“Don’t do that, Anna,” he said.
“Is it any harm, papa?”
“Your mother died sitting in that chair; her hands spread the shawl over it; it was the last work they did, Anna; it has never since been taken off.”
I dropped the fringe; my touch seemed sacrilegious.
Near the chair was a small cabinet; it looked like an altar, or would have done so, had my father been a devotee to any religion requiring visible sacrifice. He opened it.
“Come hither, Anna,”–and I went.
Long, luxuriant bands of softly purplish hair lay within, upon the place of sacrifice.
“Sophie’s is like this,” I said.
“And Sophie wears one like unto this,” said my father; and he took up a circlet of shining gold that lay among the tresses. “Sophie’s marriage-ring was hallowed unto her. I gave it the morning she went out from me.” He uttered these words with slow reverence of voice.
Why did self come up?
“You gave Sophie _our_ mother’s marriage-ring,” I said, “and I”–
“Shall wear this,” said my father. “I laid it here, with hers;” and he gently lifted the sacred hair, and, freeing the ring, put it upon my finger.
“This is not my marriage-day,” I said. “Papa, I don’t want it. Besides, gentlemen don’t wear marriage-rings: how came you to?”
“Perhaps I have not worn this one; but will you wear it to please me?”
“Why will it please you? It is not symbolical, is it?”
“It makes you doubly mine,” he said; and he led me back to outside life, with this strange sort of marriage-ring circling with its planet weight around my finger.
Did my father mean to keep me forever? And with the question came an answer that left sweet contentment in its pathway; it accorded with the intent of my heart.
“Father, have you made me your friend?” I asked, in the room that was terribly tossed, as I restored to place chairs that seemed to have been in a deplorably long dance, and to have forgotten their home at its close.
“You wear my ring, you have come into my orbit,” he answered.
“That being true, I am as much interested in the flying comet in there as you are,–for if it strikes you, it hurts me;” and I waited his answer.
After a moment of pause, it came.
“My poor patient is very ill; his life will burn out, if the fever is not stayed;” and as the frenzied laugh reached us, Dr. Percival forgot my presence; he passed his hand slowly across his brow, as if to retouch memory, and then taking down a volume, he began to read. I waited long. At last he closed the book suddenly, said to himself, “I’ll try it,” and in half a moment my father’s white hairs were separated from me by the impassable barrier of the sick-room.
I waited; he did not come. The chairs were not the only articles that had lost the commodity of order in my absence. I went to the table upon which were kept the papers, etc., that lingered there a little while, and then were thought no longer of. Idly I turned them over. What a chaos on a small scale! all the elements of literature were represented. I listened for coming footsteps; none came. “I may as well arrange this table,” I thought, “as wait for the morrow;” and I made a beginning by sweeping the chaos at once upon the carpet. Then slowly I began picking them up, one by one, and appointing them stations. My task was nearly done, when, in turning over some magazines, I came upon a pile of papers that had been laid between the leaves of one, and ere I was aware of their presence, they slid down and scattered. I remember having felt a little surprise that my father should have left them there, but I hastened to gather them together. The last one of the number, I noticed, was torn; it had a foreign look. “Father has some new correspondent,” I thought, as I looked at the number of mail-marks upon it. “He doesn’t think much of it, though, or it would have received better treatment;” and I took a second look at it. A something in the feel of the paper seemed familiar. “It is good for nothing,” I said aloud, and I tossed it toward the grate, put the pile of papers where I had found them, surveyed my work with satisfaction, and stood thinking whether or not I should wait to see my father again–it was more than an hour since he went up–to say good-night to me. “I will wait a half-hour; if he doesn’t come then, I’ll go,” I said to the housekeeper, who came to see that all was right for the night, and to remind me that Redleaf had not proved very advantageous to my complexion, and to recommend early hours as a restorative.
In accordance with my promise, I drew a chair forward, placed my feet upon the fender, and began to study the dying embers that were slowly falling through the grate-bars. One, larger than usual, burned its way down. It lighted up, for an instant, the bit of paper, that had not fallen into the coals. Strange fancy it was that led me to imagine that I saw a capital A, followed immediately by that unknown quantity represented by x. I made an effort to gain it, scorched my face, and burned my fingers; for I touched the grate, in rescuing that which I had cast into the place of burning.
“This bit of paper, found in New York, had once been integral with that I had found within the church-yard tower in Redleaf,” some inner voice assured me. “Yes, it is a part of it,” I said, for I distinctly remembered the fragment whose possession I had so rejoiced over. Some one had written a letter to Miss Axtell; the envelope was torn,–one part there, another here. The letter itself I had found in the gloom of the passage-way; for it Miss Axtell had gone out to search, ill, and in the night; what must its contents have been, to have been worthy of such effort?–and for the time I quite forgot to connect this man, ill in my father’s house, with the Herbert whose far-out-at-sea voice I had heard winding up at me through the very death-darkness of the tower. Suddenly the consciousness scintillated in my soul, and wonderful it was; but the picture of my dream came in with it, and I said again, “I am ready for the work which is given me to do,” and I waited for its coming till I grew very weary, holding this fragment of envelope fast, as a ship clings to its anchor in mild seas. I ventured to knock at the entrance of my own room. All was silent within. I tried the second time. There came no answer. I dared not venture on the conquering third.
* * * * *
AT SYRACUSE.
All day my mule with patient tread
Had moved along the plain,
Now o’er the lava’s ashen bed,
Now through the sprouting grain,
Across the torrent’s rocky lair,
Beneath the aloe-hedge,
Where yellow broom makes sweet the air, And waves the purple sedge.
Lone were the hills, save where supine The dozing goatherd lay,
Or, at a rude and broken shrine,
The peasant knelt to pray;
Or where athwart the distant blue
Thin saffron clouds ascend,
As Carbonari, hid from view,
Their smouldering embers tend.
Luxuriant vale or sterile reach,
A mountain temple-crowned
Or inland curve of glistening beach, The changeful scene surround;
While scarlet poppies burning near, And citrons’ emerald gleam,
Make barren intervals appear
Dim lapses of a dream.
How meekly o’er the meadows gay
The azure flax-blooms spread!
What fragrance on the breeze of May The almond-blossoms shed!
Wide-branching fig-trees deck the fields Or round the quarries cling,
And cactus-stalks, with thorny shields, In wild contortions spring.
Here groves of cork dusk shadows throw, There vine-leaves lightsome sway,
While chestnut-plumes serenely glow Above the olives gray;
Tall pines upon the sloping meads
Their sylvan domes uprear,
And rankly the papyrus-reeds
Low cluster in the mere.
And Syracuse with pensive mien,
In solitary pride,
Like an untamed, but throneless queen, Crouched by the lucent tide;
With honeyed thyme still Hybla teemed, Its scent each zephyr bore,
And Arethusa’s fountain gleamed
Pellucid as of yore.
Methought, upstarting from his bath, Old Archimedes cried,
“Eureka!” in my silent path,
Whose echoes long replied;
That Pythias, in the sunset-glow,
Rushed by to Damon’s arms,
While from the Tyrant’s Cave below Moaned impotent alarms.
And where upon a sculptured stone
The ruined arch beside,
A hoary, bronzed, and wrinkled crone The twirling distaff plied,–
Love with exalted Reason fraught
In Plato’s accents came,
And Truth by Paul sublimely taught Relumed her virgin flame.
The ancient sepulchres that rose
Along the voiceless street
Time’s myriad vistas seemed to close And bid life’s waves retreat,–
As if intrusive footsteps stole
Beyond their mortal sphere,
And felt the awed and eager soul
Immortal comrades near.
The moss-grown ramparts loom in sight Like warders of the deep,
Where, flushed with evening’s amber light, The havened waters sleep;
Unfurrowed by a Roman keel
Or Carthaginian oar,
The speared and burnished galleys now Their slumber break no more.
But when the distant convent-bell,
Ere Day’s last smiles depart,
With mellow cadence pleading fell
Upon my brooding heart,–
And Memory’s phantoms thick and fast Their fond illusions bred,
From peerless spirits of the past, And wrecks of ages fled,–
Joy broke the spell; an emblem blest That lonely harbor cheered:
As if to greet her pilgrim guest,
My country’s flag appeared!
Its radiant folds auroral streamed Amid that haunted air,
And every star prophetic beamed
With Freedom’s triumph there!
* * * * *
METHODS OF STUDY IN NATURAL HISTORY.
All important changes in the social and political condition of man, whether brought about by violent convulsions or effected gradually, are at once recognized as eras in the history of humanity. But on the broad high-road of civilization along which men are ever marching, they pass by unnoticed the landmarks of intellectual progress, unless they chance to have some direct bearing on what is called the practical side of life. Such an era marked the early part of our own century; and though at the time a thousand events seemed more full-freighted for the world than the discovery of some old bones at the quarry of Montmartre, and though many a man seemed greater in the estimation of the hour than the professor at the Jardin des Plantes who strove to reconstruct these fragments, yet the story that they told lighted up all the past, and showed its true connection with the present. Cuvier, as one sees him in a retrospective glance at the wonderful period in which he lived, and which brought to the surface all its greatest elements,–one among a throng of exceptional men, generals, soldiers, statesmen, as well as men of commanding intellect in literary and scientific pursuits,–seems always standing at the meeting-point between the past and present. His gaze is ever fixed upon the path along which Creation has moved, and, as he travels back, recovering step by step the road that has been lost to man in apparently impenetrable darkness and mystery, the light brightens and broadens before him, and seems to tempt him on into the dim regions where the great mystery of Creation lies hidden.
