LITMIR.BIZ

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exercise of his remarkable gifts. Accustomed to live in the open air, and to the freedom of a purely haphazard education, happy in the tender care of an old man who was devoted to him, used to meditating in the sunshine, he found it very hard to submit to college rules, to walk in the ranks, to live within the four walls of a room where eighty boys were sitting in silence on wooden forms each in front of his desk. His senses were developed to such perfection as gave them the most sensitive keenness, and every part of him suffered from this life in common.

      The effluvia that vitiated the air, mingled with the odors of a classroom that was never clean, nor free from the fragments of our breakfasts or snacks, affected his sense of smell, the sense which, being more immediately connected than the others with the nerve-centers of the brain, must, when shocked, cause invisible disturbance to the organs of thought.

      Besides these elements of impurity in the atmosphere, there were lockers in the classrooms in which the boys kept their miscellaneous plunder—pigeons killed for fete days, or tidbits filched from the dinner-table. In each classroom, too, there was a large stone slab, on which two pails full of water were kept standing, a sort of sink, where we every morning washed our faces and hands, one after another, in the master's presence. We then passed on to a table, where women combed and powdered our hair. Thus the place, being cleaned but once a day before we were up, was always more or less dirty. In spite of numerous windows and lofty doors, the air was constantly fouled by the smells from the washing-place, the hairdressing, the lockers, and the thousand messes made by the boys, to say nothing of their eighty closely packed bodies. And this sort of humus, mingling with the mud we brought in from the playing-yard, produced a suffocatingly pestilent muck-heap.

      The loss of the fresh and fragrant country air in which he had hitherto lived, the change of habits and strict discipline, combined to depress Lambert. With his elbow on his desk and his head supported on his left hand, he spent the hours of study gazing at the trees in the court or the clouds in the sky; he seemed to be thinking of his lessons; but the master, seeing his pen motionless, or the sheet before him still a blank, would call out:

      "Lambert, you are doing nothing!"

      This "you are doing nothing!" was a pin-thrust that wounded Louis to the quick. And then he never earned the rest of the play-time; he always had impositions to write. The imposition, a punishment which varies according to the practice of different schools, consisted at Vendome of a certain number of lines to be written out in play hours. Lambert and I were so overpowered with impositions, that we had not six free days during the two years of our school friendship. But for the books we took out of the library, which maintained some vitality in our brains, this system of discipline would have reduced us to idiotcy. Want of exercise is fatal to children. The habit of preserving a dignified appearance, begun in tender infancy, has, it is said, a visible effect on the constitution of royal personages when the faults of such an education are not counteracted by the life of the battle-field or the laborious sport of hunting. And if the laws of etiquette and Court manners can act on the spinal marrow to such an extent as to affect the pelvis of kings, to soften their cerebral tissue, and so degenerate the race, what deep-seated mischief, physical and moral, must result in schoolboys from the constant lack of air, exercise, and cheerfulness!

      Indeed, the rules of punishment carried out in schools deserve the attention of the Office of Public Instruction when any thinkers are to be found there who do not think exclusively of themselves.

      We incurred the infliction of an imposition in a thousand ways. Our memory was so good that we never learned a lesson. It was enough for either of us to hear our class-fellows repeat the task in French, Latin, or grammar, and we could say it when our turn came; but if the master, unfortunately, took it into his head to reverse the usual order and call upon us first, we very often did not even know what the lesson was; then the imposition fell in spite of our most ingenious excuses. Then we always put off writing our exercises till the last moment; if there were a book to be finished, or if we were lost in thought, the task was forgotten—again an imposition. How often have we scribbled an exercise during the time when the head-boy, whose business it was to collect them when we came into school, was gathering them from the others!

      In addition to the moral misery which Lambert went through in trying to acclimatize himself to college life, there was a scarcely less cruel apprenticeship through which every boy had to pass: to those bodily sufferings which seemed infinitely varied. The tenderness of a child's skin needs extreme care, especially in winter, when a school-boy is constantly exchanging the frozen air of the muddy playing-yard for the stuffy atmosphere of the classroom. The "little boys" and the smallest of all, for lack of a mother's care, were martyrs to chilblains and chaps so severe that they had to be regularly dressed during the breakfast hour; but this could only be very indifferently done to so many damaged hands, toes, and heels. A good many of the boys indeed were obliged to prefer the evil to the remedy; the choice constantly lay between their lessons waiting to be finished or the joys of a slide, and waiting for a bandage carelessly put on, and still more carelessly cast off again. Also it was the fashion in the school to gibe at the poor, feeble creatures who went to be doctored; the bullies vied with each other in snatching off the rags which the infirmary nurse had tied on. Hence, in winter, many of us, with half-dead feet and fingers, sick with pain, were incapable of work, and punished for not working. The Fathers, too often deluded by shammed ailments, would not believe in real suffering.

      The price paid for our schooling and board also covered the cost of clothing. The committee contracted for the shoes and clothes supplied to the boys; hence the weekly inspection of which I have spoken. This plan, though admirable for the manager, is always disastrous to the managed. Woe to the boy who indulged in the bad habit of treading his shoes down at heel, of cracking the shoe-leather, or wearing out the soles too fast, whether from a defect in his gait, or by fidgeting during lessons in obedience to the instinctive need of movement common to all children. That boy did not get through the winter without great suffering. In the first place, his chilblains would ache and shot as badly as a fit of the gout; then the rivets and pack-thread intended to repair the shoes would give way, or the broken heels would prevent the wretched shoes from keeping on his feet; he was obliged to drag them wearily along the frozen roads, or sometimes to dispute their possession with the clay soil of the district; the water and snow got in through some unnoticed crack or ill-sewn patch, and the foot would swell.

      Out of sixty boys, not ten perhaps could walk without some special form of torture; and yet they all kept up with the body of the troop, dragged on by the general movement, as men are driven through life by life itself. Many a time some proud-tempered boy would shed tears of rage while summoning his remaining energy to run ahead and get home again in spite of pain, so sensitively afraid of laughter or of pity—two forms of scorn—is the still tender soul at that age.

      At school, as in social life, the strong despise the feeble without knowing in what true strength consists.

      Nor was this all. No gloves. If by good hap a boy's parents, the infirmary nurse, or the headmaster gave gloves to a particularly delicate lad, the wags or the big boys of the class would put them on the stove, amused to see them dry and shrivel; or if the gloves escaped the marauders, after getting wet they shrunk as they dried for want of care. No, gloves were impossible. Gloves were a privilege, and boys insist on equality.

      Louis Lambert fell a victim to all these varieties of torment. Like many contemplative men, who, when lost in thought, acquire a habit of mechanical motion, he had a mania for fidgeting with his shoes, and destroyed them very quickly. His girlish complexion, the skin of his ears and lips, cracked with the least cold. His soft, white hands grew red and swollen. He had perpetual colds. Thus he was a constant sufferer till he became inured to school-life. Taught at last by cruel experience, he was obliged to "look after his things," to use the school phrase. He was forced to take care of his locker, his desk, his clothes, his shoes; to protect his ink, his books, his copy-paper, and his pens from pilferers; in short, to give his mind to the thousand details of our trivial life, to which more selfish and commonplace minds devoted such strict attention—thus infallibly securing prizes for "proficiency" and "good conduct"—while they were overlooked by a boy of the highest promise, who, under the hand of an almost divine imagination, gave himself up with rapture to the flow of his ideas.

      This was

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