BACK IN THE TREAD-MILL.
That is the way we looked on going back to school. It was not really a tread-mill, nothing nearly so dreadful, but we considered ourselves very much put upon that the holidays could not last forever, that books had to be studied, and rules either obeyed or punishments meted out if they were broken.
We had gone home knowing that demerits were going to have to be worked off after the holidays, but as I have said before, it had had no more effect on our spirits than a threat of hell fire would have on a new-born babe. But babies must grow up and time will pass and holidays come to an end, and here we were paying up for our foolishness on our last night at school before Christmas.
Almost all the Junior class was in bad, and misery loves company, so we lightened our labours all we could with sly jests and notes written to each other instead of the pages of dictionary we were supposed to be copying.
Of all punishments, copying dictionary seems to me to be the most futile. It was disagreeable enough, but of course punishments should be that, but it was not only disagreeable but such a terrible waste of time. I did not mind learning hymns, especially if I already knew them, but the pages of dictionary almost persuaded me to behave myself,—not quite, though.
"When we get out of this, let's be either very good or very careful," said Dum, as we finished up our first day in durance vile while the rest of the school, all the good girls, had gone for a nice walk in the woods. "I am liable to do something desperate if I get in bad again."
"I am going to try," declared Mary, very penitent after having to memorize a very long and very lugubrious hymn. "It may not pay to be good, but you've certainly got to pay to be bad."
All of us tried to be good. We studied like Trojans (not that Trojans ever did study as far as I know). I learned my history by heart and actually won a smile of approval from Miss Plympton. I knuckled down to geometry and if the figure was drawn exactly as it was in the book and the same letters were used to designate the angles, I got on swimmingly. A slight change of letter upset me considerably, however. I never could understand as I had under Miss Cox's reign. I was doing algebra as well, although the Juniors were supposed to be through with that delectable study; but I had started out so far behind that I had to keep on with it if I ever hoped to get my degree.
English under Miss Ball continued to be delightful and all of us did good work with her. She had a power of making knowledge desirable by making it interesting, and she made literature delightful because she loved it herself and was never bored. The parallel reading she gave us to do was well chosen and broadening. One thing that especially pleased me about Miss Ball was her cheerful outlook. She did not believe that all good writing was through with,—that literature had died with Tennyson and Thackeray. She read modern poets with as much pleasure as Father himself and actually gave some of the modern novels for parallel reading. Nor did she scorn the five cent magazines.
She encouraged us to do original work. It was a great relief to have a teacher say: "Write what suits you," rather than to give out one of the time-honoured hackneyed themes,—such as: My Afternoon Walk, or A Quiet Sunday Morning, or Thoughts on a Sunset.