Before the year 1800, men had never suspected that their home had been tenanted in past times by a set of beings totally different from those that inhabit it now; still farther was it from their thought to imagine that creation after creation had followed each other in successive ages, every one stamped with a character peculiarly its own. It was Cuvier who, aroused to new labors by the hint he received from the bones unearthed at Montmartre, to which all his vast knowledge of living animals gave him no clue, established by means of most laborious investigations the astounding conclusion, that, prior to the existence of the animals and plants now living, this globe had been the theatre of another set of beings, every trace of whom had vanished from the face of the earth. To his alert and active intellect and powerful imagination a word spoken out of the past was pregnant with meaning; and when he had once convinced himself that he had found a single animal that had no counterpart among living beings, it gave him the key to many mysteries.
It may be doubted whether men’s eyes are ever opened to truths which, though new to them, are old to God, till the time has come when they can apprehend their meaning and turn them to good account. It certainly seems, that, when such a revelation has once been made, light pours in upon it from every side; and this is especially true of the case in point. The existence of a past creation once suggested, confirmation was found in a thousand facts overlooked before. The solid crust of the earth gave up its dead, and from the snows of Siberia, from the soil of Italy, from caves of Central Europe, from mines, from the rent sides of mountains and from their highest peaks, from the coral beds of ancient oceans, the varied animals that had possessed the earth ages before man was created spoke to us of the past.
No sooner were these facts established, than the relation between the extinct world and the world of to-day became the subject of extensive researches and comparisons; innumerable theories were started to account for the differences, and to determine the periods and manner of the change. It is not my intention to enter now at any length upon the subject of geological succession, though I hope to return to it hereafter in a series of papers upon that and kindred topics; but I allude to it here, before presenting some views upon the maintenance of organic types as they exist in our own period, for the following reason. Since it has been shown that from the beginning of Creation till the present time the physical history of the world has been divided into a succession of distinct periods, each one accompanied by its characteristic animals and plants, so that our own epoch is only the closing one in the long procession of the ages, naturalists have been constantly striving to find the connecting link between them all, and to prove that each such creation has been a normal and natural growth out of the preceding one. With this aim they have tried to adapt the phenomena of reproduction among animals to the problem of creation, and to make the beginning of life in the individual solve that great mystery of the beginning of life in the world. In other words, they have endeavored to show that the fact of successive generations is analogous to that of successive creations, and that the processes by which animals, once created, are maintained unchanged during the period to which they belong will account also for their primitive existence.
I wish, at the outset, to forestall any such misapplication of the facts I am about to state, and to impress upon my readers the difference between these two subjects of inquiry,–since it by no means follows, that, because individuals are endowed with the power of reproducing and perpetuating their kind, they are in any sense self-originating. Still less probable does this appear, when we consider, that, since man has existed upon the earth, no appreciable change has taken place in the animal or vegetable world; and so far as our knowledge goes, this would seem to be equally true of all the periods preceding ours, each one maintaining unbroken to its close the organic character impressed upon it at the beginning.
The question I propose to consider here is simply the mode by which organic types are preserved as they exist at present. Every one has a summary answer to this question in the statement, that all these short-lived individuals reproduce themselves, and thus maintain their kinds. But the modes of reproduction are so varied, the changes some animals undergo during their growth so extraordinary, the phenomena accompanying these changes so startling, that, in the pursuit of the subject, a new and independent science–that of Embryology–has grown up, of the utmost importance in the present state of our knowledge.
The prevalent ideas respecting the reproduction of animals are made up from the daily observation of those immediately about us in the barn-yard and the farm. But the phenomena here are comparatively simple, and easily traced. The moment we extend our observations beyond our cattle and fowls, and enter upon a wider field of investigation, we are met by the most startling facts. Not the least baffling of these are the disproportionate numbers of males and females in certain kinds of animals, their unequal development, as well as the extraordinary difference between the sexes among certain species, so that they seem as distinct from each other as if they belonged to separate groups of the Animal Kingdom. We have close at hand one of the most striking instances of disproportionate numbers in the household of the Bee, with its one fertile female charged with the perpetuation of the whole community, while her innumerable sterile sisterhood, amid a few hundred drones, work for its support in other ways. Another most interesting chapter connected with the maintenance of animals is found in the various ways and different degrees of care with which they provide for their progeny: some having fulfilled their whole duty toward their offspring when they have given them birth; others seeking hiding-places for the eggs they have laid, and watching with a certain care over their development; others feeding their young till they can provide for themselves, and building nests, or burrowing holes in the ground, or constructing earth mounds for their shelter.
But, whatever be the difference in the outward appearance or the habits of animals, one thing is common to them all without exception: at some period of their lives they produce eggs, which, being fertilized, give rise to beings of the same kind as the parent. This mode of generation is universal, and is based upon that harmonious antagonism between the sexes, that contrast between the male and the female element, that at once divides and unites the whole Animal Kingdom. And although this exchange of influence is not kept up by an equality of numeric relations,–since not only are the sexes very unequally divided in some kinds of animals, but the male and female elements are even combined in certain types, so that the individuals are uniformly hermaphrodites,–yet I firmly believe that this numerical distribution, however unequal it may seem to us, is not without its ordained accuracy and balance. He who has assigned its place to every leaf in the thickest forest, according to an arithmetical law which prescribes to each its allotted share of room on the branch where it grows, will not have distributed animal life with less care.
But although reproduction by eggs is common to all animals, it is only one among several modes of multiplication. We have seen that certain animals, besides the ordinary process of generation, also increase their number naturally and constantly by self-division, so that out of one individual many individuals may arise by a natural breaking up of the whole body into distinct surviving parts. This process of normal self-division may take place at all periods of life: it may form an early phase of metamorphosis, as in the Hydroid of our common Aurelia, described in the last article; or it may even take place before the young is formed in the egg. In such a case, the egg itself divides into a number of portions: two, four, eight, or even twelve and sixteen individuals being normally developed from every egg, in consequence of this singular process of segmentation of the yolk,–which takes place, indeed, in all eggs, but in those which produce but one individual is only a stage in the natural growth of the yolk during its transformation into a young embryo. As the facts here alluded to are not very familiar even to professional naturalists, I may be permitted to describe them more in detail.
No one who has often walked across a sand-beach in summer can have failed to remark what the children call “sand saucers.” The name is not a bad one, with the exception that the saucer lacks a bottom; but the form of these circular bands of sand is certainly very like a saucer with the bottom knocked out. Hold one of them against the light and you will see that it is composed of countless transparent spheres, each of the size of a small pin’s head. These are the eggs of our common Natica or Sea-Snail. Any one who remembers the outline of this shell will easily understand the process by which its eggs are left lying on the beach in the form I have described. They are laid in the shape of a broad, short ribbon, pressed between the mantle and the shell, and, passing out, cover the outside of the shell, over which they are rolled up, with a kind of glutinous envelope,–for the eggs are held together by a soft glutinous substance. Thus surrounded, the shell, by its natural movements along the beach, soon collects the sand upon it, the particles of which in contact with the glutinous substance of the eggs quickly forms a cement that binds the whole together in a kind of paste. When consolidated, it drops off from the shell, having taken the mould of its form, as it were, and retaining the curve which distinguishes the outline of the Natica. Although these saucers look perfectly round, it will be found that the edges are not soldered together, but are simply lapped one over the other. Every one of the thousand little spheres crowded into such a circle of sand contains an egg. If we follow the development of these eggs, we shall presently find that each one divides into two halves, these again dividing to make four portions, then the four breaking up into eight, and so on, till we may have the yolks divided into no less than sixteen distinct parts. Thus far this process of segmentation is similar to that of the egg in other animals; but, as we shall see hereafter, it seems usually to result only in a change in the quality of its substance, for the portions coalesce again to form one mass, from which a new individual is finally sketched out, at first as a simple embryo, and gradually undergoing all the changes peculiar to its kind, till a new-born animal escapes from the egg. But in the case of the Natica this regular segmentation changes its character, and at a certain period, in a more or less advanced stage of the segmentation, according to the species, each portion of the yolk assumes an individuality of its own, and, instead of uniting again with the rest, begins to subdivide for itself. In our _Natica heros_, for instance, the common large gray Sea-Snail of our coast, this change takes place when the yolk has subdivided into eight parts. At that time each portion begins a life of its own, not reuniting with its seven twin portions; so that in the end, instead of a single embryo growing out of this yolk, we have eight embryos arising from a single yolk, each one of which undergoes a series of developments similar in all respects to that by which a single embryo is formed from each egg in other animals. We have other Naticas in which the normal number is twelve, others again in which no less than sixteen individuals arise from one yolk. But this process of segmentation, though in these animals it leads to such a multiplication of individuals, is exactly the same as that discovered by K.E. von Baer in the egg of the Frog, and described and figured by Professor Bischof in the egg of the Rabbit, the Dog, the Guinea-Pig, and the Deer, while other embryologists have traced the same process in Birds, Reptiles, and Fishes, as well as in a variety of Articulates, Mollusks, and Radiates.
Multiplication by division occurs also normally in adult animals that have completed their growth. This is especially frequent among Worms; and strange to say, there are species in this Class which never lay eggs before they have already multiplied themselves by self-division.
Another mode of increase is that by budding, as in the Corals and many other Radiates. The most common instance of budding we do not, however, generally associate with this mode of multiplication in the Animal Kingdom, because we are so little accustomed to compare and generalize upon phenomena that we do not see to be directly connected with one another. I allude here to the budding of trees, which year after year enlarge by the addition of new individuals arising from buds. I trust that the usual acceptation of the word _individual_, used in science simply to designate singleness of existence, will not obscure a correct appreciation of the true relation of buds to their parents and to the beings arising from them. These buds have the same organic significance, whether they drop from the parent stock to become distinct individuals in the common acceptation of the term, or remain connected with the parent stock, as in Corals and in trees, thus forming growing communities of combined individuals. Nor will it matter much in connection with the subject under discussion, whether these buds start from the surface of an animal or sprout in its interior, to be cast off in due time. Neither is the inequality of buds, varying more or less among themselves, any sound reason for overlooking their essential identity of structure. We have seen instances of this among Acalephs, and it is still more apparent among trees which produce simultaneously leaf and flower-buds, and even separate male and female flower-buds, as is the case with our Hazels, Oaks, etc.
