LITMIR.BIZ

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aren’t. Different girls, different treatment—that’s my system. Now, do you see this lot on the first page?”

      “Yes,” said Dorothy again.

      “Well, the parents of that lot are what I call the good payers. You know what I mean by that? They’re the ones that pay cash on the nail and no jibbing at an extra half guinea or so now and again. You’re not to smack any of that lot, not on any account. This lot over here are the medium payers. Their parents do pay up sooner or later, but you don’t get the money out of them without you worry them for it night and day. You can smack that lot if they get saucy, but don’t go and leave a mark their parents can see. If you’ll take my advice, the best thing with children is to twist their ears. Have you ever tried that?”

      “No,” said Dorothy.

      “Well, I find it answers better than anything. It doesn’t leave a mark, and the children can’t bear it. Now these three over here are the bad payers. Their fathers are two terms behind already, and I’m thinking of a solicitor’s letter. I don’t care what you do to that lot—well, short of a police court case, naturally. Now, shall I take you in and start you with the girls? You’d better bring that book along with you, and just keep your eye on it all the time so as there’ll be no mistakes.”

      They went into the schoolroom. It was a largish room, with grey-papered walls that were made yet greyer by the dullness of the light, for the heavy laurel bushes outside choked the windows, and no direct ray of the sun ever penetrated into the room. There was a teacher’s desk by the empty fireplace, and there were a dozen small double desks, a light blackboard, and, on the mantelpiece, a black clock that looked like a miniature mausoleum; but there were no maps, no pictures, nor even, as far as Dorothy could see, any books. The sole objects in the room that could be called ornamental were two sheets of black paper pinned to the walls, with writing on them in chalk in beautiful copperplate. On one was “Speech is Silver. Silence is Golden,” and on the other, “Punctuality is the Politeness of Princes.”

      The girls, twenty-one of them, were already sitting at their desks. They had grown very silent when they heard footsteps approaching, and as Mrs. Creevy came in they seemed to shrink down in their places like partridge chicks when a hawk is soaring. For the most part they were dull-looking, lethargic children with bad complexions, and adenoids seemed to be remarkably common among them. The eldest of them might have been fifteen years old, the youngest was hardly more than a baby. The school had no uniform, and one or two of the children were verging on raggedness.

      “Stand up, girls,” said Mrs. Creevy as she reached the teacher’s desk. “We’ll start off with the morning prayer.”

      The girls stood up, clasped their hands in front of them, and shut their eyes. They repeated the prayer in unison, in weak piping voices, Mrs. Creevy leading them, her sharp eyes darting over them all the while to see that they were attending.

      “Almighty and everlasting Father,” they piped, “we beseech Thee that our studies this day may be graced by Thy divine guidance. Make us to conduct ourselves quietly and obediently; look down upon our school and make it to prosper, so that it may grow in numbers and be a good example to the neighbourhood and not a disgrace like some schools of which Thou knowest, O Lord. Make us, we beseech Thee, O Lord, industrious, punctual and ladylike, and worthy in all possible respects to walk in Thy ways: for Jesus Christ’s sake, our Lord, Amen.”

      This prayer was of Mrs. Creevy’s own composition. When they had finished it, the girls repeated the Lord’s Prayer, and then sat down.

      “Now, girls,” said Mrs. Creevy, “this is your new teacher, Miss Millborough. As you know, Miss Strong had to leave us all of a sudden after she was taken so bad in the middle of the arithmetic lesson; and I can tell you I’ve had a hard week of it looking for a new teacher. I had seventy-three applications before I took on Miss Millborough, and I had to refuse them all because their qualifications weren’t high enough. Just you remember and tell your parents that, all of you—seventy-three applications! Well, Miss Millborough is going to take you in Latin, French, history, geography, mathematics, English literature and composition, spelling, grammar, handwriting and freehand drawing; and Mr. Booth will take you in chemistry as usual on Thursday afternoons. Now, what’s the first lesson on your time-table this morning?”

      “History, Ma’am,” piped one or two voices.

      “Very well. I expect Miss Millborough’ll start off by asking you a few questions about the history you’ve been learning. So just you do your best, all of you, and let her see that all the trouble we’ve taken over you hasn’t been wasted. You’ll find they can be quite a sharp lot of girls when they try, Miss Millborough.”

      “I’m sure they are,” said Dorothy.

      “Well, I’ll be leaving you, then. And just you behave yourselves, girls! Don’t you get trying it on with Miss Millborough like you did with Miss Brewer, because I warn you she won’t stand it. If I hear any noise coming from this room, there’ll be trouble for somebody.”

      She gave a glance round which included Dorothy and indeed suggested that Dorothy would probably be the “somebody” referred to, and departed.

      Dorothy faced the class. She was not afraid of them—she was too used to dealing with children ever to be afraid of them—but she did feel a momentary qualm. The sense of being an impostor (what teacher has not felt it at times?) was heavy upon her. It suddenly occurred to her, what she had only been dimly aware of before, that she had taken this teaching job under flagrantly false pretences, without having any kind of qualification for it. The subject she was now supposed to be teaching was history, and, like most “educated” people, she knew virtually no history. How awful, she thought, if it turned out that these girls knew more history than she did! She said tentatively:

      “What period exactly were you doing with Miss Strong?”

      Nobody answered. Dorothy saw the older girls exchanging glances, as though asking one another whether it was safe to say anything, and finally deciding not to commit themselves.

      “Well, whereabouts had you got to?” she said, wondering whether perhaps the word “period” was too much for them.

      Again no answer.

      “Well, now, surely you remember something about it? Tell me the names of some of the people you were learning about in your last history lesson.”

      More glances were exchanged, and a very plain little girl in the front row, in a brown jumper and skirt, with her hair screwed into two tight pigtails, remarked cloudily, “It was about the Ancient Britons.” At this two other girls took courage, and answered simultaneously. One of them said “Columbus,” and the other “Napoleon.”

      Somehow, after that, Dorothy seemed to see her way more clearly. It was obvious that instead of being uncomfortably knowledgeable as she had feared, the class knew as nearly as possible no history at all. With this discovery her stage-fright vanished. She grasped that before she could do anything else with them it was necessary to find out what, if anything, these children knew. So, instead of following the time-table, she spent the rest of the morning in questioning the entire class on each subject in turn; when she had finished with history (and it took about five minutes to get to the bottom of their historical knowledge) she tried them with geography, with English grammar, with French, with arithmetic—with everything, in fact, that they were supposed to have learned. By twelve o’clock she had plumbed, though not actually explored, the frightful abysses of their ignorance.

      For they knew nothing, absolutely nothing—nothing, nothing, nothing, like the Dadaists. It was appalling that even children could be so ignorant. There were only two girls in the class who knew whether the earth went round the sun or the sun round the earth, and not a single one of them could tell Dorothy who was the last king before George V, or who wrote Hamlet, or what was meant by a vulgar fraction, or which ocean you crossed to get to America, the Atlantic or the Pacific. And the big girls of fifteen were not much better than the tiny infants of eight, except that the former could at least read consecutively and write neat copperplate. That was the one thing that nearly all of the older girls could

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