Читать книгу The Essential Works of George Orwell - Джордж Оруэлл, George Orwell - Страница 53

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During the next few weeks there were two things that occupied Dorothy to the exclusion of all others. One, getting her class into some kind of order; the other, establishing a concordat with Mrs. Creevy.

The second of the two was by a great deal the more difficult. Mrs. Creevy’s house was as vile a house to live in as one could possibly imagine. It was always more or less cold, there was not a comfortable chair in it from top to bottom, and the food was disgusting. Teaching is harder work than it looks, and a teacher needs good food to keep him going. It was horribly dispiriting to have to work on a diet of tasteless mutton stews, damp boiled potatoes full of little black eyeholes, watery rice puddings, bread and scrape and weak tea—and never enough even of these. Mrs. Creevy, who was mean enough to take a pleasure in skimping even her own food, ate much the same meals as Dorothy, but she always had the lion’s share of them. Every morning at breakfast the two fried eggs were sliced up and unequally partitioned, and the dish of marmalade remained for ever sacrosanct. Dorothy grew hungrier and hungrier as the term went on. On the two evenings a week when she managed to get out of doors she dipped into her dwindling store of money and bought slabs of plain chocolate, which she ate in the deepest secrecy—for Mrs. Creevy, though she starved Dorothy more or less intentionally, would have been mortally offended if she had known that she bought food for herself.

The worst thing about Dorothy’s position was that she had no privacy and very little time that she could call her own. Once school was over for the day her only refuge was the “morning-room,” where she was under Mrs. Creevy’s eye, and Mrs. Creevy’s leading idea was that Dorothy must never be left in peace for ten minutes together. She had taken it into her head, or pretended to do so, that Dorothy was an idle person who needed keeping up to the mark. And so it was always, “Well, Miss Millborough, you don’t seem to have very much to do this evening, do you? Aren’t there some exercise books that want correcting? Or why don’t you get your needle and do a bit of sewing? I’m sure I couldn’t bear to just sit in my chair doing nothing like you do!” She was for ever finding household jobs for Dorothy to do, even making her scrub the schoolroom floor on Saturday mornings when the girls did not come to school; but this was done out of pure ill nature, for she did not trust Dorothy to do the work properly, and generally did it again after her. One evening Dorothy was unwise enough to bring back a novel from the public library. Mrs. Creevy flared up at the very sight of it. “Well, really, Miss Millborough! I shouldn’t have thought you’d have had time to read!” she said bitterly. She herself had never read a book right through in her life, and was proud of it.

Moreover, even when Dorothy was not actually under her eye, Mrs. Creevy had ways of making her presence felt. She was for ever prowling in the neighbourhood of the schoolroom, so that Dorothy never felt quite safe from her intrusion; and when she thought there was too much noise she would suddenly rap on the wall with her broom handle in a way that made the children jump and put them off their work. At all hours of the day she was restlessly, noisily active. When she was not cooking meals she was banging about with broom and dustpan, or harrying the charwoman, or pouncing down upon the schoolroom to “have a look round” in hopes of catching Dorothy or the children up to mischief, or “doing a bit of gardening”—that is, mutilating with a pair of shears the unhappy little shrubs that grew amid wastes of gravel in the back garden. On only two evenings a week was Dorothy free of her, and that was when Mrs. Creevy sallied forth on forays which she called “going after the girls”; that is to say, canvassing likely parents. These evenings Dorothy usually spent in the public library, for when Mrs. Creevy was not at home she expected Dorothy to keep out of the house, to save fire and gaslight. On other evenings Mrs. Creevy was busy writing dunning letters to the parents, or letters to the editor of the local paper, haggling over the price of a dozen advertisements, or poking about in the girls’ desks to see that their exercise books had been properly corrected, or “doing a bit of sewing.” Whenever occupation failed her for even five minutes she got out her workbox and “did a bit of sewing”—generally restitching some bloomers of harsh white linen of which she had pairs beyond number. They were the most chilly-looking garments that one could possibly imagine; they seemed to carry upon them, as no nun’s coif or anchorite’s hair shirt could ever have done, the impress of a frozen and awful chastity. The sight of them set you wondering about the late Mr. Creevy, even to the point of wondering whether he had ever existed.

