No More Learning

It did not take her more than a couple of days to get her class mto running
order It was curious, but though she had no experience of teaching and no
preconceived theories about it, yet from the very first day she found herself, as
though by mstinct, rearranging, scheming, innovating There was so much



A Clergyman 3 s Daughter 381

that was crying out to be done The first thing, obviously, was to get rid of the
grisly routine of ‘copies’, and after Dorothy’s second day no more ‘copies’ were
done m the class, m spite of a sniff or two from Mrs Creevy The handwriting
lessons, also, were cut down Dorothy would have liked to do away with
handwriting lessons altogether so far as the older girls were concerned-it
seemed to her ridiculous that girls of fifteen should waste time m practising
copperplate-but Mrs Creevy would not hear of it She seemed to attach an
almost superstitious value to handwriting lessons And the next thmg, of
course, was to scrap the repulsive Hundred Page History and the preposterous
little ‘readers’ It would have been worse than useless to ask Mrs Creevy to buy
new books for the children, but on her first Saturday afternoon Dorothy
begged leave to go up to London, was           given it, and spent two
pounds three shillings out of her precious four pounds ten on a dozen second-
hand copies of a cheap school edition of Shakespeare, a big second-hand atlas,
some volumes of Hans Andersen’s stories for the younger children, a set of
geometrical instruments, and two pounds of plasticine With these, and
history books out of the public library, she felt that she could make a start

She had seen at a glance that what the children most needed, and what they
had never had, was individual attention So she began by dividing them up
into three separate classes, and so arranging things that two lots could be
working by themselves while she ‘went through’ something with the third It
was difficult at first, especially with the younger girls, whose attention
wandered as soon as they were left to themselves, so that you could never really
take your eyes off them And yet how wonderfully, how unexpectedly, nearly
all of them improved durmg those first few weeks' For the most part they were
not really stupid, only dazed by a dull, mechanical rigmarole For a week,
perhaps, they continued unteachable, and then, quite suddenly, their warped
little minds seemed to spring up and expand like daisies when you move the
garden roller off them

Quite quickly and easily Dorothy broke them in to the habit of thinking for
themselves She got them to make up essays out of their own heads instead of
copying out drivel about the birds chanting on the boughs and the flowerets
bursting from their buds She attacked their arithmetic at the foundations and
started the little girls on multiplication and piloted the older ones through long
division to fractions, she even got three of them to the point where there was
talk of starting on decimals She taught them the first rudiments of French
grammar in place of c Passez-moi le beurre , shl vous plait' and l Lefilsdujardmier
a perdu son chapeau ’ Finding that not a girl in the class knew what any of the
countries of the world looked like (though several of them knew that Quito was
the capital of Ecuador), she set them to making a large contour-map of Europe
in plasticine, on a piece of three-ply wood, copying it in scale from the atlas
The children adored making the map, they were always clamouring to be
allowed to go on with it.