Dickens As an Educator Part 38

Having disposed of this culprit, the bachelor turned to another, and from him to another, and so on through the whole array, laying, for their wholesome restriction within due bounds, the same cutting emphasis on such of their propensities as were dearest to his heart, and were unquestionably referable to his own precept and example.

Thoroughly persuaded, in the end, that he had made them miserable by his severity, he dismissed them with a small present, and an admonition to walk quietly home, without any leapings, scufflings, or turnings out of the way; which injunction, he informed the schoolmaster in the same audible confidence, he did not think he could have obeyed when he was a boy had his life depended on it.

What a model he was for teachers, this glorious bachelor, in his sympathy _with_ the boys, and in his unconventionality! When teachers begin to feel the grip of formalism on their better natures and begin to lose faith in so-called bad boys, they should read this introduction of the pupils by the bachelor. Bless his memory! he will always rank among the greatest child trainers.

His pretence of not letting the boys know that he thought they were good fellows was a pleasant rebuke of the miserable old doctrine that a boy should always be told his faults, but never be spoken to about his virtues. This false doctrine having been so carefully applied in homes and schools for centuries as a religious duty, based on the unscriptural doctrine of child depravity, has made a large portion of humanity in Christian countries mere defect dodgers, instead of making them conscious of power to do independent work for G.o.d and their fellow-men. d.i.c.kens had no faith in this doctrine, and he taught that one of the highest things a teacher can do for a child is to recognise and show honest appreciation of his best powers and qualities. When superintendents search as carefully for the good qualities and powers of their teachers as some yet do for their weaknesses, and when they are so unconventional as to be able to show genuine appreciation frankly to the teachers themselves, the schools will reach their proper rate of progressive development.

Through the whole series of criticisms of the boys, d.i.c.kens is showing the full rich sympathy of his own great heart for the whole race of boys in the unreasonable and unjust criticism to which they are subjected by forgetful and ignorant adulthood. Those who should be wisest in these matters--and especially many who think themselves wise--are still very forgetful of their own early life, and very ignorant of boyhood.

Mrs. Wackles's school was called a "Ladies' Seminary," but it was in reality "a very small day school for young ladies of proportionate dimensions."

The several duties of instruction in this establishment were thus discharged: English grammar, composition, geography, and the use of the dumb-bells, by Miss Melissa Wackles; writing, arithmetic, dancing, music, and general fascination, by Miss Sophy Wackles; the art of needlework, marking, and samplery, by Miss Jane Wackles; corporal punishment, fasting, and other tortures and terrors, by Mrs. Wackles.

Miss Melissa Wackles was the eldest daughter, Miss Sophy the next, and Miss Jane the youngest. Miss Melissa might have seen five-and-thirty summers or thereabout, and verged on the autumnal, Miss Sophy was a fresh, good-humoured, buxom girl of twenty; and Miss Jane numbered scarcely sixteen years. Mrs. Wackles was an excellent, but rather venomous old lady of threescore.

Mrs. Wackles's school is described to show the frivolous nature of such so-called private educational inst.i.tutions, and to strike again the abominable practice of abusing children by "corporal punishment, fasting, and other tortures and terrors" by "a venomous old lady of threescore."

Miss Monflathers's school was a boarding establishment for young ladies, in which they were duly impressed with the dignity of their social position; with the terrible danger of yielding in any way to their natural impulses, all of which were a.s.sumed to be very wicked; with the sinfulness of sympathizing with or in any way recognising the lower cla.s.ses; with the impropriety of knowing the fact that there was any wrong in the world to be righted or any suffering to be relieved; with the inestimable value of aristocratic birth; and with the most important truth that men are very dangerous animals, to be carefully shunned.

Little Nell was sent to the establishment of Miss Monflathers with notices of Mrs. Jarley's waxworks, being temporarily in the employ of that lady.

Nell had no difficulty in finding out Miss Monflathers's Boarding and Day Establishment, which was a large house, with a high wall, and a large garden gate with a large bra.s.s plate, and a small grating through which Miss Monflathers's parlour maid inspected all visitors before admitting them; for nothing in the shape of a man--no, not even a milkman--was suffered, without special license, to pa.s.s that gate.

Even the taxgatherer, who was stout, and wore spectacles and a broadbrimmed hat, had the taxes handed through the grating. More obdurate than gate of adamant or bra.s.s, this gate of Miss Monflathers's frowned on all mankind. The very butcher respected it as a gate of mystery, and left off whistling when he rang the bell.

As Nell approached the awful door, it turned slowly upon its hinges with a creaking noise, and forth from the solemn grove beyond came a long file of young ladies, two and two, all with open books in their hands, and some with parasols likewise. And last of the goodly procession came Miss Monflathers, bearing herself a parasol of lilac silk, and supported by two smiling teachers, each mortally envious of the other, and devoted unto Miss Monflathers.

