Dorothy dispatched a messenger, but it was too late. Mavis remained in latebra pudenda till twelve o’clock. Afterwards, Mrs Creevy explained privately to Dorothy that Mavis was a congenital idiot–or, as she put it, ‘not right in the head’. It was totally impossible to teach her anything. Of course, Mrs Creevy didn’t ‘let on’ to Mavis’s parents, who believed that their child was only ‘backward’ and paid their fees regularly. Mavis was quite easy to deal with. You just had to give her a book and a pencil and tell her to draw pictures and be quiet. But Mavis, a child of habit, drew nothing but pothooks–remaining quiet and apparently happy for hours together, with her tongue hanging out, amid festoons of pothooks.
But in spite of these minor difficulties, how well everything went during those first few weeks! How ominously well, indeed! About the tenth of November, after much grumbling about the price of coal, Mrs Creevy started to allow a fire in the schoolroom. The children’s wits brightened noticeably when the room was decently warm. And there were happy hours, sometimes, when the fire crackled in the grate, and Mrs Creevy was out of the house, and the children were working quietly and absorbedly at one of the lessons that were their favourites. Best of all was when the two top classes were reading Macbeth, the girls squeaking breathlessly through the scenes, and Dorothy pulling them up to make them pronounce the words properly and to tell them who Bellona’s bridegroom was and how witches rode on broomsticks; and the girls wanting to know, almost as excitedly as though it had been a detective story, how Birnam Wood could possible come to Dunsinane and Macbeth be killed by a man who was not of woman born. Those are the times that make teaching worth while–the times when the children’s enthusiasm leaps up, like an answering flame, to meet your own, and sudden unlooked-for gleams of intelligence reward your earlier drudgery. No job is more fascinating than teaching if you have a free hand at it. Nor did Dorothy know, as yet, that that ‘if’ is one of the biggest ‘ifs’ in the world.
Her job suited her, and she was happy in it. She knew the minds of the children intimately by this time, knew their individual peculiarities and the special stimulants that were needed before you could get them to think. She was more fond of them, more interested in their development, more anxious to do her best for them, than she would have conceived possible a short while ago. The complex, never-ended labour of teaching filled her life just as the round of parish jobs had filled it at home. She thought and dreamed of teaching; she took books out of the public library and studied theories of education. She felt that quite willingly she would go on teaching all her life, even at ten shillings a week and her keep, if it could always be like this. It was her vocation, she thought.
Almost any job that fully occupied her would have been a relief after the horrible futility of the time of her destitution. But this was more than a mere job; it was–so it seemed to her–a mission, a life-purpose. Trying to awaken the dulled minds of these children, trying to undo the swindle that had been worked upon them in the name of education–that, surely, was something to which she could give herself heart and soul? So for the time being, in the interest of her work, she disregarded the beastliness of living in Mrs Creevy’s house, and quite forgot her strange, anomalous position and the uncertainty of her future.
4
But of course, it could not last.
Not many weeks had gone by before the parents began interfering with Dorothy’s programme of work. That–trouble with the parents–is part of the regular routine of life in a private school. All parents are tiresome from a teacher’s point of view, and the parents of children at fourth-rate private schools are utterly impossible. On the one hand, they have only the dimmest idea of what is meant by education; on the other hand, they look on ‘schooling’ exactly as they look on a butcher’s bill or a grocer’s bill, and are perpetually suspicious that they are being cheated. They bombard the teacher with ill-written notes making impossible demands, which they send by hand and which the child reads on the way to school. At the end of the first fortnight Mabel Briggs, one of the most promising girls in the class, brought Dorothy the following note:
Dear Miss,–Would you please give Mabel a bit more arithmetic? I feel that what your giving her is not practacle enough. All these maps and that. She wants practacle work, not all this fancy stuff. So more arithmetic, please. And remain,
Yours Faithfully,
Geo. Briggs
P.S. Mabel says your talking of starting her on something called decimals. I don’t want her taught decimals, I want her taught arithmetic.
