Ulyth went to her bedroom that evening in much agitation of mind. She was torn by conflicting impulses. At one moment she longed to tax Rona frankly with a breach of school rules, air the whole subject, and state her most emphatic opinion upon it. If Rona alone had been concerned in the matter she would have done so without hesitation, but the knowledge of the number of girls who were involved made her pause.

"I might do more harm than good," she reflected. "After the way Tootie has been inciting them to take sides against the seniors, they'd be up in arms at the least hint. It will be worse if they know they're discovered, and yet go on in an even more underhand fashion."

Ulyth's abstraction was so marked that her room-mate could not fail to notice it.

"What's the matter with you to-night?" she asked. "I've never seen you so glum before. Have you been getting into a row with Teddie?"

"I'm all right. One can't always be talking, I suppose," returned Ulyth rather huffily. "Some people go on like a perpetual gramophone."[Pg 209]

"Meaning Corona Margarita Mitchell, I suppose? As you like, O Queen! I'll shut up if my babble offends the royal ears. There! Don't look so tragic. I don't want to make myself a nuisance. But all the same it's depressing to see you looking like a mixture of Hamlet and Ophelia and Iphigenia and—and—Don Quixote. Was he tragic too? I forget."

"Hardly," said Ulyth, smiling in spite of herself.

"Well, I get mixed up among history and literature, can't always remember which is real and which is make-up. It's a fact. I put down Portia as history in my exercise yesterday, and said the story of the Spanish Armada was told by Chaucer. Now you're laughing, and you look more like Ulyth Stanton. Sit down on this bed. There! Open your mouth and shut your eyes, and see what the king will send you!"

Rona was fumbling in her drawer as she spoke. She turned round, seized her friend boisterously and forced her on to the bed, then, holding a hand over her eyes, crammed a chocolate almond into her mouth.

"Rona! What are you doing?" protested Ulyth, shaking herself free. "Where did you get this chocolate?"

Rona pulled a face expressive of mingled secrecy, delight, and triumph.

"Rats!" she chuckled enigmatically. "Little girls shouldn't ask questions."

"But I want to know."[Pg 210]

"That's not sporty! Take the goods the gods send you, and don't ask 'em what tree they picked them from."

"But, Rona——"

"Are you two girls still out of bed and talking?" said an indignant voice, as Miss Lodge opened the door and glared reproval. "Make haste. I give you three minutes, and if you're not ready by then I shall report you. Not another word! I'm astonished at you, Ulyth, for breaking the silence rule."

"I didn't hear the half-past nine bell," replied Ulyth, abashed.

"Then it's your business to hear it. It's loud enough. Everybody else on the landing is in bed."

Miss Lodge put out the light and walked away, with a final warning against further conversation. Rona was asleep in a few minutes, breathing calmly and peacefully as was her wont, but Ulyth lay awake for a long time watching a shadow on the wall cast from the beech-tree outside. Where had Rona got her chocolates? The answer was perfectly plain. With the little brooch for evidence there could be no mistake.

"She's not so bad as the others, because I really don't think she quite realizes even yet what school honour means. But Tootie and her scouts know. There's no excuse for them. Well, only two days now, and Mrs. Arnold will be here. What a tower of strength she is! I can tell her everything. Friday will very soon come now, thank goodness!"[Pg 211]

But those two days were to bring events of their own, events quite unprecedented in the school, and unexpected by everybody. How they affected Ulyth and Rona will be related farther on in our story; but meantime, for a true understanding of their significance, we must pause to consider a certain feature of the life at The Woodlands. When Miss Teddington had joined partnership with Miss Bowes she had added many new ideas to the plan of education which had formerly been pursued.

She was determined that the school should not be dubbed "old-fashioned", and by all means in her power she kept it abreast of the times. So well did she succeed that the girls were apt to complain that their second Principal was a crank on education, and fond of trying every fresh experiment she could get hold of. The various enterprises added an atmosphere of novelty, however, and prevented the daily life from degenerating into a dull routine. No one ever knew what scheme Miss Teddington might suggest next; and even if each course was not pursued for very long, it did its work at the time, and was a factor in the general plan. All kinds and varieties of health exercises had had their day at The Woodlands—poles, dumb-bells, clubs, had been in turn discarded for deep breathing or for swimming motions. Slow minuets or lively tarantellas were danced, according to the fashion of the moment, and had the virtue of teaching stately dignity as well as poetry of motion. It was rumoured sometimes that Miss Teddington, with her eye on the past, contem[Pg 212]plated a revival of backboards, stocks, and chest-expanders; but those instruments of torture, fortunately, never made their appearance, much to the relief of the intended victims, who had viewed their advent with apprehension.

Naturally, dancing and indoor P.T. went on mostly in the winter months, their place being taken by outdoor drill during the summer term. The Camp-fire movement had appealed to Miss Teddington. She would herself have liked to be "Guardian of the Fire" and general organizer of the League, but her better judgment told her it was wiser to leave that office to one who had not also to wield the authority of a teacher. She supported the League in every way that came within her province. As Camp-fire honours were given for nature study, astronomy, and geology, she took care that all had a chance to qualify in those directions; and lately, acting on a hint from Mrs. Arnold, she had made a special point of manual training. Since Christmas the studio had assumed a new importance in the school. It was a big glass-roofed room at the top of the house, reached by a small stair from the west bedroom landing. A carpenter's bench stood at one end of it, and wood-carving went on fairly briskly. The girls might come in at any time during their recreation hours, and the occupation was a great resource on wet days. Bookbinding, stencilling, clay modelling, and fretwork were included among the hobbies, and though there might not be definite lessons given, there were handy primers of instruction on[Pg 213] the book-shelf, and it was interesting to try experiments.

"Do something on your own initiative. Take the book and puzzle it out, even if you make a few mistakes," urged Miss Teddington. "Nothing but practice can give you the right feel of your tools; you'll learn more from a couple of failures than from a week's work with a teacher at your elbow the whole time, saying 'Don't!'"

So the girls struggled on, making merry at each other's often rather indifferent efforts, but gaining more skill as they learnt to handle the materials with which they worked. If the mallet hit the chisel so vigorously as to spoil a part of the pattern, its wielder was wiser next time; and the experimenters in pyrography soon learned that a red-hot needle used indiscreetly can dig holes in leather instead of ornamenting it. Such "dufferisms", as the girls called them, became rarer, and many quite creditable objects were turned out, and judged worthy of a temporary place on the view-shelf.

Since Christmas a very special feature had been added to the handicraft department. Miss Teddington had caused apparatus to be fixed for the working of art jewellery. A furnace and a high bench with all necessary equipment had been duly installed. This was a branch much too technically difficult for the girls to attempt alone, so a skilled teacher had been procured, who came weekly from Elwyn Bay to give lessons. Those girls who took the course became intensely enthusiastic over it. To make even a simple chain was interesting, but[Pg 214] when they advanced to setting polished pebbles or imitation stones as brooches or pendants, the work waxed fascinating. Some of the students proved much more adept than others, and turned out really pretty things.

There was not apparatus for many pupils to work, so the class had been limited to seniors, among whom Doris Deane, Ruth White, and Stephanie Radford had begun to distinguish themselves. Each had made a small pendant, and while the craftsmanship might be amateurish, the general effect was artistic. Miss Teddington was delighted, and wishing to air her latest hobby, she decided to send the t............