Confused by the looks and whispers of the girls, Nell stood with downcast eyes and suffered the procession to pa.s.s on, until Miss Monflathers, bringing up the rear, approached her, when she courtesied and presented her little packet; on receipt whereof Miss Monflathers commanded that the line should halt.

"You're the waxwork child, are you not?" said Miss Monflathers.

"Yes, ma'am," replied Nell, colouring deeply, for the young ladies had collected about her, and she was the centre on which all eyes were fixed.

"And don't you think you must be a very wicked little child," said Miss Monflathers, who was of rather uncertain temper, and lost no opportunity of impressing moral truths upon the tender minds of young ladies, "to be a waxwork child at all?"

Poor Nell had never viewed her position in this light, and not knowing what to say, remained silent, blushing more deeply than before.

"Don't you know," said Miss Monflathers, "that it's very naughty and unfeminine, and a perversion of the properties wisely and benignantly transmitted to us, with expansive powers to be roused from their dormant state through the medium of cultivation?"

"Don't you feel how naughty it is of you," resumed Miss Monflathers, "to be a waxwork child, when you might have the proud consciousness of a.s.sisting, to the extent of your infant powers, the manufactures of your country; of improving your mind by the constant contemplation of the steam engine; and of earning a comfortable and independent subsistence of from two and ninepence to three shillings per week?

Don't you know that the harder you are at work, the happier you are?"

"'How doth the little----'" murmured one of the teachers in quotation from Dr. Watts.

"Eh?" said Miss Monflathers, turning smartly round. "Who said that?"

"The little busy bee," said Miss Monflathers, drawing herself up, "is applicable only to genteel children.

'In books, or work, or healthful play'

is quite right as far as they are concerned; and the work means painting on velvet, fancy needlework, or embroidery. In such cases as these," pointing to Nell with her parasol, "and in the case of all poor people's children, we should read it thus:

'In work, work, work. In work alway Let my first years be pa.s.sed, That I may give for ev'ry day Some good account at last.'"

Just then somebody happened to discover that Nell was crying, and all eyes were again turned toward her.

There were indeed tears in her eyes, and drawing out her handkerchief to brush them away, she happened to let it fall. Before she could stoop to pick it up, one young lady of about fifteen or sixteen, who had been standing a little apart from the others, as though she had no recognised place among them, sprang forward and put it in her hand.

She was gliding timidly away again, when she was arrested by the governess.

"It was Miss Edwards who did that, I _know_," said Miss Monflathers predictively. "Now I am sure that was Miss Edwards."

It was Miss Edwards, and everybody said it was Miss Edwards, and Miss Edwards herself admitted that it was.

"Is it not," said Miss Monflathers, putting down her parasol to take a severer view of the offender, "a most remarkable thing, Miss Edwards, that you have an attachment to the lower cla.s.ses which always draws you to their sides; or, rather, is it not a most extraordinary thing that all I say and do will not wean you from propensities which your original station in life has unhappily rendered habitual to you, you extremely vulgar-minded girl?"

"I really intended no harm, ma'am," said a sweet voice. "It was a momentary impulse, indeed."

"An impulse!" repeated Miss Monflathers scornfully. "I wonder that you presume to speak of impulses to me"--both the teachers a.s.sented--"I am astonished"--both the teachers were astonished--"I suppose it is an impulse which induces you to take the part of every grovelling and debased person that comes in your way"--both the teachers supposed so too.

"But I would have you know, Miss Edwards," resumed the governess, in a tone of increased severity, "that you can not be permitted--if it be only for the sake of preserving a proper example and decorum in this establishment--that you can not be permitted, and that you shall not be permitted, to fly in the face of your superiors in this extremely gross manner. If _you_ have no reason to feel a becoming pride before waxwork children, there are young ladies here who have, and you must either defer to those young ladies or leave the establishment, Miss Edwards."

This young lady, being motherless and poor, was apprenticed at the school--taught for nothing--teaching others what she learned for nothing--boarded for nothing--lodged for nothing--and set down and rated as something immeasurably less than nothing, by all the dwellers in the house. The servant maids felt her inferiority, for they were better treated; free to come and go, and regarded in their stations with much more respect. The teachers were infinitely superior, for they had paid to go to school in their time, and were paid now. The pupils cared little for a companion who had no grand stories to tell about home; no friends to come with post horses, and be received in all humility, with cake and wine, by the governess; no deferential servant to attend and bear her home for the holidays; nothing genteel to talk about, and nothing to display. But why was Miss Monflathers always vexed and irritated with the poor apprentice--how did that come to pa.s.s?

