Coco Chanel_ An Intimate Life - Lisa Chaney [11]
A small compensation for the Chanel children’s life of nomadic poverty had been the companionship of other families like themselves. But life in the convent for Gabrielle and her sisters could not have been more different. Aubazine was the largest girls’ orphanage in the region, and behind its high walls they must truly have felt imprisoned. From the moment of waking to the moment of falling asleep, from early Mass to prayers before bed, life was rigidly prescribed.
Unlike the young women whose moneyed parents could afford to pay for their convent schooling, these were charity children at an orphanage. A good fraction of the Aubazine girls were also illegitimate, a state bringing with it yet further stigma. Neither would the nuns have held back from reminding their charges that their condition was indeed shameful.
Before the Chanel sisters’ incarceration at Aubazine, their school attendance can have been only sporadic. It was not simply that the Chanels moved around so much. For the poor, schooling was seen as next to useless for any practical purposes. A child not earning was a burdensome mouth to feed. In addition, what use to them was the metric system they were taught in school? When Gabrielle was young, market traders and ordinary people still weighed their goods in toises, cordes and pouces, and counted out in louis and écus. They didn’t use the franc, the currency imposed since the revolution as a tool to unite France.
While the recent drive to educate more French children had radically shaken up the system, nowhere near all school-age children regularly attended in the 1890s. Many of the poor simply couldn’t afford books, paper, ink and pens, and none were provided by the state. It was all just a further strain on the already depleted family purse, and the response was often truancy. In 1884, a year after Gabrielle’s birth, the future president of France, Georges Clemenceau, asked a peasant why his son didn’t go to school. The retort came quickly: “Will you give him a private income?”9
If reading and books were of little use for many country people because they had little practical application,10 the French language itself, the most basic tool of the educational system, presented one of the greatest difficulties for people such as the Chanels. French, the language intended to unite the regions of this large and disparate country, was not the language of most people in the provinces, where local dialects still dominated discourse. As one teacher put it in 1894, the year before Gabrielle arrived at Aubazine, “In the great majority of our rural schools, children come . . . knowing little French and hearing only patois spoken.”11
To make matters worse, Gabrielle’s lessons were taught by dictation and rote learning, the core teaching method since the Middle Ages. Learning things by heart, patois-speaking children often failed to understand what it was they were learning. “Parrot fashion” was an apt description. Eventually, the people from the provinces would learn the language of their nation, but at the end of the nineteenth century, one teacher despaired of these patois speakers. “Our children . . . have no way to find enough French words to express their thoughts.”12 While Gabrielle would always remain grateful to the sisters at Aubazine for helping her to lose her patois and teaching her to speak the “language of well-bred people,” it is most unlikely she was ever comfortable writing in her national language. In years to come, she would know the painter Salvador Dalí, and in one of his letters to her he said he’d been told that “you never, never, never write, which I’m already starting to notice.” This is not an anomaly. In the small number of letters we know of in Gabrielle’s hand, her unfamiliarity with written French is confirmed. In comparison with the finesse of her personal manner, her written French is neither very well expressed nor particularly grammatical. My own belief is that almost no letters