islets of knowledge; for example, some odd stanzas from “pieces of poetry” that they had learned by heart, and a few Ollendorffian French sentences such as “Passez-moi le beurre, s’il vous plaît” and “Le fils du jardinier a perdu son chapeau,” which they appeared to have learned as a parrot learns “Pretty Poll.” As for their arithmetic, it was a little better than the other subjects. Most of them knew how to add and subtract, about half of them had some notion of how to multiply, and there were even three or four who had struggled as far as long division. But that was the utmost limit of their knowledge; and beyond, in every direction, lay utter, impenetrable night.
Moreover, not only did they know nothing, but they were so unused to being questioned that it was often difficult to get answers out of them at all. It was obvious that whatever they knew they had learned in an entirely mechanical manner, and they could only gape in a sort of dull bewilderment when asked to think for themselves. However, they did not seem unwilling, and evidently they had made up their minds to be “good”—children are always “good” with a new teacher; and Dorothy persisted, and by degrees the children grew, or seemed to grow, a shade less lumpish. She began to pick up, from the answers they gave her, a fairly accurate notion of what Miss Strong’s régime had been like.
It appeared that, though theoretically they had learned all the usual school subjects, the only ones that had been at all seriously taught were handwriting and arithmetic. Mrs. Creevy was particularly keen on handwriting. And besides this they had spent great quantities of time—an hour or two out of every day, it seemed—in drudging through a dreadful routine called “copies.” “Copies” meant copying things out of text-books or off the blackboard. Miss Strong would write up, for example, some sententious little “essay” (there was an essay entitled “Spring” which recurred in all the older girls’ books, and which began, “Now, when girlish April is tripping through the land, when the birds are chanting gaily on the boughs and the dainty flowerets bursting from their buds,” etc., etc.), and the girls would make fair copies of it in their copybooks; and the parents, to whom the copybooks were shown from time to time, were no doubt suitably impressed. Dorothy began to grasp that everything that the girls had been taught was in reality aimed at the parents. Hence the “copies,” the insistence on handwriting, and the parroting of ready-made French phrases; they were cheap and easy ways of creating an impression. Meanwhile, the little girls at the bottom of the class seemed barely able to read and write, and one of them—her name was Mavis Williams, and she was a rather sinister-looking child of eleven, with eyes too far apart—could not even count. This child seemed to have done nothing at all during the past term and a half except to write pothooks. She had quite a pile of books filled with pothooks—page after page of pothooks, looping on and on like the mangrove roots in some tropical swamp.
Dorothy tried not to hurt the children’s feelings by exclaiming at their ignorance, but in her heart she was amazed and horrified. She had not known that schools of this description still existed in the civilised world. The whole atmosphere of the place was so curiously antiquated—so reminiscent of those dreary little private schools that you read about in Victorian novels. As for the few text-books that the class possessed, you could hardly look at them without feeling as though you had stepped back into the mid-nineteenth century. There were only three text-books of which each child had a copy. One was a shilling arithmetic, pre-War but fairly serviceable, and another was a horrid little book called The Hundred Page History of Britain—a nasty little duodecimo book with a gritty brown cover, and, for frontispiece, a portrait of Boadicea with a Union Jack draped over the front of her chariot. Dorothy opened this book at random, came to page 91, and read:
“After the French Revolution was over, the self-styled Emperor Napoleon Buonaparte attempted to set up his sway, but though he won a few victories against continental troops, he soon found that in the ‘thin red line’ he had more than met his match. Conclusions were tried upon the field of Waterloo, where 50,000 Britons put to flight 70,000 Frenchmen—for the Prussians, our allies, arrived too late for the battle. With a ringing British cheer our men charged down the slope and the enemy broke and fled. We now come on to the great Reform Bill of 1832, the first of those beneficent reforms which have made British liberty what it is and marked us off from the less fortunate nations,” etc., etc.
The date of the book was 1888. Dorothy, who had never seen a history book of this description before, examined it with a feeling approaching horror. There was also an extraordinary little “reader,” dated 1863. It consisted mostly of bits out of Fenimore Cooper, Dr. Watts and Lord Tennyson, and at the end there were the queerest little “Nature Notes” with woodcut illustrations. There would be a woodcut of an elephant, and underneath in small print: “The Elephant is a sagacious beast. He rejoices in the shade of the Palm Trees, and though stronger than six horses he will allow a little child to lead him. His food is Bananas.” And so on to the Whale, the Zebra, the Porcupine and the Spotted Camelopard. There were also, in the teacher’s desk, a copy of Beautiful Joe, a forlorn book called Peeps at Distant Lands, and a French phrase-book dated 1891. It was called All you will need on your Parisian Trip, and the first phrase given was “Lace my stays, but not too tightly.” In the whole room there was not such a thing as an atlas or a set of geometrical instruments.
At eleven there was a break of ten minutes, and some of the girls played dull little games at noughts and crosses or quarrelled over pencil-cases, and a few who had got over their first shyness clustered round Dorothy’s desk and talked to her. They told her some more about Miss Strong and her methods of teaching, and how she used to twist their ears when they made blots on their copybooks. It appeared that Miss Strong had been a very strict teacher except when she was “taken bad,” which happened about twice a week. And when she was taken bad she used to drink some medicine out of a little brown bottle, and after drinking it she would grow quite jolly for a while and talk to them about her brother in Canada. But on her last day—the time when she was taken so bad during the arithmetic lesson—the medicine seemed to make her worse than ever, because she had no sooner drunk it than she began singing and fell across a desk, and Mrs. Creevy had to carry her out of the room.
After the break there was another period of three-quarters of an hour, and then school ended for the morning. Dorothy felt stiff and tired after three hours in the chilly but stuffy room, and she would have liked to go out of doors for a breath of fresh air, but Mrs. Creevy had told her beforehand that she must come and help get dinner ready. The girls who lived near the school mostly went home for dinner, but there were seven who had dinner in the “morning-room” at ten-pence a time. It was an uncomfortable meal, and passed in almost complete silence, for the girls were frightened to talk under Mrs. Creevy’s eye. The dinner was stewed scrag end of mutton, and Mrs. Creevy showed extraordinary dexterity in serving the pieces of lean to the “good payers” and the pieces of fat to the “medium payers.” As for the three “bad payers,” they ate a shamefaced lunch out of paper bags in the schoolroom.
School began again at two o’clock. Already, after only one morning’s teaching, Dorothy went back to her work with secret shrinking and dread. She was beginning to realise what her life would be like, day after day and week after week, in that sunless room, trying to drive the rudiments of knowledge into unwilling brats. But when she had assembled the girls and called their names over, one of them, a little peaky child with mouse-coloured hair, called Laura Firth, came up to her desk and presented her with a pathetic bunch of brawny-yellow chrysanthemums, “from all of us.” The girls had taken a liking to Dorothy, and had subscribed fourpence among themselves, to buy her a bunch of flowers.
Something stirred in Dorothy’s heart as she took the ugly flowers. She looked with more seeing eyes than before at the anæmic faces and shabby clothes of the children, and was all of a sudden horribly ashamed to think that in the morning she had looked at them with indifference, almost with dislike. Now, a profound pity took possession of her. The poor children, the poor children! How they had been stunted and maltreated! And with it all they had retained the childish gentleness that could make them squander their few pennies on flowers for their teacher.
She felt quite differently towards her job from that moment onwards. A feeling of loyalty and affection had sprung up in her heart. This school was her school; she would work for it and be proud of it, and make every effort to turn it from a place of bondage into a place