Seventy or eighty years ago there was a son born to the Pastor Froebel, who exercised his calling in the village of Oberweissbach, in the principality of Schwartzburg-Rudolstadt. The son, who was called Frederick, proved to be a child of unusually quick sensibilities, keenly alive to all impressions, hurt by discords of all kinds; by quarrelling of men, women, and children, by ill-assorted colours, inharmonious sounds. He was, to a morbid extent, capable of receiving delight from the beauties of Nature, and, as a very little boy, would spend much of his time in studying and enjoying, for their own sake, the lines and angles in the Gothic architecture of his father’s church. Who does not know what must be the central point of all the happiness of such a child? The voice of its mother is the sweetest of sweet sounds, the face of its mother is the fairest of fair sights, the loving touch of her lip is the symbol to it of all pleasures of the sense and of the soul. Against the thousand shocks and terrors that are ready to afflict a child too exquisitely sensitive, the mother is the soleprotectress, and her help is all-sufficient. Frederick Froebel lost his mother in the first years of his childhood, and his youth was tortured with incessant craving for a sympathy that was not to be found.The Pastor Froebel was too busy to attend to all the little fancies of his son. It was his good practice to be the peaceful arbiter of the disputes occurring in the village, and, as he took his boy with him when he went out, he made the child familiar with all the quarrels of the parish. Thus were suggested, week after week, comparisons between the harmony of Nature and the spite and scandal current among men. A dreamy, fervent love of God, a fanciful boy’s wish that he could make men quiet and affectionate, took strong possession of young Frederick, and grew with his advancing years. He studied a good deal. Following out his love of Nature, he sought to become acquainted with the sciences by which her ways and aspects are explained; his contemplation of the architecture of the village church ripened into a thorough taste for mathematics, and he enjoyed agricultural life practically, as a worker on his father’s land. At last he went to Pestalozzi’s school in Switzerland.Then followed troublous times, and patriotic war in Germany, where even poets fought against the enemy with lyre and sword. The quick instincts, and high, generous impulses of Frederick Froebel were engaged at once, and he went out to battle on behalf of Fatherland in the ranks of the boldest, for he was one of Lützow’s regiment—a troop of riders that earned by its daring an immortal name. Their fame has even penetrated to our English concert rooms, where many a fair English maiden has been made familiar with the dare-devil patriots of which it was composed by the refrain of the German song in honour of their prowess—“Das ist Lützow’s fliegende, wilde Jagd.” Having performed his duty to his country in the ranks of its defenders, Froebel fell back upon his love of nature and his study of triangles, squares, and cubes. He had made interest that placed him in a position which, in many respects, curiously satisfied his tastes—that of Inspector to the Mineralogical Museum in Berlin. The post was lucrative, its duties were agreeable to him, but the object of his life’s desire was yet to be attained.For the unsatisfied cravings of his childhood had borne fruit within him. He remembered the quick feelings andperceptions, the incessant nimbleness of mind proper to his first years, and how he had been hemmed in and cramped for want of right encouragement and sympathy. He remembered, too, the ill-conditioned people whose disputes had been made part of his experience, the dogged children, cruel fathers, sullen husbands, angry wives, quarrelsome neighbours; and surely he did not err when he connected the two memories together. How many men and women go about pale-skinned and weak of limb, because their physical health during infancy and childhood was not established by judicious management. It is just so, thought Froebel, with our minds. There would be fewer sullen, quarrelsome, dull-witted men or women if there were fewer children starved or fed improperly in heart and brain. To improve society—to make men and women better—it is requisite to begin quite at the beginning, and to secure for them a wholesome education during infancy and childhood. Strongly possessed with this idea, and feeling that the usual methods of education, by restraint and penalty, aim at the accomplishment of far too little, and by checking natural development even do positive mischief, Froebel determined upon the devotion of his entire energy, throughout his life, to a strong effort for the establishment of schools that should do justice and honour to the nature of a child. He resigned his appointment at Berlin, and threw himself, with only the resources of a fixed will, a full mind, and a right purpose, on the chances of the future.At Keilhau, a village of Thuringia, he took a peasant’s cottage, in which he proposed to establish his first school—a village boys’ school. It was necessary to enlarge the cottage; and, while that was being done, Froebel lived on potatoes, bread, and water. So scanty was his stock of capital on which his enterprise was started, that, in order honestly to pay his workmen, he was forced to carry his principle of self-denial to the utmost. He bought each week two large rye loaves, and marked on them with chalk each day’s allowance. Perhaps he is the only man in the world who ever, in so literal a way, chalked out for himself a scheme of diet.After labouring for many years among the boys at Keilhau, Froebel—married to a wife who shared his zeal, and made it her labour to help to the utmost in carrying out the idea of her husband’s life—felt that there was moreto be accomplished. His boys came to him with many a twist in mind or temper, caught by wriggling up through the bewilderments of a neglected infancy. The first sproutings of the human mind need thoughtful culture; there is no period of life, indeed, in which culture is so essential. And yet, in nine out of ten cases, it is precisely while the little blades of thought and buds of love are frail and tender that no heed is taken to maintain the soil about them wholesome, and the air about them free from blight. There must be Infant Gardens, Froebel said; and straightway formed his plans, and set to work for their accomplishment.He had become familiar in cottages with the instincts of mothers, and the faculties with which young children are endowed by Nature. He never lost his own childhood from memory, and being denied the blessing of an infant of his own, regarded all the little ones with equal love. The direction of his boys’ school—now flourishing vigorously—he committed to the care of a relation, while he set out upon a tour through parts of Germany and Switzerland to lecture upon infant training and to found Infant Gardens where he could. He founded them at Hamburg, Leipzig, Dresden, and elsewhere. While labouring in this way he was always exercising the same spirit of self-denial that had marked the outset of his educational career. Whatever he could earn was for the children, to promote their cause. He would not spend upon himself the money that would help in the accomplishment of his desire, that childhood should be made as happy as God in his wisdom had designed it should be, and that full play should be given to its energies and powers. Many a night’s lodging he took, while on his travels, in the open fields, with an umbrella for his bedroom and a knapsack for his pillow.So beautiful a self-devotion to a noble cause won recognition. One of the best friends of his old age was the Duchess Ida of Weimar, sister to Queen Adelaide of England, and his death took place on the 21st of June, three years ago, at a country seat of the Duke of Meiningen. He died at the age of seventy, peaceably, upon a summer day, delighting in the beautiful scenery that lay outside his window, and in the flowers brought by friends to his bedside. Nature, he said, bore witness to the promises of revelation. So Froebel passed away.And Nature’s pleasant robe of green,Humanity’s appointed shroud, enwrapsHis monument and his memory.Wise and good people have been endeavouring of late to obtain in this country a hearing for the views of this good teacher, and a trial for his system. Only fourteen years have elapsed since the first Infant Garden was established, and already Infant Gardens have been introduced into most of the larger towns of Germany. Let us now welcome them with all our hearts to England.The whole principle of Froebel’s teaching is based on a perfect love for children, and a full and genial recognition of their nature, a determination that their hearts shall not be starved for want of sympathy; that since they are by Infinite Wisdom so created as to find happiness in the active exercise and development of all their faculties, we, who have children round about us, shall no longer repress their energies, tie up their bodies, shut their mouths, and declare that they worry us by the incessant putting of the questions which the Father of us all has placed in their mouths, so that the teachable one forever cries to those who undertake to be its guide, “What shall I do?” To be ready at all times with a wise answer to that question, ought to be the ambition of every one upon whom a child’s nature depends for the means of healthy growth. The frolic of childhood is not pure exuberance and waste. “There is often a high meaning in childish play,” said Froebel. Let us study it, and act upon hints—or more than hints—that Nature gives. They fall into a fatal error who despise all that a child does as frivolous. Nothing is trifling that forms part of a child’s life.That which the mother awakens and fosters,When she joyously sings and plays;That which her love so tenderly shelters.Bears a blessing to future days.We quote Froebel again, in these lines, and we quote others in which he bids usBreak not suddenly the dreamThe blessed dream of infancy;In which the soul unites with allIn earth, or heaven, or sea, or sky.But enough has already been said to show what he would have done. How would he do it?Of course it must be borne in mind, throughout the following sketch of Froebel’s scheme of infant training, that certain qualities of mind are necessary to the teacher. Let nobody suppose that any scheme of education can attain its end, as a mere scheme, apart from the qualifications of those persons by whom it is to be carried out. Very young children can be trained successfully by no person who wants hearty liking for them, and who can take part only with a proud sense of restraint in their chatter and their play. It is in truth no condescension to become in spirit as a child with children, and nobody is fit to teach the young who holds a different opinion. Unvarying cheerfulness and kindness, the refinement that belongs naturally to a pure, well-constituted woman’s mind are absolutely necessary to the management of one of Froebel’s Infant Gardens.Then, again, let it be understood that Froebel never wished his system of training to be converted into mere routine to the exclusion of all that spontaneous action in which more than half of every child’s education must consist. It was his purpose to show the direction in which it was most useful to proceed, how best to assist the growth of the mind by following the indications Nature furnishes. Nothing was farther from his design, in doing that, than the imposition of a check on any wholesome energies. Blindman’s buff, romps, puzzles, fairy tales, everything in fact that exercises soundly any set of the child’s faculties, must be admitted as a part of Froebel’s system. The cardinal point of his doctrine is—take care that you do not exercise a part only of the child’s mind or body; but take thorough pains to see that you encourage the development of its whole nature. If pains—and great pains—be not taken to see that this is done, probably it is not done. The Infant Gardens are designed to help in doing it.The mind of a young child must not be trained at the expense of its body. Every muscle ought, if possible, to be brought daily into action; and, in the case of a child suffered to obey the laws of Nature by free tumbling and romping, that is done in the best manner possible. Every mother knows that by carrying an infant