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western angle of the space. This certainly had not been spared for shade or ornament, but probably because it would have cost too much labor to cut it down, for it was of ample girth. At all events it was the oasis in our desert during suunmer; and in autumn, as the burrs disclosed its fruit, it resembled a besieged city. The boys, like so many catapults, hurled at it stones and sticks, until every nut had capitulated.

Two houses only were at hand: one, surrounded by an ample barn, a teeming orchard, and an enormous wood-pile, belonged to Granther Baldwin; the other was the property of "Old Chich-es-ter," an uncouth, unsocial being, whom everybody for some reason or other seemed to despise and shun. His house was of stone and of one story. He had a cow, which every year had a call. He had a wife-filthy, uncombed, and vaguely reported to have been brought from the old country. This is about the whole history of the man, so far as it is written in the authentic traditions of the parish. His premises, an acre in extent, consisted of a tongue of land between two of the converging roads. No boy, that I ever heard of, ventured to cast a stone or to make an incursion into this territory, though it lay close to the school-house. I have often, in passing, peeped timidly over the walls, and caught glimpses of a stout man with a drab coat, drab breeches, and drab gaiters, glazed with ancient grease and long abrasion, prowling about the house; but never did I discover him outside of his own dominion. I know it was darkly intimated that he had been a tory, and was tarred and feathered in the revolutionary war, but as to the rest he was a perfect myth. Granther Baldwin was a character no less marked, but I must reserve his picture for a subsequent letter.

The school-house itself consisted of rough, unpainted clapboards, upon a wooden frame. It was plastered within, and contained two apartments—a little entry, taken out of a corner for a wardrobe, and the school-room proper. The chimney was of stone, and pointed with mortar, which, by the way, had been dug into a honeycomb by uneasy and enterprising penknives. The fireplace was six feet wide and four feet deep. The flue was so ample and so perpendicular, that the rain, sleet, and snow fell direct to the hearth. In winter, the battle for life with green fizzling fuel, which was brought in sled lengths and cut up by the scholars, was a stern one. Not unfrequently, the wood, gushing with sap as it was, chanced to be out, and as there was no living without fire, the thermometer being ten or twenty degrees below zero, the school was dismissed, whereat all the scholars rejoiced aloud, not having the fear of the schoolmaster before their eyes.

It was the custom at this place to have a woman's school in the summer months, and this was attended only by young children. It was, in fact, what we now call a primary or infant school. In winter, a man was employed as teacher, and then the girls and boys of the neighborhood, up to the age of eighteen, or even twenty, were among the pupils. It was not uncommon, at this season, to have forty scholars crowded into this little building.

I was about six years old when I first went to school. My teacher was Aunt Delight, that is, Delight Benedict, a maiden lady of fifty, short and bent, of sallow complexion and solemn aspect. I remember the first day with perfect distinctness. I went alone-for I was familiar with the road, it being that which passed by our old house. I carried a little basket, with bread and butter with'n, for my dinner, the same being covered over with a white cloth. When I had proceeded about half way, I lifted the cover, and debated whether I would not eat my dinner then. I beliovo it was a sense of duty only that prevented my doing so, for in those happy days I always had a keen appetite. Bread and butter were then infinitely superior to paté de foie gras now; but still, thanks to my training, I had also a conscience. As my mother had given me the food for dinner, I did not think it right to convert it into lunch, and even though I was strongly tempted.

I think we had seventeen scholars-boys and girls—mostly of my own age. Among them were some of my after companions. I have since met several of them-one at Savannah, and two at Mobile, respectably established, and with families around them. Some remain, and are now among the gray old men of the town; the names of others I have seen inscribed on the tombstones of their pative village. And the rest-where are they?

The school being organized, we were all seated upon benches, made of what were called slabsthat is, boards having the exterior or rounded part of the log on one side: as they were useless for other purposes, these were converted into school-benches, the rounded part down. They had each four supports, consisting of straddling wooden legs, set into auger holes. Our own legs swayed in the air, for they were too short to touch the floor. Oh, what an awe fell over me, when we were all seated and silence reigned around!

The children were called up, one by one, to Aunt Delight, who sat on a low chair, and required each, as a preliminary, to make his manners, consisting of a small sudden nod or jerk of the head. She then placed the spelling-bookwhich was Dilworth's-before the pupil, and with a buck-handled penkuite pointed, one by one, to the letters of the alphabet, saying, “What's that?" If the child knew his letters the “What's that?" very soon ran on thus:

" What's that?"
“E.” &c.

