Chapter 6: Misunderstandings

Little by little Julia accustomed herself to the routine of school. At first it was much harder for her than any one suspected. Even after she had become fairly well acquainted with the girls in her classes, she dreaded each recitation. It was no easy task to put her knowledge into the definite form needed in answering questions. She had much more general information than many of her classmates, but nearly all were better skilled in reciting lessons. Although in history, Latin and literature she was two classes ahead of Brenda and the three other inseparables, she was with all but Edith in mathematics, and, rather to Brenda’s delight, a class below them in French. Julia’s father had been much less interested in modern than in ancient languages, and Julia had had limited opportunities for learning French. Belle, on the contrary, was a really fine French scholar. She was fonder, indeed, of introducing French words and phrases into her conversation than should have been the case with a girl who really understood the French language. Edith excelled in mathematics, Nora, strange to say, Nora, who was so careless about most of her lessons, had a real gift for English composition. Brenda did well in all her studies “by fits and starts,” as the girls said. She had fine powers, her teachers often told her, which she seldom exerted to the utmost. But Brenda and her friends formed only a small part of the school, and Julia soon found that in every class she had one or two competitors whose proficiency spurred her on.

To be perfectly frank, however, it must be said that the majority of Miss Crawdon’s girls were not hard workers. Miss Crawdon, herself, often felt greatly discouraged that girls with the opportunities of most of her pupils, should appreciate these opportunities so little. With most of them attending school was a mere duty, a way in which several months of each year must be spent until they should “come out.” Miss Crawdon tried in vain to arouse in most of them something more like a passing interest in their work. Occasionally she found a spark of earnestness in one of her pupils which she was able to fan into ambition. But more often she had to give up the attempt to induce a bright girl to become a genuine student. There were too many distractions out of school, and parents were apt to be slow in seconding her efforts. Miss Crawdon was pleased, therefore, to find in Julia a girl who loved study and who was inclined to persevere.

One day Brenda came home from school in a state of considerable excitement.

“What do you think, mamma, Julia is going to study Greek! Did you ever hear of such a thing?”

“Why shouldn’t Julia study Greek?” said her mother. “Why are you so excited about it?”