CHAPTER VII.
GROWTH.
Men say the dreams of twenty-two
The winds of thirty shall undo....
We prove them liars, do we not?
Which of our dreams have we forgot?
—Frank Betts.
“At the end of five years’ hard struggle,” writes Dorothea Beale in 1863, “it was pleasant to read in the (Examiner’s) Report: ‘This examination has convinced us that the plan and working of this institution are admirable and calculated to supply a growing want in our community ... that of a real and solid higher education for ladies’.”
The year 1864 was a turbulent one. The Principal had long been dissatisfied with the college hours, feeling that they were most unsatisfactory for teachers and children. The new plan was to have school from 9.10 a.m. to 1 o’clock, thus increasing the length of morning school and having no school in the afternoon. This led to a great outcry in the town. The local papers condemned the innovation. Teachers who wanted a half-holiday every afternoon were said to be idle. Parents complained that the children would be on their hands all the afternoon and they would have to engage governesses. There was practically war between the local people and the College authorities. The Council and Dorothea Beale felt very strongly on this matter, realising indeed that the future of the school probably depended on the carrying out of their plans. A memorial signed by the shareholders and others was sent, and the Council replied that the plan would be tried for one term, at the end of which they would consult the wishes of the parents. So successful, however, was the scheme that at a General Meeting held at the end of the time mentioned, only eight voted in favour of the old régime. As every one knows, the plan which Dorothea Beale introduced against such strong opposition has since that time been adopted by every High School, and has in the main made for a higher standard of work, and better health, both in pupils and in teachers. A number of children, as a rule, go to school in the afternoon, but it is chiefly for preparation and lighter lessons, such as drawing and needlework.
By 1864, under Mr. Brancker’s careful administration, all anxiety about financial matters had come to an end. The Principal continued, however, to do much of the teaching herself, and the girls who were there at this time always reckoned themselves particularly fortunate that they came so directly under the influence of the Head. In later days this was, of course, impossible. All the classes were held in the big hall, but as soon as possible a schoolroom was provided for the lowest division. Dorothea Beale, as a rule, took her classes there, except very small ones which she often took in her own private rooms.
The strongholds of prejudice began to crumble. It became easier to teach Mathematics, Physics, etc., as a little of the old antagonism began to disappear and the number of the senior girls increased.
About this time she drew up her tabular scheme for learning English and World History. Many thought this system would bring a new era in the learning of dates, etc., but it does not seem to have been very generally adopted.
In these early days at Cheltenham Dorothea Beale was often distressed by gossip and back-biting. She was always particularly sensitive to this kind of thing, and her actions were at times subject to the criticism even of friends. But she gradually learnt to trouble less about outside adverse opinion, though she would never have been able to tolerate the least suspicion of criticism and disloyalty within the school. On one occasion an untrue rumour of a serious nature was set on foot against one of the boarding-house mistresses. Some in the College had listened to this rumour and the Principal spoke to the teachers on the subject.
“Now I have nothing to do to judge them that are without. We must cheerfully bear evil-speaking. But if it comes from within the matter is for that reason a serious one; for this reason I feel it must be traced up to its source.... I feel I can appeal to you as lovers of truth, as those who feel that no advantages of education, of health, or any other, can compensate for the disadvantages which would arise to any children who lived in an atmosphere of evil-speaking, lying, and slandering.”
More than most Heads, perhaps, Dorothea Beale had the gift of inspiring loyalty in her staff. As the College grew older the teachers were largely recruited from Old Girls. Some women there now, no longer young, have been at the College since childhood. It would be impossible to mention the number of teachers whose love and devotion to their Principal did much to ease her work and cheer her spirit. Perhaps of these none did more for her than the first Head Teacher whom she herself had trained. This was Miss Belcher, later Head of the great school at Bedford. She was in many ways of the greatest help to Miss Beale, not only in practical things but in her spiritual influence. In addressing the Head Mistresses’ Conference just before her death, Dorothea Beale spoke of some of the Heads of schools who had been trained at Cheltenham. Very affectionately she spoke of Miss Belcher, and told a story of her great loyalty to the College.