Ringwood House was a dark-looking, semi-detached house of yellow brick, three storeys high, and its lower windows were hidden from the road by ragged and dusty laurels. Above the laurels, on the front of the house, was a board inscribed in faded gold letters:
Ages 5 to 18
Music and Dancing Taught
Apply within for Prospectus
Edge to edge with this board, on the other half of the house, was another board which read:
Ages 6 to 16
Book-keeping and Commercial Arithmetic a Speciality
Apply within for Prospectus
The district pullulated with small private schools; there were four of them in Brough Road alone. Mrs Creevy, the Principal of Ringwood House, and Mr Boulger, the Principal of Rushington Grange, were in a state of warfare, though their interests in no way clashed with one another. Nobody knew what the feud was about, not even Mrs Creevy or Mr Boulger themselves; it was a feud that they had inherited from earlier proprietors of the two schools. In the mornings after breakfast they would stalk up and down their respective back gardens, beside the very low wall that separated them, pretending not to see one another and grinning with hatred.
Dorothy’s heart sank at the sight of Ringwood House. She had not been expecting anything very magnificent or attractive, but she had expected something a little better than this mean, gloomy house, not one of whose windows was lighted, though it was after 8 o’clock in the evening. She knocked at the door, and it was opened by a woman, tall and gaunt-looking in the dark hallway, whom Dorothy took for a servant, but who was actually Mrs Creevy herself. Without a word, except to inquire Dorothy’s name, the woman led the way up some dark stairs to a twilit, fireless drawing-room, where she turned up a pinpoint of gas, revealing a black piano, stuffed horsehair chairs, and a few yellowed, ghostly photos on the walls.
Mrs Creevy was a woman somewhere in her forties, lean, hard, and angular, with abrupt decided movements that indicated a strong will and probably a vicious temper. Though she was not in the least dirty or untidy there was something discoloured about her whole appearance, as though she lived all her life in a bad light; and the expression of her mouth, sullen and ill-shaped with the lower lip turned down, recalled that of a toad. She spoke in a sharp, commanding voice, with a bad accent and occasional vulgar turns of speech. You could tell her at a glance for a person who knew exactly what she wanted, and would grasp it as ruthlessly as any machine; not a bully exactly—you could somehow infer from her appearance that she would not take enough interest in you to want to bully you—but a person who would make use of you and then throw you aside with no more compunction than if you had been a worn-out scrubbing-brush.
Mrs Creevy did not waste any words on greetings. She motioned Dorothy to a chair, with the air rather of commanding than of inviting her to sir down, and then sat down herself, with her hands clasped on her skinny forearms.
‘I hope you and me are going to get on well together, Miss Millborough,’ she began in her penetrating, subhectoring voice. (On the advice of Sir Thomas’s everwise solicitor, Dorothy had stuck to the name of Ellen Millborough.) ‘And I hope I’m not going to have the same nasty business with you as I had with my last two assistants. You say you haven’t had an experience of teaching before this?’
‘Not in a school,’ said Dorothy—there had been a tarradiddle in her letter of introduction, to the effect that she had had experience of ‘private teaching’.
Mrs Creevy looked Dorothy over as though wondering whether to induct her into the inner secrets of school-teaching, and then appeared to decide against it.
‘Well, we shall see,’ she said. ‘I must say,’ she added complainingly, ‘it’s not easy to get hold of good hardworking assistants nowadays. You give them good wages and good treatment, and you get no thanks for it. The last one I had—the one I’ve just had to get rid of—Miss Strong, wasn’t so bad so far as the teaching part went; in fact, she was a B.A., and I don’t know what you could have better than a B.A., unless it’s an M.A. You don’t happen to be a B.A. or an M.A., do you, Miss Millborough?’
‘No, I’m afraid not,’ said Dorothy.
‘Well, that’s a pity. It looks so much better on the prospectus if you’ve got a few letters after your name. Well! Perhaps it doesn’t matter. I don’t suppose many of our parents’d know what B.A. stands for; and they aren’t so keen on showing their ignorance. I suppose you can talk French, of course?’
‘Well—I’ve learnt French.’
‘Oh, that’s all right, then. Just so as we can put it on the prospectus. Well, now, to come back to what I was saying, Miss Strong was all right as a teacher, but she didn’t come up to my ideas on what I call the moral side. We’re very strong on the moral side at Ringwood House. It’s what counts most with the parents, you’ll find. And the one before Miss Strong, Miss Brewer— well, she had what I call a weak nature. You don’t get on with girls if you’ve got a weak nature. The end of it all was that one morning one little girl crept up to the desk with a box of matches and set fire to Miss Brewer’s skirt. Of course I wasn’t going to keep her after that. In fact I had her out of the house the same afternoon—and I didn’t give her any refs either, I can tell you!’
‘You mean you expelled the girl who did it?’ said Dorothy, mystified.
‘What? The girl? Not likely! You don’t suppose I’d go and turn fees away from my door, do you? I mean I got rid of Miss Brewer, not the girl. It’s no good having teachers who let the girls get saucy with them. We’ve got twenty-one in the class just at present, and you’ll find they need a strong hand to keep them down.’
‘You don’t teach yourself?’ said Dorothy.
‘Oh dear, no!’ said Mrs Creevy almost contemptuously. ‘I’ve got a lot too much on my hands to waste my time teaching. There’s the house to look after, and seven of the children stay to dinner—I’ve only a daily woman at present. Besides, it takes me all my time getting the fees out of the parents. After all, the fees are what matter, aren’t they?’
‘Yes. I suppose so,’ said Dorothy.
