Joan and Peter: The story of an education

by H. G. Wells

So Joan and Peter got through their “drawing lessons” by being as inattentive as possible, and in secret they practised drawing human beings as a vice, as something forbidden and detrimental and delightful. They drew them kicking about and doing all sorts of things. They drew them with squinting eyes and frightful noses. Sometimes they would sort of come like people they knew. They made each other laugh. Peter would draw nonsense things to amuse the older girls. When he found difficulties with hands or feet or horses’ legs he would look secretly at pictures to see how they were done. He thought it was wrong to do this, but he did it. He wanted to make his pictures alive-er and liker every time; he was unscrupulous how he did it. So gradually the two children became caricaturists. But in their school reports there was never anything about their drawing except “Untidy,” or, in the case of Joan, “Could do better if she would try.”

Peter was rather good at arithmetic, in spite of Miss Mills’ instruction. He got sums right. It was held to be a gift. Joan was less fortunate. Like most people who have been badly taught, Miss Mills had one or two foggy places in her own arithmetical equipment. She was not clear about seven sevens and eight eights; she had a confused, irregular tendency to think that they might amount in either case to fifty-six, and also she had a trick of adding seven to nine as fifteen, although she always got from nine to seven correctly as sixteen. Every learner of arithmetic has a tendency to start little local flaws of this sort, standing sources of error, and every good, trained teacher looks out for them, knows how to test for them and set them right. Once they have been faced in a clear-headed way, such flaws can be cured in an hour or so. But few teachers in upper and middle-class schools in England, in those days, knew even the elements of their business; and it was the custom to let the baffling influence of such flaws develop into the persuasion that the pupil had not “the gift for mathematics.” Very few women indeed of the English “educated” classes to this day can understand a fraction or do an ordinary multiplication sum. They think computation is a sort of fudging—in which some people are persistently lucky enough to guess right—“the gift for mathematics”—or impudent enough to carry their points. That was Miss Mills’ secret and unformulated conviction, a conviction with which she was infecting a large proportion of the youngsters committed to her care. Joan became a mathematical gambler of the wildest description. But there was a guiding light in Peter’s little head that made him grip at last upon the conviction that seven sevens make always forty-nine, and eight eights always sixty-four, and that when this haunting fifty-six flapped about in the sums it was because Miss Mills, grown-up teacher though she was, was wrong.

Mr. Robert Mond, who has done admirable things for the organized study and organized rearing of infants, once told me that a baby was the hardest thing in the world to kill. If it were not, he said, there would be no grown-up people at all. “But a lot,” he added, “get their digestions spoilt, mind you, or grow up rickety.”... Still harder is it to kill a child’s intelligence. There is something heroic about the fight that every infant mind has to make against the bad explanations, the misleading suggestions, the sheer foolishness in which we adults entangle it. The dawning intelligence of Peter, like a young Hercules, fought with the serpentine muddle-headedness of Miss Mills in its cradle, and escaped—remarkably undamaged.... Joan’s, too, fought and escaped, except perhaps for a slight serpentine infection. She was feminine and flexible; she lacked a certain brutality of conviction that Peter possessed.

§ 4

But the regular teaching was the least important thing in the life of the School of St. George and the Venerable Bede. It existed largely in order to be put on one side.

Miss Murgatroyd had the temperament of a sensational editor. Her school was a vehicle for Booms. Every term there was at least one fundamental change.

The year when Joan and Peter joined the school was the year of the Diamond Jubilee, and Miss Murgatroyd had a season of loyalty. The “Empire” and a remarkable work called Sixty Years a Queen dominated the school; Victoria, that poor little old panting German widow, was represented as building up a great fabric of liberty and order, as reconciling nations, as showing what a woman’s heart, a mother’s instinct, could do for mankind. She was, Miss Murgatroyd conveyed, the instigator of such inventions as the electric light and the telephone; she spread railways over the world as one spreads bread with butter; she inspired Tennyson and Dickens, Carlyle and William Morris to their remarkable efforts. The whole world revered her. All this glow of personal loyalty vanished from the school before the year was out; the Queen ceased to be mentioned and the theme of Hand Industry replaced her. Everything was to be taught by hand and no books were to be used. Education had become too bookish. “Rote learning” was forbidden throughout the establishment and “textbooks” were to be replaced by simple note-books made by the children themselves. Then two bright girls came to the school whose father was French, and, by a happy accident, a little boy also joined up who had been very well trained by a French governess. All three spoke French extremely well. Miss Murgatroyd was inspired to put the school French on a colloquial footing, and the time-table was reconstructed with a view to the production of Le Bourgeois Gentilhomme on St. George’s Day, the anniversary day of the school.

A parent who could paint was requisitioned as a scene-painter, the stage was put up in the main schoolroom, and those who could take no other part were set to help make the costumes and distribute programs at the performance....

These things happened over the heads of Joan and Peter very much as the things in the newspaper used to happen over our heads before the Great War got hold of us. They went about their small lives amidst these things and with a vast indifference to all such things. They played their little parts in them—the realities of life were not there.

To begin with, Mary used to take them to school; but after a year and a half of that it occurred to Aunt Phyllis that it would cultivate self-reliance if they went alone. So Mary only went to fetch them when there was need of an umbrella or some such serious occasion. The path ran up through the bushes to the high road past the fence of Master’s paddock where Peter had once covered himself with tar. Then they had to go along the high road with a pine-wood to the right—a winding path amidst the trees ran parallel to the road—and presently with a pine-wood to the left, which hid the hollow in which the parents of young Cuspard had made their abode and out of which young Cuspard would sometimes appear, a ginger-haired, hard-breathing youngster, bareheaded and barefooted and altogether very advanced, and so to the little common where there would be geese or a tethered pony. Joan and Peter crossed this obliquely by the path, which was often boggy in wet weather, and went along by the Sheldrick’s holly hedge to the open crest of heather from which one could run down to the school. One could see the playground and games going on long before one could get down to them. And if it were not too stormy the school flag with its red St. George and the Dragon on white would be flying. There were no indications of the Venerable Bede on the Flag, but Joan had concluded privately that he was represented by the red knob at the top of the flagstaff. For a year and more Joan thought that the Venerable Bede was really a large old bead of profound mystical significance.