Inverted Commas 13: Daydreaming
“I am, as Miss Scatcherd said, slatternly; I seldom put, and never keep, things, in order; I am careless; I forget rules; I read when I should learn my lessons; I have no method; and sometimes I say, like you, I cannot bear to be subjected to systematic arrangements. This is all very provoking to Miss Scatcherd, who is naturally neat, punctual, and particular.”
So says Helen Burns in Chapter 6 of Charlotte Brontë’s Jane Eyre. Ten-year-old Jane has been admitted to Lowood School and has just seen Helen, three years her senior, severely chastised by Miss Scatcherd, a woman whom Jane sees as cruel and vindictive for picking on Helen.
Helen however sees herself as entirely in the wrong, listing what she counts as her own faults. In a later elaboration she describes how she daydreams, allowing her concentration to stray from the teacher’s words.
“Now, [my thoughts] continually rove away; when I should be listening to Miss Scatcherd, and collecting all she says with assiduity, often I lose the very sound of her voice; I fall into a sort of dream. Sometimes I think I am in Northumberland, and that the noises I hear round me are the bubbling of a little brook which runs through Deepden, near our house; — then, when it comes to my turn to reply, I have to be awakened; and having heard nothing of what was read for listening to the visionary brook, I have no answer ready.”
“Yet how well you replied this afternoon,” replies Jane, with some wonder. “It was mere chance,” returns Helen, “the subject on which we had been reading had interested me.”
This time the subject was a king who reigned nearly two centuries before Brontë lived:
“This afternoon, instead of dreaming of Deepden, I was wondering how a man who wished to do right could act so unjustly and unwisely as Charles the First sometimes did; and I thought what a pity it was that, with his integrity and conscientiousness, he could see no farther than the prerogatives of the crown.”
For a thirteen-year-old Helen is quite perspicacious. “If he had but been able to look to a distance, and see how what they call the spirit of the age was tending!”
I have quoted all this because a lot of what Helen Burns says reminds me of myself both as a school student and latterly as an adult. I daydreamed during lessons and even lectures: a word, phrase or image would set my thoughts wandering freely down byways until brought back with a shock to the mainstream. Unless the subject interested me deeply and I could engage with what was being said — until the next moment when another idea caught my attention, distracting me from the main argument.
Like Helen — whom Jane witnessed being punished by having “sharply inflicted on her neck a dozen strokes with [a] bunch of twigs” which she herself had to fetch from a small inner room — I was beaten for inattention or, more frequently, not doing my homework, in the days when corporal punishment was permitted. I had the strap (several strips of leather sewn together) administered by Irish Christian Brothers or masters on the palms of my hand, up to six strokes in all on one occasion.* When I was twelve, going on thirteen I held the class record for straps in one year: thirty strokes, which I notched up on my wooden ruler.
Did it cure my inattention or laziness? No, it did not. Did Helen Burns learn to mend her ways? Hard to tell, given what was to come. But it made a great impression on young Jane, who had a natural rumbustiousness coupled with a towering moral indignation. Much of Jane’s appeal to readers must come from those sterling qualities, traits she shares with many a later young protagonist (such as Joan Aiken’s Dido Twite).
* Possibly false memory syndrome, now I think about it. I remember being strapped more than once on on each palm, but whether in all four or six strokes were given I can no longer swear to it. The practice of six strokes was not unusual.