The Essential Works of George Eliot. George Eliot

an indifferent glance, and Philip felt indifference as a child of the south feels the chill air of a northern spring. Poor Tom’s blundering patronage when they were out of doors together would sometimes make him turn upon the well-meaning lad quite savagely; and his eyes, usually sad and quiet, would flash with anything but playful lightning. No wonder Tom retained his suspicions of the humpback.

      But Philip’s self-taught skill in drawing was another link between them; for Tom found, to his disgust, that his new drawing-master gave him no dogs and donkeys to draw, but brooks and rustic bridges and ruins, all with a general softness of black-lead surface, indicating that nature, if anything, was rather satiny; and as Tom’s feeling for the picturesque in landscape was at present quite latent, it is not surprising that Mr. Goodrich’s productions seemed to him an uninteresting form of art. Mr. Tulliver, having a vague intention that Tom should be put to some business which included the drawing out of plans and maps, had complained to Mr. Riley, when he saw him at Mudport, that Tom seemed to be learning nothing of that sort; whereupon that obliging adviser had suggested that Tom should have drawing-lessons. Mr. Tulliver must not mind paying extra for drawing; let Tom be made a good draughtsman, and he would be able to turn his pencil to any purpose. So it was ordered that Tom should have drawing-lessons; and whom should Mr. Stelling have selected as a master if not Mr. Goodrich, who was considered quite at the head of his profession within a circuit of twelve miles round King’s Lorton? By which means Tom learned to make an extremely fine point to his pencil, and to represent landscape with a “broad generality,” which, doubtless from a narrow tendency in his mind to details, he thought extremely dull.

      All this, you remember, happened in those dark ages when there were no schools of design; before schoolmasters were invariably men of scrupulous integrity, and before the clergy were all men of enlarged minds and varied culture. In those less favored days, it is no fable that there were other clergymen besides Mr. Stelling who had narrow intellects and large wants, and whose income, by a logical confusion to which Fortune, being a female as well as blindfold, is peculiarly liable, was proportioned not to their wants but to their intellect, with which income has clearly no inherent relation. The problem these gentlemen had to solve was to readjust the proportion between their wants and their income; and since wants are not easily starved to death, the simpler method appeared to be to raise their income. There was but one way of doing this; any of those low callings in which men are obliged to do good work at a low price were forbidden to clergymen; was it their fault if their only resource was to turn out very poor work at a high price? Besides, how should Mr. Stelling be expected to know that education was a delicate and difficult business, any more than an animal endowed with a power of boring a hole through a rock should be expected to have wide views of excavation? Mr. Stelling’s faculties had been early trained to boring in a straight line, and he had no faculty to spare. But among Tom’s contemporaries, whose fathers cast their sons on clerical instruction to find them ignorant after many days, there were many far less lucky than Tom Tulliver. Education was almost entirely a matter of luck—usually of ill-luck—in those distant days. The state of mind in which you take a billiard-cue or a dice-box in your hand is one of sober certainty compared with that of old-fashioned fathers, like Mr. Tulliver, when they selected a school or a tutor for their sons. Excellent men, who had been forced all their lives to spell on an impromptu-phonetic system, and having carried on a successful business in spite of this disadvantage, had acquired money enough to give their sons a better start in life than they had had themselves, must necessarily take their chance as to the conscience and the competence of the schoolmaster whose circular fell in their way, and appeared to promise so much more than they would ever have thought of asking for, including the return of linen, fork, and spoon. It was happy for them if some ambitious draper of their acquaintance had not brought up his son to the Church, and if that young gentleman, at the age of four-and-twenty, had not closed his college dissipations by an imprudent marriage; otherwise, these innocent fathers, desirous of doing the best for their offspring, could only escape the draper’s son by happening to be on the foundation of a grammar-school as yet unvisited by commissioners, where two or three boys could have, all to themselves, the advantages of a large and lofty building, together with a head-master, toothless, dim-eyed and deaf, whose erudite indistinctness and inattention were engrossed by them at the rate of three hundred pounds a-head,—a ripe scholar, doubtless, when first appointed; but all ripeness beneath the sun has a further stage less esteemed in the market.