always on the same arm its growth is liable to be perverted. Everyfather knows the child’s delight at being vigorously danced up and down, and much of this delight arises from the play then given to its muscles. As the child grows, the most unaccustomed positions into which it can be safely twisted are those from which it will receive the greatest pleasure. That is because play is thus given to the muscles in a form they do not often get, and Nature—always watchful on the child’s behalf—cries, We will have some more of that. It does us good. As it is with the body, so it is with the mind, and Froebel’s scheme of infant education is, for both, a system of gymnastics.He begins with the newborn infant, and demands that, if possible, it shall not be taken from its mother. He sets his face strongly against the custom of committing the child during the tenderest and most impressible period of its whole life to the care and companionship of an ignorant nursemaid, or of servants who have not the mother’s instinct, or the knowledge that can tell them how to behave in its presence. Only the mother should, if possible, be the child’s chief companion and teacher during at least the first three years of its life, and she should have thought it worth while to prepare herself for the right fulfilment of her duties. Instead of tambour work, or Arabic, or any other useless thing that may be taught at girls’ schools, surely it would be a great blessing if young ladies were to spend some of their time in an Infant Garden, that might be attached to every academy. Let them all learn from Froebel what are the requirements of a child, and be prepared for the wise performance of what is after all to be the most momentous business of their lives.The carrying out of this hint is indeed necessary to the complete and general adoption of the infant-garden system. Froebel desired his infants to be taught only by women, and required that they should be women as well educated and refined as possible, preferring amiable unmarried girls. Thus he would have our maidens spending some part of their time in playing with little ones, learning to understand them, teaching them to understand; our wives he would have busy at home, making good use of their experience, developing carefully and thoughtfully the minds of their children, sole teachers for the first three years of their life; afterward, either helped by throwing them among other children in an Infant Garden for twoor three hours every day, or, if there be at home no lack of little company, having Infant Gardens of their own.Believing that it is natural to address infants in song, Froebel encouraged nursery songs, and added to their number. Those contributed by him to the common stock were of course contributed for the sake of some use that he had for each; in the same spirit—knowing play to be essential to a child—he invented games; and those added by him to the common stock are all meant to be used for direct teaching. It does not in the least follow, and it was not the case, that he would have us make all nursery rhymes and garden sports abstrusely didactic. He meant no more than to put his own teaching into songs and games, to show clearly that whatever is necessary to be said or done to a young child may be said or done merrily or playfully; and although he was essentially a schoolmaster, he had no faith in the terrors commonly associated with his calling.Froebel’s nursery songs are associated almost invariably with bodily activity on the part of the child. He is always, as soon as he becomes old enough, to do something while the song is going on, and the movements assigned to him are cunningly contrived so that not even a joint of a little finger shall be left unexercised. If he be none the better, he is none the worse for this. The child is indeed unlucky that depends only on care of this description for the full play of its body; but there are some children so unfortunate, and there are some parents who will be usefully reminded by those songs, of the necessity of procuring means for the free action of every joint and limb. What is done for the body is done in the same spirit for the mind, and ideas are formed, not by song only. The beginning of a most ingenious course of mental training by a series of playthings is made almost from the very first.A box containing six soft balls, differing in colour, is given to the child. It is Froebel’s “first gift.” Long before it can speak the infant can hold one of these little balls in its fingers, become familiar with its spherical shape and its colour. It stands still, it springs, it rolls. As the child grows, he can roll it and run after it, watch it with sharp eyes, and compare the colour of one ball with the colour of another, prick up his ears at the songs connected with his various games with it, use it as a bond of playfellowship with other children, practise with it firstefforts at self-denial, and so forth. One ball is suspended by a string, it jumps—it rolls—here—there—over—up; turns left—turns right—ding-dong—tip-tap—falls—spins; fifty ideas may be connected with it. The six balls, three of the primary colours, three of the secondary, may be built up in a pyramid; they may be set rolling, and used in combination in a great many ways giving sufficient exercise to the young wits that have all knowledge and experience before them.Froebel’s “second gift” is a small box containing a ball, cube, and roller (the last two perforated), with a stick and string. With these forms of the cube, sphere, and cylinder, there is a great deal to be done and learned. They can be played with at first according to the child’s own humour: will run, jump, represent carts, or anything. The ancient Egyptians, in their young days as a nation, piled three cubes on one another and called them the three Graces. A child will, in the same way, see fishes in stones, and be content to put a cylinder upon a cube, and say that is papa on horseback. Of this element of ready fancy in all childish sport Froebel took full advantage. The ball, cube, and cylinder may be spun, swung, rolled, and balanced in so many ways as to display practically all their properties. The cube, spun upon the stick piercing it through opposite edges, will look like a circle, and so forth. As the child grows older, each of the forms may be examined definitely, and he may learn from observation to describe it. The ball may be rolled down an inclined plane and the acceleration of its speed observed. Most of the elementary laws of mechanics may be made practically obvious to the child’s understanding.The “third gift” is the cube divided once in every direction. By the time a child gets this to play with he is three years old—of age ripe for admission to an Infant Garden. The Infant Garden is intended for the help of children between three years old and seven. Instruction in it—always by means of play—is given for only two or three hours in the day; such instruction sets each child, if reasonably helped at home, in the right train of education for the remainder of its time.An Infant Garden must be held in a large room abounding in clear space for child’s play, and connected with a garden into which the children may adjourn whenever weather will permit. The garden is meant chiefly toassure, more perfectly, the association of wholesome bodily exercise with mental activity. If climate but permitted, Froebel would have all young children taught entirely in the pure, fresh air, while frolicking in sunshine among flowers. By his system he aimed at securing for them bodily as well as mental health, and he held it to be unnatural that they should be cooped up in close rooms, and glued to forms, when all their limbs twitch with desire for action, and there is a warm sunshine out of doors. The garden, too, should be their own; every child the master or mistress of a plot in it, sowing seeds and watching day by day the growth of plants, instructed playfully and simply in the meaning of what is observed. When weather forbids use of the garden, there is the great, airy room which should contain cupboards, with a place for every child’s toys and implements; so that a habit of the strictest neatness may be properly maintained. Up to the age of seven there is to be no book work and no ink work; but only at school a free and brisk, but systematic strengthening of the body, of the senses, of the intellect, and of the affections, managed in such a way as to leave the child prompt for subsequent instruction, already comprehending the elements of a good deal of knowledge.We must endeavour to show in part how that is done. The third gift—the cube divided once in every direction—enables the child to begin the work of construction in accordance with its own ideas, and insensibly brings the ideas into the control of a sense of harmony and fitness. The cube divided into eight parts will manufacture many things; and, while the child is at work helped by quiet suggestion now and then, the teacher talks of what he is about, asks many questions, answers more, mixes up little songs and stories with the play. Pillars, ruined castles, triumphal arches, city gates, bridges, crosses, towers, all can be completed to the perfect satisfaction of a child, with the eight little cubes. They are all so many texts on which useful and pleasant talk can be established. Then they are capable also of harmonious arrangement into patterns, and this is a great pleasure to the child. He learns the charm of symmetry, exercises taste in the preference of this or that among the hundred combinations of which his eight cubes are susceptible.Then follows the “fourth gift,” a cube divided into eight planes cut lengthways. More things can be donewith this than with the other. Without strain on the mind, in sheer play, mingled with songs, nothing is wanted but a liberal supply of little cubes, to make clear to the children the elements of arithmetic. The cubes are the things numbered. Addition is done with them; they are subtracted from each other; they are multiplied; they are divided. Besides these four elementary rules they cause children to be thoroughly at home in the principle of fractions, to multiply and divide fractions—as real things; all in good time it will become easy enough to let written figures represent them—to go through the rule of three, square root, and cube root. As a child has instilled into him the principles of arithmetic, so he acquires insensibly the groundwork of geometry, the sister science.Froebel’s “fifth gift” is an extension of the third, a cube divided into twenty-seven equal cubes, and three of these further divided into halves, three into quarters. This brings with it the teaching of a great deal of geometry, much help to the lessons in number, magnificent accessions to the power of the little architect, who is provided, now, with pointed roofs and other glories, and the means of producing an almost infinite variety of symmetrical patterns, both more complex and more beautiful than heretofore.The “sixth gift” is a cube so divided as to extend still farther the child’s power of combining and discussing it. When its resources are exhausted and combined with those of the “seventh gift” (a box containing every form supplied in the preceding series), the little pupil—seven years old—has had his inventive and artistic powers exercised, and his mind stored with facts that have been absolutely comprehended. He has acquired also a sense of pleasure in the occupation of his mind.But he has not been trained in this way only. We leave out of account the bodily exercise connected with the entire round of occupation, and speak only of the mental discipline. There are some other “gifts” that are brought into service as the child becomes able to use them. One is a box containing pieces of wood, or pasteboard, cut into sundry forms. With these the letters of the alphabet can be constructed; and, after letters, words, in such a way as to create out of the game a series of pleasant spelling lessons. The letters are arranged upon a slate ruled into little squares, by which the eye is guided in preservingregularity. Then follows the gift of a bundle of small sticks, which represent so many straight lines; and, by laying them upon his slate, the child can make letters, patterns, pictures; drawing, in fact, with lines that have not to be made with pen or pencil, but are provided ready made and laid down with the fingers. This kind of Stick-work having been