So Dorothy stopped Mabel’s geography and gave her extra arithmetic instead, whereat Mabel wept. More letters followed. One lady was disturbed to hear that her child was being given Shakespeare to read. ‘She had heard’, she wrote, ‘that this Mr Shakespeare was a writer of stage-plays, and was Miss Millborough quite certain that he wasn’t a very immoral writer? For her own part she had never so much as been to the pictures in her life, let alone to a stage-play, and she felt that even in reading stage-plays there was a very grave danger,’ etc., etc. She gave way, however, on being informed that Mr Shakespeare was dead. This seemed to reassure her. Another parent wanted more attention to his child’s handwriting, and another thought French was a waste of time; and so it went on, until Dorothy’s carefully arranged time-table was almost in ruins. Mrs Creevy gave her clearly to understand that whatever the parents demanded she must do, or pretend to do. In many cases it was next door to impossible, for it disorganized everything to have one child studying, for instance, arithmetic while the rest of the class were doing history or geography. But in private schools the parents’ word is law. Such schools exist, like shops, by flattering their customers, and if a parent wanted his child taught nothing but cat’s-cradle and the cuneiform alphabet, the teacher would have to agree rather than lose a pupil.
The fact was that the parents were growing perturbed by the tales their children brought home about Dorothy’s methods. They saw no sense whatever in these new-fangled ideas of making plasticine maps and reading poetry, and the old mechanical routine which had so horrified Dorothy struck them as eminently sensible. They became more and more restive, and their letters were peppered with the word ‘practical’, meaning in effect more handwriting lessons and more arithmetic. And even their notion of arithmetic was limited to addition, subtraction, multiplication and ‘practice’, with long division thrown in as a spectacular tour de force of no real value. Very few of them could have worked out a sum in decimals themselves, and they were not particularly anxious for their children to be able to do so either.
However, if this had been all, there would probably never have been any serious trouble. The parents would have nagged at Dorothy, as all parents do; but Dorothy would finally have learned–as, again, all teachers finally learn–that if one showed a certain amount of tact one could safely ignore them. But there was one fact that was absolutely certain to lead to trouble, and that was the fact that the parents of all except three children were Nonconformists, whereas Dorothy was an Anglican. It was true that Dorothy had lost her faith–indeed, for two months past, in the press of varying adventures, had hardly thought either of her faith or of its loss. But that made very little difference; Roman or Anglican, Dissenter, Jew, Turk or infidel, you retain the habits of thought that you have been brought up with. Dorothy, born and bred in the precincts of the Church, had no understanding of the Nonconformist mind. With the best will in the world, she could not help doing things that would cause offence to some of the parents.
Almost at the beginning there was a skirmish over the Scripture lessons–twice a week the children used to read a couple of chapters from the Bible. Old Testament and New Testament alternately–several of the parents writing to say, would Miss Millborough please not answer the children when they asked questions about the Virgin Mary; texts about the Virgin Mary were to be passed over in silence, or, if possible, missed out altogether. But it was Shakespeare, that immoral writer, who brought things to a head. The girls had worked their way through Macbeth, pining to know how the witches’ prophecy was to be fulfilled. They reached the closing scenes. Birnam Wood had come to Dunsinane–that part was settled, anyway; now what about the man who was not of woman born? They came to the fatal passage:
MACBETH: Thou losest labour;
As easy may’st thou the intrenchant air
With thy keen sword impress, as make me bleed:
Let fall thy blade on vulnerable crests,
I bear a charmed life, which must not yield
To one of woman born.
MACDUFF Despair thy charm,
And let the Angel whom thou still hast served
Tell thee, Macduff was from his mother’s womb
Untimely ripp’d.
The girls looked puzzled. There was a momentary silence, and then a chorus of voices round the room:
‘Please, Miss, what does that mean?’
Dorothy explained. She explained haltingly and incompletely, with a sudden