Why, the gayest feather in Miss Monflathers's cap, and the brightest glory of Miss Monflathers's school, was a baronet's daughter--the real live daughter of a real live baronet--who, by some extraordinary reversal of the laws of Nature, was not only plain in features but dull in intellect, while the poor apprentice had both a ready wit and a handsome face and figure. It seems incredible. Here was Miss Edwards, who only paid a small premium which had been spent long ago, every day outshining and excelling the baronet's daughter, who learned all the extras (or was taught them all), and whose half yearly bill came to double that of any other young lady's in the school, making no account of the honour and reputation of her pupilage. Therefore, and because she was a dependent, Miss Monflathers had a great dislike to Miss Edwards, and was spiteful to her, and aggravated by her, and, when she had compa.s.sion on Little Nell, verbally fell upon and maltreated her, as we have already seen.

"You will not take the air to-day, Miss Edwards," said Miss Monflathers. "Have the goodness to retire to your own room, and not to leave it without permission."

The poor girl was moving hastily away, when she was suddenly, in a nautical phrase, "brought to" by a subdued shriek from Miss Monflathers.

"She has pa.s.sed me without any salute!" cried the governess, raising her eyes to the sky. "She has actually pa.s.sed me without the slightest acknowledgment of my presence!"

The young lady turned and courtesied. Nell could see that she raised her dark eyes to the face of her superior, and that their expression, and that of her whole att.i.tude for the instant, was one of mute but most touching appeal against this ungenerous usage. Miss Monflathers only tossed her head in reply, and the great gate closed upon a bursting heart.

In addition to the gross evils of such inst.i.tutions already suggested, d.i.c.kens exposed the cruelty of Miss Monflathers, as a type of Christian rect.i.tude, toward Nell, whom she a.s.sumed to be very wicked, and the tendency of society to treat teachers with contempt, if they are not rich.

The standard based on mere wealth is happily changing.

The tone of Miss Monflathers's lofty criticism in language and thought, quite incomprehensible to the person admonished, is very true to the life in cases of conventional people, who take no pains to understand child nature or human nature in any phase, except its depravity.

The heartlessness of the distinction between the "genteel" children and poor children is clearly pointed out. There could scarcely be a more unchristlike thought than the one that would prohibit the children of the poor from the enjoyment of their natural tendency to play. No civilization in which either by deliberate purpose or by criminal negligence the children of the poorest are left without the privilege and the means for full free play should dare to call itself Christian. Yet Miss Monflathers's parody aptly represented the practical outworking of civilization at the time of d.i.c.kens, and long since, too, in regard to poor children.

Miss Monflathers told Miss Edwards majestically that she "must not take the air to-day," and contemptuously ordered her to remain in her room all day. This was written to condemn the common punishment of keeping children in at recess or confining them as a means of punishment. d.i.c.kens always thought it a crime against childhood to punish a child by robbing it of any of its natural rights to food, or fresh air, or free exercise.

The ecstasy of pa.s.sion reached by Miss Monflathers because Miss Edwards pa.s.sed her without saluting her showed d.i.c.kens's att.i.tude toward those who insisted and still insist on obeisance from those whom they are pleased to regard as "inferiors." Public school education has been criticised because "it does not train poor children to courtesy to their superiors." Any system deserves the support of all right-thinking people if it trains the children of the poorest to hold their heads up respectfully, and look the world squarely in the face without a debasing consciousness of inferiority. The greatest aim of education, so far as the individual is concerned, is freedom--spiritual freedom. Respect for properly const.i.tuted authority should become a part of every child's consciousness, but this properly involves contempt for the arrogant a.s.sumption of certain people that certain other people should bow down in servile humility to them.

Education must always be the enemy of tyranny, slavery, and all kinds of abas.e.m.e.nt.

The grinders' school was introduced to ridicule the practice of forcing all children in charitable inst.i.tutions to wear a uniform dress, and to attack corporal punishment, neglect of moral training, and the practice of placing ignorant men in the high position of a teacher. The teacher in the grinders' school was "a superannuated old grinder of savage disposition, who had been appointed schoolmaster because he didn't know anything, and wasn't fit for anything, and for whose cruel cane all chubby little boys had a perfect fascination." The practice of dressing all children alike, and of dressing them all without taste, is continued in most homes for orphan children still. Surely the poor orphans have suffered enough without subjecting them to the indignity of tasteless dressing. There might at least be a difference of taste in colour, for instance, for the blondes and the brunettes.

The school taught by Agnes in David Copperfield is mentioned to show that if a teacher works with a true spirit (Agnes was a splendid character for women to study with great care), teaching is a pleasant instead of an unhappy profession.

David said: "It is laborious, is it not?" "The labour is so pleasant," she returned, "that it is scarcely grateful in me to call it by that name."

The school attended by Uriah Heep and his father before him was described as an attack on the practice of instilling into the minds of poor children the consciousness of subserviency. David says: "I fully comprehended now for the first time (after hearing Uriah describe his training at school) what a base, unrelenting, and revengeful spirit must have been engendered by this early, and this long, suppression."