George Orwell

A CLERGYMAN'S DAUGHTER
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4

But of course, it could not last.

Not many weeks had gone by before the parents began interfering with Dorothy’s programme of work. That—trouble with the parents— is part of the regular routine of life in a private school. All parents are tiresome from a teacher’s point of view, and the parents of children at fourth-rate private schools are utterly impossible. On the one hand, they have only the dimmest idea of what is meant by education; on the other hand, they look on ‘schooling’ exactly as they look on a butcher’s bill or a grocer’s bill, and are perpetually suspicious that they are being cheated. They bombard the teacher with ill-written notes making impossible demands, which they send by hand and which the child reads on the way to school. At the end of the first fortnight Mabel Briggs, one of the most promising girls in the class, brought Dorothy the following note:

Dear Miss,—Would you please give Mabel a bit more ARITHMETIC? I feel that what your giving her is not practacle enough. All these maps and that. She wants practacle work, not all this fancy stuff. So more ARITHMETIC, please. And remain,

Yours Faithfully,

Geo. Briggs

P.S. Mabel says your talking of starting her on something called decimals. I don’t want her taught decimals, I want her taught ARITHMETIC.

So Dorothy stopped Mabel’s geography and gave her extra arithmetic instead, whereat Mabel wept. More letters followed. One lady was disturbed to hear that her child was being given Shakespeare to read. ‘She had heard’, she wrote, ‘that this Mr Shakespeare was a writer of stage-plays, and was Miss Millborough quite certain that he wasn’t a very IMMORAL writer? For her own part she had never so much as been to the pictures in her life, let alone to a stage- play, and she felt that even in READING stage-plays there was a very grave danger,’ etc., etc. She gave way, however, on being informed that Mr Shakespeare was dead. This seemed to reassure her. Another parent wanted more attention to his child’s handwriting, and another thought French was a waste of time; and so it went on, until Dorothy’s carefully arranged time-table was almost in ruins. Mrs Creevy gave her clearly to understand that whatever the parents demanded she must do, or pretend to do. In many cases it was next door to impossible, for it disorganized everything to have one child studying, for instance, arithmetic while the rest of the class were doing history or geography. But in private schools the parents’ word is law. Such schools exist, like shops, by flattering their customers, and if a parent wanted his child taught nothing but cat’s-cradle and the cuneiform alphabet, the teacher would have to agree rather than lose a pupil.

The fact was that the parents were growing perturbed by the tales their children brought home about Dorothy’s methods. They saw no sense whatever in these new-fangled ideas of making plasticine maps and (...)

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