Farmington

by Clarence Darrow

It seemed to us children that our mother was unreasonably particular about this matter of washing our feet before we went to bed. She always required it when we had been barefoot through the day, even though it had been raining and we had wiped our feet in the grass. Still the trouble of washing our feet was partly compensated by our not being obliged to put on or take off our stockings and our boots. This was a great relief, especially in the morning; for this part of our toilet took longer than all the rest, and when the time came around to go barefoot we had only to get up and jump into a few clothes and start away.

In the summer-time it took a long while for us children to travel the short half-mile to the district school. No matter how early we left home, it was nearly always past the hour of nine when we reached the door. For there were always birds in the trees and stones in the road, and no child ever knew any pain except his own. There were little fishes in the creek over which we slid in winter and through which we always waded in the summer-time; then there were chipmunks on the fences and woodchucks in the fields, and no boy could ever manage to go straight to school, or straight back home after the day was done. The procession of barefoot urchins laughed and joked, and fought, and ran, and bragged, and gave no thought to study or to books until the bell was rung and they were safely seated in the room. Then we watched and waited eagerly for recess; and after that, still more anxiously for the hour of noon, which was always the best time by far of all the day, not alone because of the pie and cake and apples and cheese which the more prudent and obedient of us saved until this time, but also because of the games, in which we always had enough boys to go around.

In these games the girls did not join to any great extent; in fact, girls seemed of little use to the urchins who claimed everything as their own. In the school they were always seated by themselves on one side of the room, and sometimes when we failed to study as we should we were made to go and sit with them. This was when we were very young. As we grew older, this form of punishment seemed less and less severe, until some other was substituted in its stead. Most of the boys were really rather bashful with the girls,—those who bragged the loudest and fought the readiest somehow never knew just what to say when they were near. We preferred rather to sit and look at them, and wonder how they could be so neat and clean and well “fixed up.” I remember when quite a small boy how I used to look over toward their side of the room, especially at a little girl with golden hair that was always hanging in long curls about her head; and it seemed to me then that nothing could ever be quite so beautiful as this curly head; which may explain the fact that all my life nothing has seemed quite so beguiling as golden hair,—unless it were black, or brown, or some other kind.

To the boys, school had its chief value, in fact its only value, in its games and sports. Of course, our parents and teachers were always urging us to work. In their efforts to make us study, they resorted to every sort of means—headmarks, presents, praise, flattery, Christmas cards, staying in at recess, staying after school, corporal punishment, all sorts of persuasion, threats, and even main force—to accomplish this result. No like rewards or punishments were required to make us play; which fact, it seems to me, should have shown our teachers and parents that play, exercise, activity, and change are the law of life, especially the life of a little child; and that study, as we knew it, was unnatural and wrong. Still, nothing of this sort ever dawned upon their minds.

I cannot remember much real kindness between the children of the school; while we had our special chums, we never seemed to care for them, except that boys did not like to be alone. There were few things a boy could do alone, excepting tasks, which of course we avoided if we could. On our way to and from the school, or while together at recess and noon, while we played the ordinary games a very small matter brought on a quarrel, and we always seemed to be watching for a chance to fight. In the matter of our quarrels and fights we showed the greatest impartiality, as boys do in almost all affairs of life.

While our books were filled with noble precepts, we never seemed to remember them when we got out of doors, or even to think that they had any application to our lives. In this respect the boy and the grown-up man seem wonderfully alike.

But really, school was not all play. Our teachers and parents tried their best to make us learn,—that is, to make us learn the lessons in the books. The outside lessons we always seemed to get without their help,—in fact, in spite of their best endeavors to prevent our knowing what they meant.

The fact that our teachers tried so hard to make us learn was no doubt one of the chief reasons why we looked on them as our natural enemies. We seldom had the same teacher for two terms of school, and we always wondered whether the new one would be worse or better than the old. We always started in prepared to find her worse; and the first kind words we ever had for our teacher were spoken after she was gone and we compared her with the new one in her place. Our teachers seemed to treat us pretty well for the first few days. They were then very kind and sweet; they hardly ever brought switches to the school until the second week, but we were always sure that they would be called into service early in the term. No old-time teacher would have dreamed that she could get through a term of school without a whip, any more than a judge would believe that society could get along without a jail. The methods that were used to make us learn, and the things we were taught, seem very absurd as I look back upon them now; and still, I presume, they were not different from the means employed to-day.

Most of us boys could learn arithmetic fairly well,—in this, indeed, we always beat the girls. Still, some parts of arithmetic were harder than the rest. I remember that I mastered the multiplication-table up to “twelve times twelve,” backwards and forwards and every other way, at a very early age, and I fancy that this knowledge has clung to me through life; but I cannot forget the many weary hours I spent trying to learn the tables of weights and measures, and how much vexation of spirit I endured before my task was done. However, after weary weeks and months I learned them so well that I could say them with the greatest ease. This was many, many years ago; since that time I have found my place in the world of active life, but I cannot now remember that even once have I had occasion to know or care about the difference between “Troy weight” and “Apothecaries’ weight,” if, in fact, there was any difference at all. And one day, last week I think it was, for the first time in all these endless years I wished to know how many square rods made an acre, and I tried to call back the table that I learned so long ago at school; but as to this my mind was an utter blank, and all that I could do was to see the little girl with the golden locks sitting at her desk—and, by the way, I wonder where she is to-day. But I took a dictionary from the shelf, and there I found it plain and straight, and I made no effort to keep it in my mind, knowing that if perchance in the uncertain years that may be yet to come I may need to know again, I shall find it there in the dictionary safe and sound.

And all those examples that I learned to cipher out! I am sure I know more to-day than the flaxen-haired barefoot boy who used to sit at his little desk at school and only drop his nibbled slate-pencil to drive the flies away from his long bare legs, but I could not do those sums to-day even if one of my old-time teachers should come back from her long-forgotten grave and threaten to keep me in for the rest of my life unless I got the answer right.