Joan and Peter: The story of an education

by H. G. Wells

Where the king went Joan went. But he was not the current king, nor his destined successor. She had studied these monarchs in the illustrated papers—and in the news. She did not think much of them. They stood down out of Joan’s dream in favour of a younger autocrat. After all, was there not also a young prince, her contemporary, who would some day be king? But in her imagination he was not like his published portraits; instead—and this is curious—he was rather like Peter. He was as much like Peter as any one. This was all of Peter that ever got into her reveries, for there was a curious bar in her mind to Peter being thought of either as her lover or as any one not her lover. Something obscure in her composition barred any such direct imaginations about Peter.

So, contrawise to all established morality and to everything to which her properly constituted teachers were trying to shape her, a chance phrase in a history book filled the imagination of Joan with this dream of a different sort of woman’s life altogether. In which one went side by side with a man in a manly way, sharing his power, being dear and beautiful to him. Compared with such a lot who would be one of these wives? Who would stay at home and—as a consequence apparently of the religious ceremony of matrimony—have babies?

The king’s mistress story was Joan’s dominant reverie, but it was not her only one. It was, so to speak, her serial; it was always “to be continued in our next.” But her busy mind, whenever her attention was not fully occupied, was continually spinning romance; beside the serial story there were endless incidental ones. Almost always they were love stories. They were violent and adventurous in substance, full of chases, fights, and confrontations, but Joan did not stint herself of kissing and embraces. There were times when she liked tremendously to think of herself kissing. Most little girls of thirteen or fourteen are thinking with the keenest interest and curiosity about this lover business and its mysteries, and Joan was no exception. She was deeply interested to find she was almost as old as Juliet. Inspired by Shakespeare, Joan thought quite a lot about balconies and ladders—and Romeo. Some of her school contemporaries jested about these things and were very arch and sly. But she was as shy of talking about love as she was prone to love reveries. She talked of flowers and poetry and music and scenery and beautiful things as though they were things in themselves, but in her heart she was convinced that all the loveliness that shone upon her in the world was only so much intimation of the coming loveliness of love.

The outward and visible disposition of Highmorton School was all against the spirit of such dreams. The disposition of Highmorton was towards a scorn of males. What Joan knew surely to be lovely, Highmorton denounced as “soppy.” “Soppy” was a terrible word in boys’ schools and girls’ schools alike, a flail for all romance. But in the girls’ schools it was used more particularly against tender thoughts of men. Highmorton taught the revolt of women from the love of men—in favour of the love of women. The school resounded always with the achievements of the one important sex, hitherto held back by man-made laws from demonstrating an all-round superiority. The staff at Highmorton had all a common hardness of demeanour; they were without exception suffragettes, and most of them militant suffragettes. They played hockey with great violence, and let the elder girls hear them say “damn!” The ones who had any beauty aspired to sub-virile effects; they impressed small adorers as if they were sexless angels. There was Miss Oriana Frobisher (science) with the glorious wave in her golden hair and the flash of lightning in her glasses. She had done great feats with love, it was said; she had refused a professor of botany and a fabulously rich widower, and the mathematical master was “gone” on her. There was Miss Kellaway, dark and pensive, known to her worshippers as “Queen of the Night,” fragile, and yet a swift and nimble forward. Aunt Phœbe also had become a leading militant, and Aunt Phyllis, who wavered on the verge of militancy, continued the Highmorton teaching in the holidays. “Absolute equality between the sexes,” was their demand; their moderate demand, seeing what men were. Joan would have been more than human not to take the colour of so universal a teaching. And yet in her reveries there was always one man exempt from that doom of general masculine inferiority. She had no use for a dream lover—unless he was dying of consumption or, Tristram fashion, of love-caused wounds—who could not out-run, out-fence, out-wrestle and out-think her, or for a situation of asserted equality which could not dissolve into caressing devotion.

