The Rainbow

by D. H. Lawrence

  ‘Well, Alice?’ he said.

  ‘The rabbit,’ piped a girl’s voice.

  ‘A very easy subject for Standard Five.’

  Ursula felt a slight shame of incompetence. She was exposed before the class. And she was tormented by the contradictoriness of everything. Mr Harby stood so strong, and so male, with his black brows and clear forehead, the heavy jaw, the big, overhanging moustache: such a man, with strength and male power, and a certain blind, native beauty. She might have liked him as a man. And here he stood in some other capacity, bullying over such a trifle as a boy’s speaking out without permission. Yet he was not a little, fussy man. He seemed to have some cruel, stubborn, evil spirit, he was imprisoned in a task too small and petty for him, which yet, in a servile acquiescence, he would fulfil, because he had to earn his living. He had no finer control over himself, only this blind, dogged, wholesale will. He would keep the job going, since he must. And his job was to make the children spell the word ‘caution’ correctly, and put a capital letter after a full-stop. So at this he hammered with his suppressed hatred, always suppressing himself, till he was beside himself. Ursula suffered bitterly as he stood, short and handsome and powerful, teaching her class. It seemed such a miserable thing for him to be doing. He had a decent, powerful, rude soul. What did he care about the composition on ‘The Rabbit’? Yet his will kept him there before the class, threshing the trivial subject. It was habit with him now, to be so little and vulgar, out of place. She saw the shamefulness of his position, felt the fettered wickedness in him which would blaze out into evil rage in the long run, so that he was like a persistent, strong creature tethered. It was really intolerable. The jarring was torture to her. She looked over the silent, attentive class that seemed to have crystallised into order and rigid, neutral form. This he had it in his power to do, to crystallise the children into hard, mute fragments, fixed under his will: his brute will, which fixed them by sheer force. She too must learn to subdue them to her will: she must. For it was her duty, since the school was such. He had crystallised the class into order. But to see him, a strong, powerful man, using all his power for such a purpose, seemed almost horrible. There was something hideous about it. The strange, genial light in his eye was really vicious, and ugly, his smile was one of torture. He could not be impersonal. He could not have a clear, pure purpose, he could only exercise his own brute will. He did not believe in the least in the education he kept inflicting year after year upon the children. So he must bully, only bully, even while it tortured his strong, wholesome nature with shame like a spur always galling. He was so blind and ugly and out of place. Ursula could not bear it as he stood there. The whole situation was wrong and ugly.

  The lesson was finished, Mr Harby went away. At the far end of the room she heard the whistle and the thud of the cane. Her heart stood still within her. She could not bear it, no, she could not bear it when the boy was beaten. It made her sick. She felt that she must go out of this school, this torture-place. And she hated the schoolmaster, thoroughly and finally. The brute, had he no shame? He should never be allowed to continue the atrocity of this bullying cruelty. Then Hill came crawling back, blubbering piteously. There was something desolate about his blubbering that nearly broke her heart. For after all, if she had kept her class in proper discipline, this would never have happened, Hill would never have called out and been caned.

  She began the arithmetic lesson. But she was distracted. The boy Hill sat away on the back desk, huddled up, blubbering and sucking his hand. It was a long time. She dared not go near him, nor speak to him. She felt ashamed before him. And she felt she could not forgive the boy for being the huddled, blubbering object, all wet and snivelled, which he was.

  She went on correcting the sums. But there were too many children. She could not get round the class. And Hill was on her conscience. At last he had stopped crying, and sat bunched over his hands, playing quietly. Then he looked up at her. His face was dirty with tears, his eyes had a curious washed look, like the sky after rain, a sort of wanness. He bore no malice. He had already forgotten, and was waiting to be restored to the normal position.

  ‘Go on with your work, Hill,’ she said.

  The children were playing over their arithmetic, and, she knew, cheating thoroughly. She wrote another sum on the blackboard. She could not get round the class. She went again to the front to watch. Some were ready. Some were not. What was she to do?

