Of Time and the River & Look Homeward, Angel. Thomas Wolfe

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      The Spring grew ripe. There was at mid-day a soft drowsiness in the sun. Warm sporting gusts of wind howled faintly at the eaves; the young grass bent; the daisies twinkled.

      He pressed his high knees uncomfortably against the bottom of his desk, grew nostalgic on his dreams. Bessie Barnes scrawled vigorously two rows away, displaying her long full silken leg. Open for me the gates of delight. Behind her sat a girl named Ruth, dark, with milk-white skin, eyes as gentle as her name, and thick black hair, parted in middle. He thought of a wild life with Bessie and of a later resurrection, a pure holy life, with Ruth.

      One day, after the noon recess, they were marshalled by the teachers — all of the children in the three upper grades — and marched upstairs to the big assembly hall. They were excited, and gossiped in low voices as they went. They had never been called upstairs at this hour. Quite often the bells rang in the halls: they sprang quickly into line and were marched out in double files. That was fire drill. They liked that. Once they emptied the building in four minutes.

      This was something new. They marched into the big room and sat down in blocks of seats assigned to each class: they sat with a seat between each of them. In a moment the door of the principal’s office on the left — where little boys were beaten — was opened, and the principal came out. He walked around the corner of the big room and stepped softly up on the platform. He began to talk.

      He was a new principal. Young Armstrong, who had smelled the flower so delicately, and who had visited Daisy, and who once had almost beaten Eugene because of the smutty rhymes, was gone. The new principal was older. He was about thirty-eight years old. He was a strong rather heavy man a little under six feet tall; he was one of a large family who had grown up on a Tennessee farm. His father was poor but he had helped his children to get an education. All this Eugene knew already, because the principal made long talks to them in the morning and said he had never had their advantages. He pointed to himself with some pride. And he urged the little boys, playfully but earnestly, to “be not like dumb, driven cattle, be a hero in the strife.” That was poetry, Longfellow.

      The principal had thick powerful shoulders; clumsy white arms, knotted with big awkward country muscles. Eugene had seen him once hoeing in the schoolyard; each of them had been given a plant to set out. He got those muscles on the farm. The boys said he beat very hard. He walked with a clumsy stealthy tread — awkward and comical enough, it is true, but he could be up at a boy’s back before you knew it. Otto Krause called him Creeping Jesus. The name stuck, among the tough crowd. Eugene was a little shocked by it.

      The principal had a white face of waxen transparency, with deep flat cheeks like the Pentlands, a pallid nose, a trifle deeper in its color than his face, and a thin slightly-bowed mouth. His hair was coarse, black, and thick, but he never let it grow too long. He had short dry hands, strong, and always coated deeply with chalk. When he passed near by, Eugene got the odor of chalk and of the schoolhouse: his heart grew cold with excitement and fear. The sanctity of chalk and school hovered about the man’s flesh. He was the one who could touch without being touched, beat without being beaten. Eugene had terrible fantasies of resistance, shuddering with horror as he thought of the awful consequences of fighting back: something like God’s fist in lightning. Then he looked around cautiously to see if any one had noticed.

      The principal’s name was Leonard. He made long speeches to the children every morning, after a ten-minute prayer. He had a high sonorous countrified voice which often trailed off in a comical drawl; he got lost very easily in revery, would pause in the middle of a sentence, gaze absently off with his mouth half-open and an expression of stupefaction on his face, and return presently to the business before him, his mind still loose, with witless distracted laugh.

      He talked to the children aimlessly, pompously, dully for twenty minutes every morning: the teachers yawned carefully behind their hands, the students made furtive drawings, or passed notes. He spoke to them of “the higher life” and of “the things of the mind.” He assured them that they were the leaders of tomorrow and the hope of the world. Then he quoted Longfellow.

      He was a good man, a dull man, a man of honor. He had a broad streak of coarse earthy brutality in him. He loved a farm better than anything in the world except a school. He had rented a big dilapidated house in a grove of lordly oaks on the outskirts of town: he lived there with his wife and his two children. He had a cow — he was never without a cow: he would go out at night and morning to milk her, laughing his vacant silly laugh, and giving her a good smacking kick in the belly to make her come round into position.

      He was a heavy-handed master. He put down rebellion with good cornfield violence. If a boy was impudent to him he would rip him powerfully from his seat, drag his wriggling figure into his office, breathing stertorously as he walked along at his clumsy rapid gait, and saying roundly, in tones of scathing contempt: “Why, you young upstart, we’ll just see who’s master here. I’ll show you, my sonny, if I’m to be dictated to by every two-by-four whippersnapper who comes along.” And once within the office, with the glazed door shut, he published the stern warning of his justice by the loud exertion of his breathing, the cutting swish of his rattan, and the yowls of pain and terror that he exacted from his captive.

      He had called the school together that day to command it to write him a composition. The children sat, staring dumbly up at him as he made a rambling explanation of what he wanted. Finally he announced a prize. He would give five dollars from his own pocket to the student who wrote the best paper. That aroused them. There was a rustle of interest.

      They were to write a paper on the meaning of a French picture called The Song of the Lark. It represented a French peasant girl, barefooted, with a sickle in one hand, and with face upturned in the morning-light of the fields as she listened to the bird-song. They were asked to describe what they saw in the expression of the girl’s face. They were asked to tell what the picture meant to them. It had been reproduced in one of their readers. A larger print was now hung up on the platform for their inspection. Sheets of yellow paper were given them. They stared, thoughtfully masticating their pencils. Finally, the room was silent save for a minute scratching on paper.

      The warm wind spouted about the eaves; the grasses bent, whistling gently.

      Eugene wrote: “The girl is hearing the song of the first lark. She knows that it means Spring has come. She is about seventeen or eighteen years old. Her people are very poor, she has never been anywhere. In the winter she wears wooden shoes. She is making out as if she was going to whistle. But she doesn’t let on to the bird that she has heard him. The rest of her people are behind her, coming down the field, but we do not see them. She has a father, a mother, and two brothers. They have worked hard all their life. The girl is the youngest child. She thinks she would like to go away somewhere and see the world. Sometimes she hears the whistle of a train that is going to Paris. She has never ridden on a train in her life. She would like to go to Paris. She would like to have some fine clothes, she would like to travel. Perhaps she would like to start life new in America, the Land of Opportunity. The girl has had a hard time. Her people do not understand her. If they saw her listening to the lark they would poke fun at her. She has СКАЧАТЬ