It is clear that Miss Beale conveyed to her classes and to her fellow-workers, that she had come to Casterton in a missionary spirit. Though there were many who could appreciate her sacrifice in doing this, it placed her at a disadvantage with others. She knew herself to be in the forefront of women’s education, she knew that this school, for all the excellent intention of the authorities, could not be abreast of the movement; but she failed to realise, until she personally experienced it, that a self-appointed guide is not always welcomed.
In the summer holidays, which Miss Beale spent at home, it was noticed that she was much depressed. The second half-year’s work began in August. Doubtless she had talked over her difficulties, and her parents knew that she might soon give up her work. Soon after her return she seems to have written very strongly about things she would have liked to alter. Especially was she troubled by the low tone prevailing, the want of respect for authority, the mischief making and unhealthy friendships. She found this important school through which pious intention and effort strove to help the very poorest by protecting them from all dangerous influences, by instilling definite religious opinions of a certain type, by giving such an education as should be an effective means of livelihood, very far from being the ideal college of her dreams. She began to specify her dissatisfaction and to form ideas for radical improvement. She thought its isolation against it, and that it was a drawback to have only one class of girls; she felt there should have been more communication with home,—some of the children did not even go home for the holidays;—that the life was too monotonous and uniform. Above all she deprecated a repressive system which had punishments but no prizes; a system in which all the virtues were negative, the highest obtainable being obedience to the ever-repeated ‘Thou shalt not.’
It was not possible for Dorothea Beale to see anything wrong, and to act as if in any way consenting to it, by going on quietly with her own share like one not called upon to take a leading part. She felt that steps might be taken to improve some of the matters which distressed her, and after efforts which seemed to her ineffectual, she sought an interview with the Committee. Her father was kept fully informed of what she was thinking and striving to do, as may be seen by the following extracts from his letters to her:—
‘1857.
‘I think we must be content to wait, at any rate for the present, and see if any good comes from your interview with the Committee. You notice two points chiefly,—the low moral tone of the school, and the absence of prizes. The want of sympathy and love (the great source of woman’s influence in every condition of life) was the prominent feature of the establishment in my mind, after talking it over with you. But nothing can flourish if love be not the ruling incentive, and this must be awakened by the teacher and Principal showing that for it they sacrifice any consideration of self. This I know my dear girl, you entirely do, and you do it ineffectually, nay, perhaps worse than uselessly, if you are not supported. But, as you have gone so far, be not easily discouraged. Weigh the matter well before this Christmas, and if you find no changes are made, the same cold management continued, with the negation of confidence in the pupils as instanced in the matter of letters, etc., send in your resignation, and above all, state your reasons as they bear upon the school, and upon yourself and the class you represent.
‘I cannot contemplate your not coming up at Christmas. As we grow older, each year makes us more desirous of the company of those we love; perhaps because we feel how soon we shall part with it altogether, perhaps because we are become more selfish, but such is the fact.’
And again on the same subject:—
‘September 2, 1857.
‘I cannot think you would be right to say you sought to be put into communication with the Committee because you heard that they were not satisfied. Surely your application [to see them] came first. I wrote because I thought the position and designation of head-teacher to you implied responsibilities in connection with the authorities; because you thought the general moral tone of the school lower than it should be, and the discipline to correct it defective; because your counsel was not sought, or, if given, not much heeded. Perhaps we were to blame in not learning more, that the head-teacher was only an ordinary teacher at Casterton. But the world would [think it more]; and your own experience of classes ought to enable you to be a judge of what was reasonable to expect in the bearing of pupils, both educational and general. I know your feelings, not to quit hastily what you have chosen, and considered a post of duty, and in writing upon the subject I try to put out of the question my own feelings and those of your mother to have you at home, or at least nearer home, and really to view the matter from the same point of view as yourself. Your remaining at Casterton is, I think, only to be entertained if such changes in the management are made as are likely in your view to raise the character of the establishment. I feel your own education and standing are worthy of better things [than the position] of an ordinary teacher at Casterton, and of a better salary. But I cannot doubt if you fairly and without hesitation state your objections and views, you will convince some at least that you are acting independently and without any personal feelings ... I am much as I was, anxious about you all, conscious how little I can do, and praying that we may all see clearly that the game of life, whoever may be the players, is not one of chance or destiny; ... Write to me when you can—Ever your affectionate father,
Miles Beale.’