LITMIR.BIZ

Скачать книгу

I will try to explain the sonnet to you."

      I had always had an impulse to teach; not for the teaching's sake, for that, regarded as the attempt to fill skulls with knowledge, had always been to me a desolate dreariness; but the moment I saw a sign of hunger, an indication of readiness to receive, I was invariably seized with a kind of passion for giving. I now proceeded to explain the sonnet. Having done so, nearly as well as I could, Tom said:

      "It is very strange, sir; but now that I have heard you say what the poem means, I feel as if I had known it all the time, though I could not say it."

      Here at least was no common mind. The reader will not be surprised to hear that the hour before breakfast extended into two hours after breakfast as well. Nor did this take up too much of my time, for the lad was capable of doing a great deal for himself under the sense of help at hand. His father, so far from making any objection to the arrangement, was delighted with it. Nor do I believe that the lad did less work in the shop for it: I learned that he worked regularly till eight o'clock every night.

      Now the good of the arrangement was this: I had the lad fresh in the morning, clear-headed, with no mists from the valley of labour to cloud the heights of understanding. From the exercise of the mind it was a pleasant and relieving change to turn to bodily exertion. I am certain that he both thought and worked better, because he both thought and worked. Every literary man ought to be MECHANICAL (to use a Shakespearean word) as well. But it would have been quite a different matter, if he had come to me after the labour of the day. He would not then have been able to think nearly so well. But LABOUR, SLEEP, THOUGHT, LABOUR AGAIN, seems to me to be the right order with those who, earning their bread by the sweat of the brow, would yet remember that man shall not live by bread alone. Were it possible that our mechanics could attend the institutions called by their name in the morning instead of the evening, perhaps we should not find them so ready to degenerate into places of mere amusement. I am not objecting to the amusement; only to cease to educate in order to amuse is to degenerate. Amusement is a good and sacred thing; but it is not on a par with education; and, indeed, if it does not in any way further the growth of the higher nature, it cannot be called good at all.

      Having exercised him in the analysis of some of the best portions of our home literature,—I mean helped him to take them to pieces, that, putting them together again, he might see what kind of things they were—for who could understand a new machine, or find out what it was meant for, without either actually or in his mind taking it to pieces? (which pieces, however, let me remind my reader, are utterly useless, except in their relation to the whole)—I resolved to try something fresh with him.

      At this point I had intended to give my readers a theory of mine about the teaching and learning of a language; and tell them how I had found the trial of it succeed in the case of Tom Weir. But I think this would be too much of a digression from the course of my narrative, and would, besides, be interesting to those only who had given a good deal of thought to subjects belonging to education. I will only say, therefore, that, by the end of three months, my pupil, without knowing any other Latin author, was able to read any part of the first book of the AEneid—to read it tolerably in measure, and to enjoy the poetry of it—and this not without a knowledge of the declensions and conjugations. As to the syntax, I made the sentences themselves teach him that. Now I know that, as an end, all this was of no great value; but as a beginning, it was invaluable, for it made and KEPT him hungry for more; whereas, in most modes of teaching, the beginnings are such that without the pressure of circumstances, no boy, especially after an interval of cessation, will return to them. Such is not Nature's mode, for the beginnings with her are as pleasant as the fruition, and that without being less thorough than they can be. The knowledge a child gains of the external world is the foundation upon which all his future philosophy is built. Every discovery he makes is fraught with pleasure—that is the secret of his progress, and the essence of my theory: that learning should, in each individual case, as in the first case, be DISCOVERY—bringing its own pleasure with it. Nor is this to be confounded with turning study into play. It is upon the moon itself that the infant speculates, after the moon itself—that he stretches out his eager hands—to find in after years that he still wants her, but that in science and poetry he has her a thousand-fold more than if she had been handed him down to suck.

      So, after all, I have bored my reader with a shadow of my theory, instead of a description. After all, again, the description would have plagued him more, and that must be both his and my comfort.

      So through the whole of that summer and the following winter, I went on teaching Tom Weir. He was a lad of uncommon ability, else he could not have effected what I say he had within his first three months of Latin, let my theory be not only perfect in itself, but true as well—true to human nature, I mean. And his father, though his own book-learning was but small, had enough of insight to perceive that his son was something out of the common, and that any possible advantage he might lose by remaining in Marshmallows was considerably more than counterbalanced by the instruction he got from the vicar. Hence, I believe, it was that not a word was said about another situation for Tom. And I was glad of it; for it seemed to me that the lad had abilities equal to any profession whatever.

      CHAPTER XV.

       DR DUNCAN'S STORY.

       Table of Contents

      On the next Sunday but one—which was surprising to me when I considered the manner of our last parting—Catherine Weir was in church, for the second time since I had come to the place. As it happened, only as Spenser says—

      "It chanced—eternal God that chance did guide,"

      —and why I say this, will appear afterwards—I had, in preaching upon, that is, in endeavouring to enforce the Lord's Prayer by making them think about the meaning of the words they were so familiar with, come to the petition, "Forgive us our debts, as we forgive our debtors;" with which I naturally connected the words of our Lord that follow: "For if ye forgive men their trespasses, your heavenly Father will also forgive you; but if ye forgive not men their trespasses, neither will your Father forgive your trespasses." I need not tell my reader more of what I said about this, than that I tried to show that even were it possible with God to forgive an unforgiving man, the man himself would not be able to believe for a moment that God did forgive him, and therefore could get no comfort or help or joy of any kind from the forgiveness; so essentially does hatred, or revenge, or contempt, or anything that separates us from man, separate us from God too. To the loving soul alone does the Father reveal Himself; for love alone can understand Him. It is the peace-makers who are His children.

      This I said, thinking of no one more than another of my audience. But as I closed my sermon, I could not help fancying that Mrs Oldcastle looked at me with more than her usual fierceness. I forgot all about it, however, for I never seemed to myself to have any hold of, or relation to, that woman. I know I was wrong in being unable to feel my relation to her because I disliked her. But not till years after did I begin to understand how she felt, or recognize in myself a common humanity with her. A sin of my own made me understand her condition. I can hardly explain now; I will tell it when the time comes. When I called upon her next, after the interview last related, she behaved much as if she had forgotten all about it, which was not likely.

      In the end of the week after the sermon to which I have alluded, I was passing the Hall-gate on my usual Saturday's walk, when Judy saw me from within, as she came out of the lodge. She was with me in a moment.

      "Mr Walton," she said, "how could you preach at Grannie as you did last Sunday?"

      "I did not preach at anybody, Judy."

      "Oh, Mr Walton!"

      "You know I didn't, Judy. You know that if I had, I would not say I had not."

      "Yes, yes; I know that perfectly," she said, seriously. "But Grannie thinks you did."

      "How do you know that?"

      "By her face."

      "That is all, is it?"

      "You don't think Grannie

Скачать книгу