And all this was much better than school-learning—although school learning is not to be despised. But Wordsworth, as before remarked, learned very little at school, although he took honours in the great Alma Mater, out of doors. And it is singular that nearly every one who has made a figure, and left a mark in the world’s page, has been equally unindebted to school for his success. Genius hates to be put in harness, and yet without discipline of some sort or other, there can be no stability of character—no steady aim, purpose, or achievement. Nature always takes care to exaggerate the natural tendency of her favourites, that the balance may be restored by discipline, and that the work which she requires of the peculiar faculties may be done. And to this discipline genius itself must, in the end, submit, or fail in the high purpose of its existence. We can afford that it should be a little erratic, and wild in its ways, especially in youth; that it should even like the song of the birds better than the concords of grammar. But it must learn grammar after all, and many other things beside, if it is really to do any great work in the world. And this was the case with Wordsworth, who alternated his book studies with those of Nature. For although he acquired nothing more than the mechanical forms of learning at Hawkshead—and these were limited to Latin and mathematics—yet the discipline was good for his health, and the acquirements themselves were not to be despised. In the meanwhile, he had written verses too remarkable to be passed over without notice, although the poet himself says, “they are but a tame imitation of Pope’s versification, and a little in his style.” They were written upon the completion of the second centenary of the foundation of the Hawkshead grammar school (in 1585, by Archbishop Sandys,) as a school exercise, when Wordsworth was only fourteen years old; and as the poetry is not included in his works, although Dr. Wordsworth has preserved it in the autobiographical memoranda of his “Memoir,” lately published, I will make a quotation from it, that the reader may see how the genius of Wordsworth first adapted itself to the laws and formulary of poetic art. It is Education that speaks in the following lines.
“There have I lov’d to skim the tender age,
The golden precepts of the classic page;
To lead the mind to those Elysian plains
Where, thron’d in gold, immortal Science reigns;
Fair to the view is sacred Truth display’d,
In all the majesty of light arrayed,
To teach, on rapid wings, the curious soul,
To roam from earth to heaven, from pole to pole;
From thence to search the mystic cause of things,
And follow Nature to her secret springs;
Nor less to guide the fluctuating youth,
Firm in the sacred paths of moral truth.
To regulate the mind’s disordered frame,
And quench the passions kindling into flame;
The glimmering fires of virtue to enlarge,
And purge from vice’s dross my tender charge.
Oft have I said, the paths of fame pursue,
And all that virtue dictates, dare to do.
Go to the world—peruse the book of man,
And learn from thence thy own defects to scan;
Severely honest, break no plighted trust—
But coldly rest not here—be more than just!
Join to the rigour of the sires of Rome
The gentler manners of the private dome;
When virtue weeps in agony of woe,
Teach from the heart the tender tears to flow;
If Pleasure’s soothing song thy soul entice,
Or all the gaudy pomp of splendid vice,
Arise superior to the syren’s power,
The wretch, the chort-liv’d vision of an hour.
Soon fades her cheek, her blushing beauties fly,
As fades the chequer’d bow that paints the sky.”
Now, it must be acknowledged, that this writing, imitative as it is, is very remarkable as the production of a boy of fourteen; and that it displays an uncommon degree of artistic skill in its construction, with much command of language, and a moral culture one does not often meet with in boys. This, however, was not Wordsworth’s first attempt at composition. “It may be, perhaps, as well to mention,” says the poet, in his brief autobiographical notes, appended to the Memoir, “that the first verses I wrote, were a task imposed by my master; the subject ‘The Summer Vacation;’ and of my own accord I added others upon ‘Return to School.’ These exercises, however,” he continues, “put it into my head to compose verses from the impulse of my own mind; and I wrote, while yet a schoolboy, a long poem running upon my own adventures, and the scenery of the country in which I was brought up. The only part of that poem which has been preserved is the conclusion of it, which stands at the beginning of my collected poems. It commences ‘Dear native regions.’” This poem was the archetype of the “Prelude,” and was a good preparatory discipline to the structure of that nobly musical poem.
In 1786, in anticipation of leaving school, he wrote some sweet verses, in which he speaks, with a sad fondness, of the old region round about Hawkshead, and vows, with a lover’s heart, never to forget its beauty, but to turn towards it wherever he may be, as to the shrine of his idolatry.
