The Life of Charlotte Bronte (14 page)

There is nothing at all remarkable in any of the other regulations, a copy of which was doubtless in Mr. Brontë’s hands when he formed the determination to send his daughters to Cowan’s Bridge School; and he accordingly took Maria and Elizabeth thither in July, 1824.

I now come to a part of my subject which I find great difficulty in treating, because the evidence relating to it on each side is so conflicting that it seems almost impossible to arrive at the truth. Miss Brontë more than once said to me, that she should not have written what she did of Lowood in “Jane Eyre,” if she had thought the place would have been so immediately identified with Cowan’s Bridge, although there was not a word in her account of the institution but what was true at the time when she knew it; she also said that she had not considered it necessary, in a work of fiction, to state every particular with the impartiality that might be required in a court of justice, nor to seek out motives, and make allowances for human feelings, as she might have done, if dispassionately analyzing the conduct of those who had the superintendence of the institution. I believe she herself would have been glad of an opportunity to correct the over-strong impression which was made upon the public mind by her vivid picture, though even she, suffering her whole life long, both in heart and body, from the consequences of what happened there, might have been apt, to the last, to take her deep belief in facts for the facts themselves—her conception of truth for the absolute truth.

A wealthy clergyman, living near Kirby Lonsdale, the Reverend William Carus Wilson,
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was the prime mover in the establishment of this school. He was an energetic man, sparing no labour for the accomplishment of his ends, and willing to sacrifice everything but power. He saw that it was an extremely difficult task for clergymen with limited incomes to provide for the education of their children; and he devised a scheme, by which a certain sum was raised annually in subscription,
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to complete the amount required to furnish a solid and sufficient English education, for which the parent’s payment of 141. a year would not have been sufficient. Indeed that made by the parents was considered to be exclusively appropriated to the expenses of lodging and boarding, and the education provided for by the subscriptions. Twelve trustees were appointed; Mr. Wilson being not only a trustee, but the treasurer and secretary; in fact, taking most of the business arrangements upon himself; a responsibility which appropriately fell to him, as he lived nearer the school than any one else who was interested in it. So his character for prudence and judgment was to a certain degree implicated in the success or failure of Cowan’s Bridge School; and the working of it was for many years the great object and interest of his life. But he was apparently unacquainted with the prime element in good administration—seeking out thoroughly competent persons to fill each department, and then making them responsible for, and judging them by, the result, without perpetual and injudicious interference with the details. So great was the amount of good which Mr. Wilson did, by his constant, unwearied superintendence, that I cannot help feeling sorry that, in his old age and declining health, the errors, which he certainly committed, should have been brought up against him in a form which received such wonderful force from the touch of Miss Brontë’s great genius. As I write, I have before me his last words on giving up the secretaryship in 1850—he speaks of the “withdrawal, from declining health, of an eye, which, at all events, has loved to watch over the schools with an honest and anxious interest,”—and again he adds, “that he resigns, therefore, with a desire to be thankful for all that God has been pleased to accomplish through his instrumentality (the infirmities and unworthinesses of which he deeply feels and deplores.)”

Cowan’s Bridge is a cluster of some six or seven cottages, gathered together at both ends of a bridge, over which the high road from Leeds to Kendal crosses a little stream, called the Leck. This high road is nearly disused now; but formerly, when the buyers from the West Riding manufacturing districts had frequent occasion to go up into the North to purchase the wool of the Westmoreland and Cumberland farmers, it was doubtless much travelled; and perhaps the hamlet of Cowan’s Bridge had a more prosperous look than it bears at present. It is prettily situated; just where the Leck-fells swoop into the plain; and by the course of the beck alder-trees and willows and hazel bushes grow. The current of the stream is interrupted by broken pieces of grey rock; and the waters flow over a bed of large round white pebbles, which a flood heaves up and moves on either side out of its impetuous way till in some parts they almost form a wall. By the side of the little, shallow, sparkling, vigorous Leck, run long pasture fields, of the fine short grass common in high land; for though Cowan’s Bridge is situated on a plain, it is a plain from which there is many a fall and long descent before you and the Leck reach the valley of the Lune. I can hardly understand how the school there came to be so unhealthy, the air all round about was so sweet and thyme-scented, when I visited it last summer. But at this day, every one knows that the site of a building intended for numbers should be chosen with far greater care than that of a private house, from the tendency to illness, both infectious and otherwise, produced by the congregation of people in close proximity.