‘Well, we’d better settle about your wages,’ continued Mrs Creevy. ‘In term time I’ll give you your board and lodging and ten shillings a week; in the holidays it’ll just be your board and lodging. You can have the use of the copper in the kitchen for your laundering, and I light the geyser for hot baths every Saturday night; or at least most Saturday nights. You can’t have the use of this room we’re in now, because it’s my reception-room, and I don’t want you to go wasting the gas in your bedroom. But you can have the use of the morning-room whenever you want it.’
‘Thank you,’ said Dorothy.
‘Well, I should think that’ll be about all. I expect you’re feeling ready for bed. You’ll have had your supper long ago, of course?’
This was clearly intended to mean that Dorothy was not going to get any food tonight, so she answered Yes, untruthfully, and the conversation was at an end. That was always Mrs Creevy’s way—she never kept you talking an instant longer than was necessary. Her conversation was so very definite, so exactly to the point, that it was not really conversation at all. Rather, it was the skeleton of conversation; like the dialogue in a badly written novel where everyone talks a little too much in character. But indeed, in the proper sense of the word she did not talk; she merely said, in her brief shrewish way, whatever it was necessary to say, and then got rid of you as promptly as possible. She now showed Dorothy along the passage to her bedroom, and lighted a gas-jet no bigger than an acorn, revealing a gaunt bedroom with a narrow white-quilted bed, a rickety wardrobe, one chair and a wash-hand-stand with a frigid white china basin and ewer. It was very like the bedrooms in seaside lodging houses, but it lacked the one thing that gives such rooms their air of homeliness and decency—the text over the bed.
‘This is your room,’ Mrs Creevy said; ‘and I just hope you’ll keep it a bit tidier than what Miss Strong used to. And don’t go burning the gas half the night, please, because I can tell what time you turn it off by the crack under the door.’
With this parting salutation she left Dorothy to herself. The room was dismally cold; indeed, the whole house had a damp, chilly feeling, as though fires were rarely lighted in it. Dorothy got into bed as quickly as possible, feeling bed to be the warmest place. On top of the wardrobe, when she was putting her clothes away, she found a cardboard box containing no less than nine empty whisky bottles—relics, presumably, of Miss Strong’s weakness on the moral side.
At eight in the morning Dorothy went downstairs and found Mrs Creevy already at breakfast in what she called the ‘morning-room’. This was a smallish room adjoining the kitchen, and it had started life as the scullery; but Mrs Creevy had converted it into the ‘morning-room’ by the simple process of removing the sink and copper into the kitchen. The breakfast table, covered with a cloth of harsh texture, was very large and forbiddingly bare. Up at Mrs Creevy’s end were a tray with a very small teapot and two cups, a plate on which were two leathery fried eggs, and a dish of marmalade; in the middle, just within Dorothy’s reach if she stretched, was a plate of bread and butter; and beside her plate—as though it were the only thing she could be trusted with—a cruet stand with some dried-up, clotted stuff inside the bottles.
‘Good morning, Miss Millborough,’ said Mrs Creevy. ‘It doesn’t matter this morning, as this is the first day, but just remember another time that I want you down here in time to help me get breakfast ready.’
‘I’m so sorry,’ said Dorothy.
‘I hope you’re fond of fried eggs for your breakfast?’ went on Mrs Creevy.
Dorothy hastened to assure her that she was very fond of fried eggs.
‘Well, that’s a good thing, because you’ll always have to have the same as what I have. So I hope you’re not going to be what I call dainty about your food. I always think,’ she added, picking up her knife and fork, ‘that a fried egg tastes a lot better if you cut it well up before you eat it.’
She sliced the two eggs into thin strips, and then served them in such a way that Dorothy received about two-thirds of an egg. With some difficulty Dorothy spun out her fraction of egg so as to make half a dozen mouthfuls of it, and then, when she had taken a slice of bread and butter, she could not help glancing hopefully in the direction of the dish of marmalade. But Mrs Creevy was sitting with her lean left arm—not exactly round the marmalade, but in a protective position on its left flank, as though she suspected that Dorothy was going to make an attack upon it. Dorothy’s nerve failed her, and she had no marmalade that morning—nor, indeed, for many mornings to come.
Mrs Creevy did not speak again during breakfast, but presently the sound of feet on the gravel outside, and of squeaky voices in the schoolroom, announced that the girls were beginning to arrive. They came in by a side-door that was left open for them. Mrs Creevy got up from the table and banged the breakfast things together on the tray. She was one of those women who can never move anything without banging it about; she was as full of thumps and raps as a poltergeist. Dorothy carried the tray into the kitchen, and when she returned Mrs Creevy produced a penny notebook from a drawer in the dresser and laid it open on the table.
‘Just take a look at this,’ she said. ‘Here’s a list of the girls’ names that I’ve got ready for you. I shall want you to know the whole lot of them by this evening.’ She wetted her thumb and turned over three pages: ‘Now, do you see these three lists here?’
‘Yes,’ said Dorothy.
‘Well, you’ll just have to learn those three lists by heart, and make sure you know what girls are on which. Because I don’t want you to go thinking that all the girls are to be treated alike. They aren’t—not by a long way, they 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 do—they could write neatly. Mrs Creevy had seen to that. And of course, here and there in the midst of their ignorance, there were small, disconnected 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 plait’ 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 regime 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 textbooks 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 civilized 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 textbooks 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 textbooks of which each child had a copy. One was a shilling arithmetic, pre Great 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, and 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 sinking 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 tenpence 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 school-room.
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 realize 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 browny-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 anaemic 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 human and decent. Probably it was very little that she could do. She was so inexperienced and unfitted for her job that she must educate herself before she could even begin to educate anybody else. Still, she would do her best; she would do whatever willingness and energy could do to rescue these children from the horrible darkness in which they had been kept.