      Tom Tulliver, then, compared with many other British youths of his time who have since had to scramble through life with some fragments of more or less relevant knowledge, and a great deal of strictly relevant ignorance, was not so very unlucky. Mr. Stelling was a broad-chested, healthy man, with the bearing of a gentleman, a conviction that a growing boy required a sufficiency of beef, and a certain hearty kindness in him that made him like to see Tom looking well and enjoying his dinner; not a man of refined conscience, or with any deep sense of the infinite issues belonging to every-day duties, not quite competent to his high offices; but incompetent gentlemen must live, and without private fortune it is difficult to see how they could all live genteelly if they had nothing to do with education or government. Besides, it was the fault of Tom’s mental constitution that his faculties could not be nourished on the sort of knowledge Mr. Stelling had to communicate. A boy born with a deficient power of apprehending signs and abstractions must suffer the penalty of his congenital deficiency, just as if he had been born with one leg shorter than the other. A method of education sanctioned by the long practice of our venerable ancestors was not to give way before the exceptional dulness of a boy who was merely living at the time then present. And Mr. Stelling was convinced that a boy so stupid at signs and abstractions must be stupid at everything else, even if that reverend gentleman could have taught him everything else. It was the practice of our venerable ancestors to apply that ingenious instrument the thumb-screw, and to tighten and tighten it in order to elicit non-existent facts; they had a fixed opinion to begin with, that the facts were existent, and what had they to do but to tighten the thumb-screw? In like manner, Mr. Stelling had a fixed opinion that all boys with any capacity could learn what it was the only regular thing to teach; if they were slow, the thumb-screw must be tightened,—the exercises must be insisted on with increased severity, and a page of Virgil be awarded as a penalty, to encourage and stimulate a too languid inclination to Latin verse.

      The thumb-screw was a little relaxed, however, during this second half-year. Philip was so advanced in his studies, and so apt, that Mr. Stelling could obtain credit by his facility, which required little help, much more easily than by the troublesome process of overcoming Tom’s dulness. Gentlemen with broad chests and ambitious intentions do sometimes disappoint their friends by failing to carry the world before them. Perhaps it is that high achievements demand some other unusual qualification besides an unusual desire for high prizes; perhaps it is that these stalwart gentlemen are rather indolent, their divinæ particulum auræ being obstructed from soaring by a too hearty appetite. Some reason or other there was why Mr. Stelling deferred the execution of many spirited projects,—why he did not begin the editing of his Greek play, or any other work of scholarship, in his leisure hours, but, after turning the key of his private study with much resolution, sat down to one of Theodore Hook’s novels. Tom was gradually allowed to shuffle through his lessons with less rigor, and having Philip to help him, he was able to make some show of having applied his mind in a confused and blundering way, without being cross-examined into a betrayal that his mind had been entirely neutral in the matter. He thought school much more bearable under this modification of circumstances; and he went on contentedly enough, picking up a promiscuous education chiefly from things that were not intended as education at all. What was understood to be his education was simply the practice of reading, writing, and spelling, carried on by an elaborate appliance of unintelligible ideas, and by much failure in the effort to learn by rote.

      Nevertheless, there was a visible improvement in Tom under this training; perhaps because he was not a boy in the abstract, existing solely to illustrate the evils of a mistaken education, but a boy made of flesh and blood, with dispositions not entirely at the mercy of circumstances.

      There was a great improvement in his bearing, for example; and some credit on this score was due to Mr. Poulter, the village schoolmaster, who, being an old Peninsular soldier, was employed to drill Tom,—a source of high mutual pleasure. Mr. Poulter, who was understood by the company at the Black Swan to have