Looking with an outsider’s eye at Mrs. Creevy’s manner of life, you would have said that she had no pleasures whatever. She never did any of the things that ordinary people do to amuse themselves—never went to the pictures, never looked at a book, never ate sweets, never cooked a special dish for dinner or dressed herself in any kind of finery. Social life meant absolutely nothing to her. She had no friends, was probably incapable of imagining such a thing as friendship, and hardly ever exchanged a word with a fellow-being except on business. Of religious belief she had not the smallest vestige. Her attitude towards religion, though she went to the Baptist Chapel every Sunday to impress the parents with her piety, was a mean anticlericalism founded on the notion that the clergy are “only after your money.” She seemed a creature utterly joyless, utterly submerged by the dullness of her existence. But in reality it was not so. There were several things from which she derived acute and inexhaustible pleasure.

For instance, there was her avarice over money. It was the leading interest of her life. There are two kinds of avaricious person—the bold, grasping type who will ruin you if he can, but who never looks twice at twopence, and the petty miser who has not the enterprise actually to make money, but who will always, as the saying goes, take a farthing from a dunghill with his teeth. Mrs. Creevy belonged to the second type. By ceaseless canvassing and impudent bluff she had worked her school up to twenty-one pupils, but she would never get it much further, because she was too mean to spend money on the necessary equipment and to pay proper wages to her assistant. The fees the girls paid, or didn’t pay, were five guineas a term with certain extras, so that, starve and sweat her assistant as she might, she could hardly hope to make more than a hundred and fifty pounds a year clear profit. But she was fairly satisfied with that. It meant more to her to save sixpence than to earn a pound. So long as she could think of a way of docking Dorothy’s dinner of another potato, or getting her exercise books a halfpenny a dozen cheaper, or shoving an unauthorised half guinea on to one of the “good payers’ ” bills, she was happy after her fashion.

And again, in pure, purposeless malignity—in petty acts of spite, even when there was nothing to be gained by them—she had a hobby of which she never wearied. She was one of those people who experience a kind of spiritual orgasm when they manage to do somebody else a bad turn. Her feud with Mr. Boulger next door—a one-sided affair, really, for poor Mr. Boulger was not up to Mrs. Creevy’s fighting weight—was conducted ruthlessly, with no quarter given or expected. So keen was Mrs. Creevy’s pleasure in scoring off Mr. Boulger that she was even willing to spend money on it occasionally. A year ago Mr. Boulger had written to the landlord (each of them was for ever writing to the landlord, complaining about the other’s behaviour) to say that Mrs. Creevy’s kitchen chimney smoked into his back windows, and would she please have it heightened two feet. The very day the landlord’s letter reached her, Mrs. Creevy called in the bricklayers and had the chimney lowered two feet. It cost her thirty shillings, but it was worth it. After that there had been the long guerrilla campaign of throwing things over the garden wall during the night, and Mrs. Creevy had finally won with a dustbinful of wet ashes thrown on to Mr. Boulger’s bed of tulips. As it happened, Mrs. Creevy won a neat and bloodless victory soon after Dorothy’s arrival. Discovering by chance that the roots of Mr. Boulger’s plum tree had grown under the wall into her own garden, she promptly injected a whole tin of weed-killer into them and killed the tree. This was remarkable as being the only occasion when Dorothy ever heard Mrs. Creevy laugh.

But Dorothy was too busy, at first, to pay much attention to Mrs. Creevy and her nasty characteristics. She saw quite clearly that Mrs. Creevy was an odious woman and that her own position was virtually that of a slave; but it did not greatly worry her. Her work was too absorbing, too all-important. In comparison with it, her own comfort and even her future hardly seemed to matter.

It did not take her more than a couple of days to get her class into 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 instinct, rearranging, scheming, innovating. There was so much 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 in the class, in 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 in practising copperplate—but Mrs. Creevy would not hear of it. She seemed to attach an almost superstitious value to handwriting lessons. And the next thing, 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 grudgingly given it, and spent two pounds three shillings out of her precious four pounds ten on a dozen secondhand copies of a cheap school edition of Shakespeare, a big secondhand 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 during 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 “Passez-moi le beurre, s’il vous plaît” and “Le fils du jardinier 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. And she started the whole class, except the six youngest girls and Mavis Williams, the pothook specialist, on reading Macbeth. Not a child among them had ever voluntarily read anything in her life before, except perhaps the Girl’s Own Paper; but they took readily to Shakespeare, as all children do when he is not made horrible with parsing and analysing.

