Jane was fortunate in her class teacher. Miss Sutton was young, well educated and eager. In fact, to say that she possessed a missionary zeal for teaching the poorest of the poor would not be overstating her dedication and enthusiasm. She saw in the vivacious Jane unusual qualities that she was determined to promote. The child learned to read and write in about a quarter the length of time that it took the other children, so whilst Miss Sutton was engaged with the rest of the class, who were learning the alphabet and painstakingly spelling out words, she asked Jane to write stories for her. Jane did so with great joy and fluency, picking up any subject Miss Sutton suggested and weaving a delightful child’s story around it. Several of these stories were shown to the Headmistress, who commented: “There is an unusual mind at work here,” and she obtained a copy of
A Child’s Garden of Verse
, which she handed to Miss Sutton for Jane’s use. The child was enraptured by the rhythm of the words and quickly learned many of the poems by heart, which she recited to her daddy when they were alone together.
Miss Sutton also introduced Jane to history and geography, using a children’s encyclopedia as her textbook. These lessons had to be surreptitious, because Miss Sutton was employed to teach reading, writing, and arithmetic. Furthermore, she was canny enough to suspect that if she requested extra lessons for Jane, the request would be refused and that would be the end of history and geography for Jane.
Miss Sutton took the wise step of introducing one volume at a time, with the words, “I think you will enjoy reading this. When you have done so, write me a story about it, and we will talk about it at lunch time.”
Jane adored Miss Sutton, and their lunch-time conversations about kings and queens and faraway places were the high point of her day.
The children’s encyclopedia was her treasure. There were ten large volumes, each beautifully bound in dark blue with gold lettering, and she pored over each one with a hungry mind. She loved the books, their feel and touch and smell, and wanted to keep them, but she knew she couldn’t; they were kept in the classroom cupboard, but she knew that Miss Sutton would let her see them any time she wanted. To Jane these books were sacred. Every word she read was – must be – gospel truth, because it was written in the “’cyclopedia”.
One day she came across a long word she had not met before. She traced it with her finger and tried to say it to herself: “Par” – that was easy; “lia” – what did that mean? “ment” – that was easy, too; but what was it all put together? Suddenly, like a lightning stroke, it came to her:
Parliament
. People had said her daddy was in Parliament. She devoured the relevant pages as though her life depended on it. In the background the other children were reciting C-A-T, D-O-G. Jane heard nothing. She was busy poring over information on Parliament and the British Constitution. She didn’t understand it all, but that didn’t matter, it was about her daddy. Like one possessed she read on. She turned a few pages; and then she saw him. The picture leaped towards her. It was her daddy, as she had always known he would look: tall and slim, with slightly grey hair, a thoughtful face, but kindly. He was wearing a beautiful frock coat with tails, just as she had always known he would, with slender trousers and elegant shoes. He was carrying a top hat and a walking-cane with a gold crest. He had long, slender fingers just like she had. She kissed the page.
The lunch bell sounded. Miss Sutton roused her.
“Come on, Jane, time for lunch.”
“What is Parliament?” demanded the child.
“The Houses of Parliament are where His Majesty’s Government sits. Now come along to lunch.”
“Where are these Houses? Can I go? Will you take me?”
Miss Sutton laughed. An eager pupil is the breath of life to a dedicated teacher.
“I will tell you as much as I know about Parliament. But you must have your lunch first. You want to grow to be a big strong girl, don’t you? Come back to the classroom after lunch.”
After lunch Miss Sutton did her best to explain to the understanding of a seven-year-old that the Members of Parliament made the rules that govern the country.
“Are they very important people, and very important rules?” the child enquired.
“Very; there are none higher in the land.”
“More important than the workhouse Master?”
“Oh, much. Members of Parliament are the most important people in the land, after the King.”
Jane’s breath was coming fast. She seemed unable to contain her excitement. Miss Sutton was watching her closely with astonishment. Jane looked up at her teacher, her blue eyes flashing through dark lashes (extraordinary, the vivid combination of blue eyes and dark hair, thought Miss Sutton). Jane’s white teeth showed as she bit her lower lip. One of her milk teeth had come out and she drew air in through the gap with a sucking sound, then poked her tongue through it and wiggled it around. A smile spread across her face, as she whispered, confidentially: “My daddy is in Parliament.”
Miss Sutton was, to say the least, taken aback. She was too fond of the child to reply, “Don’t be silly,” but she felt it necessary to say something to dispel this illusion.
“Oh, come now, Jane, that cannot possibly be.”
“But he is, he is, he’s here in the book. I’ve seen him.”
She turned a few pages on and pointed the artist’s impression of a Member of Parliament.
“That’s my daddy. I know it is. I’ve seen him lots and lots of times.”
“But Jane, that is not a real man. That’s just a drawing to show the clothes that a Member of Parliament might wear. That’s not your daddy, dear.”
“It is, it is, I know it is!” Jane began to cry, and jumped up. “You don’t know anything. You don’t know my daddy. I do, and I know it’s him.” Jane ran from the classroom in tears.
Poor Miss Sutton was troubled by this scene, and discussed it with the Headmistress. They agreed that Jane’s reaction was just the longing of a highly imaginative child for a father she had never known. The Headmistress advised channelling Jane’s thoughts in other directions and said it would be best not to mention Parliament again. That way Jane would forget about it.
Alone, Jane had also decided upon a similar course. She would never again mention her father to anyone, except Peggy. No one, not even Miss Sutton, was worthy of being let into her secret. She pretended she had forgotten all about the lunch-time conversation and carried on as though it had never occurred. But now she knew the book and the page where her daddy was to be found, and whenever she could, she went to the cupboard and opened the page, to gaze upon him with rapture in her heart. If anyone came near, she turned the page quickly, pretending she was looking at something else.
