It was only later, and by degrees, that Dorothy discovered these facts about private schools. At first, she used to suffer from an absurd fear that one day the school inspectors would descend upon Ringwood House, find out what a sham and a swindle it all was, and raise the dust accordingly. Later on, however, she learned that this could never happen. Ringwood House was not ‘recognized’, and therefore was not liable to be inspected. One day a Government inspector did, indeed, visit the school, but beyond measuring the dimensions of the schoolroom to see whether each girl had her right number of cubic feet of air, he did nothing; he had no power to do more. Only the tiny minority of ‘recognized’ schools–less than one in ten–are officially tested to decide whether they keep up a reasonable educational standard. As for the others, they are free to teach or not teach exactly as they choose. No one controls or inspects them except the children’s parents–the blind leading the blind.
5
Next day Dorothy began altering her programme in accordance with Mrs Creevy’s orders. The first lesson of the day was handwriting, and the second was geography.
‘That’ll do, girls,’ said Dorothy as the funereal clock struck ten. ‘We’ll start our geography lesson now.’
The girls flung their desks open and put their hated copybooks away with audible sighs of relief. There were murmurs of ‘Oo, jography! Good!’ It was one of their favourite lessons. The two girls who were ‘monitors’ for the week, and whose job it was to clean the blackboard, collect exercise books and so forth (children will fight for the privilege of doing jobs of that kind), leapt from their places to fetch the half-finished contour map that stood against the wall. But Dorothy stopped them.
‘Wait a moment. Sit down, you two. We aren’t going to go on with the map this morning.’
There was a cry of dismay. ‘Oh, Miss! Why can’t we, Miss? Please let’s go on with it!’
‘No. I’m afraid we’ve been wasting a little too much time over the map lately. We’re going to start learning some of the capitals of the English counties. I want every girl in the class to know the whole lot of them by the end of the term.’
The children’s faces fell. Dorothy saw it, and added with an attempt at brightness–that hollow, undeceiving brightness of a teacher trying to palm off a boring subject as an interesting one:
‘Just think how pleased your parents will be when they can ask you the capital of any county in England and you can tell it them!’
The children were not in the least taken in. They writhed at the nauseous prospect.
‘Oh, capitals! Learning capitals! That’s just what we used to do with Miss Strong. Please, Miss, why can’t we go on with the map?’
‘Now don’t argue. Get your notebooks out and take them down as I give them to you. And afterwards we’ll say them all together.’
Reluctantly, the children fished out their notebooks, still groaning. ‘Please, Miss, can we go on with the map next time?’
‘I don’t know. We’ll see.’
That afternoon the map was removed from the schoolroom, and Mrs Creevy scraped the plasticine off the board and threw it away. It was the same with all the other subjects, one after another. All the changes that Dorothy had made were undone. They went back to the routine of interminable ‘copies’ and interminable ‘practice’ sums, to the learning parrot-fashion of ‘Passez-moi le beurre’ and ‘Le fils du jardinier a perdu son chapeau’, to the Hundred Page History and the insufferable little ‘reader’. (Mrs Creevy had impounded the Shakespeares, ostensibly to burn them. The probability was that she had sold them.) Two hours a day were set apart for handwriting lessons. The two depressing pieces of black paper, which Dorothy had taken down from the wall, were replaced, and their proverbs written upon them afresh in neat copperplate. As for the historical chart, Mrs Creevy took it away and burnt it.
