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But to come down from great men and higher matters to my little children and poor school-house again; I will, God willing, go forward orderly, as I purposed, to instruct children and young men both for learning and manners.
—ROGER ASCHAM.
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He exhorted Slingsby not to break down or depress the free spirit of the boys, by harshness and slavish fear, but to lead them freely and joyously on in the path of knowledge, making it pleasant and desirable in their eyes. He wished to see the youth trained up in the manners and habitudes of the peasantry of the good old times, and thus to lay a foundation for the accomplishment of his favorite object, the revival of old English customs and character. He recommended that all the ancient holidays should be observed, and that the sports of the boys, in their hours of play, should be regulated according to the standard authorities laid down in Strutt, a copy of whose invaluable work, decorated with plates, was deposited in the school-house. Above all, he exhorted the pedagogue to abstain from the use of birch, an instrument of instruction which the good Squire regards with abhorrence, as fit only for the coercion of brute natures that cannot be reasoned with.
Mr. Slingsby has followed the Squire’s instructions, to the best of his disposition and abilities. He never flogs the boys, because he is too easy, good-humoured a creature to inflict pain on a worm. He is bountiful in holidays, because he loves holidays himself, and has a sympathy with the urchins’ impatience of confinement, from having divers times experienced its irksomeness during the time that he was seeing the world. As to sports and pastimes, the boys are faithfully exercised in all that are on record, quoits, races, prison-bars, tipcat, trap-ball, bandy-ball, wrestling, leaping, and what not. The only misfortune is, that having banished the birch, honest Slingsby has not studied Roger Ascham sufficiently to find out a substitute; or rather, he has not the management in his nature to apply one; his school, therefore, though one of the happiest, is one of the most unruly in the country; and never was a pedagogue more liked, or less heeded by his disciples, than Slingsby.
He has lately taken a coadjutor worthy of himself, being another stray sheep that has returned to the village fold. This is no other than the son of the musical tailor, who had bestowed some cost upon his education, hoping to see him one day arrive at the dignity of an exciseman, or at least of a parish clerk. The lad grew up, however, as idle and musical as his father; and, being captivated by the drum and fife of a recruiting party, he followed them off to the army. He returned not long since, out of money, and out at the elbows, the prodigal son of the village. He remained for some time lounging about the place in half-tattered soldier’s dress, with a foraging-cap on one side of his head, jerking stones across the brook, or loitering about the tavern-door, a burthen to his father, and regarded with great coldness by all warm householders.
Something, however, drew honest Slingsby towards the youth. It might be the kindness he bore to his father, who is one of the schoolmaster’s great cronies; it might be that secret sympathy which draws men of vagrant propensities towards each other; for there is something truly magnetic in the vagabond feeling; or it might be, that he remembered the time when he himself had come back, like this youngster, a wreck, to his native place. At any rate, whatever the motive, Slingsby drew towards the youth. They had many conversations in the village tap-room about foreign parts and the various scenes and places they had witnessed during their wayfaring about the world. The more Slingsby talked with him, the more he found him to his taste; and finding him almost as learned as himself, he forthwith engaged him as an assistant, or usher, in the school.
Under such admirable tuition, the school, as may be supposed, flourishes apace; and if the scholars do not become versed in all the holiday accomplishments of the good old times, to the Squire’s heart’s content, it will not be the fault of their teachers. The prodigal son has become almost as popular among the boys as the pedagogue himself. His instructions are not limited to school hours; and having inherited the musical taste and talents of his father, he has bitten the whole school with the mania. He is a great hand at beating a drum, which is often heard rumbling from the rear of the school-house. He is teaching half the boys of the village, also, to play the fife, and the pandean pipes; and they weary the whole neighbourhood with their vague pipings, as they sit perched on stiles, or loitering about the barn-doors in the evenings. Among the other exercises of the school, also, he has introduced the ancient art of archery, one of the Squire’s favourite themes, with such success, that the whipsters roam in truant bands about the neighbourhood, practising with their bows and arrows upon the birds of the air, and the beasts of the field; and not unfrequently making a foray into the Squire’s domains, to the great indignation of the gamekeepers. In a word, so completely are the ancient English customs and habits cultivated at this school, that I should not be surprised if the Squire should live to see one of his poetic visions realized, and a brood reared up, worthy successors to Robin Hood and his merry gang of outlaws.