It is not, however, my purpose here to describe the various modes of reproduction and multiplication among animals and plants, nor to discuss the merits of the different opinions respecting their numeric increase, according to which some persons hold that all types originated from a few primitive individuals, while others believe that the very numbers now in existence are part of the primitive plan, and essential to the harmonious relations existing between the animal and vegetable world. I would only attempt to show that in the plan of Creation the maintenance of types has been secured through a variety of means, but under such limitations, that, within a narrow range of individual differences, all representatives of one kind of animals agree with one another, whether derived from eggs, or produced by natural division, or by budding; and that the constancy of these normal processes of reproduction, as well as the uniformity of their results, precludes the idea that the specific differences among animals have been produced by the very means that secure their permanence of type. The statement itself implies a contradiction, for it tells us that the same influences prevent and produce change in the condition of the Animal Kingdom. Facts are all against it; there is not a fact known to science by which any single being, in the natural process of reproduction and multiplication, has diverged from the course natural to its kind, or in which a single kind has been transformed into any other. But this once established, and setting aside the idea that Embryology is to explain to us the origin as well as the maintenance of life, it yet has most important lessons for us, and the field it covers is constantly enlarging as the study is pursued. The first and most important result of the science of Embryology was one for which the scientific world was wholly unprepared. Down to our own century, nothing could have been farther from the conception of anatomists and physiologists than the fact now generally admitted, that all animals, without exception, arise from eggs. Though Linnaeus had already expressed this great truth in the sentence so often quoted,–“Omne vivum ex ovo,”–yet he was not himself aware of the significance of his own statement, for the existence of the Mammalian egg was not then dreamed of. Since then the discoveries of von Baer and others have shown not only that the egg is common to all living beings without exception, from the lowest Radiate to the highest Vertebrate, but that its structure is at first identical in all, composed of the same primitive elements and undergoing exactly the same process of growth up to the time when it assumes the special character peculiar to its kind. This is unquestionably one of the most comprehensive generalizations of modern times.
In common parlance, we understand by an egg something of the nature of a hen’s egg, a mass of yolk surrounded with white and inclosed in a shell. But to the naturalist, the envelopes of the egg, which vary greatly in different animals, are mere accessories, while the true egg, or, as it is called, the ovarian egg, with which the life of every living being begins, is a minute sphere, uniform in appearance throughout the Animal Kingdom, though its intimate structure is hardly to be reached even with the highest powers of the microscope. Some account of the earlier stages of growth in the egg may not be uninteresting to my readers. I will take the egg of the Turtle as an illustration, since that has been the subject of my own especial study; but, as I do not intend to carry my remarks beyond the period during which the history of all vertebrate eggs is the same, they may be considered of more general application.
It is well known that all organic structures, whether animal or vegetable, are composed of cells. These cells consist of an outside bag inclosing an inner sac, and within that sac there is a dot. The outer bag is filled with semi-transparent fluid, the inner one with a perfectly transparent fluid, while the dot is dark and distinct. In the language of our science, the outer envelope is called the Ectoblast, the inner sac the Mesoblast, and the dot the Entoblast. Although they are peculiarly modified to suit the different organs, these cells never lose this peculiar structure; it may be traced even in the long drawn-out cells of the flesh, which are like mere threads, but yet have their outer and inner sac and their dot,–at least while forming.
In the Turtle the ovary is made up of such cells, spherical at first, but becoming hexagonal under pressure, when they are more closely packed together. Between these ovarian cells the egg originates, and is at first a mere granule, so minute, that, when placed under a very high magnifying power, it is but just visible. This is the incipient egg, and at this stage it differs from the surrounding cells only in being somewhat darker, like a drop of oil, and opaque, instead of transparent and clear like the surrounding cells. Under the microscope it is found to be composed of two substances only: namely, oil and albumen. It increases gradually, and when it has reached a size at which it requires to be magnified one thousand times in order to be distinctly visible, the outside assumes the aspect of a membrane thicker than the interior and forming a coating around it. This is owing not to an addition from outside, but to a change in the consistency of the substance at the surface, which becomes more closely united, more compact, than the loose mass in the centre. Presently we perceive a bright, luminous, transparent spot on the upper side of the egg, near the wall or outer membrane. This is produced by a concentration of the albumen, which now separates from the oil and collects at the upper side of the egg, forming this light spot, called by naturalists the Purkinjean vesicle, after its discoverer, Purkinje. When this albuminous spot becomes somewhat larger, there arises a little dot in the centre,–the germinal dot, as it is called. And now we have a perfect cell-structure, differing from an ordinary cell only in having the inner sac, inclosing the dot, on the side, instead of in the centre. The outer membrane corresponds to the Ectoblast, or outer cell sac, the Purkinjean vesicle to the Mesoblast, or inner cell sac, while the dot in the centre answers to the Entoblast. When the Purkinjean vesicle has completed its growth, it bursts and disappears; but the mass contained in it remains in the same region, and retains the same character, though no longer inclosed as before.
At a later stage of the investigation, we see why the Purkinjean vesicle, or inner sac of the egg, is placed on the side, instead of being at the centre, as in the cell. It arises on that side along which the axis of the little Turtle is to lie,–the opposite side being that corresponding to the lower part of the body. Thus the lighter, more delicate part of the substance of the egg is collected where the upper cavity of the animal, inclosing the nervous system and brain, is to be, while the heavy oily part remains beneath, where the lower cavity, inclosing all the organs of mere material animal existence, is afterwards developed. In other words, when the egg is a mere mass of oil and albumen, not indicating as yet in any way the character of the future animal, and discernible only by the microscope, the distinction is indicated between the brains and the senses, between the organs of instinct and sensation and those of mere animal functions. At that stage of its existence, however, when the egg consists of an outer sac, an inner sac, and a dot, its resemblance to a cell is unmistakable; and, in fact, an egg, when forming, is nothing but a single cell. This comparison is important, because there are both animals and plants which, during their whole existence, consist of a single organic cell, while others are made up of countless millions of such cells. Between these two extremes we have all degrees, from the innumerable cells that build up the body of the highest Vertebrate to the single-celled Worm, and from the myriad cells of the Oak to the single-celled Alga.
But while we recognize the identity of cell-structure and egg-structure at this point in the history of the egg, we must not forget the great distinction between them,–namely, that, while the cells remain component parts of the whole body, the egg separates itself and assumes a distinct individual existence. Even now, while still microscopically small, its individuality begins; other substances collect around it, are absorbed into it, nourish it, serve it. Every being is a centre about which many other things cluster and converge, and which has the power to assimilate to itself the necessary elements of its life. Every egg is already such a centre, differing from the cells that surround it by no material elements, but by the principle of life in which its individuality consists, which is to make it a new being, instead of a fellow-cell with those that build up the body of the parent animal and remain component parts of it. This intangible something is the subtile element that eludes our closest analysis; it is the germ of the immaterial principle according to which the new being is to develop. The physical germ we see; the spiritual germ we cannot see, though we may trace its action on the material elements through which it is expressed.
The first change in the yolk, after the formation of the Purkinjean vesicle, is the appearance of minute dots near the wall at the side opposite the vesicle. These increase in number and size, but remain always on that half of the yolk, leaving the other half of the globe clear. One can hardly conceive the beauty of the egg as seen through the microscope at this period of its growth, when the whole yolk is divided, with the dark granules on one side, while the other side, where the transparent halo of the vesicle is seen, is brilliant with light. With the growth of the egg these granules enlarge, become more distinct, and under the microscope some of them appear to be hollow. They are not round in form, but rather irregular, and under the effect of light they are exceedingly brilliant. Presently, instead of being scattered equally over the space they occupy, they form clusters,–constellations, as it were,–and between these clusters are clear spaces, produced by the separation of the albumen from the oil.
At this period of its growth there is a wonderful resemblance between the appearance of the egg, as seen under the microscope, and the firmament with the celestial bodies. The little clusters or constellations are unequally divided: here and there they are two and two like double stars, or sometimes in threes or fives, or in sevens, recalling the Pleiades, and the clear albuminous tracks between are like the empty spaces separating the stars.
This is no fanciful simile: it is simply true that such is the actual appearance of the yolk at this time; and the idea cannot but suggest itself to the mind, that the thoughts which have been at work in the universe are collected and repeated here within this little egg, which offers us a miniature diagram of the firmament. This is one of the first changes of the yolk, ending by forming regular clusters with a sort of net-work of albumen between, and then this phase of the growth is complete.
Now the clusters of the yolk separate, and next the albumen in its turn concentrates into clusters, and the dark bodies, which have been till now the striking points, give way to the lighter spheres of albumen between which the clusters are scattered. Presently the whole becomes redissolved: these stages of the growth being completed, this little system of worlds is melted, as it were: but while it undergoes this process, the albuminous spheres, after being dissolved, arrange themselves in concentric rings, alternating with rings of granules, around the Purkinjean vesicle. At this time we are again reminded of Saturn and its rings, which seems to have its counterpart here. These rings disappear, and now once more out of the yolk mass loom up little dots as minute as before; but they are round instead of angular, and those nearest the Purkinjean vesicle are smaller and clearer, containing less of oil than the larger and darker ones on the opposite side. From this time the yolk begins to take its color, the oily cells assuming a yellow tint, while the albuminous cells near the vesicle become whiter.
