Part 59 (2/2)

”That's your piano,” the head girl said.

”I hope you'll like it!” one of the others added sarcastically.

”Oh, but I'm glad to be here!” said Beth, striking a few firm chords.

”Now I feel like Chopin,” and she burst out into one of his most brilliant waltzes triumphantly.

Old Tom had come in while she was speaking, but Beth did not see her.

Old Tom waited till she had done.

”Oh, so now ye feel like Chopin, Miss Caldwell,” she jeered. ”And it appears ye are not above shamming nervous when it suits ye to mak'

yerself interesting. I shall remember that.”

Old Tom taught by a series of jeers and insults. If a girl were poor, she never failed to remind her of the fact. ”But, indeed, ye're beggars all,” was her favourite summing up when they stumbled at troublesome pa.s.sages. Most of the girls cowered under her insults, but Beth looked her straight in the face at this second encounter, and at the third her spirit rose and she argued the point. Old Tom tried to shout her down, but Beth left her seat, and suggested that they should go and get Miss Clifford to decide between them. Then Old Tom subsided, and from that time she and Beth were on amicable terms.

Beth had an excellent musical memory when she went to school, but she lost it entirely whilst she was there, and the delicacy of her touch as well; both being destroyed, as she supposed, by the system of practising with so many others at a time, which made it impossible for her to feel what she was playing or put any individuality of expression into it.

On that opening day, Beth had to go from the music-room to her first English lesson in the sixth. All the girls sat round the long narrow table, Miss Smallwood, the mistress, being at the end, with her back to the window. The lesson was ”Guy,” a collection of questions and answers, used also by the first-cla.s.s girls, only that they were farther on in the book. Who was William the Conqueror? When did he arrive? What did he do on landing? and so on. Beth, at the bottom of the cla.s.s on Miss Smallwood's right, was in a good position to ask questions herself. She could have told the whole history of William the Conqueror in her own language after once reading it over; but the answers to the questions had to be learnt by heart and repeated in the exact language of the book, and in the struggle to be word-perfect enough to keep up with the cla.s.s, the significance of what she was saying was lost upon her. It was her mother's system exactly, and Beth was disappointed, having hoped for something different These pillules of knowledge only exasperated her; she wanted enough to enable her to grasp the whole situation.

”What is the use of learning these little bits by heart about William the Conqueror and the battle of Hastings, and all that, Miss Smallwood?” she exclaimed one day.

”It is a part of your education, Beth,” Miss Smallwood answered precisely.

”I know,” Beth grumbled, ”but couldn't one read about it, and get on a little quicker? I want to know what he did when he got here.”

”Why, my dear child, how can you be so stupid? You have just said he fought the battle of Hastings.”

”Yes, but what did the battle of Hastings do?” Beth persisted, making a hard but ineffectual effort to express herself.

”Oh, now, Beth, you are silly!” Miss Smallwood rejoined impatiently, and all the girls grinned in agreement. But it was not Beth who was silly. Miss Smallwood had had nothing herself but the trumpery education provided everywhere at that time for girls by the part of humanity which laid undisputed claim to a superior sense of justice, and it had not carried her far enough to enable her to grasp any more comprehensive result of the battle of Hastings than was given in the simple philosophy of Guy. Most of the girls at the Royal Service School would have to work for themselves, and teaching was almost the only occupation open to them, yet such education as they received, consisting as it did of mere rudiments, was an insult to the high average of intelligence that obtained amongst them. They were not taught one thing thoroughly, not even their own language, and remained handicapped to the end of their lives for want of a grounding in grammar. When you find a woman's diction at fault, never gird at her for want of intelligence, but at those in authority over her in her youth, who thought anything in the way of education good enough for a girl. Even the teachers at St. Catherine's, some of them, wrote in reply to invitations, ”I shall have much pleasure in accepting.” The girls might be there eight years, but were never taught French enough in the time either to read or speak it correctly. Their music was an offence to the ear, and their drawings to the eye. History was given to them in outlines only, which isolated kings and their ministers, showing little or nothing of their influence on the times they lived in, and ignoring the condition of the people, who were merely introduced as a background to some telling incident in the career of a picturesque personage; and everything else was taught in the same superficial way--except religion. But the fact that the religious education was good in Beth's time was an accident due to Miss Clifford's character and capacity, and therefore no credit to the governors of the school, who did not know that she was specially qualified in that respect when they made her Lady Princ.i.p.al. She was a high-minded woman, Low Church, of great force of character and exemplary piety, and her spirit pervaded the whole school. She gave the Bible lessons herself in the form of lectures which dealt largely with the conduct of life; and as she had the power to make her subject interesting, and the faith which carries conviction, both girls and mistresses profited greatly by her teaching. Many of them became deeply religious under her, and most of them had phases of piety; whilst there were very few who did not leave the school with yearnings at least towards honour and uprightness, which were formed by time and experience into steady principles.

Beth persisted in roaming the garden alone. She loved to hover about a large fountain there, with a deep wide basin round it, in which gold-fish swam and water-lilies grew. She used to go and hang over it, peering into the water, or, when the fountain played, she would loiter near, delighting in the sound of it, the splash and murmur.

One of the windows of Miss Clifford's sitting-room overlooked this part of the garden, and Beth noticed the old lady once or twice standing in the window, but it did not occur to her that she was watching her. One day, however, Miss Clifford sent a maid-of-honour to fetch her; and Beth went in, wondering what she had done, but asked no questions; calm indifference was still her pose.

Miss Clifford dismissed the maid-of-honour. She was sitting in her own special easy-chair, and Beth stood before her.

”My dear child,” she said to Beth, ”why are you always alone? Are the girls not kind to you?”

”Oh yes, thank you,” Beth answered, ”they are quite kind.”

”Then why are you always alone?”

”I like it best.”

”Are you sure,” said Miss Clifford, ”that the others do not shun you for some reason or other?”

”One of them wished to be my mother,” Beth rejoined, ”but I did not care about it.”

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