Tag Archives: Joan’s Best Chum

Not all jolly hockey sticks then!

During Lockdown many readers have become quite nostalgic. Some even pine for their schooldays. Not me. But it turned my mind to the wealth of adult fiction that involves girls’ schools and more specifically girls’ boarding schools.

The setting provides a number of useful features for an author:

  • Action is confined in space (the school grounds) and time (the school terms)
  • Action is set against a routine of lessons, games and prep
  • Relationships are intensified 
  • Contrasts between girls of the same age are brought into relief
  • Parents are absent
  • Power relationships play out: older-younger pupils; teachers-pupils; boarding-day pupils; established-new girls
  • The outside world is both alluring and a danger
  • The girls are usually in a state of transition into adulthood.

And it is perhaps this last feature that has inspired so many writers to explore those vital school years.

Boarding Schools Books

Here are six including some with links to posts on Bookword:

Joan’s Best Chum by Angela Brazil (1926)

Mollie and Joan meet at Allendale School. The girls in this novel all have spirit and determination, even if from time to time they become weary or depressed. The school ethos encourages this capable attitude, and there is no suggestion that marriage is the answer to the girls’ problems, or that any of the young women aspire to a husband. Joan can see that she will need to earn a living and Mollie’s father turns out to be a crook so the girls learn to rely upon each other.

The values that are lauded in this book include always telling the truth, helping one another, being positive, mucking in and so on. Loyalty is a key theme.

(Published by Blackie & Sons)

Frost in May by Antonia White (1933)

Somehow I had neglected this book, even though it was frequently quoted in the education literature. It’s nearly a textbook on how not to educate a girl, is liberal education, how to ‘break’ the child’s spirit. 

It’s a beautiful evocation of childhood and that moment when a child is poised to take on the world, but not yet powerful enough to get her own way, and which is actually a good thing. The child, Nanda, in the end falls foul of the convent and her convert father. One cheers. 

Lovely introduction by Elizabeth Bowen (in 1948) who calls it a work of art.

(Published in Virago Modern Classics)

Consequences by EM Delafield (1919)

Consequences is hard to read, kept me awake at night, because the protagonist, Alex, was damaged by her family and her education. In its quiet way this is a tragedy.

Alex Clare is born into an upper-class family, not especially rich, with a catholic father and she is the oldest child of 5. Her parents hold old-fashioned views about what girls should be, do and look like. She is expected to grow up as they require, come out as a debutante, find a husband and repeat the cycle for her own daughters.

But Alex is not able to follow this trajectory. Not especially beautiful, clever, or able to see what her parents want of her she craves affection, and when she causes her younger sister to have an accident she is sent off to a convent in Belgium to be put right. She develops a ‘pash’ for fellow student Queenie Torrance, and later she transfers affection first to Mother Gertrude and then to her sister-in-law.

On her return she still receives no guidance but is introduced to the social scene in London and becomes engaged to a selfish and boring young man. When she realises that engagement to such a vapid young man would not be right she runs off to become a nun under the influence of Mother Superior Gertrude. It does not end well for her.

Alex has had no support or guidance of any worth, including from her school, to achieve this. It’s a searing and feminist account of a damaging upbringing. It is hard to read because one can only imagine all the many young women who were as oppressed as Alex.

(Published by Persephone Books)

E.M. Delafield by Howard Coster. Bromide print 1930s. NPG x 10670. Used under Creative Commons Agreement, with thanks to the National Portrait Gallery.

Abigail by Magda Szabó (1970)

Translated from the Hungarian by Len Rix (2020)

A long book but a gripping story. It is 1943 and Hungary is in danger of being defeated in the war. So a father sends his daughter away to school. How will Georgina survive the separation? How will she fit in as she offends the girls with whom she must live? The school has very strict Protestant rules (she describes it as Calvinist) and she breaks these too: has personal possessions, for example.

The father, the General, has placed Gina in Matula for her protection, as he fears she will be used against him if she is found. He heads an anti-Nazi underground movement. It turns out that the children’s guardian angel (Abigail, a statue with a pitcher in which you place your letter of request in the garden)  and the local dissident (anti-war, anti-Nazi) are the same person and that with his network they manage to save Gina. The finale is exciting as the conspirators evade the searchers.

Gina has to learn to trust others and that danger can be found outside the school she longed to escape from.

(Published by Macelhose Press)

Villette by Charlotte Bronte (1853)

Who could forget Lucy Snowe who goes to work as a teacher in Belgium and falls for M Paul Emanuel, an esteemed teacher at the school? Lucy is a passive young woman to whom terrible things keep happening, and I have never thought much of this heroine.

Jane Eyre by Charlotte Bronte (1847)

Lowood is a charity school for poor and orphaned children to which Jane Eyre is sent when her aunt tires of her. The headmaster Mr Brocklehurst is cruel and the girls suffer under his rule. Jane befriends Helen, who dies in a typhus outbreak at the school. Jane spends six years as a pupil and two more as a teacher in Lowood before she goes as a governess to Thornfield Hall. 