  At last it was time for recreation. She gave the order to cease working, and in some way or other got her class out of the room. Then she faced the disorderly litter of blotted, uncorrected books, of broken rulers and chewed pens. And her heart sank in sickness. The misery was getting deeper.

  The trouble went on and on, day after day. She had always piles of books to mark, myriads of errors to correct, a heart-wearying task that she loathed. And the work got worse and worse. When she tried to flatter herself that the composition grew more alive, more interesting, she had to see that the handwriting grew more and more slovenly, the books more filthy and disgraceful. She tried what she could, but it was of no use. But she was not going to take it seriously. Why should she? Why should she say to herself, that it mattered, if she failed to teach a class to write perfectly neatly? Why should she take the blame unto herself?

  Pay day came, and she received four pounds two shillings and one penny. She was very proud that day. She had never had so much money before. And she had earned it all herself. She sat on the top of the tram-car fingering the gold and fearing she might lose it. She felt so established and strong, because of it. And when she got home she said to her mother:

  ‘It is pay day to-day, mother.’

  ‘Ay,’ said her mother coolly.

  Then Ursula put down fifty shillings on the table.

  ‘That is my board,’ she said.

  ‘Ay,’ said her mother, letting it lie.

  Ursula was hurt. Yet she had paid her scot.* She was free. She paid for what she had. There remained moreover thirty-two shillings of her own. She would not spend any, she who was naturally a spendthrift, because she could not bear to damage her fine gold.

  She had a standing ground now apart from her parents. She was something else besides the mere daughter of William and Anna Brangwen. She was independent. She earned her own living. She was an important member of the working community. She was sure that fifty shillings a month quite paid for her keep. If her mother received fifty shillings a month for each of the children, she would have twenty pounds a month and no clothes to provide. Very well then.

  Ursula was independent of her parents. She now adhered elsewhere. Now, the ‘Board of Education’ was a phrase that rang significant to her, and she felt Whitehall* far beyond her as her ultimate home. In the government, she knew which minister had supreme control over Education, and it seemed to her that, in some way, he was connected with her, as her father was connected with her.

  She had another self, another responsibility. She was no longer Ursula Brangwen, daughter of William Brangwen. She was also Standard Five teacher in St Philip’s School. And it was a case now of being Standard Five teacher, and nothing else. For she could not escape.

  Neither could she succeed. That was her horror. As the weeks passed on, there was no Ursula Brangwen, free and jolly. There was only a girl of that name obsessed by the fact that she could not manage her class of children. At week-ends there came days of passionate reaction, when she went mad with the taste of liberty, when merely to be free in the morning, to sit down at her embroidery and stitch the coloured silks was a passion of delight. For the prison house was always awaiting her! This was only a respite, as her chained heart knew well. So that she seized hold of the swift hours of the week end, and wrung the last drop of sweetness out of them, in a little, cruel frenzy.

  She did not tell anybody how this state was a torture to her. She did not confide, either to Gudrun or to her parents, how horrible she found it to be a school-teacher. But when Sunday night came, and she
felt the Monday morning at hand, she was strung up tight with dreadful anticipation, because the strain and the torture was near again.

  She did not believe that she could ever teach that great, brutish class, in that brutal school: ever, ever. And yet, if she failed, she must in some way go under. She must admit that the man’s world was too strong for her, she could not take her place in it; she must go down before Mr Harby. And all her life henceforth, she must go on, never having freed herself of the man’s world, never having achieved the freedom of the great world of responsible work. Maggie had taken her place there, she had even stood level with Mr Harby and got free of him: and her soul was always wandering in far-off valleys and glades of poetry. Maggie was free. Yet there was something like subjection in Maggie’s very freedom. Mr Harby, the man, disliked the reserved woman, Maggie. Mr Harby, the schoolmaster, respected his teacher, Miss Schofield.