History was the hardest thing to teach them. Dorothy had not realised till now how hard it is for children who come from poor homes to have even a conception of what history means. Every upper-class person, however ill-informed, grows up with some notion of history; he can visualise a Roman centurion, a mediæval knight, an eighteenth-century nobleman; the terms Antiquity, Middle Ages, Renaissance, Industrial Revolution evoke some meaning, even if a confused one, in his mind. But these children came from bookless homes and from parents who would have laughed at the notion that the past has any meaning for the present. They had never heard of Robin Hood, never played at being Cavaliers and Roundheads, never wondered who built the English churches or what Fid. Def. on a penny stands for. There were just two historical characters of whom all of them, almost without exception, had heard, and those were Columbus and Napoleon. Heaven knows why—perhaps Columbus and Napoleon get into the newspapers a little oftener than most historical characters. They seemed to have swelled up in the children’s minds, like Tweedledum and Tweedledee, till they blocked out the whole landscape of the past. Asked when motor-cars were invented, one child, aged ten, vaguely hazarded, “About a thousand years ago, by Columbus.”

Some of the older girls, Dorothy discovered, had been through the Hundred Page History as many as four times, from Boadicea to the first Jubilee, and forgotten practically every word of it. Not that that mattered greatly, for most of it was lies. She started the whole class over again at Julius Cæsar’s invasion, and at first she tried taking history books out of the public library and reading them aloud to the children; but that method failed, because they could understand nothing that was not explained to them in words of one or two syllables. So she did what she could in her own words and with her own inadequate knowledge, making a sort of paraphrase of what she read and delivering it to the children; striving all the while to drive into their dull little minds some picture of the past, and what was always more difficult, some interest in it. But one day a brilliant idea struck her. She bought a roll of cheap plain wallpaper at an upholsterer’s shop, and set the children to making an historical chart. They marked the roll of paper into centuries and years, and stuck scraps that they cut out of illustrated papers—pictures of knights in armour and Spanish galleons and printing presses and railway trains—at the appropriate places. Pinned round the walls of the room, the chart presented, as the scraps grew in number, a sort of panorama of English history. The children were even fonder of the chart than of the contour map. They always, Dorothy found, showed more intelligence when it was a question of making something instead of merely learning. There was even talk of making a contour map of the world, four feet by four, in papier mâché, if Dorothy could “get round” Mrs. Creevy to allow the preparation of the papier mâché—a messy process needing buckets of water.

Mrs. Creevy watched Dorothy’s innovations with a jealous eye, but she did not interfere actively at first. She was not going to show it, of course, but she was secretly amazed and delighted to find that she had got hold of an assistant who was actually willing to work. When she saw Dorothy spending her own money on text-books for the children, it gave her the same delicious sensation that she would have had in bringing off a successful swindle. She did, however, sniff and grumble at everything that Dorothy did, and she wasted a great deal of time by insisting on what she called “thorough correction” of the girls’ exercise books. But her system of correction, like everything else in the school curriculum, was arranged with one eye on the parents. Periodically the children took their books home for their parents’ inspection, and Mrs. Creevy would never allow anything disparaging to be written in them. Nothing was to be marked “bad” or crossed out or too heavily underlined; instead, in the evenings, Dorothy decorated the books, under Mrs. Creevy’s dictation, with more or less applauding comments in red ink. “A very creditable performance,” and “Excellent! You are making great strides. Keep it up!” were Mrs. Creevy’s favourites. All the children in the school, apparently, were for ever “making great strides”; in what direction they were striding was not stated. The parents, however, seemed willing to swallow an almost unlimited amount of this kind of thing.

