The little town of Babylon stands on the swampy inner shores of the Great South Bay, which is a spacious lagoon separated from the Atlantic by a narrow beach or line of sand hills. This outer beach bears here and there a ridge of pine forest or a lighthouse; but for the rest, it is abandoned to sea-birds and grass, to the winds and a few sand-flowers scattered among the wind markings which are stencilled in purple upon the sand in some delicate aerial deposit. Outside, even upon quiet days, the surf beats ponderously with ominous sound, the will and weight of the ocean in its swing. Within, across the wide unruffled waters of the lagoon, populous with sails, is the far-away fringe of the Babylon woods, and over them, pale and blue, the hill-range above Huntington.
The bay itself is a glorious mirror for the over-glow of the sky at sunset or sunrise. Standing upon its inner rim at Babylon, as the colour begins to die into the dusk, you may see mysterious sails moving by hidden waterways among fields still merry with the chirrup of innumerable crickets; while beyond the rattle of cords and pulleys and the liquid murmur of the moving boats, beyond their lights that pierce the darkening water like jewelled spears, glimmers a star on Fire Island beach to greet the great liners as they pass by. In summer it is a field of many harvests; famous for its blue-fish, its clams and oysters; and neither the lads of Babylon nor their young master were behind-hand in spearing eels, catching crabs and gathering birds’ eggs.[59] In a hard winter it is frozen over for months together.
For the greater part of the next four or five years, Walt remained in the country, moving about from place to place, and paying occasional visits to New York. He is said to have been a good and popular teacher;[60] and if his equipment was not great, it was sufficient; he liked boys and had the gift of imparting knowledge. He took his work seriously, was always master in the schoolroom, and knew whatever passed there. He followed methods of his own; breaking loose from text-books, to expound his knowledge and impart his own interests to his scholars. The element of personality told throughout his teaching; already it was notable as the power behind all that he did. An impression of himself, of his universal kindliness, of the sympathetic quality of his whole person, his voice and look and manner, and of a certain distinction and dignity inseparable from him, was retained by his pupils in after years.
His favourite method of punishment is worth recording, as characteristic of his power and of his theory of pedagogics. An admirable story-teller, he would chastise any scholar who had behaved dishonourably, by describing his conduct to the whole school, and without the mention of a name, the guilty boy or girl was sufficiently self-condemned and punished in his own shame. Graver offences were made more public.
In recess and away from school, Walt was a sheer boy, heartily joining in the most boisterous games and sharing every kind of recreation consistent with his kindly spirit. “Gunning” was never included.
Among the scholars there must often have been those of his own years, and the fact that he could preserve his status as a teacher while living on terms of frank comradeship with his scholars, declares him born to the office. They were mixed schools which he taught, and towards the girls his attitude was one of honest equanimity. He was the same with them as with the boys, betraying neither a sentimental preference nor a masculine disdain. Perhaps American girls with their friendly ways and comparative lack of self-consciousness, call for less fortitude on the young teacher’s part than some others; but Walt’s own temperament stood him in good stead. It seems improbable that he was ever subject either to green-sickness or calf-love, and he was no sentimentalist.[61]
Perhaps the idleness of which Mr. Spooner retained so lively a recollection, might have hindered his becoming an ideal dominie. His thoughts must sometimes have been far afield, his pupils and their tasks forgotten. It was not, as I have already suggested, that he was lazy; he worked hard and fast when his mind was upon his work, and best of all perhaps as a teacher in contact with human beings; but he was never so busy that he could refuse to pursue an idea, never so occupied that he could miss a new fact or emotion.
Like other young teachers, Walt probably learnt at least as much as he taught, if not from his pupils, then from their parents. Boarding with them, he came to know and to love his own people, the peasant-yeomanry of the island.[62]
He was a favourite with the friendly Long Island youths and girls of his own years, but his closer friendships seem to have been with older people: the well-balanced, but strongly marked fathers and mothers of families. He loved the country too, and all the occupations and amusements of the open-air, into which he had been initiated as a child. Thus he learned his island by heart, wandering over it on foot, by day and night; sailing its coasts and out into the waters beyond, in pilot and fishing boats, to taste for himself the brave sea life of those old salts, Williamses and Kossabones, his mother’s ancestors.