I was still at the same stage, hopelessly behind-hand with the intractable alphabet, when my father, by a chance inspiration, brought me home from the town what was destined to give me a start along the road of reading. Despite the not insignificant part which it played in my intellectual awakening, the purchase was by no means a ruinous one. It was a large print, price six farthings, coloured and divided into compartments in which animals of all sorts taught the A, B, C by means of the first letters of their names.
I made such rapid progress that, in a few days, I was able to turn in good earnest to the pages of my little pigeon-book, hitherto so undecipherable. I was initiated; I knew how to spell. My parents marvelled. I can explain this unexpected progress to-day. Those speaking pictures, which brought me among my friends the beasts, were in harmony with my instincts. If the animal has not fulfilled all that it promised in so far as I am concerned, I have at least to thank it for teaching [[38]]me to read. I should have succeeded by other means, I do not doubt, but not so quickly or pleasantly. Animals for ever!
Luck favoured me a second time. As a reward for my prowess I was given La Fontaine’s Fables, in a popular, cheap edition, crammed with pictures, small, I admit, and very inaccurate, but still delightful. Here were the crow, the fox, the wolf, the magpie, the frog, the rabbit, the ass, the dog, the cat; all persons of my acquaintance. The glorious book was immensely to my taste, with its skimpy illustrations in which the animal walked and talked. As to understanding what it said, that was another story. Never mind, my lad! Put together syllables that say nothing to you yet; they will speak to you later and La Fontaine will always remain your friend.[2]
[[39]]
[1] Souvenirs, VI., pp. 46–68; The Life of the Fly, chap. vi., “My Schooling.” [↑]
[2] Souvenirs, IV., pp. 50–60; The Life of the Fly, chap. vi., “My Schooling.” [↑]
CHAPTER IV
THE SCHOOLBOY: SAINT-LÉONS
To know a pupil thoroughly, it is not enough to study him in class; one must watch him at play, for it is then especially that his nascent tastes reveal themselves, and the outlines of his future personality are more plainly discerned.
We have seen Jean-Henri bending over his task under the eye of the schoolmaster, or of his father; now let us follow him in the free play of his activities, absorbed in intimate communion with the children of nature. He himself will tell us what were his favourite pastimes in the garden, by the pond, or in the fields.