Monitress Merle, Angela Brazil [top rated ebook readers .TXT] 📗

the work of the various forms Miss Mitchell, helped by her assistant mistress Miss Barnes, made many innovations. She introduced new subjects and fresh modes of teaching, and fixed a very high standard of efficiency. She expected great concentration, and exacted hard work, especially in the matter of home preparation, but she was an exceedingly interesting teacher and put much enthusiasm into her lessons. She had a theory that no subject was really absorbed unless it was vividly realised by the pupils.

"Imagination is half the value of education" was her favourite saying. "A child may reel off a string of facts, but unless it can apply them they are undigested mental food and of no use. What I want to do is to find out how far each girl understands what she has learnt. Mere parrot repetition is quite valueless in my opinion, and most public examinations are little better."

Miss Mitchell's method of testing the knowledge of her pupils was undoubtedly modern. She would teach them certain episodes of history, explaining particularly the characters of the various personages and the motives for their actions, then, instead of a verbal or written catechism on the lesson, she would make the girls act the scene, using their own words, and trying as far as possible to reproduce the atmosphere of the period. Free criticism was allowed afterwards, and any anachronisms, such as tea in the times of Queen Elizabeth, or tobacco during the Wars of the Roses, were carefully pointed out. Most of the girls liked this new method immensely. It encouraged their dramatic instincts, and resembled impromptu theatricals. It was a point of honour to throw themselves thoroughly into the parts, and they would often prepare themselves at home by reading up various points in histories or encyclopaedias. This was exactly what Miss Mitchell aimed at.

"They're educating themselves!" she explained to Miss Fanny. "They'll never forget these facts that they have taken the trouble to find out. Once a girl has realised the outlook of Mary Queen of Scots or Elizabeth, and has learnt to impersonate her without glaring mistakes, she has the keynote to the history of the times. When she has spoken to 'Darnley,' 'Black Both-well,' 'Rizzio,' 'John Knox,' or to 'Bacon,' 'Raleigh,' 'Essex,' and 'Sidney,' she has turned mere names into real personages, and will be no more likely to confuse them than to mix up her friends. By supplying her own dialogue she shows exactly how much she knows of the character, and I am able to judge how far the lesson has been assimilated. Fifteen years hence I venture to think Scottish Mary or Queen Elizabeth will still be vivid remembrances to her; but would she be able to tell the date of the battle of Pinkie? And would it be of very vital importance whether she did or not? In my opinion to grasp the main motives of history and to follow the evolution of the British nation is far more necessary than memorising dates. Of course, a few must be insisted on, or there would be no means of relative comparison, but these few, accurately learnt, are better than a number repeated glibly without any particular conception of their importance."

In the teaching of geography Miss Mitchell also put her theories into action. As taught in many schools she thought it was a wearisome subject.

"You don't want to knock into a child's head the names of the capes and bays of Africa or the population of Canada, but you want to give it some conception of the different countries on the face of God's earth. Instead of making it learn the exports of Italy, show it pictures of the orange groves and of gathering the olives, and it will name you the exports for itself. Geography ought to be as interesting as a game."

And so indeed she contrived to make it. She had brought a magic lantern to school with her, and used it for most of her lessons, arranging thick curtains to darken the windows. She had a selection of good slides showing many different countries, and when her pupils were somewhat accustomed to these she would test their knowledge by exhibiting one and asking them where it was, whether in a hot or cold country, what kind of people lived in such a place, what fruits, flowers, and animals would be found there, and for what reasons British traders went to it. If the girls made mistakes she would show them again the particular slides relating to the place, explaining where they had been wrong, and taking them, by means of the eye, on a short foreign tour.

"Imagine you're there and you'll feel quite travellers!" she would say. "Now on this slide you notice a little pathway up the hill among some trees. If you could walk up that path what would you be likely to find? What language would the people, whom you met, speak? And how would they be dressed?"

Geography on these lines became very attractive, and, as in the case of the history lessons, the girls eagerly looked out all kinds of points in books of reference so as to come to class armed with information about the birds, flowers, or native customs of some particular country. By visualising the place, imagining themselves to be there, and relating all they saw, they created such vivid mental pictures that they could almost believe they had spent the hour really in Africa or South America, as the case might be.

"You'd know what clothes to take with you to India or Canada at any rate," said Miss Mitchell, "and what sort of a life you must be prepared to live there. Before the term is over I think you'll realise what British women are doing all over the globe. Climatic conditions have an immense effect upon people and ought to be properly understood. The knowledge of these is the foundation of the brotherhood of races."

