The little fellow was not yet nine years old, and his stutter must have made it highly desirable that the part should be “mute”; but “Mr. Provost” had already made choice of a “very sufficient man” to teach both the boys to play the viol and to sing, and also to “helpe my Master Robert’s defect in pronontiation.” Carew was afraid the study of music, which “elevats the spirits,” might hinder their more serious lessons; though up to that time the conduct of both boys had been exemplary. They had said their prayers regularly and been equally polite to everybody, and were very neat in their “aparelling, kembing, and washing.” The elder brother had been laid up with “a cowld that he tooke in the scoole,” which Carew attributed entirely to the fact that he had outgrown his clothes; and Mr. Perkins, the London tailor, had been “mighty backward” in sending their new suits. Even with a bad cold, Frank was his usual pleasant, merry self; and when Mr. Provost, according to his custom, prescribed “a little phisique,” the boy drank it cheerfully to the last drop—and “rejected it immediately after.” Sir Henry Wotton wrote himself to the Earl, describing the whole episode with an accuracy of detail worthy of Kepler’s laboratory.
Meantime, Sir Henry himself had assured the Earl that the “spiritay Robyn’s” voice and pronunciation had been taken in hand by the Master of the Choristers. Robyn also had caught cold that first winter at Eton. He had “taken a conceit against his breakfast, being alwaies curious of his meat, and so going fasting to church.” But on this occasion, such was the spiritay Robyn’s popularity, that the whole College seems to have risen in protest against Mr. Provost’s prescription of “a little phisique.” And Robert recovered without it, and “continued still increasing in virtues.”
It is somewhat surprising that the younger brother should have been the favourite, for it was Francis Boyle who had the “quick, apprehensive wit,” and whose delight was in hunting and horsemanship; and it was Robyn who dissuaded him, exhorting his elder brother to learning in his youth, “for,” says he, “there can be nothing more profitable and honourable.” With his “fayre amiable countenance,” this child of nine, according to the ebullient Carew, was “wise, discreet, learned and devout; and not such devotion as is accustomed in children, but withall in Sincerity he honours God and prefers Him in all his actions.”[44]
It is very certain that the spiritay Robyn was not fond of games. There is no enthusiasm for active sports in his Philaretus, not even of a certain sport that the boys engaged in on winter evenings in the hall, for which every recent comer was obliged to “find the candles”; and a very expensive time for candles it was, according to Carew. But Mr. Robert learnt to “play on music and to sing”, and “to talk Latin he has very much affected.” And it speaks very well for both Frank and Robyn that, their tastes being so unlike, they remained such excellent friends. “Never since they arrived,” according to Carew, had two ill words passed between them; which he thought was rare to see, “specially when the younger exceeds the elder in some qualities.” Some of the noble brothers in the College were continually quarrelling; but “the peace of God is with my masters.” It had been noticed even at the Fellows’ table: “Never were sweeter and civiller gents seen in the Colledge than Mr. Boyles.” The only thing in which they do not seem to have excelled was in letter-writing. Master Frank could not write to the Earl because his hand shook; and Master Robyn could not write because he had hurt his thumb.
And so winter and spring passed, and the summer came, and with it “breaking-time” at Eton. Mr. Provost, Mr. Harrison, and everybody else went away. The two boys, and Carew with them, spent their holidays with their sister Lettice in Sussex. It could not have been a cheerful visit, though Carew assured the Earl that there was “nothing wanting to afford a good and pleasant entertainment if my honourable Lady had not been visited with her continuall guest, griefe and melancholy.” So extremely melancholy was the Lady Lettice Goring during this visit that it made the two boys “cry often to looke upon her.” And yet they must have made a pretty pair to gladden the eyes of an invalid woman. For Mr. Perkins, the London tailor, had sent them some fine new clothes—little shirts with laced bands and cuffs, two scarlet suits without coats, and two cloth-of-silver doublets.
Robert Boyle’s own recollections of Eton were written a good many years after he left it. He always remembered with gratitude the kindness of Mr. John Harrison, in whose house, in that chamber that was so long in furnishing, the two boys lived—except for some holidays at “breaking-time,” usually spent in Sussex—from October 1635 to November 1638.
From the very beginning John Harrison must have recognised that in “Boyle I” he had no ordinary boy to deal with. He saw a “spiritay” little fellow, with a fair, amiable countenance, a slight stammer, which the child did his best to amend, and the unstudied civilities of manner of a little prince. According to Boyle himself, Mr. Harrison saw “some aptness and much willingness” in him to learn; and this chief schoolmaster resolved to teach his pupil by “all the gentlest ways of encouragement.” He began by often dispensing with his attendance at school in ordinary school hours, and taking the trouble to teach him “privately and familiarly in his own chamber.”
“He would often, as it were, cloy him with fruit and sweetmeats, and those little dainties that age is greedy of, that by preventing the want, he might lessen both his value and desire of them. He would sometimes give him, unasked, play-days, and oft bestow upon him such balls and tops and other implements of idleness as he had taken away from others that had unduly used them. He would sometimes commend others before him to rouse his emulation, and oftentimes give him commendations before others to engage his endeavours to deserve them. Not to be tedious, he was careful to instruct him in such an affable, kind, and gentle way, that he easily prevailed with him to consider studying not so much as a duty of obedience to his superiors, but as a way to purchase for himself a most delightsome and invaluable good.”[45]
All which means that Mr. Harrison was making a very interesting experiment, and that his system happened to succeed in the case of Robert Boyle. The boy learned his “scholar’s task” very easily; and his spare hours were spent so absorbedly over the books he was reading that Mr. Harrison was sometimes obliged to “force him out to play.” And what were the books that were read with such zest? It was, Robert Boyle says, the accidental perusal of Quintus Curtius that first made him in love with “other than pedantick books”; and in after life he used to assert that he owed more to Quintus Curtius than ever Alexander did: that he had gained more from the history of Alexander’s conquests than ever Alexander had done from the conquests themselves.[46]