brought to perfection, there is a capital extension of the idea with what is called Pea-work. By the help of peas softened in water, sticks may be joined together, letters, skeletons of cubes, crosses, prisms may be built; houses, towers, churches may be constructed, having due breadth as well as length and height, strong enough to be carried about or kept as specimens of ingenuity. Then follows a gift of flat sticks, to be used in plaiting. After that there is a world of ingenuity to be expended on the plaiting, folding, cutting, and pricking of plain or coloured paper. Children five years old, trained in the Infant Garden, will delight in plaiting slips of paper variously coloured into patterns of their own invention, and will work with a sense of symmetry so much refined by training as to produce patterns of exceeding beauty. By cutting paper, too, patterns are produced in the Infant Garden that would often, though the work of very little hands, be received in schools of design with acclamation. Then there are games by which the first truths of astronomy, and other laws of Nature, are made as familiar as they are interesting. For our own parts, we have been perfectly amazed at the work we have seen done by children of six or seven—bright, merry creatures, who have all the spirit of their childhood active in them, repressed by no parent’s selfish love of ease and silence, cowed by no dull-witted teacher of the A B C and the pothooks.Froebel discourages the cramping of an infant’s hand upon a pen, but his slate ruled into little squares, or paper prepared in the same way, is used by him for easy training in the elements of drawing. Modelling in wet clay is one of the most important occupations of the children who have reached about the sixth year, and is used as much as possible, not merely to encourage imitation, but to give some play to the creative power. Finally, there is the best possible use made of the paint-box, and children engaged upon the colouring of pictures and the arrangement of nosegays are further taught to enjoy, not merely what is bright, but also what is harmonious and beautiful.We have not left ourselves as much space as is requisite to show how truly all such labour becomes play to the child. Fourteen years’ evidence suffices for a demonstration of the admirable working of a system of this kind; but as we think there are some parents who may be willing to inquire a little further into the subject here commended earnestly to their attention, we will end by a citation of the source from which we have ourselves derived what information we possess.At the educational exhibition in St. Martin’s Hall last year, there was a large display of the material used and results produced in Infant Gardens which attracted much attention. The Baroness von Marenholtz, enthusiastic in her advocacy of the children’s cause, came then to England, and did very much to procure the establishment in this country of some experimental Infant Gardens. By her, several months ago—and at about the same time by M. and Madame Rongé who had already established the first English Infant Garden—our attention was invited to the subject. We were also made acquainted with M. Hoffman, one of Froebel’s pupils, who explained the system theoretically at the Polytechnic Institution. When in this country, the Baroness von Marenholtz published a book called Woman’s Educational Mission, being an explanation of Frederick Froebel’s System of Infant Gardens. We have made use of the book in the preceding notice, but it appeared without the necessary illustrations, and is therefore a less perfect guide to the subject than a work published more recently by M. and Madame Rongé: A Practical Guide to the English Kindergarten. This last book we exhort everybody to consult who is desirous of a closer insight into Froebel’s system than we have been able here to give. It not only explains what the system is, but, by help of an unstinted supply of little sketches, enables any one at once to study it at home and bring it into active operation. It suggests conversations, games; gives many of Froebel’s songs, and even furnishes the music (which usually consists of popular tunes—Mary Blane, Rousseau’s Dream, etc.) to which they may be sung. Furthermore, it is well to say that any one interested in this subject, whom time and space do not forbid, may see an Infant Garden in full work by calling, on a Tuesday morning between the hours of ten and one, on M. and Madame Rongé, at number 32 Tavistock Place, TavistockSquare. That day these earliest and heartiest of our established infant gardeners have set apart, for the help of a good cause, to interruptions and investigations from the world without, trusting, of course, we suppose, that no one will disturb them for the satisfaction of mere idle curiosity.
Seventy or eighty years ago there was a son born to the Pastor Froebel, who exercised his calling in the village of Oberweissbach, in the principality of Schwartzburg-Rudolstadt. The son, who was called Frederick, proved to be a child of unusually quick sensibilities, keenly alive to all impressions, hurt by discords of all kinds; by quarrelling of men, women, and children, by ill-assorted colours, inharmonious sounds. He was, to a morbid extent, capable of receiving delight from the beauties of Nature, and, as a very little boy, would spend much of his time in studying and enjoying, for their own sake, the lines and angles in the Gothic architecture of his father’s church. Who does not know what must be the central point of all the happiness of such a child? The voice of its mother is the sweetest of sweet sounds, the face of its mother is the fairest of fair sights, the loving touch of her lip is the symbol to it of all pleasures of the sense and of the soul. Against the thousand shocks and terrors that are ready to afflict a child too exquisitely sensitive, the mother is the soleprotectress, and her help is all-sufficient. Frederick Froebel lost his mother in the first years of his childhood, and his youth was tortured with incessant craving for a sympathy that was not to be found.
The Pastor Froebel was too busy to attend to all the little fancies of his son. It was his good practice to be the peaceful arbiter of the disputes occurring in the village, and, as he took his boy with him when he went out, he made the child familiar with all the quarrels of the parish. Thus were suggested, week after week, comparisons between the harmony of Nature and the spite and scandal current among men. A dreamy, fervent love of God, a fanciful boy’s wish that he could make men quiet and affectionate, took strong possession of young Frederick, and grew with his advancing years. He studied a good deal. Following out his love of Nature, he sought to become acquainted with the sciences by which her ways and aspects are explained; his contemplation of the architecture of the village church ripened into a thorough taste for mathematics, and he enjoyed agricultural life practically, as a worker on his father’s land. At last he went to Pestalozzi’s school in Switzerland.
Then followed troublous times, and patriotic war in Germany, where even poets fought against the enemy with lyre and sword. The quick instincts, and high, generous impulses of Frederick Froebel were engaged at once, and he went out to battle on behalf of Fatherland in the ranks of the boldest, for he was one of Lützow’s regiment—a troop of riders that earned by its daring an immortal name. Their fame has even penetrated to our English concert rooms, where many a fair English maiden has been made familiar with the dare-devil patriots of which it was composed by the refrain of the German song in honour of their prowess—“Das ist Lützow’s fliegende, wilde Jagd.” Having performed his duty to his country in the ranks of its defenders, Froebel fell back upon his love of nature and his study of triangles, squares, and cubes. He had made interest that placed him in a position which, in many respects, curiously satisfied his tastes—that of Inspector to the Mineralogical Museum in Berlin. The post was lucrative, its duties were agreeable to him, but the object of his life’s desire was yet to be attained.
For the unsatisfied cravings of his childhood had borne fruit within him. He remembered the quick feelings andperceptions, the incessant nimbleness of mind proper to his first years, and how he had been hemmed in and cramped for want of right encouragement and sympathy. He remembered, too, the ill-conditioned people whose disputes had been made part of his experience, the dogged children, cruel fathers, sullen husbands, angry wives, quarrelsome neighbours; and surely he did not err when he connected the two memories together. How many men and women go about pale-skinned and weak of limb, because their physical health during infancy and childhood was not established by judicious management. It is just so, thought Froebel, with our minds. There would be fewer sullen, quarrelsome, dull-witted men or women if there were fewer children starved or fed improperly in heart and brain. To improve society—to make men and women better—it is requisite to begin quite at the beginning, and to secure for them a wholesome education during infancy and childhood. Strongly possessed with this idea, and feeling that the usual methods of education, by restraint and penalty, aim at the accomplishment of far too little, and by checking natural development even do positive mischief, Froebel determined upon the devotion of his entire energy, throughout his life, to a strong effort for the establishment of schools that should do justice and honour to the nature of a child. He resigned his appointment at Berlin, and threw himself, with only the resources of a fixed will, a full mind, and a right purpose, on the chances of the future.
At Keilhau, a village of Thuringia, he took a peasant’s cottage, in which he proposed to establish his first school—a village boys’ school. It was necessary to enlarge the cottage; and, while that was being done, Froebel lived on potatoes, bread, and water. So scanty was his stock of capital on which his enterprise was started, that, in order honestly to pay his workmen, he was forced to carry his principle of self-denial to the utmost. He bought each week two large rye loaves, and marked on them with chalk each day’s allowance. Perhaps he is the only man in the world who ever, in so literal a way, chalked out for himself a scheme of diet.
After labouring for many years among the boys at Keilhau, Froebel—married to a wife who shared his zeal, and made it her labour to help to the utmost in carrying out the idea of her husband’s life—felt that there was moreto be accomplished. His boys came to him with many a twist in mind or temper, caught by wriggling up through the bewilderments of a neglected infancy. The first sproutings of the human mind need thoughtful culture; there is no period of life, indeed, in which culture is so essential. And yet, in nine out of ten cases, it is precisely while the little blades of thought and buds of love are frail and tender that no heed is taken to maintain the soil about them wholesome, and the air about them free from blight. There must be Infant Gardens, Froebel said; and straightway formed his plans, and set to work for their accomplishment.
He had become familiar in cottages with the instincts of mothers, and the faculties with which young children are endowed by Nature. He never lost his own childhood from memory, and being denied the blessing of an infant of his own, regarded all the little ones with equal love. The direction of his boys’ school—now flourishing vigorously—he committed to the care of a relation, while he set out upon a tour through parts of Germany and Switzerland to lecture upon infant training and to found Infant Gardens where he could. He founded them at Hamburg, Leipzig, Dresden, and elsewhere. While labouring in this way he was always exercising the same spirit of self-denial that had marked the outset of his educational career. Whatever he could earn was for the children, to promote their cause. He would not spend upon himself the money that would help in the accomplishment of his desire, that childhood should be made as happy as God in his wisdom had designed it should be, and that full play should be given to its energies and powers. Many a night’s lodging he took, while on his travels, in the open fields, with an umbrella for his bedroom and a knapsack for his pillow.