When the children saw the hated lessons, from which they had thought to have escaped for ever, coming back upon them one by one, they were first astonished, then miserable, then sulky. But it was far worse for Dorothy than for the children. After only a couple of days the rigmarole through which she was obliged to drive them so nauseated her that she began to doubt whether she could go on with it any longer. Again and again she toyed with the idea of disobeying Mrs Creevy. Why not, she would think, as the children whined and groaned and sweated under their miserable bondage–why not stop it and go back to proper lessons, even if it was only for an hour or two a day? Why not drop the whole pretence of lessons and simply let the children play? It would be so much better for them than this. Let them draw pictures or make something out of plasticine or begin making up a fairy tale–anything real, anything that would interest them, instead of this dreadful nonsense. But she dared not. At any moment Mrs Creevy was liable to come in, and if she found the children ‘messing about’ instead of getting on with their routine work, there would be fearful trouble. So Dorothy hardened her heart, and obeyed Mrs Creevy’s instructions to the letter, and things were very much as they had been before Miss Strong was ‘taken bad’.
The lessons reached such a pitch of boredom that the brightest spot in the week was Mr Booth’s so-called chemistry lecture on Thursday afternoons. Mr Booth was a seedy, tremulous man of about fifty, with long, wet, cowdung-coloured moustaches. He had been a Public School master once upon a time, but nowadays he made just enough for a life of chronic sub-drunkenness by delivering lectures at two and sixpence a time. The lectures were unrelieved drivel. Even in his palmiest days Mr Booth had not been a particularly brilliant lecturer, and now, when he had had his first go of delirium tremens and lived in a daily dread of his second, what chemical knowledge he had ever had was fast deserting him. He would stand dithering in front of the class, saying the same thing over and over again and trying vainly to remember what he was talking about. ‘Remember, girls,’ he would say in his husky, would-be fatherly voice, ‘the number of the elements is ninety-three–ninety-three elements, girls–you all of you know what an element is, don’t you?–there are just ninety-three of them–remember that number, girls–ninety-three,’ until Dorothy (she had to stay in the schoolroom during the chemistry lectures, because Mrs Creevy considered that it didn’t do to leave the girls alone with a man) was miserable with vicarious shame. All the lectures started with the ninety-three elements, and never got very much further. There was also talk of ‘a very interesting little experiment that I’m going to perform for you next week, girls–very interesting you’ll find it–we’ll have it next week without fail–a very interesting little experiment’, which, needless to say, was never performed. Mr Booth possessed no chemical apparatus, and his hands were far too shaky to have used it even if he had had any. The girls sat through his lectures in a suety stupor of boredom, but even he was a welcome change from handwriting lessons.
The children were never quite the same with Dorothy after the parents’ visit. They did not change all in a day, of course. They had grown to be fond of ‘old Millie’, and they expected that after a day or two of tormenting them with handwriting and ‘commercial arithmetic’ she would go back to something interesting. But the handwriting and arithmetic went on, and the popularity Dorothy had enjoyed, as a teacher whose lessons weren’t boring and who didn’t slap you, pinch you, or twist your ears, gradually vanished. Moreover, the story of the row there had been over Macbeth was not long in leaking out. The children grasped that old Millie had done something wrong–they didn’t exactly know what–and had been given a ‘talking to’. It lowered her in their eyes. There is no dealing with children, even with children who are fond of you, unless you can keep your prestige as an adult; let that prestige be once damaged, and even the best-hearted children will despise you.
So they began to be naughty in the normal, traditional way. Before, Dorothy had only had to deal with occasional laziness, outbursts of noise and silly giggling fits; now there were spite and deceitfulness as well. The children revolted ceaselessly against the horrible routine. They forgot the short weeks w
hen old Millie had seemed quite a good sort and school itself had seemed rather fun. Now, school was simply what it had always been, arid what indeed you expected it to be–a place where you slacked and yawned and whiled the time away by pinching your neighbour and trying to make the teacher lose her temper, and from which you burst with a yell of relief the instant the last lesson was over. Sometimes they sulked and had fits of crying, sometimes they argued in the maddening persistent way that children have, ‘Why should we do this? Why does anyone have to learn to read and write?’ over and over again, until Dorothy had to stand over them and silence them with threats of blows. She was growing almost habitually irritable nowadays; it surprised and shocked her, but she could not stop it. Every morning she vowed to herself, ‘Today I will not lose my temper’, and every morning, with depressing regularity, she did lose her temper, especially at about half past eleven when the children were at their worst. Nothing in the world is quite so irritating as dealing with mutinous children. Sooner or later, Dorothy knew, she would lose control of herself and begin hitting them. It seemed to her an unforgivable thing to do, to hit a child; but nearly all teachers come to it in the end. It was impossible now to get any child to work except when your eye was upon it. You had only to turn your back for an instant and blotting-paper pellets were flying to and fro. Nevertheless, with ceaseless slave-driving the children’s handwriting and ‘commercial arithmetic’ did certainly show some improvement, and no doubt the parents were satisfied.