“Thus from the precincts of the west
The sun, while sinking down to rest,
Though his departing radiance fail
To illuminate the hollow vale,
A lingering lustre fondly throws
On the dear mountain-tops where first he rose.”
The muse had now fairly possessed him, and he was destined to have a triumphant career as the high priest of song. Among his earliest sonnets is the following, which is the last quotation I shall give from these boyish effusions.
“Calm is all nature as a resting wheel:
The kine are couched upon the dewy grass;
The horse alone, seen dimly as I pass,
Is cropping audibly his later meal:
Dark is the ground; a slumber seems to steal
O’er vale and mountain and the starless sky.
Now in this blank of things a harmony,
Home-felt and home-created, comes to heal
That grief for which the senses will supply
Fresh food, for only then while memory
Is hushed am I at rest. My friends! restrain
Those busy cares that would allay my pain;
Oh, leave me to myself, nor let me feel
The officious touch that makes me droop again!”
His school-days at Hawkshead were now drawing to a close, but before we leave this part of his life, this genial seed-time from which he subsequently reaped so glorious a harvest, it will be well to add a few more particulars respecting the locality of Hawkshead, and the general discipline of its old Elizabethan grammar school, as a sort of supplement to the previous history. And, first of all, a word about Esthwaite. [C] “Esthwaite, though a lovely scene in its summer garniture of woods, has no features of permanent grandeur to rely on. A wet or gloomy day, even in summer, reduces it to little more than a wildish pond, surrounded by miniature hills; and the sole circumstances which restore the sense of a romantic region, and an Alpine character, are the knowledge (but not the sense) of endless sylvan scenery, stretching for twenty miles to the sea-side, and the towering groups of Langdale and Grasmere fells, which look over the little pasture barrier of Esthwaite, from distances of eight, ten, and fourteen miles.”
“Esthwaite, therefore, being no object for itself, and the sublime head of Coniston being accessible by a road which evades Hawkshead, few tourists ever trouble the repose of this little village town.... Wordsworth, therefore, enjoyed this labyrinth of valleys in a perfection that no one can have experienced since the opening of the present century. The whole was one paradise of virgin beauty; and even the rare works of man, all over the land, were hoar with the grey tints of an antique picturesque; nothing was new, nothing was raw and uncicatrized. Hawkshead, in particular, though tamely seated in itself and its immediate purlieus, has a most fortunate and central locality, as regards the best (at least the most interesting) scene for a pedestrian rambler. The gorgeous scenery of Borrowdale, the austere sublimities of Wastdalehead, of Langdalehead, or Mardale,—these are too oppressive in their colossal proportions, and their utter solitudes, for encouraging a perfectly human interest. Now, taking Hawkshead as a centre, with a radius of about eight miles, we might describe a little circular tract which embosoms a perfect net-work of little valleys—separate wards or cells, as it were, of one large valley, walled in by the great primary mountains of the region. Grasmere, Easdale, Little Langdale, Tilberthwaite, Yewdale, Elterwater, Loughrigg Tarn, Skelwith, and many other little quiet nooks, lie within a single division of this labyrinthine district. All these are within one summer afternoon’s ramble. And amongst these, for the years of his boyhood, lay the daily excursions of Wordsworth.
“I do not conceive that Wordsworth could have been an amiable boy; he was austere and unsocial, I have reason to think, in his habits; not generous; and above all, not self-denying.... Meantime, we are not to suppose that Wordsworth, the boy, expressly sought for solitary scenes of nature amongst woods and mountains, with a direct conscious anticipation of imaginative pleasure, or loving them with a pure, disinterested love, on their own separate account. These are feelings beyond boyish nature, or, at all events, beyond boyish nature trained amidst the necessities of social intercourse. Wordsworth, like his companions, haunted the hills and the vales for the sake of angling, snaring birds, swimming, and sometimes of hunting, according to the Westmorland fashion, on foot: for riding to the chace is often quite impossible, from the precipitous nature of the ground. It was in the course of these pursuits, by an indirect effect growing gradually upon him, that Wordsworth became a passionate lover of Nature, at the time when the growth of his intellectual faculties made it possible that he should combine those thoughtful passions with the experience of the eye and ear.”