Beside Still Waters by Arthur Christopher Benson (best novels for beginners .txt) 📕

delight for the child: the ordered services of the Church hard by the house. He loved with all his heart the fallen day, the pillared vault, the high dusty cornices, the venerable scent; and the services, with their music solemn and sweet, the postures of the ministers, the faces, clothes, and habits of the congregation--all was a delightful field of pleasing experience. Yet religion was a wholly unreal thing to the child. He learnt his Bible lessons and psalms; he knew the liturgy by heart; but the religious idea, the thought of God, the Christian life of effort, were all things that he merely accepted as so many facts that were taught him, but without the least interest in them, or even the shadowiest attempt to apply them to his own life. It seemed strange to Hugh when, in years long after, religion came to have so deep a meaning to him, that it should have been so entirely a blank to him in the early days. God was no more to him than a far-off monarch; a mighty and shadowy person, very remote and powerful, but the circle of whose influence never touched his own. And yet one of the deepest desires of his father's mind had been to bring a sense of religion home to his children. Hugh used to wonder how he had missed it; but the practical application of religion, to which the Bible lessons had led up, had been to the child a mere relief from the tension of thought, because at last he had escaped from the material teaching about which he might be questioned, and which he would be expected to remember.

Personal relations, then, had scarcely existed for Hugh as a child. Older and bigger people, armed with a vague authority, had to be obeyed, and the boy had no theory which could account for their inconsequent behaviour; they were amiable or ill-humoured, just or unjust; he never attempted to criticise or condemn them by a moral standard; he simply accepted them as they were, and kept as much as possible out of the way of those who manifested sharpness or indifference. With children of his own age it was in many ways the same, though there seemed to the boy to be more hope of influencing their behaviour; threats, anger, promises, compliance could be applied; but of the affection that simply desired to please the object of its love, the boy knew nothing. Once or twice he went away from home on a visit, and because he wept on his departure, he was supposed to have a tender and emotional nature; but it was not tenderness, at least not tenderness for others, that made him weep. It was partly the terror of the unknown and the unfamiliar; it was partly the interruption to the even tenor of his life and the customary engagements of his day; and in this respect the boy had what may be called a middle-aged temperament, an intense dislike of any interference with his own ways; he had no enterprise, none of the high-hearted enjoyment of novelty, unless he was surrounded by a bulwark of familiar personalities; but partly, too, his love was all given to inanimate things; and as he drove out of the gate on one of these visits, the thought that the larches of the copse should be putting out their rosy buds, the rhododendrons thrusting out their gummy, spiky cases, the stream passing slowly through its deep pools, the bee-hive in the little birch avenue beginning to wake to life, and that he should not be there to go his accustomed rounds, and explore all the minute events of his dear domain--it was this that brought out the tears afresh, with a bitter, uncomforted sense of loss and bereavement.

So the early years passed for the boy, in a dream full to the brim of small wonders and fragrant mysteries. How pleasant it was to sink to sleep on summer evenings with the imagination of voyaging all night in a little boat or carriage; how delightful to wake, with the morning sun streaming in at the window, to hear the casement ivy tap on the pane, and to rehearse in the mind all the tiny pleasures of the long day! His short lessons were easy enough for the boy; he was quick and acute, and had a good memory; but he took not the smallest interest in them, except the interest of making a situation go smoothly; the only interest was in the thought of the unmolested lonely play that was to follow. He cared little for games, though they had a certain bitter excitement, the desire of emulation, the joy of triumph about them. He loved best an aimless wending from haunt to haunt, an accumulation of small treasures in places unknown to others; and most of all the rich sense of observation of a hundred curious and delicate things; the nests of birds in the shrubbery, the glossy cones of the young pines, the green, uncurling fingers of the bracken, the fresh green sword-grass that grew beneath the firs; he did not care to know the nature or the reasons of these things; it was enough simply to see them, to explore them with restless fingers, to recognise their scents, hues, and savours, with the sharp and unblunted perceptions of childhood.