The last few weeks of the term were a very bad time. For over a fortnight Dorothy was quite penniless, for Mrs Creevy had told her that she couldn’t pay her her term’s wages ‘till some of the fees came in’. So she was deprived of the secret slabs of chocolate that had kept her going, and she suffered from a perpetual slight hunger that made her languid and spiritless. There were leaden mornings when the minutes dragged like hours, when she struggled with herself to keep her eyes away from the clock, and her heart sickened to think that beyond this lesson there loomed another just like it, and more of them and more, stretching on into what seemed like a dreary eternity. Worse yet were the times when the children were in their noisy mood and it needed a constant exhausting effort of the will to keep them under control at all; and beyond the wall, of course, lurked Mrs Creevy, always listening, always ready to descend upon the schoolroom, wrench the door open, and glare round the room with ‘Now then! What’s all this noise about, please?’ and the sack in her eye.
Dorothy was fully awake, now, to the beastliness of living in Mrs Creevy’s house. The filthy food, the cold, and the lack of baths seemed much more important than they had seemed a little while ago. Moreover, she was beginning to appreciate, as she had not done when the joy of her work was fresh upon her, the utter loneliness of her position. Neither her father nor Mr Warburton had written to her, and in two months she had made not a single friend in Southbridge. For anyone so situated, and particularly for a woman, it is all but impossible to make friends. She had no money and no home of her own, and outside the school her sole places of refuge were the public library, on the few evenings when she could get there, and church on Sunday mornings. She went to church regularly, of course–Mrs Creevy had insisted on that. She had settled the question of Dorothy’s religious observances at breakfast on her first Sunday morning.
‘I’ve just been wondering what Place of Worship you ought to go to,’ she said. ‘I suppose you were brought up C. of E., weren’t you?’
‘Yes,’ said Dorothy.
‘Hm, well. I can’t quite make up my mind where to send you. There’s St George’s–that’s the C. of E.–and there’s the Baptist Chapel where I go myself. Most of our parents are Nonconformists, and I don’t know as they’d quite approve of a C. of E. teacher. You can’t be too careful with the parents. They had a bit of a scare two years ago when it turned out that the teacher I had then was actually a Roman Catholic, if you please! Of course she kept it dark as long as she could, but it came out in the end, and three of the parents took their children away. I got rid of her the same day as I found it out, naturally.’
Dorothy was silent.
‘Still,’ went on Mrs Creevy, ‘we have got three C. of E. pupils, and I don’t know as the Church connexion mightn’t be worked up a bit. So perhaps you’d better risk it and go to St George’s. But you want to be a bit careful, you know. I’m told St George’s is one of these churches where they go in for a lot of bowing and scraping and crossing yourself and all that. We’ve got two parents that are Plymouth Brothers, and they’d throw a fit if they heard you’d been seen crossing yourself. So don’t go and do that, whatever you do.’
‘Very well,’ said Dorothy.
‘And just you keep your eyes well open during the sermon. Have a good look round and see if there’s any young girls in the congregation that we could get hold of. If you see any likely looking ones, get on to the parson afterwards and try and find out their names and addresses.’
So Dorothy went to St George’s. It was a shade ‘Higher’ than St Athelstan’s had been; chairs, not pews, but no incense, and the vicar (his name was Mr Gore-Williams) wore a plain cassock and surplice except on festival days. As for the services, they were so like those at home that Dorothy could go through them, and utter all the responses at the right moment, in a state of the completest abstraction.