Up to this period the processes in the different cells seem to have been controlled by the different character of the substance of each; but now it would seem that the changes become more independent of physical or material influences, for each kind of cell undergoes the same process. They all assume the ordinary cell character, with outer and inner sac,–the inner sac forming on the side, like the Purkinjean vesicle itself; but it does not retain this position, for, as soon as its wall is formed and it becomes a distinct body, it floats away from the side and takes its place in the centre. Next there arise within it a number of little bodies crystalline in form, and which actually are wax or oil crystals. They increase with great rapidity, the inner sac or mesoblast becoming sometimes so crowded with them, that its shape is affected by the protrusion of their angles. This process goes on till all the cells are so filled by the mesoblast, with its myriad brood of cells, that the outer sac or ectoblast becomes a mere halo around it. Then every mesoblast contracts; the contraction deepens, till it is divided across in both directions, separating thus into four parts, then into eight, then into sixteen, and so on, till every cell is crowded with hundreds of minute mesoblasts, each containing the indication of a central dot or entoblast. At this period every yolk cell is itself like a whole yolk; for each cell is as full of lesser cells as the yolk-bag itself.
When the mesoblast has become thus infinitely subdivided into hundreds of minute spheres, the ectoblast bursts, and the new generations of cells thus set free collect in that part of the egg where the embryonic disk is to arise. This process of segmentation continues to go on downward till the whole yolk is taken in. These myriad cells are in fact the component parts of the little Turtle that is to be. They will undergo certain modifications, to become flesh-cells, blood-cells, brain-cells, and so on, adapting themselves to the different organs they are to build up; but they have as much their definite and appointed share in the formation of the body now as at any later stage of its existence.
We are so accustomed to see life maintained through a variety of complicated organs that we are apt to think this the only way in which it can be manifested; and considering how closely life and the organs through which it is expressed are united, it is natural that we should believe them inseparably connected. But embryological investigations have shown us that in the commencement none of these organs are formed, and yet that the principle of life is active, and that even after they exist, they cannot act, inclosed as they are. In the little Chicken, for instance, before it is hatched, the lungs cannot breathe, for they are surrounded by fluid, the senses are inactive, for they receive no impressions from without, and all those functions establishing its relations with the external world lie dormant, for as yet they are not needed. But they are there, though, as we have seen in the Turtle’s egg, they were not there at the beginning. How, then, are they formed? We may answer, that the first function of every organ is to make itself. The building material is, as it were, provided by the process which divides the yolk into innumerable cells, and by the gradual assimilation and modification of this material the organs arise. Before the lungs breathe, they make themselves; before the stomach digests, it makes itself; before the organs of the senses act, they make themselves; before the brain thinks, it makes itself; in a word, before the whole system works, it makes itself; its first office is self-structure.
At the period described above, however, when the new generations of cells are just set free and have taken their place in the region where the new being is to develop, nothing is to be seen of the animal whose life is beginning there, except the filmy disk lying on the surface of the yolk. Next come the layers of white or albumen around the egg, and last the shell which is formed from the lime in the albumen. There is always more or less of lime in albumen, and the hardening of the last layer of white into shell is owing only to the greater proportion of lime in its substance. In the layer next to the shell there is enough of lime to consolidate it slightly, and it forms a membrane; but the white, the membrane, and the shell have all the same quality, except that the proportion of lime is more or less in the different layers.
But, as I have said, the various envelopes of eggs, the presence or absence of a shell, and the absolute size of the egg, are accessory features, belonging not to the egg as egg, but to the special kind of being from which the egg has arisen and into which it is to develop. What is common to all eggs and essential to them all is that which corresponds to the yolk in the bird’s egg. But their later mode of development, the degree of perfection acquired by the egg and germ before being laid, the term required for the germ to come to maturity, as well as the frequency and regularity of the broods, are all features varying with the different kinds of animals. There are those that lay eggs once a year at a particular season and then die; so that their existence may be compared to that of annual plants, undergoing their natural growth in a season, to exist during the remainder of the year only in the form of an egg or seed. The majority of Insects belong to this category, as do also our large Jelly-Fishes; many others have a slow growth, extending over several years, during which they reach their maturity, and for a longer or shorter time produce broods at fixed intervals; while others, again, reach their mature state very rapidly, and produce a number of successive generations in a comparatively short time, it may be in a single season.
I do not intend to enter upon the chapter of special differences of development among animals, for in this article I have aimed only to show that the egg lives, that it is itself the young animal, and that the vital principle is active in it from the earliest period of its existence. But I would say to all young students of Embryology that their next aim should be to study those intermediate phases in the life of a young animal, when, having already acquired independent existence, it has not yet reached the condition of the adult. Here lies an inexhaustible mine of valuable information unappropriated, from which, as my limited experience has already taught me, may be gathered the evidence for the solution of the most perplexing problems of our science. Here we shall find the true tests by which to determine the various kinds and different degrees of affinity which animals now living bear not only to one another, but also to those that have preceded them in past times. Here we shall find, not a material connection by which blind laws of matter have evolved the whole creation out of a single germ, but the clue to that intellectual conception which spans the whole series of the geological ages and is perfectly consistent in all its parts. In this sense the present will indeed explain the past, and the young naturalist is happy who enters upon his life of investigation now, when the problems that were dark to all his predecessors have received new light from the sciences of Palaeontology and Embryology.
* * * * *
BLIND TOM.
Only a germ in a withered flower,
That the rain will bring out–sometime.
Sometime in the year 1850, a tobacco-planter in Southern Georgia (Perry H. Oliver by name) bought a likely negro woman with some other field-hands. She was stout, tough-muscled, willing, promised to be a remunerative servant; her baby, however, a boy a few months old, was only thrown in as a makeweight to the bargain, or rather because Mr. Oliver would not consent to separate mother and child. Charity only could have induced him to take the picaninny, in fact, for he was but a lump of black flesh, born blind, and with the vacant grin of idiocy, they thought, already stamped on his face. The two slaves were purchased, I believe, from a trader: it has been impossible, therefore, for me to ascertain where Tom was born, or when. Georgia field-hands are not accurate as Jews in preserving their genealogy; _they_ do not anticipate a Messiah. A white man, you know, has that vague hope unconsciously latent in him, that he is, or shall give birth to, the great man of his race, a helper, a provider for the world’s hunger: so he grows jealous with his blood; the dead grandfather may have presaged the possible son; besides, it is a debt he owes to this coming Saul to tell him whence he came. There are some classes, free and slave, out of whom society has crushed this hope: they have no clan, no family-names among them, therefore. This idiot-boy, chosen by God to be anointed with the holy chrism, is only “Tom,”–“Blind Tom,” they call him in all the Southern States, with a kind cadence always, being proud and fond of him; and yet–nothing but Tom? That is pitiful. Just a mushroom-growth,–unkinned, unexpected, not hoped for, for generations, owning no name to purify and honor and give away when he is dead. His mother, at work to-day in the Oliver plantations, can never comprehend why her boy is famous; this gift of God to him means nothing to her. Nothing to him, either, which is saddest of all; he is unconscious, wears his crown as an idiot might. Whose fault is that? Deeper than slavery the evil lies.
Mr. Oliver did his duty well to the boy, being an observant and thoroughly kind master. The plantation was large, heartsome, faced the sun, swarmed with little black urchins, with plenty to eat, and nothing to do.
All that Tom required, as he fattened out of baby- into boyhood, was room in which to be warm, on the grass-patch, or by the kitchen-fires, to be stupid, flabby, sleepy,–kicked and petted alternately by the other hands. He had a habit of crawling up on the porches and verandas of the mansion and squatting there in the sun, waiting for a kind word or touch from those who went in and out. He seldom failed to receive it. Southerners know nothing of the physical shiver of aversion with which even the Abolitionists of the North touch the negro: so Tom, through his very helplessness, came to be a sort of pet in the family, a playmate, occasionally, of Mr. Oliver’s own infant children. The boy, creeping about day after day in the hot light, was as repugnant an object as the lizards in the neighboring swamp, and promised to be of as little use to his master. He was of the lowest negro type, from which only field-hands can be made,–coal-black, with protruding heels, the ape-jaw, blubber-lips constantly open, the sightless eyes closed, and the head thrown far back on the shoulders, lying on the back, in fact, a habit which he still retains, and which adds to the imbecile character of the face. Until he was seven years of age, Tom was regarded on the plantation as an idiot, not unjustly; for at the present time his judgment and reason rank but as those of a child four years old. He showed a dog-like affection for some members of the household,–a son of Mr. Oliver’s especially,–and a keen, nervous sensitiveness to the slightest blame or praise from them,–possessed, too, a low animal irritability of temper, giving way to inarticulate yelps of passion when provoked. That is all, so far; we find no other outgrowth of intellect or soul from the boy: just the same record as that of thousands of imbecile negro-children. Generations of heathendom and slavery have dredged the inherited brains and temperaments of such children tolerably clean of all traces of power or purity,–palsied the brain, brutalized the nature. Tom apparently fared no better than his fellows.
It was not until 1857 that those phenomenal powers latent in the boy were suddenly developed, which stamped him the anomaly he is to-day.
One night, sometime in the summer of that year, Mr. Oliver’s family were wakened by the sound of music in the drawing-room: not only the simple airs, but the most difficult exercises usually played by his daughters, were repeated again and again, the touch of the musician being timid, but singularly true and delicate. Going down, they found Tom, who had been left asleep in the hall, seated at the piano in an ecstasy of delight, breaking out at the end of each successful fugue into shouts of laughter, kicking his heels and clapping his hands. This was the first time he had touched the piano.
Naturally, Tom became a nine-days’ wonder on the plantation. He was brought in as an after-dinner’s amusement; visitors asked for him as the show of the place. There was hardly a conception, however, in the minds of those who heard him, of how deep the cause for wonder lay. The planters’ wives and daughters of the neighborhood were not people who would be apt to comprehend music as a science, or to use it as a language; they only saw in the little negro, therefore, a remarkable facility for repeating the airs they drummed on their pianos,–in a different manner from theirs, it is true,–which bewildered them. They noticed, too, that, however the child’s fingers fell on the keys, cadences followed, broken, wandering, yet of startling beauty and pathos. The house-servants, looking in through the open doors at the little black figure perched up before the instrument, while unknown, wild harmony drifted through the evening air, had a better conception of him. He was possessed; some ghost spoke through him: which is a fair enough definition of genius for a Georgian slave to offer.