Then came the intellectual awakening. Hugh's mother, who had an extraordinary gift for improvisation, began to tell the children stories in the nursery evenings; and these tales of giants and fairies grew to have an extreme fascination for the child; not that he peopled his own world with them, as some imaginative children do; the boy's perceptions were too definite for that; such beings belonged to a different region; he had no idea that they existed, or had ever existed. They belonged to the story world, which was associated in his mind with bright fires and toys put away, when he nestled as close as he could to his mother's knee, with her hand in both his own, exploring every ring and every finger, till he could recall, many years after, each turn and curve, and even each finger-nail of those dear hands. And then at last came the supremest joy of all; the children used to be summoned down to their mother's room, and she began to read aloud _Ivanhoe_ to them; and then indeed a new world, a world that had really existed, sprang to light.

Hugh used to wonder afterwards how much he had really understood of what was read; but the whole thing seemed absolutely alive to him; his pictorial fancy came into play, and the details of woods and heaths that he knew so well began to serve him in good stead; and then the child, who had before thought of reading as merely a tiresome art that he was forced to practise, found that it was the key that admitted him into this wonderful world. It did not indeed destroy his relish for the outer world of nature, for at all hours of the day, when it was possible to slip out of doors, he went his solitary way, looking, looking; until every tree and flower-border and thicket of the small domain became so sharply imprinted upon the mind that, years after, he could walk in memory through the sunny garden, and recall the minutest details with an astonishing accuracy.

But books became for the child a large part of his life. It was a story that he desired, something that should create a scene for him, personalities like or unlike his own, whose deeds and words he could survey, leaning, so it seemed to him, from a magic casement into the new scene. His father, whose taste was for the improving in literature, was willing enough that the boy should be supplied with books, but hardly understood that the child was living in a world of bright fancies and simple dreams. His father, moreover, who had all his life had a harder and more definite turn of thought, and had desired knowledge of a precise kind, wanted the boy to read the little dry books, uncouthly and elaborately phrased, that had pleased himself in his own early days. Hugh's mind was precise enough; but these terse biographies, these books of travel, these semi-scientific stories seemed to Hugh only to relate the things that he did not want to know. His father had been born at a time when the interest in the education of children was first taking shape, the days of Miss Edgeworth's _Frank_, and _Harry and Lucy_, that strange atmosphere of gravity and piety, when children were looked upon as a serious responsibility more than as a poetical accessory to life; not as mysterious and fairy-like creatures, to be delicately wooed and tenderly guided, but rather as little men and women, to be repressed and trained, and made as soon as possible to have a sense of responsibility too. Hugh used to look at the old books in later days, and wonder what the exact social position of the parents in such books as _Frank_, and _Harry and Lucy_, were supposed to be. They lived in the country; they were not apparently wealthy; they lived with much simplicity. Yet Harry's father seemed to have nothing to do but to conduct his children over manufactories, and to take them long walks--in the course of which he diligently improved their minds by a species of Socratic inquiry. But Hugh never thought of quarrelling with the books provided; he seized upon any trace of humanity or amusement that they afforded, any symptoms of character and liveliness, and simply evaded the improving portion, which blew like a dry wind over his spirit. When his father talked over the books with the child, he listened tolerantly to the boy's amusement at how the cake had rolled down the hill, or how the little pig had got into the garden; but he was disappointed that the boy seemed not to care whether the stone which Harry threw described a parabola or not, though there was an odious diagram to explain it, full of dotted lines and curves. Yet the boy held on his way, deaf to all that did not move him or interest him, and fixing jealously on all that fed his fancy. Such books as _Grimm's Fairy Tales_ and _Masterman Ready_ were wells of delight, enacted as they were in a strange and exciting world; and he was sensitive, too, to the beauty of metre and sonorous phrases, learning poetry so easily that it was supposed to be a species of wilfulness in him that the Collects and texts, and the very Psalms--that seemed to him so unreal and husk-like then, and that later became to him like fruits full of refreshment and savour and sweet juices--found their way so slowly into his memory, and were so easily forgotten.


II

The Schoolmaster--School Life--Companions

The time came for Hugh to go to school. He drifted, it seemed to him afterwards, with a singular indifference and apathy of mind, into the new life, though the parting from home was one of dumb misery; not that he cared deeply, as a softer-hearted child might have cared, at being parted from his father, his mother, his sisters. People, even those nearest to the boy, were still only a part of the background of life, a little nearer perhaps, but hardly dearer, hardly more important than trees and flowers, except that a greater part of his life was spent with them. But the last afternoon in the familiar scene--it was a hot, bright September day--tried the boy's fortitude