So beautiful a self-devotion to a noble cause won recognition. One of the best friends of his old age was the Duchess Ida of Weimar, sister to Queen Adelaide of England, and his death took place on the 21st of June, three years ago, at a country seat of the Duke of Meiningen. He died at the age of seventy, peaceably, upon a summer day, delighting in the beautiful scenery that lay outside his window, and in the flowers brought by friends to his bedside. Nature, he said, bore witness to the promises of revelation. So Froebel passed away.
And Nature’s pleasant robe of green,Humanity’s appointed shroud, enwrapsHis monument and his memory.
Wise and good people have been endeavouring of late to obtain in this country a hearing for the views of this good teacher, and a trial for his system. Only fourteen years have elapsed since the first Infant Garden was established, and already Infant Gardens have been introduced into most of the larger towns of Germany. Let us now welcome them with all our hearts to England.
The whole principle of Froebel’s teaching is based on a perfect love for children, and a full and genial recognition of their nature, a determination that their hearts shall not be starved for want of sympathy; that since they are by Infinite Wisdom so created as to find happiness in the active exercise and development of all their faculties, we, who have children round about us, shall no longer repress their energies, tie up their bodies, shut their mouths, and declare that they worry us by the incessant putting of the questions which the Father of us all has placed in their mouths, so that the teachable one forever cries to those who undertake to be its guide, “What shall I do?” To be ready at all times with a wise answer to that question, ought to be the ambition of every one upon whom a child’s nature depends for the means of healthy growth. The frolic of childhood is not pure exuberance and waste. “There is often a high meaning in childish play,” said Froebel. Let us study it, and act upon hints—or more than hints—that Nature gives. They fall into a fatal error who despise all that a child does as frivolous. Nothing is trifling that forms part of a child’s life.
That which the mother awakens and fosters,When she joyously sings and plays;That which her love so tenderly shelters.Bears a blessing to future days.
We quote Froebel again, in these lines, and we quote others in which he bids us
Break not suddenly the dreamThe blessed dream of infancy;In which the soul unites with allIn earth, or heaven, or sea, or sky.
But enough has already been said to show what he would have done. How would he do it?
Of course it must be borne in mind, throughout the following sketch of Froebel’s scheme of infant training, that certain qualities of mind are necessary to the teacher. Let nobody suppose that any scheme of education can attain its end, as a mere scheme, apart from the qualifications of those persons by whom it is to be carried out. Very young children can be trained successfully by no person who wants hearty liking for them, and who can take part only with a proud sense of restraint in their chatter and their play. It is in truth no condescension to become in spirit as a child with children, and nobody is fit to teach the young who holds a different opinion. Unvarying cheerfulness and kindness, the refinement that belongs naturally to a pure, well-constituted woman’s mind are absolutely necessary to the management of one of Froebel’s Infant Gardens.
Then, again, let it be understood that Froebel never wished his system of training to be converted into mere routine to the exclusion of all that spontaneous action in which more than half of every child’s education must consist. It was his purpose to show the direction in which it was most useful to proceed, how best to assist the growth of the mind by following the indications Nature furnishes. Nothing was farther from his design, in doing that, than the imposition of a check on any wholesome energies. Blindman’s buff, romps, puzzles, fairy tales, everything in fact that exercises soundly any set of the child’s faculties, must be admitted as a part of Froebel’s system. The cardinal point of his doctrine is—take care that you do not exercise a part only of the child’s mind or body; but take thorough pains to see that you encourage the development of its whole nature. If pains—and great pains—be not taken to see that this is done, probably it is not done. The Infant Gardens are designed to help in doing it.
The mind of a young child must not be trained at the expense of its body. Every muscle ought, if possible, to be brought daily into action; and, in the case of a child suffered to obey the laws of Nature by free tumbling and romping, that is done in the best manner possible. Every mother knows that by carrying an infant always on the same arm its growth is liable to be perverted. Everyfather knows the child’s delight at being vigorously danced up and down, and much of this delight arises from the play then given to its muscles. As the child grows, the most unaccustomed positions into which it can be safely twisted are those from which it will receive the greatest pleasure. That is because play is thus given to the muscles in a form they do not often get, and Nature—always watchful on the child’s behalf—cries, We will have some more of that. It does us good. As it is with the body, so it is with the mind, and Froebel’s scheme of infant education is, for both, a system of gymnastics.
He begins with the newborn infant, and demands that, if possible, it shall not be taken from its mother. He sets his face strongly against the custom of committing the child during the tenderest and most impressible period of its whole life to the care and companionship of an ignorant nursemaid, or of servants who have not the mother’s instinct, or the knowledge that can tell them how to behave in its presence. Only the mother should, if possible, be the child’s chief companion and teacher during at least the first three years of its life, and she should have thought it worth while to prepare herself for the right fulfilment of her duties. Instead of tambour work, or Arabic, or any other useless thing that may be taught at girls’ schools, surely it would be a great blessing if young ladies were to spend some of their time in an Infant Garden, that might be attached to every academy. Let them all learn from Froebel what are the requirements of a child, and be prepared for the wise performance of what is after all to be the most momentous business of their lives.
The carrying out of this hint is indeed necessary to the complete and general adoption of the infant-garden system. Froebel desired his infants to be taught only by women, and required that they should be women as well educated and refined as possible, preferring amiable unmarried girls. Thus he would have our maidens spending some part of their time in playing with little ones, learning to understand them, teaching them to understand; our wives he would have busy at home, making good use of their experience, developing carefully and thoughtfully the minds of their children, sole teachers for the first three years of their life; afterward, either helped by throwing them among other children in an Infant Garden for twoor three hours every day, or, if there be at home no lack of little company, having Infant Gardens of their own.
Believing that it is natural to address infants in song, Froebel encouraged nursery songs, and added to their number. Those contributed by him to the common stock were of course contributed for the sake of some use that he had for each; in the same spirit—knowing play to be essential to a child—he invented games; and those added by him to the common stock are all meant to be used for direct teaching. It does not in the least follow, and it was not the case, that he would have us make all nursery rhymes and garden sports abstrusely didactic. He meant no more than to put his own teaching into songs and games, to show clearly that whatever is necessary to be said or done to a young child may be said or done merrily or playfully; and although he was essentially a schoolmaster, he had no faith in the terrors commonly associated with his calling.
Froebel’s nursery songs are associated almost invariably with bodily activity on the part of the child. He is always, as soon as he becomes old enough, to do something while the song is going on, and the movements assigned to him are cunningly contrived so that not even a joint of a little finger shall be left unexercised. If he be none the better, he is none the worse for this. The child is indeed unlucky that depends only on care of this description for the full play of its body; but there are some children so unfortunate, and there are some parents who will be usefully reminded by those songs, of the necessity of procuring means for the free action of every joint and limb. What is done for the body is done in the same spirit for the mind, and ideas are formed, not by song only. The beginning of a most ingenious course of mental training by a series of playthings is made almost from the very first.
A box containing six soft balls, differing in colour, is given to the child. It is Froebel’s “first gift.” Long before it can speak the infant can hold one of these little balls in its fingers, become familiar with its spherical shape and its colour. It stands still, it springs, it rolls. As the child grows, he can roll it and run after it, watch it with sharp eyes, and compare the colour of one ball with the colour of another, prick up his ears at the songs connected with his various games with it, use it as a bond of playfellowship with other children, practise with it firstefforts at self-denial, and so forth. One ball is suspended by a string, it jumps—it rolls—here—there—over—up; turns left—turns right—ding-dong—tip-tap—falls—spins; fifty ideas may be connected with it. The six balls, three of the primary colours, three of the secondary, may be built up in a pyramid; they may be set rolling, and used in combination in a great many ways giving sufficient exercise to the young wits that have all knowledge and experience before them.
Froebel’s “second gift” is a small box containing a ball, cube, and roller (the last two perforated), with a stick and string. With these forms of the cube, sphere, and cylinder, there is a great deal to be done and learned. They can be played with at first according to the child’s own humour: will run, jump, represent carts, or anything. The ancient Egyptians, in their young days as a nation, piled three cubes on one another and called them the three Graces. A child will, in the same way, see fishes in stones, and be content to put a cylinder upon a cube, and say that is papa on horseback. Of this element of ready fancy in all childish sport Froebel took full advantage. The ball, cube, and cylinder may be spun, swung, rolled, and balanced in so many ways as to display practically all their properties. The cube, spun upon the stick piercing it through opposite edges, will look like a circle, and so forth. As the child grows older, each of the forms may be examined definitely, and he may learn from observation to describe it. The ball may be rolled down an inclined plane and the acceleration of its speed observed. Most of the elementary laws of mechanics may be made practically obvious to the child’s understanding.
The “third gift” is the cube divided once in every direction. By the time a child gets this to play with he is three years old—of age ripe for admission to an Infant Garden. The Infant Garden is intended for the help of children between three years old and seven. Instruction in it—always by means of play—is given for only two or three hours in the day; such instruction sets each child, if reasonably helped at home, in the right train of education for the remainder of its time.
An Infant Garden must be held in a large room abounding in clear space for child’s play, and connected with a garden into which the children may adjourn whenever weather will permit. The garden is meant chiefly toassure, more perfectly, the association of wholesome bodily exercise with mental activity. If climate but permitted, Froebel would have all young children taught entirely in the pure, fresh air, while frolicking in sunshine among flowers. By his system he aimed at securing for them bodily as well as mental health, and he held it to be unnatural that they should be cooped up in close rooms, and glued to forms, when all their limbs twitch with desire for action, and there is a warm sunshine out of doors. The garden, too, should be their own; every child the master or mistress of a plot in it, sowing seeds and watching day by day the growth of plants, instructed playfully and simply in the meaning of what is observed. When weather forbids use of the garden, there is the great, airy room which should contain cupboards, with a place for every child’s toys and implements; so that a habit of the strictest neatness may be properly maintained. Up to the age of seven there is to be no book work and no ink work; but only at school a free and brisk, but systematic strengthening of the body, of the senses, of the intellect, and of the affections, managed in such a way as to leave the child prompt for subsequent instruction, already comprehending the elements of a good deal of knowledge.