Mr. Oliver, as we said, was indulgent. Tom was allowed to have constant access to the piano; in truth, he could not live without it; when deprived of music now, actual physical debility followed: the gnawing Something had found its food at last. No attempt was made, however, to give him any scientific musical teaching; nor–I wish it distinctly borne in mind–has he ever at any time received such instruction.
The planter began to wonder what kind of a creature this was which he had bought, flesh and soul. In what part of the unsightly baby-carcass had been stowed away these old airs, forgotten by every one else, and some of them never heard by the child but once, but which he now reproduced, every note intact, and with whatever quirk or quiddity of style belonged to the person who originally had sung or played them? Stranger still the harmonies which he had never heard, had learned from no man. The sluggish breath of the old house, being enchanted, grew into quaint and delicate whims of music, never the same, changing every day. Never glad: uncertain, sad minors always, vexing the content of the hearer,–one inarticulate, unanswered question of pain in all, making them one. Even the vulgarest listener was troubled, hardly knowing why,–how sorry Tom’s music was!
At last the time came when the door was to be opened, when some listener, not vulgar, recognizing the child as God made him, induced his master to remove him from the plantation. Something ought to be done for him; the world ought not to be cheated of this pleasure; besides–the money that could be made! So Mr. Oliver, with a kindly feeling for Tom, proud, too, of this agreeable monster which his plantation had grown, and sensible that it was a more fruitful source of revenue than tobacco-fields, set out with the boy, literally to seek their fortune.
The first exhibition of him was given, I think, in Savannah, Georgia; thence he was taken to Charleston, Richmond, to all the principal cities and towns in the Southern States.
This was in 1858. From that time until the present Tom has lived constantly an open life, petted, feted, his real talent befogged by exaggeration, and so pampered and coddled that one might suppose the only purpose was to corrupt and wear it out. For these reasons this statement is purposely guarded, restricted to plain, known facts.
No sooner had Tom been brought before the public than the pretensions put forward by his master commanded the scrutiny of both scientific and musical skeptics. His capacities were subjected to rigorous tests. Fortunately for the boy: for, so tried,–harshly, it is true, yet skilfully,–they not only bore the trial, but acknowledged the touch as skilful; every day new powers were developed, until he reached his limit, beyond which it is not probable he will ever pass. That limit, however, establishes him as an anomaly in musical science.
Physically, and in animal temperament, this negro ranks next to the lowest Guinea type: with strong appetites and gross bodily health, except in one particular, which will be mentioned hereafter. In the every-day apparent intellect, in reason or judgment, he is but one degree above an idiot,–incapable of comprehending the simplest conversation on ordinary topics, amused or enraged with trifles such as would affect a child of three years old. On the other side, his affections are alive, even vehement, delicate in their instinct as a dog’s or an infant’s; he will detect the step of any one dear to him in a crowd, and burst into tears, if not kindly spoken to.
His memory is so accurate that he can repeat, without the loss of a syllable, a discourse of fifteen minutes in length, of which he does not understand a word. Songs, too, in French or German, after a single hearing, he renders not only literally in words, but in notes, style, and expression. His voice, however, is discordant, and of small compass.
In music, this boy of twelve years, born blind, utterly ignorant of a note, ignorant of every phase of so-called musical science, interprets severely classical composers with a clearness of conception in which he excels, and a skill in mechanism equal to that of our second-rate artists. His concerts usually include any themes selected by the audience from the higher grades of Italian or German opera. His comprehension of the meaning of music, as a prophetic or historical voice which few souls utter and fewer understand, is clear and vivid: he renders it thus, with whatever mastery of the mere material part he may possess, fingering, dramatic effects, etc.: these are but means to him, not an end, as with most artists. One could fancy that Tom was never traitor to the intent or soul of the theme. What God or the Devil meant to say by this or that harmony, what the soul of one man cried aloud to another in it, this boy knows, and is to that a faithful witness. His deaf, uninstructed soul has never been tampered with by art-critics who know the body well enough of music, but nothing of the living creature within. The world is full of these vulgar souls that palter with eternal Nature and the eternal Arts, blind to the Word who dwells among us therein. Tom, or the daemon in Tom, was not one of them.
With regard to his command of the instrument, two points have been especially noted by musicians: the unusual frequency of occurrence of _tours de force_ in his playing, and the scientific precision of his manner of touch. For example, in a progression of augmented chords, his mode of fingering is invariably that of the schools, not that which would seem most natural to a blind child never taught to place a finger. Even when seated with his back to the piano, and made to play in that position, (a favorite feat in his concerts,) the touch is always scientifically accurate.
The peculiar power which Tom possesses, however, is one which requires no scientific knowledge of music in his audiences to appreciate. Placed at the instrument with any musician, he plays a perfect bass accompaniment to the treble of music _heard for the first time as he plays_. Then taking the seat vacated by the other performer, he instantly gives the entire piece, intact in brilliancy and symmetry, not a note lost or misplaced. The selections of music by which this power of Tom’s was tested, two years ago, were sometimes fourteen and sixteen pages in length; on one occasion, at an exhibition at the White House, after a long concert, he was tried with two pieces,–one thirteen, the other twenty pages long, and was successful.
We know of no parallel case to this in musical history. Grimm tells us, as one of the most remarkable manifestations of Mozart’s infant genius, that at the age of nine he was required to give an accompaniment to an aria which he had never heard before, and without notes. There were false accords in the first attempt, he acknowledges; but the second was pure. When the music to which Tom plays _secondo_ is strictly classical, he sometimes balks for an instant in passages; to do otherwise would argue a creative power equal to that of the master composers; but when any chordant harmony runs through it, (on which the glowing negro soul can seize, you know,) there are no “false accords,” as with the infant Mozart. I wish to draw especial attention to this power of the boy, not only because it is, so far as I know, unmatched in the development of any musical talent, but because, considered in the context of his entire intellectual structure, it involves a curious problem. The mere repetition of music heard but once, even when, as in Tom’s case, it is given with such incredible fidelity, and after the lapse of years, demands only a command of mechanical skill, and an abnormal condition of the power of memory; but to play _secondo_ to music never heard or seen implies the comprehension of the full drift of the symphony in its current,–a capacity to create, in short. Yet such attempts as Tom has made to dictate music for publication do not sustain any such inference. They are only a few light marches, gallops, etc., simple and plaintive enough, but with easily detected traces of remembered harmonies: very different from the strange, weird improvisations of every day. One would fancy that the mere attempt to bring this mysterious genius within him in bodily presence before the outer world woke, too, the idiotic nature to utter its reproachful, unable cry. Nor is this the only bar by which poor Tom’s soul is put in mind of its foul bestial prison. After any too prolonged effort, such as those I have alluded to, his whole bodily frame gives way, and a complete exhaustion of the brain follows, accompanied with epileptic spasms. The trial at the White House, mentioned before, was successful, but was followed by days of illness.
Being a slave, Tom never was taken into a Free State; for the same reason his master refused advantageous offers from European managers. The highest points North at which his concerts were given were Baltimore and the upper Virginia towns. I heard him sometime in 1860. He remained a week or two in the town, playing every night.
The concerts were unique enough. They were given in a great barn of a room, gaudy with hot, soot-stained frescoes, chandeliers, walls splotched with gilt. The audience was large, always; such as a provincial town affords: not the purest bench of musical criticism before which to bring poor Tom. Beaux and belles, siftings of old country families, whose grandfathers trapped and traded and married with the Indians,–the savage thickening of whose blood told itself in high cheekbones, flashing jewelry, champagne-bibbing, a comprehension of the tom-tom music of schottisches and polkas; money-made men and their wives, cooped up by respectability, taking concerts when they were given in town, taking the White Sulphur or Cape May in summer, taking beef for dinner, taking the pork-trade in winter,–_toute la vie en programme_; the _debris_ of a town, the roughs, the boys, school-children,–Tom was nearly as well worth a quarter as the negro-minstrels; here and there a pair of reserved, homesick eyes, a peculiar, reticent face, some whey-skinned ward-teacher’s, perhaps, or some German cobbler’s, but hints of a hungry soul, to whom Beethoven and Mendelssohn knew how to preach an unerring gospel. The stage was broad, planked, with a drop-curtain behind,–the Doge marrying the sea, I believe; in front, a piano and chair.
Presently, Mr. Oliver, a well-natured looking man, (one thought of that,) came forward, leading and coaxing along a little black boy, dressed in white linen, somewhat fat and stubborn in build. Tom was not in a good humor that night; the evening before had refused to play altogether; so his master perspired anxiously before he could get him placed in rule before the audience, and repeat his own little speech, which sounded like a Georgia after-dinner gossip. The boy’s head, as I said, rested on his back, his mouth wide open constantly; his great blubber lips and shining teeth, therefore, were all you saw when he faced you. He required to be petted and bought like any other weak-minded child. The concert was a mixture of music, whining, coaxing, and promised candy and cake.
He seated himself at last before the piano, a full half-yard distant, stretching out his arms full-length, like an ape clawing for food,–his feet, when not on the pedals, squirming and twisting incessantly,–answering some joke of his master’s with a loud “Yha! yha!” Nothing indexes the brain like the laugh; this was idiotic.
“Now, Tom, boy, something we like from Verdi.”
The head fell farther back, the claws began to work, and those of his harmonies which you would have chosen as the purest exponents of passion began to float through the room. Selections from Weber, Beethoven, and others whom I have forgotten, followed. At the close of each piece, Tom, without waiting for the audience, would himself applaud violently, kicking, pounding his hands together, turning always to his master for the approving pat on the head. Songs, recitations such as I have described, filled up the first part of the evening; then a musician from the audience went upon the stage to put the boy’s powers to the final test. Songs and intricate symphonies were given, which it was most improbable the boy could ever have heard; he remained standing, utterly motionless, until they were finished, and for a moment or two after,–then, seating himself, gave them without the break of a note. Others followed, more difficult, in which he played the bass accompaniment in the manner I have described, repeating instantly the treble. The child looked dull, wearied, during this part of the trial, and his master, perceiving it, announced the exhibition closed, when the musician (who was a citizen of the town, by-the-way) drew out a thick roll of score, which he explained to be a Fantasia of his own composition, never published.
