"It is Mr. Harby," said Maggie Schofield, breaking forth. "I don't think I could live again in the big room—Mr. Brunt's voice and Mr. Harby—ah"
She turned aside her head with a deep hurt. Some things she could not bear.
"Is Mr. Harby really horrid?" asked Ursula, venturing into her own dread.
"He!—why, he's just a bully," said Miss Schofield, raising her shamed dark eyes, that flamed with tortured contempt. "He's not bad as long as you keep in with him, and refer to him, and do everything in his way—but—it's all so mean! It's just a question of fighting on both sides—and those great louts"
She spoke with difficulty and with increased bitterness. She had evidently suffered. Her soul was raw with ignominy. Ursula suffered in response.
"But why is it so horrid?" she asked, helplessly.
"You can't do anything," said Miss Schofield. "He's against you on one side and he sets the children against you on the other. The children are simply awful. You've got to make them do everything. Everything, everything has got to come out of you. Whatever they learn, you've got to force it into them—and that's how it is."
Ursula felt her heart fail inside her. Why must she grasp all this, why must she force learning on fifty-five reluctant children, having all the time an ugly, rude jealousy behind her, ready to throw her to the mercy of the herd of children, who would like to rend her as a weaker representative of authority. A great dread of her task possessed her. She saw Mr. Brunt, Miss Harby, Miss Schofield, all the school-teachers, drudging unwillingly at the graceless task of compelling many children into one disciplined, mechanical set, reducing the whole set to an automatic state of obedience and attention, and then of commanding their acceptance of various pieces of knowledge. The first great task was to reduce sixty children to one state of mind, or being. This state must be produced automatically, through the will of the teacher, and the will of the whole school authority, imposed upon the will of the children. The point was that the headmaster and the teachers should have one will in authority, which should bring the will of the children into accord. But the headmaster was narrow and exclusive. The will of the teachers could not agree with his, their separate wills refused to be so sub-