We must endeavour to show in part how that is done. The third gift—the cube divided once in every direction—enables the child to begin the work of construction in accordance with its own ideas, and insensibly brings the ideas into the control of a sense of harmony and fitness. The cube divided into eight parts will manufacture many things; and, while the child is at work helped by quiet suggestion now and then, the teacher talks of what he is about, asks many questions, answers more, mixes up little songs and stories with the play. Pillars, ruined castles, triumphal arches, city gates, bridges, crosses, towers, all can be completed to the perfect satisfaction of a child, with the eight little cubes. They are all so many texts on which useful and pleasant talk can be established. Then they are capable also of harmonious arrangement into patterns, and this is a great pleasure to the child. He learns the charm of symmetry, exercises taste in the preference of this or that among the hundred combinations of which his eight cubes are susceptible.
Then follows the “fourth gift,” a cube divided into eight planes cut lengthways. More things can be donewith this than with the other. Without strain on the mind, in sheer play, mingled with songs, nothing is wanted but a liberal supply of little cubes, to make clear to the children the elements of arithmetic. The cubes are the things numbered. Addition is done with them; they are subtracted from each other; they are multiplied; they are divided. Besides these four elementary rules they cause children to be thoroughly at home in the principle of fractions, to multiply and divide fractions—as real things; all in good time it will become easy enough to let written figures represent them—to go through the rule of three, square root, and cube root. As a child has instilled into him the principles of arithmetic, so he acquires insensibly the groundwork of geometry, the sister science.
Froebel’s “fifth gift” is an extension of the third, a cube divided into twenty-seven equal cubes, and three of these further divided into halves, three into quarters. This brings with it the teaching of a great deal of geometry, much help to the lessons in number, magnificent accessions to the power of the little architect, who is provided, now, with pointed roofs and other glories, and the means of producing an almost infinite variety of symmetrical patterns, both more complex and more beautiful than heretofore.
The “sixth gift” is a cube so divided as to extend still farther the child’s power of combining and discussing it. When its resources are exhausted and combined with those of the “seventh gift” (a box containing every form supplied in the preceding series), the little pupil—seven years old—has had his inventive and artistic powers exercised, and his mind stored with facts that have been absolutely comprehended. He has acquired also a sense of pleasure in the occupation of his mind.
But he has not been trained in this way only. We leave out of account the bodily exercise connected with the entire round of occupation, and speak only of the mental discipline. There are some other “gifts” that are brought into service as the child becomes able to use them. One is a box containing pieces of wood, or pasteboard, cut into sundry forms. With these the letters of the alphabet can be constructed; and, after letters, words, in such a way as to create out of the game a series of pleasant spelling lessons. The letters are arranged upon a slate ruled into little squares, by which the eye is guided in preservingregularity. Then follows the gift of a bundle of small sticks, which represent so many straight lines; and, by laying them upon his slate, the child can make letters, patterns, pictures; drawing, in fact, with lines that have not to be made with pen or pencil, but are provided ready made and laid down with the fingers. This kind of Stick-work having been brought to perfection, there is a capital extension of the idea with what is called Pea-work. By the help of peas softened in water, sticks may be joined together, letters, skeletons of cubes, crosses, prisms may be built; houses, towers, churches may be constructed, having due breadth as well as length and height, strong enough to be carried about or kept as specimens of ingenuity. Then follows a gift of flat sticks, to be used in plaiting. After that there is a world of ingenuity to be expended on the plaiting, folding, cutting, and pricking of plain or coloured paper. Children five years old, trained in the Infant Garden, will delight in plaiting slips of paper variously coloured into patterns of their own invention, and will work with a sense of symmetry so much refined by training as to produce patterns of exceeding beauty. By cutting paper, too, patterns are produced in the Infant Garden that would often, though the work of very little hands, be received in schools of design with acclamation. Then there are games by which the first truths of astronomy, and other laws of Nature, are made as familiar as they are interesting. For our own parts, we have been perfectly amazed at the work we have seen done by children of six or seven—bright, merry creatures, who have all the spirit of their childhood active in them, repressed by no parent’s selfish love of ease and silence, cowed by no dull-witted teacher of the A B C and the pothooks.
Froebel discourages the cramping of an infant’s hand upon a pen, but his slate ruled into little squares, or paper prepared in the same way, is used by him for easy training in the elements of drawing. Modelling in wet clay is one of the most important occupations of the children who have reached about the sixth year, and is used as much as possible, not merely to encourage imitation, but to give some play to the creative power. Finally, there is the best possible use made of the paint-box, and children engaged upon the colouring of pictures and the arrangement of nosegays are further taught to enjoy, not merely what is bright, but also what is harmonious and beautiful.
We have not left ourselves as much space as is requisite to show how truly all such labour becomes play to the child. Fourteen years’ evidence suffices for a demonstration of the admirable working of a system of this kind; but as we think there are some parents who may be willing to inquire a little further into the subject here commended earnestly to their attention, we will end by a citation of the source from which we have ourselves derived what information we possess.
At the educational exhibition in St. Martin’s Hall last year, there was a large display of the material used and results produced in Infant Gardens which attracted much attention. The Baroness von Marenholtz, enthusiastic in her advocacy of the children’s cause, came then to England, and did very much to procure the establishment in this country of some experimental Infant Gardens. By her, several months ago—and at about the same time by M. and Madame Rongé who had already established the first English Infant Garden—our attention was invited to the subject. We were also made acquainted with M. Hoffman, one of Froebel’s pupils, who explained the system theoretically at the Polytechnic Institution. When in this country, the Baroness von Marenholtz published a book called Woman’s Educational Mission, being an explanation of Frederick Froebel’s System of Infant Gardens. We have made use of the book in the preceding notice, but it appeared without the necessary illustrations, and is therefore a less perfect guide to the subject than a work published more recently by M. and Madame Rongé: A Practical Guide to the English Kindergarten. This last book we exhort everybody to consult who is desirous of a closer insight into Froebel’s system than we have been able here to give. It not only explains what the system is, but, by help of an unstinted supply of little sketches, enables any one at once to study it at home and bring it into active operation. It suggests conversations, games; gives many of Froebel’s songs, and even furnishes the music (which usually consists of popular tunes—Mary Blane, Rousseau’s Dream, etc.) to which they may be sung. Furthermore, it is well to say that any one interested in this subject, whom time and space do not forbid, may see an Infant Garden in full work by calling, on a Tuesday morning between the hours of ten and one, on M. and Madame Rongé, at number 32 Tavistock Place, TavistockSquare. That day these earliest and heartiest of our established infant gardeners have set apart, for the help of a good cause, to interruptions and investigations from the world without, trusting, of course, we suppose, that no one will disturb them for the satisfaction of mere idle curiosity.
THE OVERTHROW OF COERCION.
Dickens, in the preface to Nicholas Nickleby, states that, as Pickwick Papers had given him an audience, he determined to carry out a long-cherished plan and write for the purpose of driving out of existence a class of bad private schools, of which certain schools in Yorkshire were the worst types. He drew a picture of low cunning, avarice, ignorance, imposture, and brutality in Squeers that astounded his audience, and led to the closing of most of the Yorkshire private schools and to the overthrow of tyranny in schools throughout the civilized world. Tyranny and corporal punishment still exist, but not in the best schools. Not one child weeps now on account of corporal punishment for every hundred who wailed bitterly for the same reason when Froebel and Dickens began their loving work. Year by year the good work goes on. Men are learning the better ways of guiding and governing childhood. We can not yet say when men and women in the homes and schools everywhere shall understand the child and their own powers so thoroughly that there shall be no more corporal punishment inflicted, but we do know that the abatement of the terrible brutality began with the revelations of Froebel and Dickens. Froebel taught the new philosophy, Dickens sent it quivering through the hearts and consciences of mankind.
Members of the highest classes in England have been imprisoned near the close of the nineteenth century for improper methods of punishing children that would have excited no comment when Dickens described Squeers a little more than half a century earlier. In the report tothe British Government, at the close of his remarkable half-century of honourable and very able educational work, Sir Joshua Fitch said: “In watching the gradual development of the training colleges for women from year to year, nothing is more striking than the increased attention which is being paid in those institutions to the true principles of infant teaching and discipline. The circular which has recently been issued by your lordships, and which is designed to enforce and explain these principles, would, if put forth a few years ago, have fallen on unprepared soil, and would indeed have seemed to many teachers both in and out of training colleges to be scarcely intelligible. Now its counsels will be welcomed with sympathy and full appreciation.”
Dickens describes Squeers as a man “whose appearance was not prepossessing.”
He had but one eye, and the popular prejudice runs in favour of two. The eye he had was unquestionably useful, but decidedly not ornamental: being of a greenish gray, and in shape resembling the fanlight of a street door. The blank side of his face was much wrinkled and puckered up, which gave him a very sinister appearance, especially when he smiled, at which times his expression bordered closely on the villainous. His hair was very flat and shiny, save at the ends, where it was brushed stiffly up from a low protruding forehead, which assorted well with his harsh voice and coarse manner.
He had but one eye, and the popular prejudice runs in favour of two. The eye he had was unquestionably useful, but decidedly not ornamental: being of a greenish gray, and in shape resembling the fanlight of a street door. The blank side of his face was much wrinkled and puckered up, which gave him a very sinister appearance, especially when he smiled, at which times his expression bordered closely on the villainous. His hair was very flat and shiny, save at the ends, where it was brushed stiffly up from a low protruding forehead, which assorted well with his harsh voice and coarse manner.