  For the present, however, Ursula only envied and admired Maggie. She herself had still to get where Maggie had got. She had still to make her footing. She had taken up a position on Mr Harby’s ground, and she must keep it. For he was now beginning a regular attack on her, to drive her away out of his school. She could not keep order. Her class was a turbulent crowd, and the weak spot in the school’s work. Therefore she must go, and some one more useful must come in her place, some one who could keep discipline.

  The headmaster had worked himself into an obsession of fury against her. He only wanted her gone. She had come, she had got worse as the weeks went on, she was absolutely no good. His system, which was his very life in school, the outcome of his bodily movement, was attacked and threatened at the point where Ursula was included. She was the danger that threatened his body with a blow, a fall. And blindly, thoroughly, moving from strong instinct of opposition, he set to work to expel her.

  When he punished one of her children as he had punished the boy Hill, for an offence against himself he made the punishment extra heavy with the significance that the extra stroke came in because of the weak teacher who allowed all these things to be. When he punished for an offence against her, he punished lightly, as if offences against her were not significant. Which all the children knew, and they behaved accordingly.

  Every now and again Mr Harby would swoop down to examine exercise books. For a whole hour, he would be going round the class, taking book after book, comparing page after page, whilst Ursula stood aside for all the remarks and fault-finding to be pointed at her through the scholars. It was true, since she had come, the composition books had grown more and more untidy, disorderly, filthy. Mr Harby pointed to the pages done before her régime, and to those done after, and fell into a passion of rage. Many children he sent out to the front with their books. And after he had thoroughly gone through the silent and quivering class he caned the worst offenders well, in front of the others, thundering in real passion of anger and chagrin.

  ‘Such a condition in a class, I can’t believe it! It is simply disgraceful! I can’t think how you have been let to get like it! Every Monday morning I shall come down and examine these books. So don’t think that because there is nobody paying any attention to you, that you are free to unlearn everything you ever learned, and go back till you are not fit for Standard Three. I shall examine all books every Monday—’

  Then in a rage, he went away with his cane, leaving Ursula to confront a pale, quivering class, whose childish faces were shut in blank resentment, fear, and bitterness, whose souls were full of anger and contempt of her rather than of the master, whose eyes looked at her with the cold, inhuman accusation of children. And she could hardly make mechanical words to speak to them. When she gave an order they obeyed with an insolent off-handedness, as if to say: ‘As for you, do you think we would obey you, but for the master?’ She sent the blubbering, caned boys to their seats, knowing that they too jeered at her and her authority, holding her weakness responsible for what punishment had overtaken them. And she knew the whole position, so that even her horror of physical beating and suffering sank to a deeper pain, and became a moral judgement upon her, worse than any hurt.

  She must, during the next week, watch over her books, and punish any fault. Her soul decided it coldly. Her personal desire was dead for that day at least. She must have nothing more of herself in school. She was to be Standard Five teacher only. That was her duty. In school, she was nothing but Standard Five teacher. Ursula Brangwen must be excluded.

  So that, pale, shut, at last distant and impersonal, she saw no longer the child, how his eyes danced, or how he had a queer little soul that could not be bothered with shaping handwriting so long as he dashed down what he thought. She saw no children, only the task that was to be done. And keeping her eyes there, on the task, and not on the child, she was impersonal enough to punish where she could otherwise only have sympathised, understood, and condoned, to approve where she would have been merely uninterested before. But her interest had no place any more.

  It was agony to the impulsive, bright girl of seventeen to become distant and official, having no personal relationship with the children. For a few days, after the agony of the Monday, she succeeded, and had some success with her class. But it was a state not natural to her, and she began to relax.

  Then came another infliction. There were not enough pens to go round the class. She sent to Mr Harby for more. He came in person.

  ‘Not enough pens, Miss Brangwen?’ he said, with the smile and calm of exceeding rage against her.

  ‘No, we are six short,’ she said, quaking.

