Harriet Beecher Stowe : Three Novels (233 page)

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Page 1287
"Dear Aunty, sometimes I used to think that you were depressed, and had troubles that you did not tell me; and something you said once about your life being so wintry made me quite sad. Do let me be your little Spring, and think always how dearly I love you, and how good I am going to try to be for your sake.
"
Your own affectionate little
"T
INA
."

 

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XXXIII.
School-Life in Cloudland
The academy in Cloudland was one of those pure wells from which the hidden strength of New England is drawn, as her broad rivers are made from hidden mountain brooks. The first object of every colony in New England, after building the church, was to establish a school-house; and a class of the most superior men of New England, in those days of simple living, were perfectly satisfied to make it the business of their lives to teach in the small country academies with which the nooks and hollows of New England were filled.
Could materials be got as profuse as Boswell's Life of Johnson to illustrate the daily life and table-talk of some of the academy schoolmasters of this period, it would be an acquisition for the world.
For that simple, pastoral germ-state of society is a thing forever gone. Never again shall we see that union of perfect repose in regard to outward surroundings and outward life with that intense activity of the inward and intellectual world, that made New England, at this time, the vigorous, germinating seed-bed for all that has since been developed of politics, laws, letters, and theology, through New England to America, and through America to the world. The hurry of railroads, and the rush and roar of business that now fill it, would have prevented that germinating process. It was necessary that there should be a period like that we describe, when villages were each a separate little democracy, shut off by rough roads and forests from the rest of the world, organized round the church and school as a common centre, and formed by the minister and the schoolmaster.
The academy of Cloudland had become celebrated in the neighborhood for the skill and ability with which it was conducted, and pupils had been drawn, even from as far as Boston, to come and sojourn in our mountain town to partake of these advantages. They were mostly young girls, who were

 

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boarded at very simple rates in the various families of the place. In all, the pupils of the academy numbered about a hundred, equally divided between the two sexes. There was a class of about fifteen young men who were preparing for college, and a greater number of boys who were studying with the same ultimate hope.
As a general rule, the country academies of Massachusetts have been equally open to both sexes. Andover and Exeter, so far as I know, formed the only exceptions to this rule, being by their charters confined rigorously to the use of the dominant sex. But, in the generality of country academies, the girls and boys studied side by side, without any other restriction as to the character of their studies than personal preference. As a general thing, the classics and the higher mathematics were more pursued by the boys than the girls. But if there were a daughter of Eve who wished, like her mother, to put forth her hand to the tree of knowledge, there was neither cherubim nor flaming sword to drive her away.
Mr. Rossiter was always stimulating the female part of his subjects to such undertakings, and the consequence was that in his school an unusual number devoted themselves to these pursuits, and the leading scholar in Greek and the higher mathematics was our new acquaintance, Esther Avery.
The female principal, Miss Titcomb, was a thorough-bred, old-fashioned lady, whose view of education were formed by Miss Hannah More, and whose style, like Miss Hannah More's, was profoundly Johnsonian. This lady had composed a set of rules for the conduct of the school, in the most ornate and resounding periods. The rules, briefly epitomized, required of us
only
absolute moral perfection, but they were run into details which caused the reading of them to take up about a quarter of an hour every Saturday morning. I would that I could remember some of the sentences. It was required of us all, for one thing, that we should be perfectly polite. "Persons truly polite," it was added, "invariably treat their superiors with reverence, their equals with exact consideration, and their inferiors with condescension." Again, under the head of manners, we were warned, "not to consider romping as indicative of sprightliness, or loud laughter a mark of wit.''
The scene every Saturday morning, when these rules were

 

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read to a set of young people on whom the mountain air acted like champagne, and among whom both romping and loud laughter were fearfully prevalent, was sufficiently edifying.
There was also a system of marks, quite complicated, by which our departure from any of these virtuous proprieties was indicated. After a while, however, the reciting of these rules, like the reading of the Ten Commandments in churches, and a great deal of other good substantial reading, came to be looked upon only as a Saturday morning decorum, and the Johnsonian periods, which we all knew by heart, were principally useful in pointing a joke. Nevertheless, we were not a badly behaved set of young people.
Miss Titcomb exercised a general supervision over the manners, morals, and health of the young ladies connected with the institution, taught history and geography, and also gave special attention to female accomplishments. These, so far as I could observe, consisted largely in embroidering mourning pieces, with a family monument in the centre, a green ground worked in chenille and floss silk, with an exuberant willow-tree, and a number of weeping mourners, whose faces were often concealed by flowing pocket-handkerchiefs.
Pastoral pieces were also in great favor, representing fair young shepherdesses sitting on green chenille banks, with crooks in their hands, and tending some animals of an uncertain description, which were to be received by faith as sheep. The sweet, confiding innocence which regarded the making of objects like these as more suited to the tender female character than the pursuit of Latin and mathematics, was characteristic of the ancient
régime.
Did not Penelope embroider, and all sorts of princesses, ancient and modern? and was not embroidery a true feminine grace? Even Esther Avery, though she found no time for works of this kind, looked upon it with respect, as an accomplishment for which nature unfortunately had not given her a taste.
Mr. Rossiter, although he of course would not infringe on the kingdom of his female associate, treated these accomplishments with a scarce concealed contempt. It was, perhaps, the frosty atmosphere so scepticism which he breathed about him touching those works of art, that prevented his favorite schol-

 

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ars from going far in the direction of such accomplishments. The fact is, that Mr. Rossiter, during the sailor period of his life, had been to the Mediterranean, had seen the churches of Spain and Italy, and knew what Murillos and Titians were like, which may account somewhat for the glances of civil amusement which he sometimes cast over into Miss Titcomb's department, when the adjuncts and accessories of a family tombstone were being eagerly discussed.
Mr. Jonathan Rossiter held us all by the sheer force of his personal character and will, just as the ancient mariner held the wedding guest with his glittering eye. He so utterly scorned and contemned a lazy scholar, that trifling and inefficiency in study were scorched and withered by the very breath of his nostrils. We were so awfully afraid of his opinion, we so hoped for his good word and so dreaded his contempt, and we so verily believed that no such man ever walked this earth, that he had only to shake his ambrosial locks and give the nod, to settle us all as to any matter whatever.
In an age when in England schools were managed by the grossest and most brutal exercise of corporal punishment, the schoolmasters of New England, to a great extent, had entirely dropped all resort to such barbarous measures, and carried on their schools as republics, by the sheer force of moral and intellectual influences. Mr. Jonathan Rossiter would have been ashamed of himself at even the suggestion of caning a boy,as if he were incapable of any higher style of government. And yet never was a man more feared and his will had in more awful regard. Mr. Rossiter was sparing of praise, but his praise bore a value in proportion to its scarcity. It was like diamonds and rubies,few could have it, but the whole of his little commonwealth were working for it.
He scorned all conventional rules in teaching, and he would not tolerate a mechanical lesson, and took delight in puzzling his pupils and breaking up all routine business by startling and unexpected questions and assertions. He compelled everyone to think, and to think for himself. "Your heads may not be the best in the world," was one of his sharp, off-hand sayings, "but they are the best God has given you, and you must use them for yourselves."

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