An excerpt from the original text.(complete · 2025 words)
he schoolmaster sat in his homely dwelling attached to the school,
both being modern erections; and he looked across the way at the old
house in which his teacher Sue had a lodging. The arrangement had been
concluded very quickly. A pupil-teacher who was to have been
transferred to Mr. Phillotson’s school had failed him, and Sue had been
taken as stop-gap. All such provisional arrangements as these could
only last till the next annual visit of H.M. Inspector, whose approval
was necessary to make them permanent. Having taught for some two years
in London, though she had abandoned that vocation of late, Miss
Bridehead was not exactly a novice, and Phillotson thought there would
be no difficulty in retaining her services, which he already wished to
do, though she had only been with him three or four weeks. He had found
her quite as bright as Jude had described her; and what
master-tradesman does not wish to keep an apprentice who saves him half
his labour?
It was a little over half-past eight o’clock in the morning and he was
waiting to see her cross the road to the school, when he would follow.
At twenty minutes to nine she did cross, a light hat tossed on her
head; and he watched her as a curiosity. A new emanation, which had
nothing to do with her skill as a teacher, seemed to surround her this
morning. He went to the school also, and Sue remained governing her
class at the other end of the room, all day under his eye. She
certainly was an excellent teacher.
It was part of his duty to give her private lessons in the evening, and
some article in the Code made it necessary that a respectable, elderly
woman should be present at these lessons when the teacher and the
taught were of different sexes. Richard Phillotson thought of the
absurdity of the regulation in this case, when he was old enough to be
the girl’s father; but he faithfully acted up to it; and sat down with
her in a room where Mrs. Hawes, the widow at whose house Sue lodged,
occupied herself with sewing. The regulation was, indeed, not easy to
evade, for there was no other sitting-room in the dwelling.
Sometimes as she figured—it was arithmetic that they were working
at—she would involuntarily glance up with a little inquiring smile at
him, as if she assumed that, being the master, he must perceive all
that was passing in her brain, as right or wrong. Phillotson was not
really thinking of the arithmetic at all, but of her, in a novel way
which somehow seemed strange to him as preceptor. Perhaps she knew that
he was thinking of her thus.
For a few weeks their work had gone on with a monotony which in itself
was a delight to him. Then it happened that the children were to be
taken to Christminster to see an itinerant exhibition, in the shape of
a model of Jerusalem, to which schools were admitted at a penny a head
in the interests of education. They marched along the road two and two,
she beside her class with her simple cotton sunshade, her little thumb
cocked up against its stem; and Phillotson behind in his long dangling
coat, handling his walking-stick genteelly, in the musing mood which
had come over him since her arrival. The afternoon was one of sun and
dust, and when they entered the exhibition room few people were present
but themselves. The model of the ancient city stood in the middle of
the apartment, and the proprietor, with a fine religious philanthropy
written on his features, walked round it with a pointer in his hand,
showing the young people the various quarters and places known to them
by name from reading their Bibles; Mount Moriah, the Valley of
Jehoshaphat, the City of Zion, the walls and the gates, outside one of
which there was a large mound like a tumulus, and on the mound a little
white cross. The spot, he said, was Calvary.
“I think,” said Sue to the schoolmaster, as she stood with him a little
in the background, “that this model, elaborate as it is, is a very
imaginary production. How does anybody know that Jerusalem was like
this in the time of Christ? I am sure this man doesn’t.”
“It is made after the best conjectural maps, based on actual visits to
the city as it now exists.”
“I fancy we have had enough of Jerusalem,” she said, “considering we
are not descended from the Jews. There was nothing first-rate about the
place, or people, after all—as there was about Athens, Rome,
Alexandria, and other old cities.”
“But my dear girl, consider what it is to us!”
She was silent, for she was easily repressed; and then perceived behind
the group of children clustered round the model a young man in a white
flannel jacket, his form being bent so low in his intent inspection of
the Valley of Jehoshaphat that his face was almost hidden from view by
the Mount of Olives. “Look at your cousin Jude,” continued the
schoolmaster. “He doesn’t think we have had enough of Jerusalem!”
“Ah—I didn’t see him!” she cried in her quick, light voice. “Jude—how
seriously you are going into it!”
Jude started up from his reverie, and saw her. “Oh—Sue!” he said, with
a glad flush of embarrassment. “These are your school-children, of
course! I saw that schools were admitted in the afternoons, and thought
you might come; but I got so deeply interested that I didn’t remember
where I was. How it carries one back, doesn’t it! I could examine it
for hours, but I have only a few minutes, unfortunately; for I am in
the middle of a job out here.”
“Your cousin is so terribly clever that she criticizes it
unmercifully,” said Phillotson, with good-humoured satire. “She is
quite sceptical as to its correctness.”
