The Story of My Boyhood and Youth. John Muir

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СКАЧАТЬ and still sobbing, and I heard mother telling him that, "a' the bairns' hearts were broken over the robbing of the nest in the elm."

      After attaining the manly, belligerent age of five or six years, very few of my schooldays passed without a fist fight, and half a dozen was no uncommon number. When any classmate of our own age questioned our rank and standing as fighters, we always made haste to settle the matter at a quiet place on the Davel Brae. To be a "gude fechter" was our highest ambition, our dearest aim in life in or out of school. To be a good scholar was a secondary consideration, though we tried hard to hold high places in our classes and gloried in being Dux. We fairly reveled in the battle stories of glorious William Wallace and Robert the Bruce, with which every breath of Scotch air is saturated, and of course we were all going to be soldiers. On the Davel Brae battleground we often managed to bring on something like real war, greatly more exciting than personal combat. Choosing leaders, we divided into two armies. In winter damp snow furnished plenty of ammunition to make the thing serious, and in summer sand and grass sods. Cheering and shouting some battle-cry such as "Bannockburn! Bannockburn! Scotland forever! The Last War in India!" we were led bravely on. For heavy battery work we stuffed our Scotch blue bonnets with snow and sand, sometimes mixed with gravel, and fired them at each other as cannon-balls.

      Of course we always looked eagerly forward to vacation days and thought them slow in coming. Old Mungo Siddons gave us a lot of gooseberries or currants and wished us a happy time. Some sort of special closing-exercises—singing, recitations, etc.—celebrated the great day, but I remember only the berries, freedom from school work, and opportunities for run-away rambles in the fields and along the wave-beaten seashore.

      An exciting time came when at the age of seven or eight years I left the auld Davel Brae school for the grammar school. Of course I had a terrible lot of fighting to do, because a new scholar had to meet every one of his age who dared to challenge him, this being the common introduction to a new school. It was very strenuous for the first month or so, establishing my fighting rank, taking up new studies, especially Latin and French, getting acquainted with new classmates and the master and his rules. In the first few Latin and French lessons the new teacher, Mr. Lyon, blandly smiled at our comical blunders, but pedagogical weather of the severest kind quickly set in, when for every mistake, everything short of perfection, the taws was promptly applied. We had to get three lessons every day in Latin, three in French, and as many in English, besides spelling, history, arithmetic, and geography. Word lessons in particular, the wouldst-couldst-shouldst-have-loved kind, were kept up, with much warlike thrashing, until I had committed the whole of the French, Latin, and English grammars to memory, and in connection with reading-lessons we were called on to recite parts of them with the rules over and over again, as if all the regular and irregular incomprehensible verb stuff was poetry. In addition to all this, father made me learn so many Bible verses every day that by the time I was eleven years of age I had about three fourths of the Old Testament and all of the New by heart and by sore flesh. I could recite the New Testament from the beginning of Matthew to the end of Revelation without a single stop. The dangers of cramming and of making scholars study at home instead of letting their little brains rest were never heard of in those days. We carried our school-books home in a strap every night and committed to memory our next day's lessons before we went to bed, and to do that we had to bend our attention as closely on our tasks as lawyers on great million-dollar cases. I can't conceive of anything that would now enable me to concentrate my attention more fully than when I was a mere stripling boy, and it was all done by whipping,—thrashing in general. Old-fashioned Scotch teachers spent no time in seeking short roads to knowledge, or in trying any of the new-fangled psychological methods so much in vogue nowadays. There was nothing said about making the seats easy or the lessons easy. We were simply driven pointblank against our books like soldiers against the enemy, and sternly ordered, "Up and at 'em. Commit your lessons to memory!" If we failed in any part, however slight, we were whipped; for the grand, simple, all-sufficing Scotch discovery had been made that there was a close connection between the skin and the memory, and that irritating the skin excited the memory to any required degree.

      Fighting was carried on still more vigorously in the high school than in the common school. Whenever any one was challenged, either the challenge was allowed or it was decided by a battle on the seashore, where with stubborn enthusiasm we battered each other as if we had not been sufficiently battered by the teacher. When we were so fortunate as to finish a fight without getting a black eye, we usually escaped a thrashing at home and another next morning at school, for other traces of the fray could be easily washed off at a well on the church brae, or concealed, or passed as results of playground accidents; but a black eye could never be explained away from downright fighting. A good double thrashing was the inevitable penalty, but all without avail; fighting went on without the slightest abatement, like natural storms; for no punishment less than death could quench the ancient inherited belligerence burning in our pagan blood. Nor could we be made to believe it was fair that father and teacher should thrash us so industriously for our good, while begrudging us the pleasure of thrashing each other for our good. All these various thrashings, however, were admirably influential in developing not only memory but fortitude as well. For if we did not endure our school punishments and fighting pains without flinching and making faces, we were mocked on the playground, and public opinion on a Scotch playground was a powerful agent in controlling behavior; therefore we at length managed to keep our features in smooth repose while enduring pain that would try anybody but an American Indian. Far from feeling that we were called on to endure too much pain, one of our playground games was thrashing each other with whips about two feet long made from the tough, wiry stems of a species of polygonum fastened together in a stiff, firm braid. One of us handing two of these whips to a companion to take his choice, we stood up close together and thrashed each other on the legs until one succumbed to the intolerable pain and thus lost the game. Nearly all of our playground games were strenuous,—shin-battering shinny, wrestling, prisoners' base, and dogs and hares,—all augmenting in no slight degree our lessons in fortitude. Moreover, we regarded our punishments and pains of every sort as training for war, since we were all going to be soldiers. Besides single combats we sometimes assembled on Saturdays to meet the scholars of another school, and very little was required for the growth of strained relations, and war. The immediate cause might be nothing more than a saucy stare. Perhaps the scholar stared at would insolently inquire, "What are ye glowerin' at, Bob?" Bob would reply, "I'll look where I hae a mind and hinder me if ye daur." "Weel, Bob," the outraged stared-at scholar would reply, "I'll soon let ye see whether I daur or no!" and give Bob a blow on the face. This opened the battle, and every good scholar belonging to either school was drawn into it. After both sides were sore and weary, a strong-lunged warrior would be heard above the din of battle shouting, "I'll tell ye what we'll dae wi' ye. If ye'll let us alane we'll let ye alane!" and the school war ended as most wars between nations do; and some of them begin in much the same way.

      Notwithstanding the great number of harshly enforced rules, not very good order was kept in school in my time. There were two schools within a few rods of each other, one for mathematics, navigation, etc., the other, called the grammar school, that I attended. The masters lived in a big freestone house within eight or ten yards of the schools, so that they could easily step out for anything they wanted or send one of the scholars. The moment our master disappeared, perhaps for a book or a drink, every scholar left his seat and his lessons, jumped on top of the benches and desks or crawled beneath them, tugging, rolling, wrestling, accomplishing in a minute a depth of disorder and din unbelievable save by a Scottish scholar. We even carried on war, class against class, in those wild, precious minutes. A watcher gave the alarm when the master opened his house-door to return, and it was a great feat to get into our places before he entered, adorned in awful majestic authority, shouting "Silence!" and striking resounding blows with his cane on a desk or on some unfortunate scholar's back.

      Forty-seven years after leaving this fighting school, I returned on a visit to Scotland, and a cousin in Dunbar introduced me to a minister who was acquainted with the history of the school, and obtained for me an invitation to dine with the new master. Of course I gladly accepted, for I wanted to see the old place of fun and pain, and the battleground on the sands. Mr. Lyon, our able teacher and thrasher, I learned, had held his place as master of the school for СКАЧАТЬ