It was not only in history and geography that Miss Mitchell made innovations. French also was to be on a different method. It had always been a successful subject at 'The Moorings,' though it had developed along old-fashioned lines. Mademoiselle Chavasse, however, had left, and the new Mademoiselle came from a very up-to-date School of Languages in London. She taught largely by the oral system, making her pupils repeat words and build them into sentences, like babies learning to talk. She used English as little as possible, trying to make them catch ideas in French without the medium of translation. Thus, in a beginners' class she would hold up a book and say, "le livre," then placing it on the table or under the table would extend her sentence to show the use of the prepositions. The girls soon began to grasp the method, and learnt to reply in French to simple questions asked them, and were given by degrees a larger vocabulary and encouraged to try to express themselves, however imperfectly, in the foreign tongue. She also instituted French games, and set the whole school singing, "Qui passe ce chemin si tard?" or "Sur le pont d'Avignon," while several of the Fifth form who could write letters in French were put into correspondence with schoolgirls in France.

Miss Pollard and Miss Fanny, who had gasped a little at some of the drastic changes, were pleased with the improvement in the teaching of French, and still more so with the innovations with regard to music. This had been a very special subject at St. Cyprian's College, where Miss Mitchell had been educated, and she was anxious to introduce some of the leading features. Her theory was that most girls learn to play the piano, a few practise the violin, but hardly any are taught to understand and appreciate music, apart from their own often unskilful performances. She arranged, therefore, to hold a weekly class at which a short lecture would be given on the works of some famous composers, with musical illustrations. A few of the selections could be played by the pupils themselves or by Miss Fanny, and others could be rendered by a gramophone. The main object was to make the girls familiar with the best compositions and cultivate their musical taste.

"Constant listening is the only way to learn appreciation," said Miss Mitchell. "You form a taste for literature by reading the best authors, not by trying to write poetry yourself! Learning an instrument is a good training, but certainly only a part of music—to understand it and criticise it is quite another matter."

So all the school, including even the little girls, met to listen to the masterpieces of Beethoven, Chopin, or Schubert, and were encouraged to note particular points and to discuss them intelligently.

"At the end of the term," said Miss Mitchell, "we'll have a concert, just among ourselves, and then I hope some of you will surprise me. You must all practise hard, because it will be a great honour to be asked to play on that particular afternoon."

In revising the curriculum of 'The Moorings' upon these very modern lines, Miss Mitchell did not neglect the athletic side. The school did not yet possess a gymnasium, but there were classes for drill and calisthenics, and games were compulsory.

"A good thing too!" commented Merle. "Some of the girls are fearful slackers! They've never been accustomed to stir themselves. Maude Carey hardly knows how to run. I believe she thinks it's unladylike! And Nesta would shirk if she could. Those kids need a fearful amount of coaching. I shall have my work cut out with them."

Merle, owing to her enthusiasm for sports, had been chosen as Games Captain, and was doing her best to cultivate a proper enthusiasm for hockey in the school. In this matter she had the full co-operation of the new mistress. Merle liked Miss Mitchell, whose cheery, breezy, practical ways particularly appealed to her. Merle was not given to violent affections, especially for teachers, so this attraction was almost a matter of first love. She, who had never minded blame at school, found herself caring tremendously for praise in class. It raised the standard of her work enormously. She could do very well if she tried. She had always poked fun at girls who took much trouble over home lessons, and had been accustomed to leave her own till the last possible moment. It was certainly a new phase to find her getting out her books immediately after tea, or practising for half an hour before breakfast. She was ready to do anything to win notice from Miss Mitchell, and was decidedly jealous that Iva and Nesta, being boarders, were able to see more of her, and thus establish a greater intimacy. Merle always wanted to 'go one better' than the other monitresses. The status of all four was exactly equal, and so far there was no head girl at 'The Moorings.' Merle had indeed taken a most prominent part at the general meeting of the school, but though she might be the unacknowledged leader, that gave her no increased authority. Sometimes her excess of zeal led to ructions. Miss Mitchell had strongly urged the necessity of improving the games, and particularly of training the juniors to play hockey properly. Merle seized upon them at every opportunity and made them practise. One afternoon, as everybody filed out at four o'clock, she captured her recruits and began some instruction. But unfortunately it happened that Winnie and Joyce, who were her aptest pupils, were wanted by Nesta for schemes of her own, and she came and called them in.

"Can't spare them now!" objected Merle briefly.

"Sorry! But they'll have to come!"

"Not if their Games Captain wants them!"

"I'm their hostel monitress!"

"Miss Mitchell asked me to see to the hockey!"

"Then you must get day-girls to stay for your practice. I've instructions to see that all the boarders come straight back to the hostel after school!"

Merle gave way with a very bad grace. She felt that Nesta was interfering out of sheer officiousness.

"What a jack-in-office!" she grumbled under her breath. "I believe those boarders may do anything they like until tea-time. Nesta needn't plume herself upon being prime favourite with Miss Mitchell. She may whisk Joyce and Winnie off now and spoil our practice, but I'll be even with her in some other way!"

In talking about the various school institutions, Miss Mitchell mentioned one day that there ought to be a general record of the various societies and their officers, and the work which they had undertaken to do.

"It should be kept in the study so as to be available any time for reference," she said. "It would be a far simpler method than having to ask the secretaries for particulars."

This gave Merle an idea. She said nothing to her fellow-monitresses, but she