Page:The Works of H G Wells Volume 4.pdf/132

 nings of motherhood. From the moment of its birth, unless it is kept as a pet, the child of such marriages will be nourished, taught, and trained almost as though it were an orphan, it will have a succession of bottles and foster-mothers for body and mind from the very beginning. Side by side with this increasing number of childless homes, therefore, there may develop a system of Kindergarten boarding schools. Indeed to a certain extent such schools already exist, and it is one of the unperceived contrasts of this and any former time how common such a separation of parents and children becomes. Except in the case of the illegitimate and orphans, and the children of impossible (many public-house children, e. g.), or wretched homes, boarding schools until quite recently were used only for quite big boys and girls. But now, at every seaside town for example, one sees a multitude of preparatory schools, which are really not simply educational institutions but supplementary homes. In many cases these are conducted and very largely staffed by unmarried girls and women who are indeed, in effect, assistant mothers. This class of capable schoolmistresses is one of the most interesting social developments of this period. For the most part they are women who from emotional fastidiousness, intellectual egotism, or an honest lack of passion, have refused the common lot of marriage, women often of exceptional character and restraint, and it is well that at any rate their intelligence and character should not pass fruitlessly out of being. Assuredly for this type the future has much in store.