He then proceeds to reveal the character of Squeers by a series of incidents:
Mr. Squeers was standing in a box by one of the coffee-room fireplaces. In a corner of the seat was a very small deal trunk, tied round with a scanty piece of cord; and on the trunk was perched—his lace-up half-boots and corduroy trousers dangling in the air—a diminutive boy, with his shoulders drawn up to his ears, and his hands planted on his knees, who glanced timidly at the schoolmaster, from time to time, with evident dread and apprehension.“Half-past three,” muttered Mr. Squeers, turning from the window, and looking sulkily at the coffee-room clock. “There will be nobody here to-day.”Much vexed by this reflection, Mr. Squeers looked at the little boy to see whether he was doing anything he could beat him for. As he happened not to be doing anything at all, he merely boxed his ears, and told him not to do it again.“At midsummer,” muttered Mr. Squeers, resuming his complaint, “I took down ten boys; ten twentys is two hundred pound. I go back at eight o’clock to-morrow morning, and have got only three—three oughts is an ought—three twos is six—sixty pound. What’s come of all the boys? what’s parents got in their heads? what does it all mean?”Here the little boy on the top of the trunk gave a violent sneeze.“Halloa, sir!” growled the schoolmaster, turning round. “What’s that, sir?”“Nothing, please, sir,” said the little boy.“Nothing, sir?” exclaimed Mr. Squeers.“Please, sir, I sneezed,” rejoined the boy, trembling till the little trunk shook under him.“Oh! sneezed, did you?” retorted Mr. Squeers. “Then what did you say ‘nothing’ for, sir?”In default of a better answer to this question, the little boy screwed a couple of knuckles into each of his eyes and began to cry, wherefore Mr. Squeers knocked him off the trunk with a blow on one side of his face, and knocked him on again with a blow on the other.“Wait till I get you down into Yorkshire, my young gentleman,” said Mr. Squeers, “and then I’ll give you the rest. Will you hold that noise, sir?”“Ye—ye—yes,” sobbed the little boy, rubbing his face very hard with the Beggar’s Petition in printed calico.“Then do so at once, sir,” said Squeers. “Do you hear?”
Mr. Squeers was standing in a box by one of the coffee-room fireplaces. In a corner of the seat was a very small deal trunk, tied round with a scanty piece of cord; and on the trunk was perched—his lace-up half-boots and corduroy trousers dangling in the air—a diminutive boy, with his shoulders drawn up to his ears, and his hands planted on his knees, who glanced timidly at the schoolmaster, from time to time, with evident dread and apprehension.
“Half-past three,” muttered Mr. Squeers, turning from the window, and looking sulkily at the coffee-room clock. “There will be nobody here to-day.”
Much vexed by this reflection, Mr. Squeers looked at the little boy to see whether he was doing anything he could beat him for. As he happened not to be doing anything at all, he merely boxed his ears, and told him not to do it again.
“At midsummer,” muttered Mr. Squeers, resuming his complaint, “I took down ten boys; ten twentys is two hundred pound. I go back at eight o’clock to-morrow morning, and have got only three—three oughts is an ought—three twos is six—sixty pound. What’s come of all the boys? what’s parents got in their heads? what does it all mean?”
Here the little boy on the top of the trunk gave a violent sneeze.
“Halloa, sir!” growled the schoolmaster, turning round. “What’s that, sir?”
“Nothing, please, sir,” said the little boy.
“Nothing, sir?” exclaimed Mr. Squeers.
“Please, sir, I sneezed,” rejoined the boy, trembling till the little trunk shook under him.
“Oh! sneezed, did you?” retorted Mr. Squeers. “Then what did you say ‘nothing’ for, sir?”
In default of a better answer to this question, the little boy screwed a couple of knuckles into each of his eyes and began to cry, wherefore Mr. Squeers knocked him off the trunk with a blow on one side of his face, and knocked him on again with a blow on the other.
“Wait till I get you down into Yorkshire, my young gentleman,” said Mr. Squeers, “and then I’ll give you the rest. Will you hold that noise, sir?”
“Ye—ye—yes,” sobbed the little boy, rubbing his face very hard with the Beggar’s Petition in printed calico.
“Then do so at once, sir,” said Squeers. “Do you hear?”
The waiter at this juncture announced a gentleman who wished to interview Mr. Squeers, and the schoolmaster, in an undertone, said to the poor boy: “Put your handkerchief in your pocket, you little scoundrel, or I’ll murder you when the gentleman goes.”
Affecting not to see the gentleman when he entered, Mr. Squeers feigned to be mending a pen and trying to comfort the boy he had so grossly abused.
“My dear child,” said Squeers, “all people have their trials. This early trial of yours, that is fit to make your little heart burst and your very eyes come out of your head with crying, what is it? Nothing—less than nothing. You are leaving your friends, but you will have a father in me, my dear, and a mother in Mrs. Squeers.”
Our indignation is still further aroused when we hear the conversation between Mr. Squeers and his visitor, who is named Snawley, and who was “a sleek, flat-nosed man, bearing in his countenance an expression of much mortification and sanctity.”
He had brought with him two little boys, whose stepfather he was. Their mother had a little money in her own right and he was afraid she might squander it on her boys, so he wished to dispose of them. Our blood runs cold as we hear the two scoundrels plotting against the unfortunate boys. They are to be kept by Squeers till grown up. No questions are to be asked “so long as the payments are regular.” “They are to be supplied with razors when grown up, and never allowed home for holidays, and not permitted to write home, except a circular at Christmas to say they never were so happy and hope they may never be sent for, and no questions are to be asked in case anything happens to them.”
We learn the unutterable selfishness of Squeers as he sits eating a sumptuous breakfast, while the five wretched and hungry little boys, who are to accompany him to Yorkshire to Dotheboys Hall, look at him. He had ordered bread and butter for three, which he cut into five portions, and “two-penn’orth of milk” for the five boys. While waiting for the bread to come he said, as he took a large mouthful of beef and toast, “Conquer your passions, boys, and don’t be eager after vittles. Subdue your appetites, my dears, and you’ve conquered human natur.”
Nicholas Nickleby had been engaged to teach under Squeers in Dotheboys Hall. He was shocked at many things he heard and saw the night he arrived in Yorkshire.
But the school itself and the appearance of the wretched pupils completed his discomfiture.
The pupils—the young noblemen! How the last faint traces of hope, the remotest glimmering of any good to be derived from his efforts in this den, faded from the mind of Nicholas as he looked in dismay around! Pale and haggard faces, lank and bony figures, children with the countenances of old men, deformities with irons upon their limbs, boys of stunted growth, and others whose long meagre legs would hardly bear their stooping bodies, all crowded on the view together; there were the bleared eye, the harelip, the crooked foot, and every ugliness or distortion that told of unnatural aversion conceived by parents for their offspring, or of young lives which, from the earliest dawn of infancy, had been one horrible endurance of cruelty and neglect. There were little faces which should have been handsome, darkened with the scowl of sullen, dogged suffering; there was childhood with the light of its eye quenched, its beauty gone, and its helplessness alone remaining; there were vicious-faced boys, with leaden eyes, like malefactors in a jail; and there were young creatures on whom the sins of their frail parents had descended, weeping even for the mercenary nurses they had known, and lonesome even in their loneliness. With every kindly sympathy and affection blasted in its birth, with every young and healthy feeling flogged and starved down, with every revengeful passion that can fester in swollen hearts, eating its evil way to their core in silence, what an incipient hell was breeding here!
The pupils—the young noblemen! How the last faint traces of hope, the remotest glimmering of any good to be derived from his efforts in this den, faded from the mind of Nicholas as he looked in dismay around! Pale and haggard faces, lank and bony figures, children with the countenances of old men, deformities with irons upon their limbs, boys of stunted growth, and others whose long meagre legs would hardly bear their stooping bodies, all crowded on the view together; there were the bleared eye, the harelip, the crooked foot, and every ugliness or distortion that told of unnatural aversion conceived by parents for their offspring, or of young lives which, from the earliest dawn of infancy, had been one horrible endurance of cruelty and neglect. There were little faces which should have been handsome, darkened with the scowl of sullen, dogged suffering; there was childhood with the light of its eye quenched, its beauty gone, and its helplessness alone remaining; there were vicious-faced boys, with leaden eyes, like malefactors in a jail; and there were young creatures on whom the sins of their frail parents had descended, weeping even for the mercenary nurses they had known, and lonesome even in their loneliness. With every kindly sympathy and affection blasted in its birth, with every young and healthy feeling flogged and starved down, with every revengeful passion that can fester in swollen hearts, eating its evil way to their core in silence, what an incipient hell was breeding here!
It was Mr. Squeers’s custom on the first afternoon after his return from London to call the school together to make announcements, and read letters written by himself, which he pretended had been written by the relatives of the boys. Accordingly, the first afternoon after the arrival of Nicholas, Squeers entered the schoolroom “with a small bundle of papers in his hand, and Mrs. S. followed with a pair of canes.”
“Let any boy speak a word without leave,” said Mr. Squeers, “and I’ll take the skin off his back.”
Two letters will serve as samples of the rest:
“Graymarsh. Stand up, Graymarsh.”
Graymarsh stood up, while Squeers read his letter:
“Graymarsh’s maternal aunt is very glad to hear he’s so well and happy, and sends her respectful compliments to Mrs. Squeers, and thinks she must be an angel. She likewise thinks Mr. Squeers is too good for this world; but hopes he may long be spared to carry on the business. Would have sent the two pair of stockings as desired, but is short of money, so forwards a tract instead, and hopes Graymarsh will put his trust in Providence. Hopes, above all, that he will study in every thing to please Mr. and Mrs. Squeers, and look upon them as his only friends; and that he will love Master Squeers; and not object to sleeping five in a bed, which no Christian should. Ah!” said Squeers, folding it up, “a delightful letter. Very affecting indeed.”
