The common schoolhouses of Rockland were dwarfed by the grandeur of the Apollinean Institute. The master passed one of them, in a walk he was taking, soon after his arrival at Rockland. He looked in at the rows of desks, and recalled his late experiences. He could not help laughing, as he thought how neatly he had knocked the young butcher off his pins.
“A little science is a dangerous thing, 'as well as a little 'learning,'” he said to himself; “only it's dangerous to the fellow you' try it on.” And he cut him a good stick, and began climbing the side of The Mountain to get a look at that famous Rattlesnake Ledge.
CHAPTER VI. THE SUNBEAM AND THE SHADOW.
The virtue of the world is not mainly in its leaders. In the midst of the multitude which follows there is often something better than in the one that goes before. Old generals wanted to take Toulon, but one of their young colonels showed them how. The junior counsel has been known not unfrequently to make a better argument than his senior fellow,—if, indeed, he did not make both their arguments. Good ministers will tell you they have parishioners who beat them in the practice of the virtues. A great establishment, got up on commercial principles, like the Apollinean Institute, might yet be well carried on, if it happened to get good teachers. And when Master Langdon came to see its management, he recognized that there must be fidelity and intelligence somewhere among the instructors. It was only necessary to look for a moment at the fair, open forehead, the still, tranquil eye of gentle, habitual authority, the sweet gravity that lay upon the lips, to hear the clear answers to the pupils' questions, to notice how every request had the force without the form of a command, and the young man could not doubt that the good genius of the school stood before him in the person of Helen barley.
It was the old story. A poor country-clergyman dies, and leaves a widow and a daughter. In Old England the daughter would have eaten the bitter bread of a governess in some rich family. In New England she must keep a school. So, rising from one sphere to another, she at length finds herself the prima donna in the department of instruction in Mr. Silas Peckham's educational establishment.
What a miserable thing it is to be poor. She was dependent, frail, sensitive, conscientious. She was in the power of a hard, grasping, thin-blooded, tough-fibred, trading educator, who neither knew nor cared for a tender woman's sensibilities, but who paid her and meant to have his money's worth out of her brains, and as much more than his money's worth as he could get. She was consequently, in plain English, overworked, and an overworked woman is always a sad sight,—sadder a great deal than an overworked man, because she is so much more fertile in capacities of suffering than a man. She has so many varieties of headache,—sometimes as if Jael were driving the nail that killed Sisera into her temples,—sometimes letting her work with half her brain while the other half throbs as if it would go to pieces,—sometimes tightening round the brows as if her cap-band were a ring of iron,—and then her neuralgias, and her backaches, and her fits of depression, in which she thinks she is nothing and less than nothing, and those paroxysms which men speak slightingly of as hysterical,—convulsions, that is all, only not commonly fatal ones,—so many trials which belong to her fine and mobile structure,—that she is always entitled to pity, when she is placed in conditions which develop her nervous tendencies.
The poor young lady's work had, of course, been doubled since the departure of Master Langdon's predecessor. Nobody knows what the weariness of instruction is, as soon as the teacher's faculties begin to be overtasked, but those who have tried it. The relays of fresh pupils, each new set with its exhausting powers in full action, coming one after another, take out all the reserved forces and faculties of resistance from the subject of their draining process.
The day's work was over, and it was late in the evening, when she sat down, tired and faint, with a great bundle of girls' themes or compositions to read over before she could rest her weary head on the pillow of her narrow trundle-bed, and forget for a while the treadmill stair of labor she was daily climbing.
How she dreaded this most forlorn of all a teacher's tasks! She was conscientious in her duties, and would insist on reading every sentence,—there was no saying where she might find faults of grammar or bad spelling. There might have been twenty or thirty of these themes in the bundle before her. Of course she knew pretty well the leading sentiments they could contain: that beauty was subject to the accidents of time; that wealth was inconstant, and existence uncertain; that virtue was its own reward; that youth exhaled, like the dewdrop from the flower, ere the sun had reached its meridian; that life was o'ershadowed with trials; that the lessons of virtue instilled by our beloved teachers were to be our guides through all our future career. The imagery employed consisted principally of roses, lilies, birds, clouds, and brooks, with the celebrated comparison of wayward genius to meteor. Who does not know the small, slanted, Italian hand of these girls'-compositions, their stringing together of the good old traditional copy-book phrases; their occasional gushes of sentiment, their profound estimates of the world, sounding to the old folks that read them as the experience of a bantam pullet's last-hatched young one with the chips of its shell on its head would sound to a Mother Cary's chicken, who knew the great ocean with all its typhoons and tornadoes? Yet every now and then one is liable to be surprised with strange clairvoyant flashes, that can hardly be explained, except by the mysterious inspiration which every now and then seizes a young girl and exalts her intelligence, just as hysteria in other instances exalts the sensibility,—a little something of that which made Joan of Arc, and the Burney girl who prophesied “Evelina,” and the Davidson sisters. In the midst of these commonplace exercises which Miss Darley read over so carefully were two or three that had something of individual flavor about them, and here and there there was an image or an epithet which showed the footprint of a passionate nature, as a fallen scarlet feather marks the path the wild flamingo has trodden.