The house is still remaining that formed part of that occupied by the school. It is a long, low bow-windowed cottage, now divided into two dwellings. It stands facing the Leck, between which and it intervenes a space, about seventy yards deep, that was once the school garden. Running from this building, at right angles with what now remains of the school-house, there was formerly a bobbin-mill connected with the stream, where wooden reels were made out of the alders which grow profusely in such ground as that surrounding Cowan’s Bridge. Mr. Wilson adapted this mill to his purpose; there were school-rooms on the lower floor, and dormitories on the upper. The present cottage was occupied by the teachers’ rooms, the dining-room and kitchens, and some smaller bed-rooms. On going into this building, I found one part, that nearest to the high road, converted into a poor kind of public-house, then to let, and having all the squalid appearance of a deserted place, which rendered it difficult to judge what it would look like when neatly kept up, the broken panes replaced in the windows, and the rough-cast (now cracked and discoloured) made white and whole. The other end forms a cottage, with the low ceilings and stone floors of a hundred years ago; the windows do not open freely and widely; and the passage upstairs, leading to the bed-rooms, is narrow and tortuous; altogether, smells would linger about the house, and damp cling to it. But sanitary matters were little understood thirty years ago; and it was a great thing to get a roomy building close to the high road, and not too far from the habitation of Mr. Wilson, the originator of the educational scheme. There was much need of such an institution; numbers of ill-paid clergymen hailed the prospect with joy, and eagerly put down the names of their children as pupils when the establishment should be ready to receive them. Mr. Wilson was, no doubt, pleased by the impatience with which the realization of his idea was anticipated, and opened the school with less than a hundred pounds in hand, and, as far as I can make out, from seventy to eighty pupils.

Mr. Wilson felt, most probably, that the responsibility of the whole plan rested upon him. The payment made by the parents was barely enough for food and lodging; the subscriptions did not flow very freely into an untried scheme; and great economy was necessary in all the domestic arrangements. He determined to enforce this by frequent personal inspection; and his love of authority seems to have led to a great deal of unnecessary and irritating meddling with little matters. Yet, although there was economy in providing for the household, there does not appear to have been any parsimony. The meat, flour, milk, &c., were contracted for, but were of very fair quality; and the dietary, which has been shown to me in manuscript, was neither bad nor unwholesome; nor, on the whole, was it wanting in variety. Oatmeal porridge for breakfast; a piece of oat-cake for those who required luncheon; baked and boiled beef, and mutton, potato-pie, and plain homely puddings of different kinds for dinner. At five o’clock, bread and milk for the younger ones; and one piece of bread (this was the only time at which the food was limited) for the elder pupils, who sat up till a later meal of the same description. Mr. Wilson himself ordered in the food, and was anxious that it should be of good quality. But the cook, who had much of his confidence, and against whom for a long time no one durst utter a complaint, was careless, dirty, and wasteful. To some children oatmeal porridge is distasteful, and consequently unwholesome, even when properly made; at Cowan’s Bridge School it was too often sent up, not merely burnt, but with offensive fragments of other substances discoverable in it. The beef, that should have been carefully salted before it was dressed, had often become tainted from neglect; and girls, who were schoolfellows with the Brontës, during the reign of the cook of whom I am speaking, tell me that the house seemed to be pervaded, morning, noon, and night, by the odour of rancid fat that steamed out of the oven in which much of their food was prepared. There was the same carelessness in making the puddings; one of those ordered was rice boiled in water, and eaten with a sauce of treacle and sugar; but it was often uneatable, because the water had been taken out of the rain-tub, and was strongly impregnated with the dust lodging on the roof, whence it had trickled down into the old wooden cask, which also added its own flavour to that of the original rain water. The milk, too, was often “bingy,” to use a country expression for a kind of taint that is far worse than sourness, and suggests the idea that it is caused by want of cleanliness about the milk pans, rather than by the heat of the weather. On Saturdays, a kind of pie, or mixture of potatoes and meat, was served up, which was made of all the fragments accumulated during the week. Scraps of meat from a dirty and disorderly larder, could never be very appetizing; and, I believe, that this dinner was more loathed than any in the early days of Cowan’s Bridge School. One may fancy how repulsive such fare would be to children whose appetites were small, and who had been accustomed to food, far simpler perhaps, but prepared with a delicate cleanliness that made it both tempting and wholesome. Many a meal the little Brontës went without food, although craving with hunger. They were not strong when they came, having only just recovered from a complication of measles and hooping-cough; indeed, I suspect they had scarcely recovered; for there was some consultation on the part of the school authorities whether Maria and Elizabeth should be received or not, in July 1824. Mr. Brontë came again, in the September of that year, bringing with him Charlotte and Emily to be admitted as pupils.

