the idea that I have time to take on another class, and maybe save a teacherâs salary. Guys like Magnuson worry me.â
âReally? Why?â
âIf he has us do job descriptions, next thing heâs apt to do a time and motion study on us, maybe end up paying us piecework.â
The rabbi laughed. âThatâs not too likely.â
âNo? What do you know about Howard Magnuson?â
âI understand that heâs connected with Magnuson and Beck, so I assume heâs in the retail businessââ
âNah.â Brooks was scornful. âThey sold that back in 1929. Maybe they bought it back again because Magnuson and Beck is a conglomerate, which means their
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