There was never a moment when the power of worship returned to her. Indeed, the whole concept of worship was meaningless to her now; her faith had vanished, utterly and irrevocably. It is a mysterious thing, the loss of faith–as mysterious as faith itself. Like faith, it is ultimately not rooted in logic; it is a change in the climate of the mind. But however little the church services might mean to her, she did not regret the hours she spent in church. On the contrary, she looked forward to her Sunday mornings as blessed interludes of peace; and that not only because Sunday morning meant a respite from Mrs Creevy’s prying eye and nagging voice. In another and deeper sense the atmosphere of the church was soothing and reassuring to her. For she perceived that in all that happens in church, however absurd and cowardly its supposed purpose may be, there is something–it is hard to define, but something of decency, of spiritual comeliness–that is not easily found in the world outside. It seemed to her that even though you no longer believe, it is better to go to church than not; better to follow in the ancient ways, than to drift in rootless freedom. She knew very well that she would never again be able to utter a prayer and mean it; but she knew also that for the rest of her life she must continue with the observances to which she had been bred. Just this much remained to her of the faith that had once, like the bones in a living frame, held all her life together.
But as yet she did not think very deeply about the loss of her faith and what it might mean to her in the future. She was too busy merely existing, merely struggling to make her nerves hold out for the rest of that miserable term. For as the term drew to an end, the job of keeping the class in order grew more and more exhausting. The girls behaved atrociously, and they were all the bitterer against Dorothy because they had once been fond of her. She had deceived them, they felt. She had started off by being decent, and now she had turned out to be just a beastly old teacher like the rest of them–a nasty old beast who kept on and on with those awful handwriting lessons and snapped your head off if you so much as made a blot on your book. Dorothy caught them eyeing her face, sometimes, with the aloof, cruel scrutiny of children. They had thought her pretty once, and now they thought her ugly, old, and scraggy. She had grown, indeed, much thinner since she had been at Ringwood House. They hated her now, as they had hated all their previous teachers.
Sometimes they baited her quite deliberately. The older and more intelligent girls understood the situation well enough–understood that Millie was under old Creevy’s thumb and that she got dropped on afterwards when they had been making too much noise; sometimes they made all the noise they dared, just so as to bring old Creevy in and have the pleasure of watching Millie
’s face while old Creevy told her off. There were times when Dorothy could keep her temper and forgive them all they did, because she realized that it was only a healthy instinct that made them rebel against the loathsome monotony of their work. But there were other times when her nerves were more on edge than usual, and when she looked round at the score of silly little faces, grinning or mutinous, and found it possible to hate them. Children are so blind, so selfish, so merciless. They do not know when they are tormenting you past bearing, and if they did know they would not care. You may do your very best for them, you may keep your temper in situations that would try a saint, and yet if you are forced to bore them and oppress them, they will hate you for it without ever asking themselves whether it is you who are to blame. How true–when you happen not to be a school-teacher yourself–how true those often-quoted lines sound–But when you yourself are the cruel eye outworn, you realize that there is another side to the picture.
Under a cruel eye outworn
The little ones spend the day
in sighing and dismay!
The last week came, and the dirty farce of ‘exams’, was carried through. The system, as explained by Mrs Creevy, was quite simple. You coached the children in, for example, a series of sums until you were quite certain that they could get them right, and then set them the same sums as an arithmetic paper before they had time to forget the answers; and so with each subject in turn. The children’s papers were, of course, sent home for their parents’ inspection. And Dorothy wrote the reports under Mrs Creevy’s dictation, and she had to write ‘excellent’ so many times that–as sometimes happens when you write a word over and over again–she forgot how to spell it and began writing in ‘excelent’, ‘exsellent’, ‘ecsellent’, ‘eccelent’.
The Complete Novels Page 62