His lesson consisted of Bible reading, turn and turn about round the class, of reciting from memory the names of the kings of Israel and repeating the Church Catechism. After that, he would deliver a little lecture on morals and behaviour. The children must not lie or steal or be discontented or envious. God had placed them just where they were in the social order and given them their own especial work to do; to envy others or to try to change their own lot in life was a sin of which he hoped they would never be guilty. From his lips the children heard nothing of that God who is Truth and Beauty and Love; but they learned for him and repeated to him long passages from the Authorized Version, thus laying up treasure for themselves; so, the lessons, in spite of much aridity, were valuable.

Scripture over and the Rector bowed and curtsied out of the door, ordinary lessons began. Arithmetic was considered the most important of the subjects taught, and those who were good at figures ranked high in their classes. It was very simple arithmetic, extending only to the first four rules, with the money sums, known as “bills of parcels,” for the most advanced pupils.

The writing lesson consisted of the copying of copperplate maxims: “A fool and his money are soon parted;” “Waste not, want not;” “Count ten before you speak,” and so on. Once a week composition would be set, usually in the form of writing a letter describing some recent event. This was regarded chiefly as a spelling test.

History was not taught formally; but history readers were in use containing such picturesque stories as those of King Alfred and the cakes, King Canute commanding the waves, the loss of the White Ship, and Raleigh spreading his cloak for Queen Elizabeth.

There were no geography readers, and, excepting what could be gleaned from the descriptions of different parts of the world in the ordinary readers, no geography was taught. But, for some reason or other, on the walls of the schoolroom were hung splendid maps: The World, Europe, North America, South America, England, Ireland, and Scotland. During long waits in class for her turn to read, or to have her copy or sewing examined, Laura would gaze on these maps until the shapes of the countries with their islands and inlets became photographed on her brain. Baffin Bay and the land around the poles were especially fascinating to her.