I looked upon these operations with intense curiosity and no small respect, until my own turn came. I went up to the schoolmistress with some ernotion, and when she raid, rather spitefully, as I thought, - Make your obeisance!" my little intellects all fled away, and I did nothing. Having waited a second, gazing at me with indignation, she laid her hand on the top of my head, and gave it a jerk which made my teeth clash. I believe I bit my tongue a little; at all events, my sense of dignity was offended, and when she pointed to A, and asked what it was, it swam before me dim and hazy, and as big as a full moon. She repeated the question, but I was doggedly silent. Again, a third time, she said, " What's that ?" I replied: "Why don't you tell me what it is? I didn't come here to learn you your letters!" I have not the slightest remembrance of this, for my brains were all a-wool-gathering; but as Aunt Delight affirmed it to be a fact, and it passed into tradition, I put it in. I may have told this story some years ago in one of my books, imputing it to a fictitious hero, yet this is its true origin, according to my recollection.

What immediately followed I do not clearly remember, but one result is distinctly traced in my memory. In the evening of this eventful day, the schoolmistress paid my parents a visit, and recounted to their astonished ears this, my awful contempt of authority. My father, after hearing the story, got up and went away; but my mother, who was a careful disciplinarian, told me not to do 80 again! I always had a suspicion that both of them smiled on one side of their faces, even while they seemed to sympathize with the old petticoat and penknife pedagogue, on the other; still I do not affirm it, for I am bound to Bay, of both my parents, that I never knew them, even in trifles, say one thing while they meant another.

I believe I achieved the alphabet that summer, but my after progress, for a long time, I do not remember. Two years later I went to the winter-school at the same place, kept by Lewis Olmstead-a man who had a call for plowing, mowing, carting manure, etc., in summer, and for teaching school in the winter, with a talent for music at all seasong, wherefore he became chorister upon occasion, when, peradventure, Deacon Hawley could not officiate. He was a celebrity in ciphering, and 'Squire Seymour declared that he was the greatest "arithmeticker" in Fairfield county. All I remember of his person is his hand, which seemed to me as big as Goliah's, judging by the claps of thunder it made in my ears on one or two occasions.

The next step of my progress which is marked in my memory, is the spelling of words of two syllables. I did not go very regularly to school, but by the time I was ten years old I had learned to write, and had made a little progress in arithmetic. There was not a grammar, a geography, or a history of any kind in the school. Reading, writing, and arithmetic were the only things taught, and these very indifferently--not wholly from the stupidity of the teacher, but because he had forty scholars, and the standards of the age required no more than he performed. I did as well as the other scholars, cer.tainly no better. I had excellent health and joyous spirits; in leaping, running, and wrestling, I had but one superior of my age, and that was Stephen Olmstead, a snug-built fellow, smaller than myself, and who, despite our rivalry, was my chosen friend and companion. I seemed to live for play: alas! how the world bas changed since I have discovered that we live to agonize over study, work, care, ambition, disappointment, and then ?

As I shall not have occasion again, formally, to introduce this seminary into my narrative, I may as well close my account of it now. After I had left my nativo town for some twenty years, I returned and paid it a visit. Among the monuments that stood high in my memory was the West Lane school-house. UnconAciously carrying with me the measures of childhood, I had supposed it to be at least thirty feet square; how had it dwindled when I came to estimate it by the new standards I had formed! It was in all things the same, yet wholly changed to me. What I had deemed a respectable edifice, as it now stood before me was only a weather-beaten little shed, which, upon being measured, I found to be less than twenty feet square. It happened to be a warm, summer day, and I ventured to enter the place. I found a girl, some eighteen years old, keeping “a ma'am school" for about twenty scholars, some of whom were studying Parley's Geography. The mistress was the daughter of one of my schoolmates, and some of the boys and girls were grandchildren of the little brood which gathered under the wing of Aunt Delight, when I was an a-b-c-darian. None of them, not even the schoolmistress, had ever heard of me. The name of my father, as having ministered unto the people of Ridgefield in some bygone age, was faintly traced in their recollection. As to Peter Parley, whose Geography they were learning—they supposed him some decript old gentleman hobbling about on a crutch, a long way off, for whom, nevertheless, they had a certain affection, inasmuch as he had made geography into a story-book. The frontispiece-picture of the old fellow, with his gouty foot in a chair, threatening the boys that if they touched his tender toe, he would tell them no more stories, secured their respect, and placed him among the saints in the calendar of their young hearts. Well, thought I, if this goes on I may yet rival Mother Goose!

At the age of ten years I was sent to the up-town school, the leading seminary of the village, for at this period it had not arrived at the honor of an acadomy, the institution being then, and many years after, under the charge of Master Stebbins. He was a man with a conciliating stoop in the shoulders, a long body, short legs, and a swaying walk. He was, at this period, some fifty years old, his hair being thin and silvery, and always falling in well-combed rolls over his coat-collar. His eye was blue, and his dress invariably of the same color. Breeches and knee-buckles, blue-mixed stockings, and shoes with bright buckles, seemed as much a part of the man as his head and shoulders. On the whole, his appearance was that of the middle-class gentleman of the olden time, and he was in fact what he seemed.