“Graymarsh’s maternal aunt is very glad to hear he’s so well and happy, and sends her respectful compliments to Mrs. Squeers, and thinks she must be an angel. She likewise thinks Mr. Squeers is too good for this world; but hopes he may long be spared to carry on the business. Would have sent the two pair of stockings as desired, but is short of money, so forwards a tract instead, and hopes Graymarsh will put his trust in Providence. Hopes, above all, that he will study in every thing to please Mr. and Mrs. Squeers, and look upon them as his only friends; and that he will love Master Squeers; and not object to sleeping five in a bed, which no Christian should. Ah!” said Squeers, folding it up, “a delightful letter. Very affecting indeed.”
“Mobbs” was next called, and his letter was read to him:
“Mobbs’s stepmother,” said Squeers, “took to her bed on hearing that he wouldn’t eat fat, and has been very ill ever since. She wishes to know, by an early post, where he expects to go to, if he quarrels with his vittles; and with what feelings he could turn up his nose at the cow’s-liver broth, after his good master had asked a blessing on it. This was told her in the London newspapers—not by Mr. Squeers, for he is too kind and too good to set anybody against anybody—and it has vexed her so much, Mobbs can’t think. She is sorry to find he is discontented, which is sinful and horrid, and hopes Mr. Squeers will flog him into a happier state of mind; with this view, she has also stopped his halfpenny a week pocket-money, and given a double-bladed knife with a corkscrew in it to the missionaries, which she had bought on purpose for him.”“A sulky state of feeling,” said Squeers, after a terrible pause, during which he had moistened the palm of his right hand again, “won’t do. Cheerfulness and contentment must be kept up. Mobbs, come to me!”Mobbs moved slowly toward the desk, rubbing his eyes in anticipation of good cause for doing so; and he soon afterward retired by the side door, with as good a cause as a boy need have.
“Mobbs’s stepmother,” said Squeers, “took to her bed on hearing that he wouldn’t eat fat, and has been very ill ever since. She wishes to know, by an early post, where he expects to go to, if he quarrels with his vittles; and with what feelings he could turn up his nose at the cow’s-liver broth, after his good master had asked a blessing on it. This was told her in the London newspapers—not by Mr. Squeers, for he is too kind and too good to set anybody against anybody—and it has vexed her so much, Mobbs can’t think. She is sorry to find he is discontented, which is sinful and horrid, and hopes Mr. Squeers will flog him into a happier state of mind; with this view, she has also stopped his halfpenny a week pocket-money, and given a double-bladed knife with a corkscrew in it to the missionaries, which she had bought on purpose for him.”
“A sulky state of feeling,” said Squeers, after a terrible pause, during which he had moistened the palm of his right hand again, “won’t do. Cheerfulness and contentment must be kept up. Mobbs, come to me!”
Mobbs moved slowly toward the desk, rubbing his eyes in anticipation of good cause for doing so; and he soon afterward retired by the side door, with as good a cause as a boy need have.
There are still school tyrants who talk with philosophic air of flogging children to make them happier, andothers who say with hard tones and clenched hands that “the one thing they will not allow in their schools is a sulky boy or girl,” and they mean, when they say so, that if a boy is sulky they take no steps to find out the cause of his disease or the natural remedy for it, but they apply the universal remedy of the old-fashioned quack trainer and whip the poor boy, who is already suffering from some physical or nervous derangement. Squeers and such teachers are brother tyrants. They practise the Squeers’s doctrine—“A sulky state of feeling won’t do. Cheerfulness and contentment must be kept up. Mobbs, come to me”—to make children cheerful and contented.
One of the most heart-stirring cases in Dotheboys Hall was that of poor Smike. He had been sent to Squeers when an infant. He was a young man now, but he had been starved so that he wore still around his long neck the frill of the collar that loving hands had placed there when he was a little child. Ill treatment and lack of proper food had made him almost an imbecile, and he was the drudge of the institution. Nicholas was attracted by the anxious, longing looks of the boy, as his eyes followed Squeers from place to place on their arrival from London.
He was lame; and as he feigned to be busy in arranging the table, glanced at the letters with a look so keen, and yet so dispirited and hopeless, that Nicholas could hardly bear to watch him.“What are you bothering about there, Smike?” cried Mrs. Squeers; “let the things alone, can’t you.”“Eh!” said Squeers, looking up. “Oh! it’s you, is it?”“Yes, sir,” replied the youth, pressing his hands together, as though to control, by force, the nervous wandering of his fingers; “is there——”“Well!” said Squeers.“Have you—did anybody—has nothing been heard—about me?”“Devil a bit,” replied Squeers testily.The lad withdrew his eyes, and, putting his hand to his face, moved toward the door.“Not a word,” resumed Squeers, “and never will be.”
He was lame; and as he feigned to be busy in arranging the table, glanced at the letters with a look so keen, and yet so dispirited and hopeless, that Nicholas could hardly bear to watch him.
“What are you bothering about there, Smike?” cried Mrs. Squeers; “let the things alone, can’t you.”
“Eh!” said Squeers, looking up. “Oh! it’s you, is it?”
“Yes, sir,” replied the youth, pressing his hands together, as though to control, by force, the nervous wandering of his fingers; “is there——”
“Well!” said Squeers.
“Have you—did anybody—has nothing been heard—about me?”
“Devil a bit,” replied Squeers testily.
The lad withdrew his eyes, and, putting his hand to his face, moved toward the door.
“Not a word,” resumed Squeers, “and never will be.”
This is one of the pathetic pictures that awoke the heart of humanity. Nicholas was the first person who had ever sympathized with Smike, so the poor fellow naturally gave to Nicholas the pent-up love of his dwarfed nature, and kept near him whenever it was possible to do so.
Dickens made Smike the centre of the terrible interest in Dotheboys Hall.
Poor Smike was so badly treated that he ran away, but, after a long chase, he was brought home in triumph by Mrs. Squeers, bound like an animal. Squeers, of course, determined to flog him before all the boys as an example, and this led to the first great step toward the overthrow of the power of Squeers in Dotheboys Hall.
The news that Smike had been caught and brought back in triumph, ran like wildfire through the hungry community, and expectation was on tiptoe all the morning. On tiptoe it was destined to remain, however, until afternoon; when Squeers, having refreshed himself with his dinner, and further strengthened himself by an extra libation or so, made his appearance (accompanied by his amiable partner) with a countenance of portentous import, and a fearful instrument of flagellation, strong, supple, wax-ended, and new—in short, purchased that morning, expressly for the occasion.“Is every boy here?” asked Squeers, in a tremendous voice.Every boy was there, but every boy was afraid to speak; so Squeers glared along the lines to assure himself; and every eye drooped, and every head cowered down, as he did so.“Each boy keep his place,” said Squeers, administering his favourite blow to the desk, and regarding with gloomy satisfaction the universal start which it never failed to occasion. “Nickleby! to your desk, sir.”It was remarked by more than one small observer that there was a very curious and unusual expression in the usher’s face; but he took his seat, without opening his lips in reply. Squeers, casting a triumphant glance at his assistant, and a look of most comprehensive despotism on the boys, left the room, and shortly afterward returned, dragging Smike by the collar—or rather by that fragmentof his jacket which was nearest the place where his collar would have been had he boasted such a decoration.In any other place the appearance of the wretched, jaded, spiritless object would have occasioned a murmur of compassion and remonstrance. It had some effect, even there; for the lookers-on moved uneasily in their seats, and a few of the boldest ventured to steal looks at each other, expressive of indignation and pity.They were lost on Squeers, however, whose gaze was fastened on the luckless Smike, as he inquired, according to custom in such cases, whether he had anything to say for himself.“Nothing, I suppose?” said Squeers, with a diabolical grin.Smike glanced round, and his eye rested for an instant on Nicholas, as if he had expected him to intercede; but his look was riveted on his desk.“Have you anything to say?” demanded Squeers again; giving his right arm two or three flourishes to try its power and suppleness. “Stand a little out of the way, Mrs. Squeers, my dear; I’ve hardly got room enough.”“Spare me, sir!” cried Smike.“Oh! that’s all, is it?” said Squeers. “Yes, I’ll flog you within an inch of your life, and spare you that.”“Ha, ha, ha,” laughed Mrs. Squeers, “that’s a good ’un!”“I was driven to do it,” said Smike faintly, and casting another imploring look on him.“Driven to do it, were you?” said Squeers. “Oh! it wasn’t your fault; it was mine, I suppose—eh?”“A nasty, ungrateful, pig-headed, brutish, obstinate, sneaking dog,” exclaimed Mrs. Squeers, taking Smike’s head under her arm, and administering a cuff at every epithet; “what does he mean by that?”“Stand aside, my dear,” replied Squeers. “We’ll try and find out.”Mrs. Squeers, being out of breath with her exertions, complied. Squeers caught the boy firmly in his grip; one desperate cut had fallen on his body—he was wincing from the lash, and uttering a scream of pain—it was raised again, and again about to fall—when Nicholas Nickleby suddenly starting up, cried: “Stop!” in a voice that made the rafters ring.“Who cried stop?” said Squeers, turning savagely round.“I,” said Nicholas, stepping forward. “This must not go on.”“Must not go on!” cried Squeers, almost in a shriek.“No!” thundered Nicholas.Aghast and stupefied by the boldness of the interference, Squeers released his hold of Smike, and, falling back a pace or two, gazed upon Nicholas with looks that were positively frightful.“I say must not,” repeated Nicholas, nothing daunted; “shall not. I will prevent it.”Squeers continued to gaze upon him, with his eyes starting out of his head; but astonishment had actually, for the moment, bereft him of speech.“You have disregarded all my quiet interference in the miserable lad’s behalf,” said Nicholas; “you have returned no answer to the letter in which I begged forgiveness for him, and offered to be responsible that he would remain quietly here. Don’t blame me for this public interference. You have brought it upon yourself, not I.”