Lucian the dreamer

by J. S. Fletcher

Little by little they began to find out the boy’s qualities and characteristics. He was strangely old-fashioned, precocious, and unnaturally grave, and cared little for the society of other children, at whom he had a trick of staring as if they had been insects impaled beneath a microscope and he a scientist examining them. He appeared to have two great passions—one for out-door life and nature; the other for reading. He would sit for hours on the bridge watching the river run by, or lie on his back on the lawn in front of the house staring at the drifting clouds. He knew every nook of the ruinous part of the castle and every corner of the old church before he had been at Simonstower many weeks. He made friends with everybody in the village, and if he found out that an old man had some strange legend to tell, he pestered the life out of him until it was told. And every day he did so much reading, always with the stern concentration of the student who means to possess a full mind.

When Lucian had been nearly two months at the farm it was borne in upon Miss Pepperdine’s mind that he ought to be sent to school. She was by no means anxious to get rid of him—on the contrary she was glad to have him in the house: she loved to hear him talk, to see him going about, and to watch his various proceedings. But Keziah Pepperdine had been endowed at birth with the desire to manage—she was one of those people who are never happy unless they are controlling, devising, or superintending. Moreover, she possessed a very strict sense of justice—she believed in doing one’s duty, especially to those people to whom duty was owing, and who could not extract it for themselves. It seemed to her that it was the plain duty of Lucian’s relatives to send Lucian to school. She was full of anxieties for his future. Every attempt which she had made to get her brother to tell her anything about the boy’s affairs had resulted in sheer failure—Simpson Pepperdine, celebrated from the North Sea to the Westmoreland border as the easiest-going and best-natured man that ever lived, was a past master in the art of evading direct questions. Keziah could get no information from him, and she was anxious for Lucian’s sake. The boy, she said, ought to be fitted out for some walk in life.

She took the vicar into her confidence, seizing the opportunity when he called one day and found no one but herself at home.

‘Of course,’ she said, ‘the boy is a great book-worm. Reading is all that he seems to care about. He brought a quantity of books with him—he has bought others since. He reads in an old-fashioned sort of way—not as you would think a child would. I offered him a child’s book one night—it was one that a little boy who once stayed here had left in the house. He took it politely enough, and pretended to look at it, but it was plain to see that he was amused. He is a precocious child, Mr. Chilverstone.’

The vicar agreed. He suggested that he might be better able to judge the situation, and to advise Miss Pepperdine thereon, if he were allowed to inspect Lucian’s library, and Keziah accordingly escorted him to the boy’s room. Mr. Chilverstone was somewhat taken aback on being confronted by an assemblage of some three or four hundred volumes, arranged with great precision and bearing evidences of constant use. He remarked that the sight was most interesting, and proceeded to make a general inspection. A rapid survey of Lucian’s books showed him that the boy had three favourite subjects—history, mediæval romance, and poetry. There were histories of almost every country in Europe, and at least three of the United States of America; there were editions of the ancient chronicles; the great Italian poets were all there in the original; the English poets, ancient and modern, were there too, in editions that bespoke the care of a book-lover. There was nothing of a juvenile, or even a frivolous nature from the top of the old bookcase to the bottom—the nearest approach to anything in the shape of light literature was found in the presence of certain famous historical romances of undoubted verisimilitude, and in much-thumbed copies of Robinson Crusoe and The Pilgrim’s Progress.

Mr. Chilverstone was puzzled. As at least one-half of the books before him were in Italian, he concluded that Lucian was as well acquainted with that language as with English, and said so. Miss Pepperdine enlightened him on the point, and gave him a rapid sketch of Lucian’s history.

‘Just so, just so,’ said he. ‘No doubt the boy’s father formed his taste. It is really most interesting. It is very evident that the child has an uncommon mind—you say that he reads with great attention and concentration?’

‘You might let off a cannon at his elbow and he wouldn’t take any notice,’ said Miss Pepperdine.

‘It is evident that he is a born student. This is a capital collection of modern histories,’ said Mr. Chilverstone. ‘If your nephew has read and digested them all he must be well informed as to the rise and progress of nations. I should like, I think, to have an opportunity of conversing with him.’

Although he did not say so to Miss Pepperdine, the vicar was secretly anxious to find out what had diverted the boy’s attention from the usual pursuits of childhood into these paths. He contrived to waylay Lucian and to draw him into conversation, and being a man of some talent and of considerable sympathy, he soon knew all that the boy had to tell. He found that Lucian had never received any education of the ordinary type; had never been to school or known tutor or governess. He could not remember who taught him to read, but cherished a notion that reading and writing had come to him with his speech. As to his choice of books, that had largely had its initiative in his father’s recommendation; but there had been a further incentive in the fact that the boy had travelled a great deal, was familiar with many historic scenes and places, and had a natural desire to re-create the past in his own imagination. For six years, in short, he had been receiving an education such as few children are privileged to acquire. He talked of mediæval Italy as if he had lived in its sunny-tinted hours, and of modern Rome as though it lay in the next parish. But Mr. Chilverstone saw that the boy was in no danger of becoming either prig or pedant, and that his mind was as normal as his body was healthy. He was the mere outcome of an exceptional environment. He had lived amongst men who talked and worked and thought but with one object—Art—and their enthusiasm had filled him too. ‘I am to be a poet—a great poet,’ he said, with serious face and a straight stare from the violet eyes whose beauty brought everybody captive to his feet. ‘It is my destiny.’