No More Learning

‘Well, I’ll be leaving you, then And just you behave yourselves, girls' Don’t
you get trying it on with Miss Millborough like you did with Miss Brewer,
because I warn you she won’t stand it If I hear any noise coming from this



374 A Clergyman's Daughter

room, there’ll be trouble for somebody 5

She gave a glance round which included Dorothy and indeed suggested that
Dorothy would probably be the ‘somebody’ referred to, and departed
Dorothy faced the class She was not afraid of them-she was too used to
dealing with           ever to be afraid of them-but she did feel a momentary
qualm The sense of being an impostor (what teacher has not felt it at times*)
was heavy upon her It suddenly occurred to her, what she had only been
dimly aware of before, that she had taken this teaching job under flagrantly
false pretences, without having any kind of qualification for it The subject she
was now supposed to be teaching was history, and, like most ‘educated’ people,
she knew virtually no history How awful, she thought, if it turned out that
these girls knew more history than she did 1 She said tentatively
‘What period exactly were you doing with Miss Strong*’

Nobody answered Dorothy saw the older girls exchanging glances, as
though asking one another whether it was safe to say anything, and finally
deciding not to commit themselves

‘Well, whereabouts had you got to*’ she said, wondering whether perhaps
the word ‘period’ was too much for them
Again no answer

‘Well, now, surely you remember something about it* Tell me the names of
some of the people you were learning about m your last history lesson ’

More glances were exchanged, and a very plain little girl in the front row, m
a brown jumper and skirt, with her hair screwed into two tight pigtails,
remarked cloudily, ‘It was about the Ancient Britons ’ At this two other girls
took courage, and answered simultaneously One of them said, ‘Columbus’,
and the other ‘Napoleon’

Somehow, after that, Dorothy seemed to see her way more clearly It was
obvious that instead of being uncomfortably knowledgeable as she had feared,
the class knew as nearly as possible no history at all With this discovery her
stage-fright vanished She grasped that before she could do anything else with
them it was necessary to find out what, if anything, these children knew So,
instead of following the time-table, she spent the rest of the morning m
questioning the entire class on each subject m turn, when she had finished with
history (and it took about five minutes to get to the bottom of their historical
knowledge) she tried them with geography, with English grammar, with
French, with anthmetic-with everything, m fact, that they were supposed to
have learned By twelve o’clock she had plumbed, though not actually
explored, the frightful abysses of their ignorance
For they knew nothing, absolutely nothing-nothing, nothing, nothing, like
the Dadaists It was appalling that even children could be so ignorant.