There were times, of course, when Dorothy had trouble with the girls themselves. The fact that they were all of different ages made them difficult to deal with, and though they were fond of her and were very “good” with her at first, they would not have been children at all if they had been invariably “good”. Sometimes they were lazy and sometimes they succumbed to that most damnable vice of schoolgirls—giggling. For the first few days Dorothy was greatly exercised over little Mavis Williams, who was stupider than one would have believed it possible for any child of eleven to be. Dorothy could do nothing with her at all. At the first attempt to get her to do anything beyond pothooks a look of almost subhuman blankness would come into her wide-set eyes. Sometimes, however, she had talkative fits in which she would ask the most amazing and unanswerable questions. For instance, she would open her “reader,” find one of the illustrations—the sagacious Elephant, perhaps—and ask Dorothy:

“Please, Miss, wass ’at thing there?” (She mispronounced her words in a curious manner.)

“That’s an elephant, Mavis.”

“Wass a elephant?”

“An elephant’s a kind of wild animal.”

“Wass a animal?”

“Well—a dog’s an animal.”

“Wass a dog?”

And so on, more or less indefinitely. About half-way through the fourth morning Mavis held up her hand and said with a sly politeness that ought to have put Dorothy on her guard:

“Please, Miss, may I be ’scused?”

“Yes,” said Dorothy.

One of the bigger girls put up her hand, blushed, and put her hand down again as though too bashful to speak. On being prompted by Dorothy, she said shamefacedly:

“Please, Miss, Miss Strong didn’t used to let Mavis go to the lavatory alone. She locks herself in and won’t come out, and then Mrs. Creevy gets angry, Miss.”

Dorothy dispatched a messenger, but it was too late. Mavis remained in latebra pudenda till twelve o’clock. Afterwards, Mrs. Creevy explained privately to Dorothy that Mavis was a congenital idiot—or, as she put it, “not right in the head.” It was totally impossible to teach her anything. Of course, Mrs. Creevy didn’t “let on” to Mavis’s parents, who believed that their child was only “backward” and paid their fees regularly. Mavis was quite easy to deal with. You just had to give her a book and a pencil and tell her to draw pictures and be quiet. But Mavis, a child of habit, drew nothing but pothooks—remaining quiet and apparently happy for hours together, with her tongue hanging out, amid festoons of pothooks.

But in spite of these minor difficulties, how well everything went during those first few weeks! How ominously well, indeed! About the tenth of November, after much grumbling about the price of coal, Mrs. Creevy started to allow a fire in the schoolroom. The children’s wits brightened noticeably when the room was decently warm. And there were happy hours, sometimes, when the fire crackled in the grate, and Mrs. Creevy was out of the house, and the children were working quietly and absorbedly at one of the lessons that were their favourities. Best of all was when the two top classes were reading Macbeth, the girls squeaking breathlessly through the scenes, and Dorothy pulling them up to make them pronounce the words properly and to tell them who Bellona’s bridegroom was and how witches rode on broomsticks; and the girls wanting to know, almost as excitedly as though it had been a detective story, how Birnam Wood could possibly come to Dunsinane and Macbeth be killed by a man who was not of woman born. Those are the times that make teaching worth while—the times when the children’s enthusiasm leaps up, like an answering flame, to meet your own, and sudden unlooked-for gleams of intelligence reward your earlier drudgery. No job is more fascinating than teaching if you have a free hand at it. Nor did Dorothy know, as yet, that that “if” is one of the biggest “ifs” in the world.

Her job suited her, and she was happy in it. She knew the minds of the children intimately by this time, knew their individual peculiarities and the special stimulants that were needed before you could get them to think. She was more fond of them, more interested in their development, more anxious to do her best for them, than she would have conceived possible a short while ago. The complex, never-ended labour of teaching filled her life just as the round of parish jobs had filled it at home. She thought and dreamed of teaching; she took books out of the public library and studied theories of education. She felt that quite willingly she would go on teaching all her life, even at ten shillings a week and her keep, if it could always be like this. It was her vocation, she thought.

Almost any job that fully occupied her would have been a relief after the horrible futility of the time of her destitution. But this was more than a mere job; it was—so it seemed to her—a mission, a life-purpose. Trying to awaken the dulled minds of these children, trying to undo the swindle that had been worked upon them in the name of education—that, surely, was something to which she could give herself heart and soul? So for the time being, in the interest of her work, she disregarded the beastliness of living in Mrs. Creevy’s house, and quite forgot her strange, anomalous position and the uncertainty of her future.