Lowood is important in Jane’s development, especially because of the example set by her friend Helen and the guidance of one teacher, Miss Temple.

Boarding schools especially religious ones, do not come out of this brief survey very well. Or perhaps it is the parenting that is the focus of the criticism. Unloving parents and guardians who pack their awkward girls off for someone else to put them right.

Other novelists have their heroines teach themselves: Mary Oliver: a life by May Sinclair, for example. 

Can you suggest any more girls’ school novels? What have I missed?

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Joan’s Best Chum by Angela Brazil

School stories formed a significant part of children’s literature in the early 20thcentury, especially schools for girls. Angela Brazil is one of the writers famous for popularising this genre. Joan’s Best Chum, published in 1926, begins as a school story, but develops into a novel about surviving without parents or income after the First World War.

This is the third post in the Bookword 2019 Decades Project. One theme is beginning to emerge. This is the third book in which parents have been absent. One could say that boarding school novels are predicated on the absence of parents. In this example parents are absent through death. Will this trend continue with books later in the series?

The story of Joan’s Best Chum

Joan is 14 and a keen tennis player. She wants to be in the school team, and even more she wants to board at Allendale School in Pemberton. She has an older sister Ursula, and brother, Rex. For several years Joan and Rex have been in the care of their sister, who depends upon a small legacy in the charge of their solicitor uncle. Looking to the future in post war Britain, Ursula sees that she will need to earn a living and so goes to train in the secretarial arts while the younger ones go to boarding schools.

Meanwhile Mollie, the best chum, arrives at Allendale and is nominated as Joan’s chum or buddy. She too has no mother and her father has only a sporadic interest in her. They have arrived from Australia and he leaves her in Pemberton. On her father’s death she becomes part of Joan’s family. When the boarding facility (hostel) is closed at Allendale School the girls have to live at home. But money is tight, the investments having disappeared, and eventually Rex runs away to sea and the girls move into the YWCA. The resourceful headteacher finds an occupation for Mollie, in Menton, near Nice. Here Mollie finds Rex and the truth about her origins.

It all ends satisfactorily with Mollie able to realise some worthy dreams everyone paired off. 

Being poor but middle class in the 1920s

Angela Brazil reflects on the independence required of young women in the years after the First World War.  

Ursula was working away grimly at the Commercial College, as determined as a female Dick Whittington to become a bread-winner and make the family fortune. She knew that post-war girls have to depend upon themselves. The old, easy, sheltered days of reliance for support upon fathers and brothers have passed away for all but a favoured few. The majority must shoulder their share of the world’s work, and trust to their own hands and brains. (54-55)

The girls in this novel all have spirit and determination, even if from time to time they become weary or depressed. The school ethos encourages this capable attitude, and there is no suggestion that marriage is the answer to the girls’ problems, or that any of the young women aspire to a husband.

The values that are lauded in this book include always telling the truth, helping one another, being positive, mucking in and so on. Joan wants to become a tennis champion, and Mollie is good with delicate young children. They all do their bit at organising bike rides, a special pet day, encouraging friends who enter natural history competitions and so on. The adults are resourceful in helping the young people to solve their problems, and have limitations themselves (school governor’s decisions, absence through sickness for example).

Loyalty to friends is a major theme, and is reflected in the title. A chum is a close friend, mostly used in the UK. The origin of the word seem to be in sharing rooms at Oxford University in the 17thcentury, chum coming from chamber-fellow.

The middle class world is very safe. Twice Mollie goes off to France. She has care of two children even though she is only 15. Rex disappears quitting his opportunity for a career as a solicitor and leaving a note lacking in all specifics. Even though he is only 16 everyone assumes he will be all right. 

It is also a stratified social world, and even though Ursula, Joan and Mollie are so poor they cannot give each other presents, a trip to the very poorest part of Pemberton points up the contrast between their lives and those of the slum dwellers. In France there are servants in the hotels in Menton near Nice, and women who look after the mules. 

Despite a very small degree of liberation (women over 30 had been given the vote in 1918) the world favoured men, and if they needed to work young women trained, as Ursula had, to work in offices, servicing the men.

Angela Brazil

This prolific writer lived from 1888 to 1947. She had written 50 books, mostly set in schools, by the time she died and many short stories. She did not write for moral instruction, and believed in a liberal approach and a certain amount of freedom for young women. As a result, there were people who sought to ban her books, but they were popular with the readers. Her readership came mostly from the UK. She had already published 29 novels since 1904 when Joan’s Best Chum  appeared. 

Joan’s Best Chum by Angela Brazil, published in 1926 by Blackie & Son Ltd. 320pp

The Decade Project in 2019

In 2019, the third year of my Decades Project, I am exploring changing aspects of children’s fiction from the start of the 20thcentury through my monthly choices of a book from successive decades. Next month it will be a choice from 1930-1939. I plan to read Ballet Shoes by Noel Streatfeild. Suggestions for further decades are welcome.

Here’s the link to the first two books in this year’s Decades Project focusing on children’s literature, which were 

Five Children and It by E Nesbit (1902)

The Secret Garden by Frances Hodgson Burnett (1911)

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