“_This_ it was impossible the boy could have heard; there could be no trick of memory in this; and on this trial,” triumphantly, “Tom would fail.”
The manuscript was some fourteen pages long,–variations on an inanimate theme. Mr. Oliver refused to submit the boy’s brain to so cruel a test; some of the audience, even, interfered; but the musician insisted, and took his place. Tom sat beside him,–his head rolling nervously from side to side,–struck the opening cadence, and then, from the first note to the last, gave the _secondo_ triumphantly. Jumping up, he fairly shoved the man from his seat, and proceeded to play the treble with more brilliancy and power than its composer. When he struck the last octave, he sprang up, yelling with delight:–
“Um’s got him, Massa! um’s got him!” cheering and rolling about the stage.
The cheers of the audience–for the boys especially did not wait to clap–excited him the more. It was an hour before his master could quiet his hysteric agitation.
That feature of the concerts which was the most painful I have not touched upon: the moments when his master was talking, and Tom was left to himself,–when a weary despair seemed to settle down on the distorted face, and the stubby little black fingers, wandering over the keys, spoke for Tom’s own caged soul within. Never, by any chance, a merry, childish laugh of music in the broken cadences; tender or wild, a defiant outcry, a tired sigh breaking down into silence. Whatever wearied voice it took, the same bitter, hopeless soul spoke through all: “Bless me, even me, also, O my Father!” A something that took all the pain and pathos of the world into its weak, pitiful cry.
Some beautiful caged spirit, one could not but know, struggled for breath under that brutal form and idiotic brain. I wonder when it will be free. Not in this life: the bars are too heavy.
You cannot help Tom, either; all the war is between you. He was in Richmond in May. But (do you hate the moral to a story?) in your own kitchen, in your own back-alley, there are spirits as beautiful, caged in forms as bestial, that you _could_ set free, if you pleased. Don’t call it bad taste in me to speak for them. You know they are more to be pitied than Tom,–for they are dumb.
KINDERGARTEN–WHAT IS IT?
What is a Kindergarten? I will reply by negatives. It is not the old-fashioned infant-school. That was a narrow institution, comparatively; the object being (I do not speak of Pestalozzi’s own, but that which we have had in this country and in England) to take the children of poor laborers, and keep them out of the fire and the streets, while their mothers went to their necessary labor. Very good things, indeed, in their way. Their principle of discipline was to circumvent the wills of children, in every way that would enable their teachers to keep them within bounds, and quiet. It was certainly better that they should learn to sing _by rote_ the Creed and the “definitions” of scientific terms, and such like, than to learn the profanity and obscenity of the streets, which was the alternative. But no mother who wished for anything which might be called the _development_ of her child would think of putting it into an infant-school, especially if she lived in the country, amid
“the mighty sum
Of things forever speaking,”
where any “old grey stone” would altogether surpass, as a stand-point, the bench of the highest class of an infant-school. In short, they did not state the problem of infant culture with any breadth, and accomplished nothing of general interest on the subject.
Neither is the primary public school a Kindergarten, though it is but justice to the capabilities of that praiseworthy institution, so important in default of a better, to say that in one of them, at the North End of Boston, an enterprising and genial teacher has introduced one feature of Froebel’s plan. She has actually given to each of her little children a box of playthings, wherewith to amuse itself according to its own sweet will, at all times when not under direct instruction,–necessarily, in her case, on condition of its being perfectly quiet; and this one thing makes this primary school the best one in Boston, both as respects the attainments of the scholars and their good behavior.
_Kindergarten_ means a garden of children, and Froebel, the inventor of it, or rather, as he would prefer to express it, _the discoverer of the method of Nature_, meant to symbolize by the name the spirit and plan of treatment. How does the gardener treat his plants? He studies their individual natures, and puts them into such circumstances of soil and atmosphere as enable them to grow, flower, and bring forth fruit,–also to renew their manifestation year after year. He does not expect to succeed unless he learns all their wants, and the circumstances in which these wants will be supplied, and all their possibilities of beauty and use, and the means of giving them opportunity to be perfected. On the other hand, while he knows that they must not be forced against their individual natures, he does not leave them to grow wild, but prunes redundancies, removes destructive worms and bugs from their leaves and stems, and weeds from their vicinity,–carefully watching to learn what peculiar insects affect what particular plants, and how the former can be destroyed without injuring the vitality of the latter. After all the most careful gardener can do, he knows that the form of the plant is predetermined in the germ or seed, and that the inward tendency must concur with a multitude of influences, the most powerful and subtile of which is removed in place ninety-five millions of miles away.
In the Kindergarten _children_ are treated on an analogous plan. It presupposes gardeners of the mind, who are quite aware that they have as little power to override the characteristic individuality of a child, or to predetermine this characteristic, as the gardener of plants to say that a lily shall be a rose. But notwithstanding this limitation on one side, and the necessity for concurrence of the Spirit on the other,–which is more independent of our modification than the remote sun,–yet they must feel responsible, after all, for the perfection of the development, in so far as removing every impediment, preserving every condition, and pruning every redundance.
This analogy of education to the gardener’s art is so striking, both as regards what we can and what we cannot do, that Froebel has put every educator into a most suggestive Normal School, by the very word which he has given to his seminary,–Kindergarten.
If every school-teacher in the land had a garden of flowers and fruits to cultivate, it could hardly fail that he would learn to be wise in his vocation. For suitable preparation, the first, second, and third thing is, to
“Come forth into the light of things, Let Nature be your teacher.”
The “new education,” as the French call it, begins with children in the mother’s arms. Froebel had the nurses bring to his establishment, in Hamburg, children who could not talk, who were not more than three months old, and trained the nurses to work on his principles and by his methods. This will hardly be done in this country, at least at present; but to supply the place of such a class, a lady of Boston has prepared and published, under copyright, Froebel’s First Gift, consisting of six soft balls of the three primary and the three secondary colors, which are sold in a box, with a little manual for mothers, in which the true principle and plan of tending babies, so as not to rasp their nerves, but to amuse without wearying them, is very happily suggested. There is no mother or nurse who would not be assisted by this little manual essentially. As it says in the beginning,–“Tending babies is an art, and every art is founded on a science of observations; for love is not wisdom, but love must act _according to wisdom_ in order to succeed. Mothers and nurses, however tender and kind-hearted, may, and oftenest do, weary and vex the nerves of children, in well-meant efforts to amuse them, and weary themselves the while. Froebel’s exercises, founded on the observations of an intelligent sensibility, are intended to amuse without wearying, to educate without vexing.”
Froebel’s Second Gift for children, adapted to the age from one to two or three years, with another little book of directions, has also been published by the same lady, and is perhaps a still greater boon to every nursery; for this is the age when many a child’s temper is ruined, and the inclination of the twig wrongly bent, through sheer _want of resource and idea_, on the part of nurses and mothers.
But it is to the next age–from three years old and upwards–that the Kindergarten becomes the desideratum, if not a necessity. The isolated home, made into a flower-vase by the application of the principles set forth in the Gifts[A] above mentioned, may do for babies. But every mother and nurse knows how hard it is to meet the demands of a child too young to be taught to read, but whose opening intelligence and irrepressible bodily activity are so hard to be met by an adult, however genial and active. Children generally take the temper of their whole lives from this period of their existence. Then “the twig is bent,” either towards that habit of self-defence which is an ever-renewing cause of selfishness, or to the sun of love-in-exercise, which is the exhaustless source of goodness and beauty.
[Footnote A: These Gifts, the private enterprise of an invalid lady, the same who first brought the subject of Kindergartens so favorably before the public in the _Christian Examiner_ for November, 1858, can be procured at the Kindergarten, 15 Pinckney Street, Boston.]
The indispensable thing now is a sufficient society of children. It is only in the society of equals that the social instinct can be gratified, and come into equilibrium with the instinct of self-preservation. Self-love, and love of others, are equally natural; and before reason is developed, and the proper spiritual life begins, sweet and beautiful childhood may bloom out and imparadise our mortal life. Let us only give the social instinct of children its fair chance. For this purpose, a few will not do. The children of one family are not enough, and do not come along fast enough. A large company should be gathered out of many families. It will be found that the little things are at once taken out of themselves, and become interested in each other. In the variety, affinities develop themselves very prettily, and the rough points of rampant individualities wear off. We have seen a highly gifted child, who, at home, was–to use a vulgar, but expressive word–pesky and odious, with the exacting demands of a powerful, but untrained mind and heart, become “sweet as roses” spontaneously, amidst the rebound of a large, well-ordered, and carefully watched child-society. Anxious mothers have brought us children, with a thousand deprecations and explanations of their characters, as if they thought we were going to find them little monsters, which their motherly hearts were persuaded they were not, though they behaved like little sanchos at home,–and, behold, they were as harmonious, from the very beginning, as if they had undergone the subduing influence of a lifetime. We are quite sure that children begin with loving others quite as intensely as they love themselves,–forgetting themselves in their love of others,–if they only have as fair a chance of being benevolent and self-sacrificing as of being selfish. Sympathy is as much a natural instinct as self-love, and no more or less innocent, in a moral point of view. Either principle alone makes an ugly and depraved form of natural character. Balanced, they give the element of happiness, and the conditions of spiritual goodness and truth,–making children fit temples for the Holy Ghost to dwell in.
A Kindergarten, then, is children in society,–a commonwealth or republic of children,–whose laws are all part and parcel of the Higher Law alone. It may be contrasted, in every particular, with the old-fashioned school, which is an absolute monarchy, where the children are subjected to a lower expediency, having for its prime end quietness, or such order as has “reigned in Warsaw” since 1831.
