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Charlotte Brontë's earliest experience with school life could not have made teaching seem an attractive career. As Juliet Barker notes in The Brontës (1994), the record of her abilities in the school register hardly suggests that her potential was noticed: "Reads tolerably—Writes indifferently—Ciphers [arithmetic] a little and works [sews] neatly. Knows nothing of Grammar, Geography, History or Accomplishments [such as music, drawing, French]." Since the assessment of every other student is essentially the same, the register tells little about Charlotte but certainly reveals that Cowan Bridge was unlikely to recognize individual talent, much less foster it. The evaluation concludes with a telling comment: "Altogether clever for her age but knows nothing systematically."