Waverly (Unabridged). Walter Scott

this family emblem than he stoutly determined on vindicating his right to the splendid vehicle on which it was displayed. The Baronet arrived while the boy’s maid was in vain endeavouring to make him desist from his determination to appropriate the gilded coach-and-six. The rencontre was at a happy moment for Edward, as his uncle had been just eyeing wistfully, with something of a feeling like envy, the chubby boys of the stout yeoman whose mansion was building by his direction. In the round-faced rosy cherub before him, bearing his eye and his name, and vindicating a hereditary title to his family, affection, and patronage, by means of a tie which Sir Everard held as sacred as either Garter or Blue-mantle, Providence seemed to have granted to him the very object best calculated to fill up the void in his hopes and affections. Sir Everard returned to Waverley-Hall upon a led horse, which was kept in readiness for him, while the child and his attendant were sent home in the carriage to Brerewood Lodge, with such a message as opened to Richard Waverley a door of reconciliation with his elder brother.

      Their intercourse, however, though thus renewed, continued to be rather formal and civil than partaking of brotherly cordiality; yet it was sufficient to the wishes of both parties. Sir Everard obtained, in the frequent society of his little nephew, something on which his hereditary pride might found the anticipated pleasure of a continuation of his lineage, and where his kind and gentle affections could at the same time fully exercise themselves. For Richard Waverley, he beheld in the growing attachment between the uncle and nephew the means of securing his son’s, if not his own, succession to the hereditary estate, which he felt would be rather endangered than promoted by any attempt on his own part towards a closer intimacy with a man of Sir Everard’s habits and opinions.

      Thus, by a sort of tacit compromise, little Edward was permitted to pass the greater part of the year at the Hall, and appeared to stand in the same intimate relation to both families, although their mutual intercourse was otherwise limited to formal messages and more formal visits. The education of the youth was regulated alternately by the taste and opinions of his uncle and of his father. But more of this in a subsequent chapter.

15 Where the Chevalier St. George, or, as he was termed, the Old Pretender, held his exiled court, as his situation compelled him to shift his place of residence.

16 Long the oracle of the country gentlemen of the high Tory party. The ancient News-Letter was written in manuscript and copied by clerks, who addressed the copies to the subscribers. The politician by whom they were compiled picked up his intelligence at coffee-houses, and often pleaded for an additional gratuity in consideration of the extra expense attached to frequenting such places of fashionable resort.

      Chapter III.

       Education

       Table of Contents

      The education of our hero, Edward Waverley, was of a nature somewhat desultory. In infancy his health suffered, or was supposed to suffer (which is quite the same thing), by the air of London. As soon, therefore, as official duties, attendance on Parliament, or the prosecution of any of his plans of interest or ambition, called his father to town, which was his usual residence for eight months in the year, Edward was transferred to Waverley-Honour, and experienced a total change of instructors and of lessons, as well as of residence. This might have been remedied had his father placed him under the superintendence of a permanent tutor. But he considered that one of his choosing would probably have been unacceptable at Waverley-Honour, and that such a selection as Sir Everard might have made, were the matter left to him, would have burdened him with a disagreeable inmate, if not a political spy, in his family. He therefore prevailed upon his private secretary, a young man of taste and accomplishments, to bestow an hour or two on Edward’s education while at Brerewood Lodge, and left his uncle answerable for his improvement in literature while an inmate at the Hall. This was in some degree respectably provided for. Sir Everard’s chaplain, an Oxonian, who had lost his fellowship for declining to take the oaths at the accession of George I, was not only an excellent classical scholar, but reasonably skilled in science, and master of most modern languages. He was, however, old and indulgent, and the recurring interregnum, during which Edward was entirely freed from his discipline, occasioned such a relaxation of authority, that the youth was permitted, in a great measure, to learn as he pleased, what he pleased, and when he pleased. This slackness of rule might have been ruinous to a boy of slow understanding, who, feeling labour in the acquisition of knowledge, would have altogether neglected it, save for the command of a taskmaster; and it might have proved equally dangerous to a youth whose animal spirits were more powerful than his imagination or his feelings, and whom the irresistible influence of Alma would have engaged in field-sports from morning till night. But the character of Edward Waverley was remote from either of these. His powers of apprehension were so uncommonly quick as almost to resemble intuition, and the chief care of his preceptor was to prevent him, as a sportsman would phrase it, from over-running his game — that is, from acquiring his knowledge in a slight, flimsy, and inadequate manner. And here the instructor had to combat another propensity too often united with brilliancy of fancy and vivacity of talent — that indolence, namely, of disposition, which can only be stirred by some strong motive of gratification, and which renounces study as soon as curiosity is gratified, the pleasure of conquering the first difficulties exhausted, and the novelty of pursuit at an end. Edward would throw himself with spirit upon any classical author of which his preceptor proposed the perusal, make himself master of the style so far as to understand the story, and, if that pleased or interested him, he finished the volume. But it was in vain to attempt fixing his attention on critical distinctions of philology, upon the difference of idiom, the beauty of felicitous expression, or the artificial combinations of syntax. ‘I can read and understand a Latin author,’ said young Edward, with the self-confidence and rash reasoning of fifteen, ‘and Scaliger or Bentley could not do much more.’ Alas! while he was thus permitted to read only for the gratification of his amusement, he foresaw not that he was losing for ever the opportunity of acquiring habits of firm and assiduous application, of gaining the art of controlling, directing, and concentrating the powers of his mind for earnest investigation — an art far more essential than even that intimate acquaintance with classical learning which is the primary object of study.

      I am aware I may be here reminded of the necessity of rendering instruction agreeable to youth, and of Tasso’s infusion of honey into the medicine prepared for a child; but an age in which children are taught the driest doctrines by the insinuating method of instructive games, has little reason to dread the consequences of study being rendered too serious or severe. The history of England is now reduced to a game at cards, the problems of mathematics to puzzles and riddles, and the doctrines of arithmetic may, we are assured, be sufficiently acquired by spending a few hours a week at a new and complicated edition of the Royal Game of the Goose. There wants but one step further, and the Creed and Ten Commandments may be taught in the same manner, without the necessity of the grave face, deliberate tone of recital, and devout attention, hitherto exacted from the well-governed childhood of this realm. It may, in the meantime, be subject of serious consideration, whether those who are accustomed only to acquire instruction through the medium of amusement may not be brought to reject that which approaches under the aspect of study; whether those who learn history by the cards may not be led to prefer the means to the end; and whether, were we to teach religion in the way of sport, our pupils may not thereby be gradually induced to make sport of their religion. To our young hero, who was permitted to seek his instruction only according to the bent of his own mind, and who, of consequence, only sought it so long as it afforded him amusement, the indulgence of his tutors was attended with evil consequences, which long continued to influence his character, happiness, and utility.

      Edward’s power of imagination and love of literature, although the former was vivid and the latter ardent, were so far from affording a remedy to this peculiar evil, that they rather inflamed and increased its violence. The library at Waverley-Honour, a large Gothic room, with double arches and a gallery, contained such a miscellaneous and extensive collection of volumes as had been assembled together, during the course of two hundred