“Sit down, beggar!” screamed Squeers, almost beside himself with rage, and seizing Smike as he spoke.“Wretch!” rejoined Nicholas fiercely, “touch him at your peril! I will not stand by and see it done. My blood is up, and I have the strength of ten such men as you. Look to yourself, for, by Heaven, I will not spare you, if you drive me on!”“Stand back!” cried Squeers, brandishing his weapon.“I have a long series of insults to avenge,” said Nicholas, flushed with passion; “and my indignation is aggravated by the dastardly cruelties practised on helpless infancy in this foul den. Have a care; for, if you do raise the devil within me, the consequences shall fall heavily upon your own head!”He had scarcely spoken, when Squeers, in a violent outbreak of wrath, and with a cry like the howl of a wild beast, spit upon him, and struck him a blow across the face with his instrument of torture, which raised up a bar of livid flesh as it was inflicted. Smarting with the agony of the blow, and concentrating into that one moment all his feelings of rage, scorn, and indignation, Nicholas sprang upon him, wrested the weapon from his hand, and pinning him by the throat, beat the ruffian till he roared for mercy.The boys—with the exception of Master Squeers, who,coming to his father’s assistance, harassed the enemy in the rear—moved not hand or foot; but Mrs. Squeers, with many shrieks for aid, hung on to the tail of her partner’s coat, and endeavoured to drag him from his infuriated adversary; while Miss Squeers, who had been peeping through the keyhole in expectation of a very different scene, darted in at the very beginning of the attack, and after launching a shower of inkstands at the usher’s head, beat Nicholas to her heart’s content: animating herself at every blow with the recollection of his having refused her proffered love, and thus imparting additional strength to an arm which (as she took after her mother in this respect) was, at no time, one of the weakest.Nicholas, in the full torrent of his violence, felt the blows no more than if they had been dealt with feathers; but, becoming tired of the noise and uproar, and feeling that his arm grew weak besides, he threw all his remaining strength into half a dozen finishing cuts and flung Squeers from him, with all the force he could muster. The violence of his fall precipitated Mrs. Squeers completely over an adjacent form; and Squeers, striking his head against it in his descent, lay at his full length on the ground, stunned and motionless.Having brought affairs to this happy termination, and ascertained, to his thorough satisfaction, that Squeers was only stunned, and not dead (upon which point he had had some unpleasant doubts at first), Nicholas left his family to restore him and retired to consider what course he had better adopt. He looked anxiously round for Smike, as he left the room, but he was nowhere to be seen.After a brief consideration, he packed up a few clothes in a small leathern valise, and, finding that nobody offered to oppose his progress, marched boldly out by the front door and started to walk to London.Near the school he met John Browdie, the honest corn factor.
The news that Smike had been caught and brought back in triumph, ran like wildfire through the hungry community, and expectation was on tiptoe all the morning. On tiptoe it was destined to remain, however, until afternoon; when Squeers, having refreshed himself with his dinner, and further strengthened himself by an extra libation or so, made his appearance (accompanied by his amiable partner) with a countenance of portentous import, and a fearful instrument of flagellation, strong, supple, wax-ended, and new—in short, purchased that morning, expressly for the occasion.
“Is every boy here?” asked Squeers, in a tremendous voice.
Every boy was there, but every boy was afraid to speak; so Squeers glared along the lines to assure himself; and every eye drooped, and every head cowered down, as he did so.
“Each boy keep his place,” said Squeers, administering his favourite blow to the desk, and regarding with gloomy satisfaction the universal start which it never failed to occasion. “Nickleby! to your desk, sir.”
It was remarked by more than one small observer that there was a very curious and unusual expression in the usher’s face; but he took his seat, without opening his lips in reply. Squeers, casting a triumphant glance at his assistant, and a look of most comprehensive despotism on the boys, left the room, and shortly afterward returned, dragging Smike by the collar—or rather by that fragmentof his jacket which was nearest the place where his collar would have been had he boasted such a decoration.
In any other place the appearance of the wretched, jaded, spiritless object would have occasioned a murmur of compassion and remonstrance. It had some effect, even there; for the lookers-on moved uneasily in their seats, and a few of the boldest ventured to steal looks at each other, expressive of indignation and pity.
They were lost on Squeers, however, whose gaze was fastened on the luckless Smike, as he inquired, according to custom in such cases, whether he had anything to say for himself.
“Nothing, I suppose?” said Squeers, with a diabolical grin.
Smike glanced round, and his eye rested for an instant on Nicholas, as if he had expected him to intercede; but his look was riveted on his desk.
“Have you anything to say?” demanded Squeers again; giving his right arm two or three flourishes to try its power and suppleness. “Stand a little out of the way, Mrs. Squeers, my dear; I’ve hardly got room enough.”
“Spare me, sir!” cried Smike.
“Oh! that’s all, is it?” said Squeers. “Yes, I’ll flog you within an inch of your life, and spare you that.”
“Ha, ha, ha,” laughed Mrs. Squeers, “that’s a good ’un!”
“I was driven to do it,” said Smike faintly, and casting another imploring look on him.
“Driven to do it, were you?” said Squeers. “Oh! it wasn’t your fault; it was mine, I suppose—eh?”
“A nasty, ungrateful, pig-headed, brutish, obstinate, sneaking dog,” exclaimed Mrs. Squeers, taking Smike’s head under her arm, and administering a cuff at every epithet; “what does he mean by that?”
“Stand aside, my dear,” replied Squeers. “We’ll try and find out.”
Mrs. Squeers, being out of breath with her exertions, complied. Squeers caught the boy firmly in his grip; one desperate cut had fallen on his body—he was wincing from the lash, and uttering a scream of pain—it was raised again, and again about to fall—when Nicholas Nickleby suddenly starting up, cried: “Stop!” in a voice that made the rafters ring.
“Who cried stop?” said Squeers, turning savagely round.
“I,” said Nicholas, stepping forward. “This must not go on.”
“Must not go on!” cried Squeers, almost in a shriek.
“No!” thundered Nicholas.
Aghast and stupefied by the boldness of the interference, Squeers released his hold of Smike, and, falling back a pace or two, gazed upon Nicholas with looks that were positively frightful.
“I say must not,” repeated Nicholas, nothing daunted; “shall not. I will prevent it.”
Squeers continued to gaze upon him, with his eyes starting out of his head; but astonishment had actually, for the moment, bereft him of speech.
“You have disregarded all my quiet interference in the miserable lad’s behalf,” said Nicholas; “you have returned no answer to the letter in which I begged forgiveness for him, and offered to be responsible that he would remain quietly here. Don’t blame me for this public interference. You have brought it upon yourself, not I.”
“Sit down, beggar!” screamed Squeers, almost beside himself with rage, and seizing Smike as he spoke.
“Wretch!” rejoined Nicholas fiercely, “touch him at your peril! I will not stand by and see it done. My blood is up, and I have the strength of ten such men as you. Look to yourself, for, by Heaven, I will not spare you, if you drive me on!”
“Stand back!” cried Squeers, brandishing his weapon.
“I have a long series of insults to avenge,” said Nicholas, flushed with passion; “and my indignation is aggravated by the dastardly cruelties practised on helpless infancy in this foul den. Have a care; for, if you do raise the devil within me, the consequences shall fall heavily upon your own head!”
He had scarcely spoken, when Squeers, in a violent outbreak of wrath, and with a cry like the howl of a wild beast, spit upon him, and struck him a blow across the face with his instrument of torture, which raised up a bar of livid flesh as it was inflicted. Smarting with the agony of the blow, and concentrating into that one moment all his feelings of rage, scorn, and indignation, Nicholas sprang upon him, wrested the weapon from his hand, and pinning him by the throat, beat the ruffian till he roared for mercy.
The boys—with the exception of Master Squeers, who,coming to his father’s assistance, harassed the enemy in the rear—moved not hand or foot; but Mrs. Squeers, with many shrieks for aid, hung on to the tail of her partner’s coat, and endeavoured to drag him from his infuriated adversary; while Miss Squeers, who had been peeping through the keyhole in expectation of a very different scene, darted in at the very beginning of the attack, and after launching a shower of inkstands at the usher’s head, beat Nicholas to her heart’s content: animating herself at every blow with the recollection of his having refused her proffered love, and thus imparting additional strength to an arm which (as she took after her mother in this respect) was, at no time, one of the weakest.
Nicholas, in the full torrent of his violence, felt the blows no more than if they had been dealt with feathers; but, becoming tired of the noise and uproar, and feeling that his arm grew weak besides, he threw all his remaining strength into half a dozen finishing cuts and flung Squeers from him, with all the force he could muster. The violence of his fall precipitated Mrs. Squeers completely over an adjacent form; and Squeers, striking his head against it in his descent, lay at his full length on the ground, stunned and motionless.
Having brought affairs to this happy termination, and ascertained, to his thorough satisfaction, that Squeers was only stunned, and not dead (upon which point he had had some unpleasant doubts at first), Nicholas left his family to restore him and retired to consider what course he had better adopt. He looked anxiously round for Smike, as he left the room, but he was nowhere to be seen.
After a brief consideration, he packed up a few clothes in a small leathern valise, and, finding that nobody offered to oppose his progress, marched boldly out by the front door and started to walk to London.
Near the school he met John Browdie, the honest corn factor.
John saw that Nicholas had received a severe blow, and asked the reason.