But let us not be misunderstood. We are not of those who think that children, in any condition whatever, will inevitably develop into beauty and goodness. Human nature tends to revolve in a vicious circle, around the individuality; and children must have over them, in the person of a wise and careful teacher, a power which shall deal with them as God deals with the mature, presenting the claims of sympathy and truth whenever they presumptuously or unconsciously fall into selfishness. We have the best conditions of moral culture in a company large enough for the exacting disposition of the solitary child to be balanced by the claims made by others on the common stock of enjoyment,–there being a reasonable oversight of older persons, wide-awake to anticipate, prevent, and adjust the rival pretensions which must always arise where there are finite beings with infinite desires, while Reason, whose proper object is God, is yet undeveloped.
Let the teacher always take for granted that the law of love is quick within, whatever are appearances, and the better self will generally respond. In proportion as the child is young and unsophisticated, will be the certainty of the response to a teacher of simple faith:
“There are who ask not if thine eye
Be on them,–who, in love and truth, Where no misgiving is, rely
Upon the genial sense of youth.
“And blest are they who in the main
This faith even now do entertain,
Live in the spirit of this creed,
Yet find another strength, according to their need.”
Such are the natural Kindergartners, who prevent disorder by employing and entertaining children, so that they are kept in an accommodating and loving mood by never being thrown on self-defence,–and when selfishness is aroused, who check it by an appeal to sympathy, or Conscience, which is the presentiment of reason, a fore-feeling of moral order, for whose culture material order is indispensable.
But order must be kept by the child, not only unconsciously, but intentionally. Order is the child of reason, and in turn cultivates the intellectual principle. To bring out order on the physical plane, the Kindergarten makes it a serious purpose to organize _romping_, and set it to music, which cultivates the physical nature also. Romping is the ecstasy of the body, and we shall find that in proportion as children tend to be violent they are vigorous in body. There is always morbid weakness of some kind where there is no instinct for hard play; and it begins to be the common sense that energetic physical activity must not be repressed, but favored. Some plan of play prevents the little creatures from hurting each other, and fancy naturally furnishes the plan,–the mind unfolding itself in fancies, which are easily quickened and led in harmless directions by an adult of any resource. Those who have not imagination themselves must seek the aid of the Kindergarten guides, where will be found arranged to music the labors of the peasant, and cooper, and sawyer, the wind-mill, the watermill, the weather-vane, the clock, the pigeon-house, the hares, the bees, and the cuckoo. Children delight to personate animals, and a fine genius could not better employ itself than in inventing a great many more plays, setting them to rhythmical words, describing what is to be done. Every variety of bodily exercise might be made and kept within the bounds of order and beauty by plays involving the motions of different animals and machines of industry. Kindergarten plays are easy intellectual exercises; for to do anything whatever with a thought beforehand develops the mind or quickens the intelligence; and thought of this kind does not try intellect, or check physical development, which last must never be sacrificed in the process of education.
There are enough instances of marvellous acquisition in infancy to show that imbibing with the mind is as natural as with the body, if suitable beverage is put to the lips; but in most cases the mind’s power is balanced by instincts of body, which should have priority, if they cannot certainly be in full harmony. The mind can afford to wait for the maturing of the body, for it survives the body; while the body cannot afford to wait for the mind, but is irretrievably stunted, if the nervous energy is not free to stimulate its special organs at least equally with those of the mind.
It is not, however, necessary to sacrifice the culture of either mind or body, but to harmonize them. They can and ought to grow together. They mutually help each other.
Doctor Dio Lewis’s “Free Exercises” are also suitable to the Kindergarten, and may be taken in short lessons of a quarter of an hour, or even of ten minutes. Children are fond of precision also, and it will be found that they like the teaching best, when they are made to do the exercises exactly right, and in perfect time to the music.
But the regular gymnastics and the romping plays must be alternated with quiet employments, of course, but still active. They will sing at their plays by rote; and also should be taught other songs by rote. But there can be introduced a regular drill on the scale, which should never last more than ten minutes at a time. This, if well managed, will cultivate their ears and voices, so that in the course of a year they will become very expert in telling any note struck, if not in striking it. The ear is cultivated sooner than the voice, and they may be taught to name the octave as 1, 2, 3, 4, 5, 6, 7, 8, and their imaginations impressed by drawing a ladder of eight rounds on the blackboard, to signify that the voice rises by regular gradation. This will fix their attention, and their interest will not flag, if the teacher has any tact.
Slates and pencils are indispensable in a Kindergarten from the first. One side of a slate can be ruled with a sharp point in small squares, and if their fancy is interested by telling them to make a fish-net, they will carefully make their pencils follow these lines,–which makes a first exercise in drawing. Their little fingers are so unmanageable that at first they will not be able to make straight lines even with this help. For variety, little patterns can be given them, drawn on the blackboard, (or on paper similarly ruled,) of picture-frames and patterns for carpets. When they can make squares well, they can be shown how to cross them with diagonals, and make circles inside of the squares, and outside of them, and encouraged to draw on the other side of the slate, from their own fancy, or from objects. Entire sympathy and no destructive criticism should meet every effort. Self-confidence is the first requisite for success. If they think they have had success, it is indispensable that it should be echoed from without. Of course there will be poor perspective; and even Schmidt’s method of perspective cannot be introduced to very young children. A natural talent for perspective sometimes shows itself, which by-and-by can be perfected by Schmidt’s method.[B]
[Footnote B: See _Common School Journal_ for 1842-3.]
But little children will not draw long at a time. Nice manipulation, which is important, can be taught, and the eye for form cultivated, by drawing for them birds and letting them prick the lines. It will enchant them to have something pretty to carry home now and then. Perforated board can also be used to teach them the use of a needle and thread. They will like to make the outlines of ships and steamboats, birds, etc., which can be drawn for them with a lead pencil on the board by the teachers. Weaving strips of colored card-board into papers cut for them is another enchanting amusement, and can be made subservient to teaching them the harmonies of colors. In the latter part of the season, when they have an accumulation of pricked birds, or have learned to draw them, they can be allowed colors to paint them in a rough manner. It is, perhaps, worth while to say, that, in teaching children to draw on their slates, it is better for the teacher to draw at the moment on the blackboard than to give them patterns of birds, utensils, etc., because then the children will see how to begin and proceed, and are not discouraged by the mechanical perfection of their model.
Drawing ought always rather to precede reading and writing, as the minute appreciation of forms is the proper preparation for these. But reading and writing may come into Kindergarten exercises at once, if reading is taught by the phonic method, (which saves all perplexity to the child’s brain,) and accompanied by printing on the slate. It then alternates with other things, as one of the amusements. We will describe how we have seen it taught. The class sat before a blackboard, with slates and pencils. The teacher said, “Now let us make all the sounds that we can with the lips: First, put the lips gently together and sound m,” (not _em_,)–which they all did. Then she said,–“Now let us draw it on the blackboard,–three short straight marks by the side of each other, and join them on the top,–that is m. What is it?” They sounded m, and made three marks and joined them on the top, with more or less success. The teacher said,–“Now put your lips close together and say p.” (This is mute and to be whispered). They all imitated the motion made. She said,–“Now let us write it; one straight mark, then the upper lip puffed out at the top.” M and p, to be written and distinguished, are perhaps enough for one lesson, which should not reach half an hour in length. At the next lesson these were repeated again. Then the teacher said,–“Now put your lips together and make the same motion as you did to say p; but make a little more sound, and it will be b” (which is sonorous). “You must write it differently from p;–you must make a short mark and put the _under_ lip on.” “Now put your teeth on your under lip and say f.” (She gave the power.) “You must write it by making a short straight mark make a bow, and then cross it with a little mark across the middle.” “Now fix your lips in the same manner and sound a little, and you will make v. Write it by making two little marks meet at the bottom.”
This last letter was made a separate lesson of, and the other lessons were reviewed. The teacher then said,–“Now you have learned some letters,–all the lip–letters,”–making them over, and asking what each was. She afterwards added w,–giving its power and form, and put it with the lip-letters. At the next lesson they were told to make the letters with their lips, and she wrote them down on the board, and then said,– “Now we will make some tooth-letters. Put your teeth together and say t.” (She gave the power, and showed them how to write it.) “Now put your teeth together and make a sound and it will be d.” “That is written just like b, only we put the lip behind.” “Now put your teeth together and hiss, and then make this little crooked snake (s). Then fix your teeth in the same manner and buzz like a bee. You write z pointed this way.” “Now put your teeth together and say j, written with a dot.” At the next lessons the throat-letters were given; first the hard guttural was sounded, and they were told three ways to write it, c, k, q, distinguished as _round_, _high_, and _with a tail_. C was not sounded _see_, but _ke_ (ke, ka, ku). Another lesson gave them the soft guttural g, but did not sound it _jee_; and the aspirate, but did not call it _aitch_.
Another lesson gave the vowels, (or voice-letters, as she called them,) and it was made lively by her writing afterwards all of them in one word, _mieaou_, and calling it the cat’s song. It took from a week to ten days to teach these letters, one lesson a day of about twenty minutes. Then came words: mamma, papa, puss, pussy, etc. The vowels were always sounded as in Italian, and i and y distinguished as _with the dot_ and _with a tail_. At first only one word was the lesson, and the letters were reviewed in their divisions of lip-letters, throat-letters, tooth-letters, voice-letters. The latter were sounded the Italian way, as in the words _a_rm, _e_gg, _i_nk, _o_ak, and Per_u_. This teacher had Miss Peabody’s “First Nursery Reading-Book,” and when she had taught the class to make all the words on the first page of it, she gave each of the children the book and told them to find first one word and then another. It was a great pleasure to them to be told that now they could read. They were encouraged to copy the words out of the book upon their slates.