“No, Mr. Phillotson, I am not—altogether! I hate to be what is called a
clever girl—there are too many of that sort now!” answered Sue
sensitively. “I only meant—I don’t know what I meant—except that it was
what you don’t understand!”
“I know your meaning,” said Jude ardently (although he did not). “And
I think you are quite right.”
“That’s a good Jude—I know you believe in me!” She impulsively seized
his hand, and leaving a reproachful look on the schoolmaster turned
away to Jude, her voice revealing a tremor which she herself felt to be
absurdly uncalled for by sarcasm so gentle. She had not the least
conception how the hearts of the twain went out to her at this
momentary revelation of feeling, and what a complication she was
building up thereby in the futures of both.
The model wore too much of an educational aspect for the children not
to tire of it soon, and a little later in the afternoon they were all
marched back to Lumsdon, Jude returning to his work. He watched the
juvenile flock in their clean frocks and pinafores, filing down the
street towards the country beside Phillotson and Sue, and a sad,
dissatisfied sense of being out of the scheme of the latters’ lives had
possession of him. Phillotson had invited him to walk out and see them
on Friday evening, when there would be no lessons to give to Sue, and
Jude had eagerly promised to avail himself of the opportunity.
Meanwhile the scholars and teachers moved homewards, and the next day,
on looking on the blackboard in Sue’s class, Phillotson was surprised
to find upon it, skilfully drawn in chalk, a perspective view of
Jerusalem, with every building shown in its place.
“I thought you took no interest in the model, and hardly looked at it?”
he said.
“I hardly did,” said she, “but I remembered that much of it.”
“It is more than I had remembered myself.”
Her Majesty’s school-inspector was at that time paying
“surprise-visits” in this neighbourhood to test the teaching unawares;
and two days later, in the middle of the morning lessons, the latch of
the door was softly lifted, and in walked my gentleman, the king of
terrors—to pupil-teachers.
To Mr. Phillotson the surprise was not great; like the lady in the
story, he had been played that trick too many times to be unprepared.
But Sue’s class was at the further end of the room, and her back was
towards the entrance; the inspector therefore came and stood behind her
and watched her teaching some half-minute before she became aware of
his presence. She turned, and realized that an oft-dreaded moment had
come. The effect upon her timidity was such that she uttered a cry of
fright. Phillotson, with a strange instinct of solicitude quite beyond
his control, was at her side just in time to prevent her falling from
faintness. She soon recovered herself, and laughed; but when the
inspector had gone there was a reaction, and she was so white that
Phillotson took her into his room, and gave her some brandy to bring
her round. She found him holding her hand.
“You ought to have told me,” she gasped petulantly, “that one of the
inspector’s surprise-visits was imminent! Oh, what shall I do! Now
he’ll write and tell the managers that I am no good, and I shall be
disgraced for ever!”
“He won’t do that, my dear little girl. You are the best teacher ever I
had!”
He looked so gently at her that she was moved, and regretted that she
had upbraided him. When she was better she went home.
Jude in the meantime had been waiting impatiently for Friday. On both
Wednesday and Thursday he had been so much under the influence of his
desire to see her that he walked after dark some distance along the
road in the direction of the village, and, on returning to his room to
read, found himself quite unable to concentrate his mind on the page.
On Friday, as soon as he had got himself up as he thought Sue would
like to see him, and made a hasty tea, he set out, notwithstanding that
the evening was wet. The trees overhead deepened the gloom of the hour,
and they dripped sadly upon him, impressing him with
forebodings—illogical forebodings; for though he knew that he loved her
he also knew that he could not be more to her than he was.
On turning the corner and entering the village the first sight that
greeted his eyes was that of two figures under one umbrella coming out
of the vicarage gate. He was too far back for them to notice him, but
he knew in a moment that they were Sue and Phillotson. The latter was
holding the umbrella over her head, and they had evidently been paying
a visit to the vicar—probably on some business connected with the
school work. And as they walked along the wet and deserted lane Jude
saw Phillotson place his arm round the girl’s waist; whereupon she
gently removed it; but he replaced it; and she let it remain, looking
quickly round her with an air of misgiving. She did not look absolutely
behind her, and therefore did not see Jude, who sank into the hedge
like one struck with a blight. There he remained hidden till they had
reached Sue’s cottage and she had passed in, Phillotson going on to the
school hard by.
“Oh, he’s too old for her—too old!” cried Jude in all the terrible
sickness of hopeless, handicapped love.
He could not interfere. Was he not Arabella’s? He was unable to go on
further, and retraced his steps towards Christminster. Every tread of
his feet seemed to say to him that he must on no account stand in the
schoolmaster’s way with Sue. Phillotson was perhaps twenty years her
senior, but many a happy marriage had been made in such conditions of
age. The ironical clinch to his sorrow was given by the thought that
the intimacy between his cousin and the schoolmaster had been brought
about entirely by himself.