It appears strange that Mr. Wilson should not have been informed by the teachers of the way in which the food was served up; but we must remember that the cook had been known for some time to the Wilson family, while the teachers were brought together for an entirely different work—that of education. They were expressly given to understand that such was their department; the buying in and management of the provisions rested with Mr. Wilson and the cook. The teachers would, of course, be unwilling to lay any complaints on the subject before him; and when he heard of them, his reply was to the effect that the children were to be trained up to regard higher things than dainty pampering of the appetite, and (apparently unconscious of the fact, that daily loathing and rejection of food is sure to undermine the health) he lectured them on the sin of caring over-much for carnal things.

There was another trial of health common to all the girls. The path from Cowan’s Bridge to Tunstall Church, where Mr. Wilson preached, and where they all attended on the Sunday, is more than two miles in length, and goes sweeping along the rise and fall of the unsheltered country, in a way to make it a fresh and exhilarating walk in summer, but a bitter cold one in winter, especially to children whose thin blood flowed languidly in consequence of their half-starved condition. The church was not warmed, there being no means for this purpose. It stands in the midst of fields, and the damp mists must have gathered round the walls, and crept in at the windows. The girls took their cold dinner with them, and ate it between the services, in a chamber over the entrance, opening out of the former galleries. The arrangements for this day were peculiarly trying to delicate children, particularly to those who were spiritless, and longing for home, as poor Maria Brontë must have been. For her ill health was increasing; the old cough, the remains of the hooping-cough, lingered about her; she was far superior in mind to any of her play-fellows and companions, and was lonely amongst them from that very cause; and yet she had faults so annoying that she was in constant disgrace with her teachers, and an object of merciless dislike to one of them, who is depicted as “Miss Scatcherd” in “Jane Eyre,” and whose real name I will be merciful enough not to disclose. I need hardly say, that Helen Burns is as exact a transcript of Maria Brontë as Charlotte’s wonderful power of reproducing character could give. Her heart, to the latest day on which we met, still beat with unavailing indignation at the worrying and the cruelty to which her gentle, patient, dying sister had been subjected by this woman. Not a word of that part of “Jane Eyre” but is a literal repetition of scenes between the pupil and the teacher. Those who had been pupils at the same time knew who must have written the book, from the force with which Helen Burns’ sufferings are described. They had, before that, recognized the description of the sweet dignity and benevolence of Miss Temple as only a just tribute to the merits of one whom all that knew her appear to hold in honour; but when Miss Scatcherd was held up to opprobrium they also recognized in the writer of “Jane Eyre” an unconsciously avenging sister of the sufferer.