The Little School-Mothers — Inside the Classic

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Meade, L. T., 1854-1914 Project Gutenberg 2013 Not confirmed
Boarding schools -- Juvenile fiction; England -- Juvenile fiction; Girls -- Juvenile fiction Readers of public-domain and historical texts
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Words 88,066
Reading time 383 min
Text sections 9

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L.T. Meade's school story follows the third-form girls of Abbeyfield as they welcome new student Robina Starling. The narrative shifts to a seaside holiday where eight girls are dubbed 'little mothers,' exploring themes of responsibility and friendship through structured play and gentle adventure.
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They were to have a picnic tea, and were not to return home until late. Mrs Burton would not accompany them, but Miss Sparke and Miss Devigny were considered quite a sufficient escort. They would drive to Mark Ash in two waggonettes, and every heart was pit-a-pat with excitement at the thought of their happy afternoon.

Miss Devigny was the sort of teacher whom all girls idolise. It was not that she was exactly beautiful, nor perhaps especially clever, but she had that indescribable attribute which is best known by the word "charm." Without any apparent effort on her part, she charmed all those with whom she came in contact. Even the dullest pupil brightened and did her best under Miss Devigny's influence; even the most sulky became good-tempered, and the most secretive became open and above-board. The great inducement for the little girls of the third form to struggle hard and conquer the difficulties of English, French, and German was the hope that they would be moved into Miss Devigny's class. To work with her in the blue parlour was as good as a holiday--so the girls who were there already affirmed, and so all, without a single exception, believed.

Now, however, there was a new topic of interest. Something very wonderful had occurred. The third form girls were to receive a new companion. For a girl to arrive at the school so late in the term was itself rather remarkable, but for a girl to come and be immediately placed, as it were, in their charge; for a girl to be made over to them so that they alone were to be in a measure responsible for her well-being and happiness, was a state of things which at once dazzled and perplexed them.

During recess that morning the girls of the third form met in a little group to discuss the situation. Even the sixth form girls looked at them with a certain envy, and thought it somewhat strange of Mrs Burton to put this responsibility upon the young ones. The sixth form girls were, of course, much too grand to interfere, but they also were interested in Robina.

"She must be a sort of bird," said Frederica. "Think of her funny name--Robina Starling."

"We must not laugh at her," said Patience; "we must be very careful about her. I wonder at what end of the dormitory she will sleep?"

"There is an empty bed at the far end near me," said Harriet Lane.

"Oh, she won't be put there, Harry; don't you make any mistake," said Jane Bush. "She is going to be petted and fussed over--I can see that. I know quite well what will happen. She will have the centre bed under the window--that's the nicest bed of all. You're in it now, Rose." Here Jane laughed. "Well, you'll have to turn out; the bird will want it; see if I am not right."

"Don't be nasty," said Rose. "If I have to turn out, I don't mind, not one bit. Poor little thing! She has never been at school before, and she is twelve years old. It's rather nice to have the charge of her; don't you think so, girls?"

"Yes," said they all, except Harriet and Jane.

"I do wonder what she will be like?" said Cecil Amberley.

"I know," cried Harriet. "You mark my words, girls." Here she pushed herself forward in a silly, aggravating way she had. "You mark my words. There is something queer about that Robina. Why should we receive her in the sort of manner Mrs Burton seems to expect? Why should we be so precious good to her? She must be a weakling; perhaps she is deformed, or has a squint."

"Oh! Harriet, you don't think so!" said Vivian Amberley, the youngest of the four sisters, and in consequence the most petted. "I can't bear girls with squints," she added.

"But that would be better than having a hunchback," said Jane.

"She is sure to have something," continued Harriet. "It may not be either of these, but something. She is small, and ugly, and frightened--that I am certain of. Oh, of course we'll have to be good to her; but at the same time, what I say is this, girls: we'll have to let that young 'un know at once that she is not to have her own way about everything."

"There is something in what you say," remarked Patience Chetwold; "and although I never quite care for your sort of tone, Harriet, yet I think, too, we must not let the girl rule us all. She won't love us a bit if we spoil her."

"Of course she won't," said Frederica.

The novel opens with Mrs Burton, the headmistress, assigning the third-form girls the task of looking after new arrival Robina Starling, a twelve-year-old who has never been to school before. The school, Abbeyfield, is set near the New Forest, and the initial chapters establish a harmonious atmosphere with clear hierarchies among forms. The third form includes the Chetwold sisters, the Amberleys, and the less-liked Harriet Lane and Jane Bush. Meade quickly signals that the story will revolve around the girls' social dynamics and their response to responsibility.

The Third Form's Charge

The opening excerpt establishes the school's structure and the central task: the third-form girls are to be 'school-mothers' to Robina. Mrs Burton's speech names each girl individually, suggesting that their conduct will be closely observed. The setting—midsummer, near Bournemouth—and the mention of a picnic hint at leisure, but the headmistress's emphasis on 'tact and consideration' signals that the story will test the girls' maturity. Notably, Harriet and Jane are singled out as needing improvement, setting up a potential source of conflict.

From Schoolroom to Seaside

The later excerpts shift to a holiday at Sunshine Lodge, where eight girls are now called 'little mothers' by Mr Durrant. The setting expands to gardens, a pond with water-lilies, and orchids in glass-houses. Mr Durrant's playful demand to be 'mothered' inverts the earlier dynamic: the girls now care for an adult. The description of their activities—riding, bathing, a picnic tea, and a magic lantern show—creates a rhythm of structured pleasure. Harriet's jealousy is mentioned but quickly subsumed into general laughter, suggesting that tensions are temporary.

The Role of the Adult Host

Mr Durrant emerges as a key figure in the holiday chapters. He is both a provider of treats and a performer: he promises to show 'adventures in South Africa' via magic lantern. His son Ralph confides that his father rarely discusses his adventures, implying that the girls' presence has prompted a special occasion. Mr Durrant's jovial commands—'you have got to mother me a bit'—frame the girls' caregiving as playful rather than burdensome. This adult endorsement of their 'little mother' role may reinforce the book's moral about cheerful service.

Voice and Narrative Rhythm

Meade's prose moves between direct instruction and descriptive set-pieces. The opening chapter uses Mrs Burton's dialogue to convey expectations; later chapters rely on action and dialogue among the girls. The narrative often summarizes collective mood—'eight very happy little girls'—rather than delving into individual psychology. The excerpts show a preference for group scenes over private moments. The repeated phrase 'little mothers' functions as a thematic anchor, linking the school's initial charge to the holiday's playful extension. Readers should watch how this label evolves as the story progresses.

The excerpts present a world where adult authority is benevolent and children's mischief is mild. Meade's focus on the 'little mothers' concept suggests that the novel will explore how girls learn responsibility through structured play and adult guidance. Readers may find interest in the contrast between the formal school setting and the freer holiday environment, and in how the less-liked characters, Harriet and Jane, are integrated into the group. The incomplete excerpts leave open whether deeper conflicts arise, but the tone remains consistently optimistic.

Reading about the eight little mothers on their seaside holiday, I found myself recalling another journey—the quiet vigilance needed on a railway line in Ralph, the Train Dispatcher; Or, The Mystery of the Pay Car — Reading Companion. Both worlds feel governed by the same gentle watchfulness, where responsibility arrives not as a burden but as a shape for the day.

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