"They're educating themselves!" she explained to Miss f.a.n.n.y. "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,'

'Ess.e.x,' 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 a.s.similated. 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 Mitch.e.l.l 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 G.o.d'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 cla.s.s 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 Mitch.e.l.l, "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 Mitch.e.l.l 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 Chava.s.se, 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' cla.s.s 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 inst.i.tuted French games, and set the whole school singing, "Qui pa.s.se 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 f.a.n.n.y, 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 Mitch.e.l.l 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 cla.s.s at which a short lecture would be given on the works of some famous composers, with musical ill.u.s.trations. A few of the selections could be played by the pupils themselves or by Miss f.a.n.n.y, 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 Mitch.e.l.l. "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 Mitch.e.l.l, "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 Mitch.e.l.l did not neglect the athletic side. The school did not yet possess a gymnasium, but there were cla.s.ses 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 Mitch.e.l.l, 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 cla.s.s. 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 Mitch.e.l.l, 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 Mitch.e.l.l 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 Mitch.e.l.l 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 Mitch.e.l.l. 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 inst.i.tutions, Miss Mitch.e.l.l 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 at once began to compile the list which Miss Mitch.e.l.l wanted. She was determined to do it beautifully. Her handwriting was not remarkably good, so she decided to type it. There was a little typewriter in Uncle David's consulting-room, which he allowed her to use, and though she was so far from being an adept at it that it actually took her longer than using pen and ink, she thought the result would justify the trouble. She meant to st.i.tch the sheets together and fasten them inside a cardboard cover, decorated with an artistic design. She set to work upon it with much energy and enthusiasm.

She was leaving school one afternoon when Muriel Burnitt ran up to her.

"By the by, Merle! Can you give me the names of the committee of the Nature Club? I can't just remember them all."

"What d'you want them for?" asked Merle suspiciously.

"Oh, to write out for Miss Mitch.e.l.l! She was asking for a list the other day."

"Fay Macleod is secretary of the Nature Club. She'd be able to tell you exactly," temporised Merle.

"So she would! I'll ask her to-morrow."

Merle went home with her head in a whirl. It was quite evident that Muriel had hit upon exactly the same idea as herself, and intended to present Miss Mitch.e.l.l with a full record of the societies.

"Only, hers will probably be written in an exercise-book and not be half as nice as mine! She mustn't forestall me, though! However artistic my list is, it will fall very flat if Muriel gives hers in first. I've got to finish it somehow to-night and take it to school to-morrow morning.

That's certain!"

When Merle made up her mind about anything, nothing could move her.

Directly she got home she set to work upon the book-back, and toiled away at it, utterly ignoring her preparation. In vain Mavis urged the claims of Latin verbs and Shakespeare recitation.

"I shan't stop till I've finished this!" declared Merle stubbornly. "Not if I sit up all night over it. Bother the old 'Merchant of Venice' and beastly Latin verbs! I'll glance through them at breakfast-time and trust to luck. Surely Miss Mitch.e.l.l will understand when she knows how busy I've been over this! I shall give it to her before nine o'clock."

"Can't I help you? I've finished my prep."

"No, thanks! I want it to be entirely my own work."

Merle was not so clever at drawing as Mavis, but she contrived to turn out a very pretty cover all the same. She illuminated 'The Moorings' in large letters upon it, and painted a picture of a boat moored to a jetty below, as being an appropriate design. She st.i.tched the typed sheets, fastened the whole together, and tied it with a piece of saxe-blue ribbon (saxe was emphatically Miss Mitch.e.l.l's pet colour), then she printed upon the back of it, 'With much love from your affectionate pupil Merle Ramsay.' She sat up over it long after Mavis and Aunt Nellie had gone to bed, and, indeed, finished it hurriedly under the eyes of Jessop, who was waiting to turn out the gas.

"Can't I just look over my Latin?" implored Merle.

"Not a word!" declared the old servant. "Put those books away, Miss Merle, and go upstairs. We'll be having you with brain-fever at this rate! I don't approve of all these home lessons. Why can't they teach you what they want to in school, I should like to know? That's what teachers are paid for, isn't it? I've no patience with this continual writing in the evenings. A nice bit of sewing would be more to my mind. You've not done more than an inch of that crochet pattern I taught you. Being monitress is all very well, I daresay, but I'm not going to let you sit up till midnight, my dearie, over your books. Not if I have to go myself to Miss Pollard, and tell her my mind about it."

Merle had meant to wake up a little earlier and run through her preparation, but she was sleepier than usual next morning, and had to be roused by Mavis. She opened her eyes most unwillingly.

"I never heard Jessop bring the hot water. It can't be half-past seven!

Oh, bother! I'd give all the world to be left quiet in bed! Go away!"

"All right! Stop in bed, and let Muriel give her list to Miss Mitch.e.l.l!"

said Mavis.

Whereupon Merle groaned, sat up, and began to pull on her stockings.