This seminary of learning for the rising aristocracy of Ridgefield was a wooden edifice, thirty by twenty feet, covered with brown clapboards, and, except an entry, consisted of a single room. Around and against the walls ran a continuous line of seats, fronted by a continuous writing-desk. Beneath, were depositories for books and writing materials. The center was occupied by slab seats, similar to those of West Lane. The larger scholars were ranged on the outer sides, at the desks; the smaller fry of a-b-c-darians were seated in the center. The master was enshrined on the east side of the room, contrary, be it remembered, to the law of the French savans, which places dominion invariably in the west. Regular as the sun, Master Stebbins was in his seat at nine o'clock, and the performances of the school began.

According to the Catechism-which, by the way, we learned and recited on Saturday—the chief end of man was to glorify God and keep his commandments: according to the routine of this school, one would have thought it to be reading, writing, and arithmetic, to which we may add spelling. From morning to night, in all weathers, through every season of the year, these exercises were carried on with the energy, patience, and perseverance of a manufactory.

Master Stebbins respected his calling : his heart was in his work; and so, what he pretended to teach, he taught well. When I entered the school, I found that a huge stride had been achieved in the march of mind since I had left West Lane. Webster's Spelling Book had taken the place of Dilworth, which was a great improvement. The drill in spelling was very thorough, and applied every day to the whole school. I imagine that the exercises might have been amusing to a stranger, especially as one scholar would sometimes go off in a voice as grum as that of a bull-frog, wbile another would follow in tones as fine and piping as a peet-weet. The blunders, too, were often ineffably ludicrous; even

we children would sometimes have tittered, had not such an enormity been certain to have brought out the birch. As to rewards and punishments, the system was this: whoever missed went down; so that perfection mounted to the top. Here was the beginning of the up and down of life.

Reading was performed in classes, which generally plodded on without a hint from the master. Nevertheless, when Zeek Sanford—who was said to have a streak of lightning in him—in his haste to be smart, read the 37th verse of the 2nd chapter of the Acts—“Now when they heard this, they were pickled in their heart "—the birch stick on Master Stebbins's table seemed to quiver and peel at the little end, as if to give warning of the wrath to come. When Orry Keeler-Orry was a girl, you know, and not a boy-drawled out in spelling: k-o n, kon, S-h-1-1-6-8, shunts, konshunts—the bristles in the master's eyebrows fidgeted like Aunt Delight's knitting needles. Occasionally, when the reading was insupportably bad, he took a book and read himself, as an example.

We were taught arithmetic in Daboll, then a new book, and which, being adapted to our measures of length, weight, and currency, was a prodigious leap over the head of poor old Dilworth, whose rules and examples were modeled upon English customs. In consequence of the general use of Dilworth in our schools, for perhaps a century--pounds, shillings, and pence were classical, and dollars and cents vulgar, for geveral succeeding generations. “I would not give a penny for it," was genteel; “I would not give a cent for it," was plebeian. We have not yet got over this: we sometimes say red cent in familiar parlance, but it can hardly be put in print without offense.

Master Stebbins was a great man with a slate and pencil, and I have an idea that we were a generation after his own heart. We certainly achieved wonders according to our own conceptions, some of us going even beyond the Rule of Three, and making forays into the mysterious region of Vulgar Fractions. Several daring geniuses actually entered and took possession.

But after all, penmanship was Master Stebbin's great accomplishment. He had no magniloquent system; no pompous lessons upon single lines and bifid lines, and the like. The revelations of inspired copy-book makers had not then been youchsafed to man. He could not cut an American eagle with a single flourish of a goose-quill. He was guided by good taste and native instinct, and wrote a smooth round hand, like copper-plate. His lessons from A to &, all written by himself, consisted of pithy proverbs and useful moral lessons. On every page of our writing-books he wrote the first line himself. The effect was what might have been expected-with such models, patiently enforced, nearly all became good writers.

Beyond these simple elements, the Up-town school made few pretensions. When I was there, two Webster's Grammarg and one or two Dwight's Geographies were in use. The latter was without maps or illustrations, and was in fact little more than an expanded table of contents, taken from Morse's Universal Geography—the mammoth monument of American learning and genius of that age and generation. The grammar was a clever book; but I have an idea that neither Master Stebbids nor his pupils ever fathomed its depths. They foundered about in it, as if in a quagmire, and after some time came out pretty Dearly where they went in, though perhaps a little obfuscated by the dim and dusky atmosphere of these labyrinthg.

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