Read My Heart: Dorothy Osborne and Sir William Temple, A Love Story in the Age of Revolution. Jane Dunn

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СКАЧАТЬ to study more conventional subjects. Dr Hammond’s wide learning ranged over Greek and Latin, Hebrew (William doodled the Hebrew alphabet in one of his essay books), philosophy and the natural sciences, rhetoric, divinity and literature both ancient and modern. He had an extraordinary fluency in writing, starting on his elegantly argued sermons often as late as the early morning of the Sunday he was to preach and writing pages of well-reasoned and original prose straight off, quoting copiously and often rather creatively from memory. Hammond hated idleness, and never slept more than four or five hours a night, going to bed at midnight and rising before dawn. He filled his days with study, prayer and tireless pastoral care, visiting the sick and dying even while they had highly infectious diseases such as smallpox. No moment was wasted; even the everyday necessities of dressing and undressing were achieved with a book propped open beside him.

      Although young William was a boy of ability and tremendous charm, inevitably his lack of superhuman dedication to study and denial of the senses were to be a disappointment to his uncle. This sporty boy loved tennis and outdoor pursuits. As he entered middle age, his sister reported he ‘grew lazy’ though all his life he had practised the ideal of effortless brilliance, ‘it had bin observed to be part of his character never to seem busy in his greatest imployments’. Like his uncle, and indeed his father, he showed little concern for material fortune and was disinclined to do anything he did not value merely to earn a living: ‘[he] was such a lover of liberty yt I remember when he was young, & his fortunes low, to have heard him say he would not be obliged for five hundred pounds a year to step every day over a Gutter yt was in ye street before his door’.¹⁷

      Certainly Dr Hammond managed to inculcate Greek and Latin into his nephew and William learned to write philosophical essays in the most pleasing and mellifluous style. All those sermons he had to sit through found some expression in his youthful exhortatory works in which he built up great rhetorical pyramids musing on subjects such as hope and the vagaries of fortune. William was fortunate indeed to have Dr Hammond as his tutor, for this was a man of great gentleness and tolerance, even in the face of his pupil’s lack of application or lapses of concentration. The good doctor was well known for living by his claim that ‘he delighted to be loved, not reverenced’.¹⁸

      In his friends’ view Henry Hammond was saintly, self-sacrificing and preternaturally meek; even if only half true it meant that a lively, attractive boy like William had a great deal of freedom and much kindness and affection from both his uncle and his Hammond grandmother, herself the daughter of a religious scholar. He did not have to endure the harsh regimes that characterised the upbringing of most of his contemporaries, where an absolute obliviousness to the emotional or psychological welfare of the individual child meant a schooling enforced by fear and flogging.

      It was widely accepted by parents and teachers alike that educating young children, the males particularly, was akin to breaking horses – in the old-fashioned way by cracking whips not whispering. John Aubrey, an exact contemporary of both William and Dorothy, felt keenly the lack of parental sympathy and understanding in his own youth, a condition that he considered the norm in the first half of the seventeenth century: ‘The Gentry and the Citizens had little learning of any kind, and their way of breeding up their children was suitable to the rest: for whereas ones child should be ones nearest Friend, and the time of growing-up should be most indulged, they were as severe to their children as their schoolmaster; and their Scoolmasters, [were as severe] as masters of the House of correction [a prison charged with reforming prisoners]. The child perfectly loathed the sight of his parents, as the slave his torturer.’¹⁹

By this time the Renaissance ideal of education was degraded, with classics reduced to the drudgery of learning everything by rote and it was accepted that Latin and Greek, for instance, had to be whipped into a boy. The contemporary schoolmaster and writer Henry Peacham,^* in his book on etiquette for the upper classes, described with resignation the cruelties that most educators believed had to be inflicted on boys in order to turn them into scholars: ‘pulled by the ears, lashed over the face, beaten about the head with the great end of the rod, smitten upon the lips for every slight offence with the ferula’.²⁰

      In marked contrast William Temple’s boyhood education was almost exclusively in the benign company of an uncle who could not bring himself even to raise his voice in anger and sought instead to teach by encouragement and example. Henry Hammond’s friend and colleague Dr Fell seemed to approve of this pacifist approach to teaching: ‘his little phrase, “Don’t be simple,” had more power to charm a passion than long harangues from others.’²¹

      When the boy William wasn’t sitting over his books or being coaxed to a love of study, he was free to explore the gardens and grounds of the estate, etching still deeper his natural affinity with the rural life. When a father himself, William replicated these early experiences in the freedom he allowed his own children and the affectionate indulgence with which he treated them. In one of his later essays he wrote that despite choosing personal liberty always over material gain, matters of the heart were of even greater priority, ‘yet to please a mistress, save a beloved child, serve his country or friend, [this man] will sacrifice all the ease of his life, nay his blood and life too, upon occasion’.²²

      In fact the most violent treatment William had to endure while in the care of his uncle was the medical treatment at the time for various common ailments: ‘I remembered the cure of chilblains, when I was a boy, (which may be called the children’s gout,) by burning at the fire, or else by scalding brine.’ He recalled too how a deep wound when he was a youth was ‘cured by scalding medicament, after it was grown so putrefied as to have (in the surgeon’s opinion) endangered the bone; and the violent swelling and bruise of another taken away as soon as I received it, by scalding it with milk’.²³

      Both William and his uncle shared a love of music. Dr Hammond, particularly in the youthful period of his life when he was in loco parentis for his nephew, would accompany himself on the harpsichon, a kind of virginal, or take up his theorbo, a large double-necked bass lute, and play and sing ‘after the toil and labour of the day, and before the remaining studies of the night’.²⁴

      The kind of music-making indulged in by William and his uncle at Penshurst was of an unexacting domestic kind, practised in the home, sometimes in the company of a few country friends. In joining in the relaxation at the end of the day by playing and listening to music, William was merely doing what most people were doing across the land, in church, court and country. Aubrey famously declared: ‘When I was a Boy every Gentleman almost kept a Harper in his house: and some of them could versifie.’²⁵ For him the ‘Civill Warres’ changed everything, but informal music-making would continue regardless: Dorothy Osborne’s shepherdesses singing in the fields in summer remained just part of the rich musicality of a time when all classes of people made music domestically and turned to each other for entertainment.

      This youthful interlude in a rural paradise under his uncle’s care had to come to an end. About the age of eleven, William left Penshurst and was sent to board at the grammar school at Bishop’s Stortford, a town some thirty miles from London and twenty-six from Cambridge. Despite an inevitably rude awakening to school life, this was as happy a choice as possible, for the school’s reputation and success were in rapid ascendancy under the inspired headship of Thomas Leigh. He not only set up Latin and writing schools but was also instrumental in building a library of repute, partially by insisting that every pupil donate a book as a leaving present. His regime was more tolerant and less СКАЧАТЬ