SIR IAN ASTOR-SMALEIGH
Sir Ian Astor-Smaleigh was a true philanthropist. He was an Oxford man who had devoted most of his life, and a considerable part of his fortune, to improvement of living conditions and life expectancy among children in the poorest areas of London. He was a founder member of the Oxford Philanthropic Society for the Improvement of Poor Children, having formed a charity dedicated to the provision of holidays for workhouse children. This work was also close to the heart of his wife, Lady Lavinia. They had made a systematic study of the workhouse system, and though they acknowledged that conditions had improved a great deal since the 1850s, they had seen with their own eyes hundreds of grey, unsmiling children crowded into workhouses and orphanages and were determined to do something about it. The idea of an annual holiday was Lady Lavinia’s. Surely, she argued, two weeks by the sea for unwanted children, with healthy air and sunshine, was not too much to ask of society?
The opposition was loud in its scorn. “Holidays! For pauper children! What next? Let them learn to be grateful that they are given food and shelter.”
Sir Ian and his lady battled on. When it was proved that one of the causes of rickets was lack of sunlight, they knew that this information could be used to further their cause. Were not many workhouse children afflicted with rickets? And were they not advocating a holiday in the sunshine?
Eventually they won the debate and, to their overwhelming relief, the committee passed, by a narrow majority, the resolution that money should be set aside for holidays for the children of one London workhouse. Additional funds were approved for a further five, if the experiment proved successful.
Suitable premises were found in Kent. These consisted of a series of large barns and sheds that could be adapted as dormitories for the children, who would sleep on straw mattresses on the floor. One of the sheds could be converted into a kitchen. The sheds were situated in fields that ran down to the sea. Sir Ian and members of the committee travelled to Kent to inspect the site and the accommodation. It all seemed perfect.
Sir Ian’s next visit was to the workhouse selected for the experiment, in order to address the children himself and tell them of their good fortune. He wasn’t going to hand over that pleasant task to anyone else, he told his wife. Was it not he who had haggled with the committee, hour after hour? Now he was going to have the reward of seeing the children’s faces when they were told.
Accordingly Sir Ian had taken the train from Oxford, and was in a cab bound for his destination in the East End. He told the cabman to halt about a mile from the workhouse, because he wanted to walk the rest of the way in order to absorb the atmosphere. He attracted much attention in the London streets. He was tall and slim and well dressed. He was also clean. “Vere’s a toff, nah, do-goodin’,” was one of many whispers as he passed. Sir Ian was unaware of the sideways glances. His mind was fixed on his mission and he was determined that, in years ahead, the holiday project would be expanded to all workhouse children, nationwide.
The crocodile of little girls was returning from school. Jane was about halfway along the line, humming to herself as she marched along. She was looking at the pigtails of the little girl in front of her, watching them bounce up and down and wondering why they bounced more times than each step. “There must be some reason,” she was thinking. She looked up, and her heart stopped beating. Pigtails, marching, the street, the buildings, the very sky itself vanished from her universe. Her daddy was on the other side of the street, walking straight towards the workhouse. She stood stock-still. The girls behind piled into her, causing commotion in the line.
“Get along there,” shouted Officer Hawkins and hit her on the head. She neither heard nor felt a thing. Her daddy had turned into the workhouse gate and was walking straight towards the main door. She knew that it was him. Not a shadow of doubt. He was exactly as she had always known he would look, and exactly like the picture in the book – tall, slim, grey trousers, a frock coat, a top hat and a walking-cane. He had come to take her away, as he had always said he would.
Joy, unspeakable joy, flooded through Jane, with a rush of love impossible for a mere adult to describe. The intensity of a child’s feelings is quite beyond our understanding, though we have all been children. Jane was almost suffocating with the power of her emotions. She felt that something huge and unknown was inside her and she was going to burst wide open.
“Get on there, I told you.”
Another clout round the head, and Jane ran a few steps to catch up with the others. The door had closed behind her daddy, and the girls marched round the back to their usual entrance and stood in line for inspection before being told that they were to go to the hall.
Jane didn’t stand in line with the others. She rushed straight upstairs to the dormitory, colliding with an officer on the stairway. She was flushed and breathless, but she grabbed the officer’s hand, almost shouting.
“Quick, quick! I must have a clean dress and a clean apron!”
The officer was not used to being spoken to by a child in that manner. She shook Jane off.
“Don’t be stupid. You’ll have a clean dress on Sunday. Not before.”
The child stamped. “But I must, I must! My daddy’s downstairs, and I want a clean dress and apron before I see him.”
“Your what?”
“My daddy. He’s downstairs. He’s in the Master’s office. I saw him go in.”
There was something so intense, so urgent and compelling about the child, that the officer gave in, and Jane was supplied with a clean dress and apron, against all the rules. She rushed to the washroom and washed her face and hands, brushed her hair until her curls shone, then flew downstairs to join the other children.
The officer plodded downstairs and told her colleagues of the extraordinary scene. They agreed that the child was mad, but one, with a snigger, said, “She may be right. Everyone says Jane’s father was a high-born gentleman. Well, there’s a fancy-lookin’ gent gone in Master’s office. We don’t know what for.” And she rubbed the side of her nose suggestively.
The girls filed into the hall and sat in rows, the youngest at the front, and the oldest at the back. Jane sat in the fifth row, her eyes fixed on the door where she knew her daddy would enter. She was burning with expectation.
The door opened and Sir Ian walked in, followed by the Master. Her heart stopped beating again. Yes, it was him, the same grave yet kindly face, the same smooth grey hair, and the same deep-set eyes with a smile at the corners. She sat up straight and tall. She was taller than the other girls anyway, but she increased her height by her posture. Her eyes were aflame with love, her mouth was slightly open, her teeth gleamed white as she smiled.