it was yesterday morning.”
“The left ear,” observed Squills; “and a very sharp blow it was too. Yet you are satisfied, Mr. Caxton?”
“Yes; I think the boy is now as great a blockhead as most boys of his age are,” observed my father with great complacency.
“Dear me, Austin,—a great blockhead?”
“What else did he go to school for?” asked my father.
And observing a certain dismay in the face of his female audience, and a certain surprise in that of his male, he rose and stood on the hearth, with one hand in his waistcoat, as was his wont when about to philosophize in more detail than was usual to him.
“Mr. Squills,” said he, “you have had great experience in families.”
“As good a practice as any in the county,” said Mr. Squills, proudly; “more than I can manage. I shall advertise for a partner.”
“And,” resumed my father, “you must have observed almost invariably that in every family there is what father, mother, uncle, and aunt pronounce to be one wonderful child.”
“One at least,” said Mr. Squills, smiling.
“It is easy,” continued my father, “to say this is parental partiality; but it is not so. Examine that child as a stranger, and it will startle yourself. You stand amazed at its eager curiosity, its quick comprehension, its ready wit, its delicate perception. Often, too, you will find some faculty strikingly developed. The child will have a turn for mechanics, perhaps, and make you a model of a steamboat; or it will have an ear tuned to verse, and will write you a poem like that it has got by heart from ‘The Speaker;’ or it will take to botany (like Pisistratus), with the old maid its aunt; or it will play a march on its sister’s pianoforte. In short, even you, Squills, will declare that it is really a wonderful child.”
“Upon my word,” said Mr. Squills, thoughtfully, “there’s a great deal of truth in what you say. Little Tom Dobbs is a wonderful child; so is Frank Stepington—and as for Johnny Styles, I must bring him here for you to hear him prattle on Natural History, and see how well he handles his pretty little microscope.”
“Heaven forbid!” said my father. “And now let me proceed. These thaumata, or wonders, last till when, Mr. Squills?—last till the boy goes to school; and then, somehow or other, the thaumata vanish into thin air, like ghosts at the cockcrow. A year after the prodigy has been at the academy, father and mother, uncle and aunt, plague you no more with his doings and sayings: the extraordinary infant has become a very ordinary little boy. Is it not so, Mr. Squills?”
“Indeed you are right, sir. How did you come to be so observant? You never seem to—”
“Hush!” interrupted my father; and then, looking fondly at my mother’s anxious face, he said soothingly: “Be comforted; this is wisely ordained, and it is for the best.”
“It must be the fault of the school,” said my mother, shaking her head.
“It is the necessity of the school, and its virtue, my Kate. Let any one of these wonderful children—wonderful as you thought Sisty himself—stay at home, and you will see its head grow bigger and bigger, and its body thinner and thinner—eh, Mr. Squills?—till the mind take all nourishment from the frame, and the frame, in turn, stint or make sickly the mind. You see that noble oak from the window. If the Chinese had brought it up, it would have been a tree in miniature at five years old, and at a hundred, you would have set it in a flowerpot on your table, no bigger than it was at five,—a curiosity for its maturity at one age; a show for its diminutiveness at the other. No! the ordeal for talent is school; restore the stunted mannikin to the growing child, and then let the child, if it can, healthily, hardily, naturally, work its slow way up into greatness. If greatness be denied it, it will at least be a man; and that is better than to be a little Johnny Styles all its life,—an oak in a pill-box.”
At that moment I rushed into the room, glowing and panting, health on my cheek, vigor in my limbs, all childhood at my heart. “Oh, mamma, I have got up the kite—so high! Come and see! Do come, papa!”
“Certainly,” said my father; “only don’t cry so loud,—kites make no noise in rising; yet, you see how they soar above the world. Come, Kate. Where is my hat? Ah!—thank you, my boy.”
“Kitty,” said my father, looking at the kite, which, attached by its string to the peg I had stuck into the ground, rested calm in the sky, “never fear but what our kite shall fly as high; only, the human soul has stronger instincts to mount upward than a few sheets of paper on a framework of lath. But observe that to prevent its being lost in the freedom of space,—we must attach it lightly to earth; and observe again, my dear, that the higher it soars, the more string we must give it.”
PART II
CHAPTER I
When I had reached the age of twelve, I had got to the head of the preparatory school to which I had been sent. And having thus exhausted all the oxygen of learning in that little receiver, my parents looked out for a wider range for my inspirations. During the last two years in which I had been at school, my love for study had returned; but it was a vigorous, wakeful, undreamy love, stimulated by competition, and animated by the practical desire to excel.
My father no longer sought to curb my intellectual aspirings. He had too great a reverence for scholarship not to wish me to become a scholar if possible; though he more than once said to me somewhat sadly, “Master books, but do not let them master you. Read to live, not live to read. One slave of the lamp is enough for a household; my servitude must not be a hereditary bondage.”
My father looked round for a suitable academy; and the fame of Dr. Herman’s “Philhellenic Institute” came to his ears.
Now, this Dr. Herman was the son of a German music-master who had settled in England. He had completed his own education at the University of Bonn; but finding learning too common a drug in that market to bring the high price at which he valued his own, and having some theories as to political freedom which attached him to England, he resolved upon setting up a school, which he designed as an “Era in the History of the Human Mind.” Dr. Herman was one of the earliest of those new-fashioned authorities in education who have, more lately, spread pretty numerously amongst us, and would have given, perhaps, a dangerous shake to the foundations of our great classical seminaries, if those last had not very wisely, though very cautiously, borrowed some of the more sensible principles which lay mixed and adulterated amongst the crotchets and chimeras of their innovating rivals and assailants.
Dr. Herman had written a great many learned works against every pre-existing method of instruction; that which had made the greatest noise was upon the infamous fiction of Spelling-Books: “A more lying, roundabout, puzzle-headed delusion than that by which we confuse the clear instincts of truth in our accursed systems of spelling, was never concocted by the father of falsehood.” Such was the exordium of this famous treatise. For instance, take the monosyllable Cat. What a brazen forehead you must have when you say to an infant, c, a, t,—spell Cat: that is, three sounds, forming a totally opposite compound,—opposite in every detail, opposite in the whole,—compose a poor little monosyllable which, if you would but say the simple truth, the child will learn to spell merely by looking at it! How can three sounds, which run thus to the ear, see-eh-tee, compose the sound cat? Don’t