§ 6

And of these preoccupations with the empire and the duties and destinies of the empire and the collective affairs of mankind, which to Oswald were the very gist and purpose of education, Highmorton taught Joan practically nothing. Miss Jevons, the Head, would speak now and then of “loyalty to the crown” in a rather distant way—Miss Murgatroyd had been wont to do the same thing—and for the rest left politics alone. Except that there was one thing, one supreme thing, the Vote. When first little Joan heard of the Vote at Limpsfield she was inclined to think it was a flattened red round thing rather like the Venerable Bede at the top of the flagstaff. She learned little better at Highmorton. She gathered that women were going to “get the vote” and then they were to vote. They were going to vote somehow against the men and it would make the world better, but there was very little more to it than that. The ideas remained strictly personal, strictly dramatic. Wicked men like Mr. Asquith who opposed the vote were to be cast down; one of the dazzling Pankhurst family, or perhaps Miss Oriana Frobisher, was to take his place. Profound scepticisms about this vote—in her heart of hearts she called it the “old Vote,” were hidden by Joan from the general observation of the school. She had only the slightest attacks of that common schoolgirl affliction, schoolmistress love; she never idolized Miss Jevons or Miss Frobisher or Miss Kellaway. Their enthusiasm for the vote, therefore, prevented hers.

Later on it was to be different. She was to find in the vote a symbol of personal freedom—and an excellent excuse for undergraduate misbehaviour.

It is true Highmorton School presented a certain amount of history and geography to Joan’s mind, but in no way as a process in which she was concerned. She grew up to believe that in England we were out of history, out of geography, eternally blessed in a constitution that we could not better, under a crown which was henceforth for ever, so to speak, the centre of an everlasting social tea-party, and that party “politics” in Parliament and the great Vote struggle had taken the place of such real convulsions of human fortune as occurred in other countries and other times. Wars, famine, pestilence; the world had done with them. Nations, kings and people, politics, were for Joan throughout all her schooldays no more than scenery for her unending private personal romance.

But because much has been told here of Joan’s reveries it is not to be imagined that she was addicted to brooding. It was only when her mind was unoccupied that the internal story-teller got to work. Usually Joan was pretty actively occupied. The Highmorton ideal of breezy activity took hold of her very early; one kept “on the Go.” In school she liked her work, even though her unworshipping disposition got her at times at loggerheads with her teachers; there was so much more in the lessons than there had been at Miss Murgatroyd’s. Out of school she became rather a disorderly influence. At first she missed Peter dreadfully. Then she began to imitate Peter for the benefit of one or two small associates with less initiative than her own. Then she became authentically Peter-like. She tried a mild saga of her own in those junior days, and taught her friends to act a part in it as Peter had taught her to be a companion of the great Bungo. She developed the same sort of disposition to go up ladders, climb over walls, try the fronts of cliffs, go through open doors and try closed ones, that used to make Peter such agreeable company. Once or twice she and a friend or so even got lost by the mistress in charge of a school walk, and came home by a different way through the outskirts of Broadstairs. But that led to an awe-inspiring “fuss.” Moreover, it took Joan some years to grasp the idea that the physical correction of one’s friends is not ladylike. When it came to other girls she perceived that Peter’s way with a girl was really a very good way—better than either hauteur or pinching. Holding down, for instance, or the wrist wrench.

All the time that she was at Highmorton Joan found no friend as good as Peter. Tel Wymark, with the freckles, became important about Joan’s fifteenth birthday as a good giggling associate, a person to sit with in the back seats of lectures and debates and tickle to death with dry comments on the forward proceedings. To turn on Tel quietly and slowly and do a gargoyle face at her was usually enough to set her off—or even to pull a straight face and sit as if you were about to gargoyle. Tel’s own humour was by no means negligible, and she had a store of Limericks, the first Limericks Joan had encountered. Joan herself rarely giggled; on a few occasions she laughed loudly, but for most comic occasions her laughter was internal, and so this disintegration of Tel by merriment became a fascinating occupation. It was no doubt the contrast of her dark restraint that subjected her to the passionate affection of Adela Murchison.