Читать книгу The Graysons - Eggleston Edward - Страница 21

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From childhood Barbara's ambition had centered in Tom; it was her plan that the clever brother should give standing to the family by his success in life. If Tom could only be persuaded to be steady, he might come to be a great man. A great man, in her thinking, was a member of the State legislature, or a circuit judge, for example: to her provincial imagination the heights above these were hazy and almost inaccessible. The scheme of a professional career for Tom had been her own, in conception and management; for though her brother was nearly two years her senior, she, being prudent and forecasting, had always played the part of an elder. Tom's undeniable "brightness" was a great source of pride to her. In spite of his heedless collisions with the masters, he was always at the head of his classes; and it seemed to Barbara the most natural thing in the world that she, being a girl, should subordinate herself to the success of a brother so promising. She had left school to devote herself to the house and the cares of the farm, in order that Tom might be educated—in the moderate sense of the word then prevalent. The brother was far from being ungrateful; if he accepted his sister's sacrifices without protest, he repaid her with a demonstrative affection and admiration not often seen in brothers; and there were times when he almost reverenced in her that prudence and practical wisdom in which he found himself deficient.

It was only during this summer that Barbara had been seized with independent aspirations for herself; and perhaps even these were not without some relation to Tom. If Tom should come to be somebody in the county, she would sit in a reflected light as his sister. It became her, therefore, not to neglect entirely her own education. To go to Moscow to a winter school was out of the question. Every nerve was strained to extricate the farm from debt and to give a little help, now and then, to Tom. It chanced, however, that a student from an incipient Western college, intent on getting money to pay his winter's board bills, had that summer opened a "pay school" in the Timber Creek district school-house, which was only two miles from the Grayson farm.

Those who could attend school in the summer were, for the most part, small fry too young to be of much service in the field, and such girls, larger and smaller, as could be spared from home. But the appetite for "schooling" in the new country was always greater than the supply; and when it was reported that a school was "to be took up" in the Timber Creek school-house, by a young man who had not only "ciphered plumb through the Rule of Three," but had even begun to penetrate the far-away mysteries of Latin and algebra, it came to pass that several young men and young women, living beyond the district limits, subscribed to the school, that they might attend it, even if only irregularly;—not that any of the pupils dreamed of attacking the Latin, but a teacher who had attained this Ultima Thule of human learning was supposed to know well all that lay on the hither side of it. The terms of a "pay school," in that day, were low enough—a dollar and twenty-five cents was the teacher's charge for each pupil for thirteen weeks; but the new schoolmaster had walked from home to avoid traveling expenses, the log school-house cost him no rent, and he had stipulated that he should "board 'round" in the families of his patrons, so that the money he received from twenty pupils was clear profit, and at the price of living in those primitive times would pay his board at college for six months.

Barbara, for one, had resolved to treat herself to a dollar and a quarter's worth of additional learning. The Timber Creek school-house was on the road leading to the village of Moscow; she could therefore catch a ride, now and then, on the wagon of some farmer bound to the village, by mounting on top of a load of wood, hay, or potatoes; and often she got a lift in the evening in a neighbor's empty wagon rattling homeward from town, or for a part of the way by sitting in the tail of some ox-cart plying between forest and prairie; but more frequently she had to walk both in going and coming, besides working early and late at her household duties.

Hiram Mason was the name of the new teacher whom the pupils found behind the master's desk on the first day of school. He was the son of a minister who had come out from New England with the laudable intention of lending a hand in evangelizing this great strapping West, whose vigorous and rather boisterous youth was ever a source of bewilderment, and even a cause of grief, to the minds of well-regulated Down-easters. The evangelists sent out aimed at the impossible, even at the undesirable, in seeking to reproduce a New England in communities born under a different star. Perhaps it was this peninsular trait of mind that prevented the self-denying missionaries from making any considerable impression on the country south of the belt peopled by the current of migration from New England. The civilization of the broad, wedge-shaped region on the north side of the Ohio River, which was settled by Southern and Middle State people, and which is the great land of the Indian corn, has been evolved out of the healthier elements of its own native constitution. But it was indebted to New England, in the time of its need, for many teachers of arithmetic and grammar, as well as for the less-admirable but never-to-be-forgotten clock-peddlers and tin-peddlers from Connecticut, who also taught the rustics of southern Ohio, Indiana, and Illinois things they had never dreamed of before, and took high pay for the instruction. Young Mason, though he had mostly grown up in the new country, and would have scorned the name of Yankee, had got from his father that almost superstitious faith in the efficacy of knowledge which, in the North-eastern States, has been handed down from generation to generation, and which has produced much learning and some pedantry. Mason was of middle stature, good breadth of shoulder, prominent, broad forehead, and brows that overhung his eyes, but were rather high above them. He had a well-set chin and a solid jaw; his mouth was too large to be handsome and was firmly closed; his gait was strong, straightforward, resolute, and unhurried. There were little touches of eccentricity in him: he had a way of looking at an interlocutor askance, and his habitual expression was one of mingled shyness and self-contained amusement. The religious enthusiasm of his father had been transmuted in him to a general earnestness of character, which was veiled under a keen perception of the droll side of life, derived from a mother of Southern extraction. His early-and-late diligence in study was the wonder of the country, but the tastes and aspirations that impelled him to so much toil rarely found utterance in any confessions, even to his nearest friends. Reserved as he was, the people could never complain that he held himself above them. A new-country youth, the son of a minister on slender pay, Hiram understood how to extend a helping hand, when occasion required, in any work that might be going on. At school, when the young master saw the boys playing at the boisterous and promiscuous "soak about," he would sometimes catch the contagion of the wild fun, and, thrusting his "Livy" into the desk, rush out of the door to mix in the confusion, throwing the yarn ball at one and another with a vigor and an accuracy of aim that doubled the respect of his pupils for him. But when once he had extricated himself from the mélée, and had rapped on the door-frame with his ruler, crying, "Books, books!" the boy who a minute before had enjoyed the luxury of giving the master what was known in school-boy lingo as a "sockdolager," delivered full in the back, or even on the side of the head, did not find any encouragement to presume on that experience in school-hours.

The new master's punishments usually had a touch of his drollery in them; he contrived to make the culprit ridiculous, and so to keep the humor of the school on his side. A girl who could not otherwise be cured of munching in school had to stand in front of the master's desk with an apple in her teeth; a boy who was wont to get his sport by pinching his neighbors, and sticking them with pins, was forced to make no end of amusement for the school in his turn, by standing on the hearth with a cleft stick pinching his nose out of shape. It was soon concluded that there was no fun in "fooling" with a master who was sure to turn the joke on the offender.

The older pupils who occupied the "writing bench," in front of a continuous shelf-like desk fixed along the wall, spent much of their time in smuggling from one to another fervid little love notes, which, for disguise, were folded like the "thumb-papers" that served to protect their books from the wear and tear of their over-vigorous thumbs, and from soiling. By passing books from one to another, with such innocent-looking square papers in them, a refreshing correspondence was kept up. This exchange of smuggled billets-doux was particularly active when Rachel Albaugh was present. As for the love-letters thus dispatched, they were fearfully monotonous and not worth the pains of capture by a schoolmaster. Some were straightforward and shameless declarations of admiration and affection in prose scrawls, but a very common sort was composed entirely of one or another of those well-worn doggerel couplets that have perhaps done duty since the art of writing became known to the Anglo-Saxons.