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Let's Analyse the Pattern
When someone in professional authority gradually shifts the relationship from work-focused to personally intimate, using their power as leverage.
Why This Matters
Connect literature to life
This chapter teaches how to identify when someone in authority uses their position to blur professional and personal boundaries.
Practice This Today
This week, notice when supervisors or mentors offer career help that comes with expectations of personal gratitude or private meetings outside normal work contexts.
Now let's explore the literary elements.
Key Quotes & Analysis
"What master-tradesman does not wish to keep an apprentice who saves him half his labour?"
Context: Describing why Phillotson wants to keep Sue as his assistant teacher
This reveals how Phillotson initially sees Sue as valuable labor rather than a person. The metaphor reduces her to a useful tool, showing the power imbalance in their relationship.
In Today's Words:
What boss wouldn't want to keep an employee who makes their job twice as easy?
"A new emanation, which had nothing to do with her skill as a teacher, seemed to surround her this morning."
Context: Phillotson watching Sue cross the street to school
This marks the moment Phillotson's feelings shift from professional to personal. He's noticing her as a woman, not just an employee, which changes everything about their dynamic.
In Today's Words:
There was something different about her today that had nothing to do with work.
"Though she had removed it once, she did not remove it again, and Jude was left to wonder if she was as independent as she had seemed."
Context: Jude watching Sue allow Phillotson's arm around her waist under the umbrella
This moment shatters Jude's image of Sue as completely free-spirited. He realizes she might accept intimacy she doesn't want because of her vulnerable position.
In Today's Words:
She pushed him away once but then gave up, and he wondered if she really had as much choice as he'd thought.
Thematic Threads
Power Dynamics
In This Chapter
Phillotson uses his position as Sue's supervisor to gradually introduce physical intimacy, knowing she can't easily refuse
Development
Building from earlier themes of class barriers, now showing how power operates in professional relationships
In Your Life:
You might see this when a boss, landlord, or supervisor starts mixing personal interest with professional authority over you.
Vulnerability
In This Chapter
Sue's near-fainting during the inspection reveals how precarious her position really is, making Phillotson's protection appealing
Development
Expanding from Sue's earlier financial dependence to show how professional vulnerability creates personal risk
In Your Life:
Your job insecurity or financial stress might make you more susceptible to accepting inappropriate attention from those who could help.
Unintended Consequences
In This Chapter
Jude realizes his innocent act of bringing Sue and Phillotson together has created the very situation that destroys his own hopes
Development
Continuing Jude's pattern of well-intentioned actions backfiring spectacularly
In Your Life:
You might find that helping someone connect with opportunities or people sometimes works against your own interests.
Observation vs Action
In This Chapter
Jude hides in the hedge watching Sue with Phillotson instead of declaring his own feelings or intervening
Development
Reinforcing Jude's tendency to be passive observer rather than active participant in his own life
In Your Life:
You might find yourself watching situations unfold that hurt you instead of speaking up or taking action to change them.
Protection with Strings
In This Chapter
The umbrella scene shows how Phillotson's offer of shelter comes with expectations of physical intimacy
Development
New theme exploring how help and protection often come with hidden costs
In Your Life:
You might encounter offers of help—financial, professional, or personal—that seem generous but come with uncomfortable expectations.
You now have the context. Time to form your own thoughts.
Discussion Questions
- 1
What specific changes do you notice in Phillotson's behavior toward Sue from the beginning to the end of this chapter?
analysis • surface - 2
Why does Sue allow Phillotson's arm to remain around her waist after initially removing it, and what does this tell us about her situation?
analysis • medium - 3
Where have you seen similar power dynamics play out in modern workplaces, schools, or other settings?
application • medium - 4
If you were Sue's friend and witnessed this umbrella scene, what advice would you give her about protecting herself while keeping her job?
application • deep - 5
What does this chapter reveal about how people in power can gradually shift professional relationships into personal territory?
reflection • deep
Critical Thinking Exercise
Map the Power Dynamic
Create a simple chart showing what Phillotson offers Sue versus what he expects in return. Then list three warning signs that a professional relationship is becoming inappropriately personal. Finally, write down two specific strategies Sue could use to maintain boundaries while protecting her job security.
Consider:
- •Consider how financial dependence affects someone's ability to say no
- •Think about the difference between genuine mentorship and manipulation
- •Notice how gradual boundary-pushing makes it harder to object to each individual step
Journaling Prompt
Write about a time when someone in authority over you made you uncomfortable by mixing professional and personal attention. How did you handle it, and what would you do differently now?
Coming Up Next...
Chapter 17: Dreams Shattered by Reality's Cold Light
Jude visits his bitter aunt at Marygreen, fighting the urge to detour to Sue's village. Sometimes the people who raised us hold keys to understanding our patterns—but those conversations rarely go as we hope.