  ‘Oh, how is that?’ he said, menacingly. Then, looking over the class, he asked:

  ‘How many are there here to-day?’

  ‘Fifty-two,’ said Ursula, but he did not take any notice, counting for himself.

  ‘Fifty-two,’ he said, ‘And how many pens are there, Staples?’

  Ursula was now silent. He would not heed her if she answered, since he had addressed the monitor.

  ‘That’s a very curious thing,’ said Mr Harby, looking over the silent class with a slight grin of fury. All the childish faces looked up at him blank and exposed.

  ‘A few days ago there were sixty pens for this class—now there are forty-eight. What is forty-eight from sixty, Williams?’ There was a sinister suspense in the question. A thin, ferret-faced boy in a sailor suit started up exaggeratedly.

  ‘Please, sir!’ he said. Then a slow, sly grin came over his face. He did not know. There was a tense silence. The boy dropped his head. Then he looked up again, a little cunning triumph in his eyes. ‘Twelve,’ he said.

  ‘I would advise you to attend,’ said the headmaster dangerously. The boy sat down.

  ‘Forty-eight from sixty is twelve: so there are twelve pens to account for. Have you looked for them, Staples?’

  ‘Yes, Sir.’

  ‘Then look again.’

  The scene dragged on. Two pens were found: ten were missing. Then the storm burst.

  ‘Am I to have you thieving, besides your dirt and bad work and bad behaviour?’ the headmaster began. ‘Not content with being the worst-behaved and dirtiest class in the school, you are thieves into the bargain, are you? It is a very funny thing! Pens don’t melt into the air: pens are not in the habit of mizzling* away into nothing. What has become of them then? They must be somewhere. What has become of them? For they must be found, and found by Standard Five. They were lost by Standard Five, and they must be found.’

  Ursula stood and listened, her heart hard and cold. She was so much upset, that she felt almost mad. Something in her tempted her to turn on the headmaster and tell him to stop, about the miserable pens. But she did not. She could not.

  After every session, morning and evening, she had the pens counted. Still they were missing. And pencils and india-rubbers disappeared. She kept the class staying behind, till the things were found. But as soon as Mr Harby had gone out of the room, the boys began to jump about and shout, and at last they bolted in a body from the school.

  This was
drawing near a crisis. She could not tell Mr Harby because, while he would punish the class, he would make her the cause of the punishment, and her class would pay her back with disobedience and derision. Already there was a deadly hostility grown up between her and the children. After keeping in the class, at evening, to finish some work, she would find boys dodging behind her, calling after her: ‘Brangwen, Brangwen—Proud-arce.’

  When she went into Ilkeston of a Saturday morning with Gudrun, she heard again the voices yelling after her:

  ‘Brangwen, Brangwen.’

  She pretended to take no notice, but she coloured with shame at being held up to derision in the public street. She, Ursula Brangwen of Cossethay, could not escape from the Standard Five teacher which she was. In vain she went out to buy ribbon for her hat. They called after her, the boys she tried to teach.

  And one evening, as she went from the edge of the town into the country, stones came flying at her. Then the passion of shame and anger surpassed her. She walked on unheeding, beside herself. Because of the darkness she could not see who were those that threw. But she did not want to know.

  Only in her soul a change took place. Never more, and never more would she give herself as individual to her class. Never would she, Ursula Brangwen, the girl she was, the person she was, come into contact with those boys. She would be Standard Five teacher, as far away personally from her class as if she had never set foot in St Philip’s school. She would just obliterate them all, and keep herself apart, take them as scholars only.

  So her face grew more and more shut, and over her flayed, exposed soul of a young girl who had gone open and warm to give herself to the children, there set a hard, insentient thing, that worked mechanically according to a system imposed.

  It seemed she scarcely saw her class the next day. She could only feel her will, and what she would have of this class which she must grasp into subjection. It was no good, any more, to appeal, to play upon the better feelings of the class. Her swift-working soul realised this.