The Apartment - K. L. Slater Page 0,22

a great deal of job satisfaction in my work. It might not seem important to some, but my milk saves babies’ lives.

If I become a casualty of the hospital’s reorganisation, the loss will be catastrophic for me in a number of ways. I will lose both my job and my home on the hospital campus.

The consequences are unthinkable.

Still, that does not alter the churning in my stomach when I think about the nature of Professor Watson’s request.

There is something about the whole scenario I find uncomfortable that I can’t quite articulate. He is such a powerful, senior man and I am . . . well, I am nothing.

‘So can I tell him you’re pleased to accept his esteemed offer?’ Rosalie’s smile stretches across her dry, flaky lips.

Yet she knows I don’t really have a choice.

‘Very well,’ I say quietly, my heart sinking down in my chest.

Back at the house, you place the journal in its rightful place on the antique oak writing desk that belonged to your grandfather.

Next, listen to the first recording of the professor again, read by Professor Watson himself in a dated, scratchy-sounding voiceover.

1920 Johns Hopkins University Hospital, Baltimore

Extract from the confidential case study diary of Professor J. Watson

OVERVIEW

The subject is an eleven-month-old male child. For the purposes of anonymity, I will refer to the subject hereon as Little Albert.

He appears plump and of a mild, content temperament.

He exhibits no signs of fear or anxiety and is familiar with the hospital environment.

It has been agreed that Beatrice, the mother of the child, will remain present during the sessions.

Session one takes place in a controlled environment, the private office of myself, Professor John B. Watson. Also present is Dr Rosalie Rayner and Beatrice Barger, the subject’s mother.

STAGE ONE

The child is inquisitive and responsive to noises and visual cues around him. The initial introduction of stimuli commences and the following are presented in a relaxed manner to the subject: a white rat, a dog, a monkey, masks featuring both hair and cotton wool.

The initial reactions are as expected; Little Albert shows no fear.

On the contrary, he seems fond of the animals and appears particularly fascinated by the white rat.

STAGE TWO

Following a short break where the mother is encouraged to interact with the child, Little Albert is presented with a single stimulus: the white rat.

As he reaches for the animal, a steel bar behind him is hit with a metal rod. The noise is loud and jarring and the child visibly jumps.

This procedure is repeated twice before the session is brought to a close.

BASELINE REACTIONS:

Albert jumps and falls forward the first time the steel bar is struck. The second time, the child begins to whimper and reach nervously towards his mother.

Session one is then concluded.

Subject is returned to his mother with instructions to return in one week.

13

After coffee at Bren’s, I spend a backbreaking day unpacking boxes at Adder House.

I have a lot of stuff to throw out, too. As we moved so quickly, I had to bring absolutely everything with us.

The hours fly by, and in the afternoon, I head back to Skye’s school to collect her at the end of the day with a spring in my step.

The sky looks moody with pale-grey clouds blocking the efforts of the sun to break through. It’s on the cool side for mid-July. Still, it hasn’t been too bad this year, as far as English summers go.

I catch the first bus to the terminal where I then board the second bus, which drops me a few streets away from Skye’s school. As I walk the short distance to the gates, I reflect on how she’s been happy here at Grove Primary.

She first attended nursery at the age of three, before her first reception year in school, and has now nearly completed her time as a Year One pupil.

My daughter is bright and very capable and has done so well at Grove. Her class teacher, Miss Smith, and the headteacher, Mrs Vince, have been so supportive during our troubled times, and I’ll miss them both myself, too.

They even arranged for Skye to see a school counsellor for a few sessions, which I think really helped her begin to come to terms with what happened. Between them, they offered Skye a safe place to release her feelings without guilt or pressure.

They went out of their way to speak to me regularly, too, asking how I was doing and if there was anything else the school could help with.

A sickly feeling rises in my