The “First Nursery Reading-Book” has in it _no_ words that have exceptions in their spelling to the sounds given to the children as the powers of the letters. Nor has it any diphthong or combinations of letters, such as oi, ou, ch, sh, th. After they could read it at sight, they were told that all words were not so regular, and their attention was called to the initial sounds of thin, shin, and chin, and to the proper diphthongs, ou, oi, and au, and they wrote words considering these as additional characters. Then “Mother Goose” was put into their hands, and they were made to read by rote the songs they already knew by heart, and to copy them. It was a great entertainment to find the _queer_ words, and these were made the nucleus of groups of similar words which were written on the blackboard and copied on their slates.
We have thought it worth while to give in detail this method of teaching to read, because it is the most entertaining to children to be taught so, and because many successful instances of the pursual of this plan have come under our observation; and one advantage of it has been, that the children so taught, though never going through the common spelling-lessons, have uniformly exhibited a rare exactness in orthography.
In going through this process, the children learn to print very nicely, and generally can do so sooner than they can read. It is a small matter afterwards to teach them to turn the print into script. They should be taught to write with the lead pencil before the pen, whose use need not come into the Kindergarten.
But we must not omit one of the most important exercises for children in the Kindergarten,–that of block-building. Froebel has four Gifts of blocks. Ronge’s “Kindergarten Guide” has pages of royal octavo filled with engraved forms that can be made by variously laying eight little cubes and sixteen little planes two inches long, one inch broad, and one-half an inch thick. Chairs, tables, stables, sofas, garden-seats, and innumerable forms of symmetry, make an immense resource for children, who also should be led to invent other forms and imitate other objects. So quick are the fancies of children, that the blocks will serve also as symbols of everything in Nature and imagination. We have seen an ingenious teacher assemble a class of children around her large table, to each of whom she had given the blocks. The first thing was to count them, a great process of arithmetic to most of them. Then she made something and explained it. It was perhaps a light-house,–and some blocks would represent rocks near it to be avoided, and ships sailing in the ocean; or perhaps it was a hen-coop, with chickens inside, and a fox prowling about outside, and a boy who was going to catch the fox and save the fowls. Then she told each child to make something, and when it was done hold up a hand. The first one she asked to explain, and then went round the class. If one began to speak before another had ended, she would hold up her finger and say,–“It is not your turn.” In the course of the winter, she taught, over these blocks, a great deal about the habits of animals. She studied natural history in order to be perfectly accurate in her symbolic representation of the habitation of each animal, and their enemies were also represented by blocks. The children imitated these; and when they drew upon their imaginations for facts, and made fantastic creations, she would say,–“Those, I think, were Fairy hens” (or whatever); for it was her principle to accept everything, and thus tempt out their invention. The great value of this exercise is to get them into the habit of representing something they have thought by an outward symbol. The explanations they are always eager to give teach them to express themselves in words. Full scope is given to invention, whether in the direction of possibilities or of the impossibilities in which children’s imaginations revel,–in either case the child being trained to the habit of embodiment of its thought.
Froebel thought it very desirable to have a garden where the children could cultivate flowers. He had one which he divided into lots for the several children, reserving a portion for his own share in which they could assist him. He thought it the happiest mode of calling their attention to the invisible God, whose power must be waited upon, after the conditions for growth are carefully arranged according to _laws_ which they were to observe. Where a garden is impossible, a flowerpot with a plant in it for each child to take care of would do very well.
But the best way to cultivate a sense of the presence of God is to draw the attention to the conscience, which is very active in children, and which seems to them (as we all can testify from our own remembrance) another than themselves, and yet themselves. We have heard a person say, that in her childhood she was puzzled to know which was herself, the voice of her inclination or of her conscience, for they were palpably two, and what a joyous thing it was when she was first convinced that one was the Spirit of God, whom unlucky teaching had previously embodied in a form of terror on a distant judgment-seat. Children are consecrated as soon as they get the spiritual idea, and it may be so presented that it shall make them happy as well as true. But the adult who enters into such conversation with a child must be careful not to shock and profane, instead of nurturing the soul. It is possible to avoid both discouraging and flattering views, and to give the most tender and elevating associations.
But children require not only an alternation of physical and mental amusements, but some instruction to be passively received. They delight in stories, and a wise teacher can make this subservient to the highest uses by reading beautiful creations of the imagination. Not only such household-stories as “Sanford and Merton,” Mrs. Farrar’s “Robinson Crusoe,” and Salzmann’s “Elements of Morality,” but symbolization like the heroes of Asgard, the legends of the Middle Ages, classic and chivalric tales, the legend of Saint George, and “Pilgrim’s Progress,” can in the mouth of a skilful reader be made subservient to moral culture. The reading sessions should not exceed ten or fifteen minutes.
Anything of the nature of scientific teaching should be done by presenting _objects_ for examination and investigation.[C] Flowers and insects, shells, etc., are easily handled. The observations should be drawn out of the children, not made to them, except as corrections of their mistakes. Experiments with the prism, and in crystallization and transformation, are useful and desirable to awaken taste for the sciences of Nature. In short, the Kindergarten should give the beginnings of everything. “What is well begun is half done.”
[Footnote C: Calkin’s _Object Lessons_ will give hints.]
We must say a word about the locality and circumstances of a Kindergarten. There is published in Lausanne, France, a newspaper devoted to the interests of this mode of education, in whose early numbers is described a Kindergarten; which seems to be of the nature of a boarding-school, or, at least, the children are there all day. Each child has a garden, and there is one besides where they work in common. There are accommodations for keeping animals, and miniature tools to do mechanical labor of various kinds. In short, it is a child’s world. But in this country, especially in New England, parents would not consent to be so much separated from their children, and a few hours of Kindergarten in the early part of the day will serve an excellent purpose,–using up the effervescent activity of children, who may healthily be left to themselves the rest of the time, to play or rest, comparatively unwatched.
Two rooms are indispensable, if there is any variety of age. It is desirable that one should be sequestrated to the quiet employments. A pianoforte is desirable, to lead the singing, and accompany the plays, gymnastics, frequent marchings, and dancing, when that is taught,–which it should be. But a hand-organ which plays fourteen tunes will help to supply the want of a piano, and a guitar in the hands of a ready teacher will do better than nothing.
Sometimes a genial mother and daughters might have a Kindergarten, and devote themselves and the house to it, especially if they live in one of our beautiful country-towns or cities. The habit, in the city of New York, of sending children to school in an omnibus, hired to go round the city and pick them up, suggests the possibility of a Kindergarten in one of those beautiful residences up in town, where there is a garden before or behind the house. It is impossible to keep Kindergarten _by the way_. It must be the main business of those who undertake it; for it is necessary that every individual child should be borne, as it were, on the heart of the _garteners_, in order that it be _inspired_ with order, truth, and goodness. To develop a child from within outwards, we must plunge ourselves into its peculiarity of imagination and feeling. No one person could possibly endure such absorption, of life in labor unrelieved, and consequently two or three should unite in the undertaking in order to be able to relieve each other from the enormous strain on life. The compensations are, however, great. The charm of the various individuality, and of the refreshing presence of conscience yet unprofaned, is greater than can be found elsewhere in this work-day world. Those were not idle words which came from the lips of Wisdom Incarnate:–“Their angels do always behold the face of my Father”: “Of such is the kingdom of heaven.”
A PICTURE.
[AFTER WITHER.]
Sweet child, I prithee stand,
While I try my novel hand
At a portrait of thy face,
With its simple childish grace.
Cheeks as soft and finely hued
As the fleecy cloud imbued
With the roseate tint of morn
Ere the golden sun is born:–
Lips that like a rose-hedge curl,
Guarding well the gates of pearl,
–What care I for pearly gate?
By the rose-hedge will I wait:–
Chin that rounds with outline fine, Melting off in hazy line;
As in misty summer noon,
Or beneath the harvest moon,
Curves the smooth and sandy shore, Flowing off in dimness hoar:–
Eyes that roam like timid deer
Sheltered by a thicket near,
Peeping out between the boughs,
Or that, trusting, safely browse:– Arched o’er all the forehead pure,
Giving us the prescience sure
Of an ever-growing light;
As in deepening summer night,
Over fields to ripen soon
Hangs the silver crescent moon.
* * * * *
TWO AND ONE.
I.
The winter sun streamed pleasantly into the room. On the tables lay the mother’s work of the morning,–the neatly folded clothes she had just been ironing. A window was opened a little way to let some air into the room too closely heated by the brisk fire. The air fanned the leaves of the ivy-plant that stood in the window, and of the primrose which seemed ready to open in the warm sun. Above, there hung a cage, and a canary-bird shouted out now and then its pleasure at the sunny day, with a half-dream perhaps of a tropical climate in the tropical air with which the coal-fire filled the room. Mrs. Schroder leaned back in her old-fashioned rocking-chair, and folded her hands, one over the other, ready to rest after her morning’s labor. She was willing to take the repose won by her work; indeed, this was the only way she had managed to preserve her strength for all the work it was necessary for her to do. She had been conscious that her powers had answered for just so much and no more, and she had never been able to make further demands upon them.
When years before she was left a widow, with two sons to support and educate, all her friends and neighbors prophesied that her health would prove unequal to either work, and agreed that it was very fortunate that she had a rich relation or two to help her. But, unfortunately, the rich relations preferred helping only in their own way. One uncle agreed to send the older boy to his father’s relations in Germany, while the other wished to take the younger with him to his home in the South; and an aunt-in-law promised Mrs. Schroder work enough as seamstress to support herself.
It is singular how hard it is, for those who have large means and resources, to understand how to supply the little wants and needs of those less fortunate. The smallest stream in the mountains will find its way through some little channel, over rocks, or slowly through quiet meadows, into the great rivers, and finally feeds the deep sea, which is very thankless, and thinks little of restoring what is so prodigally poured into it. It only knows how to sway up with its grand tide upon the broad beaches, or to wrestle with turreted rocks, or, for some miles, perhaps, up the great rivers, it is willing to leave some flavor of its salt strength. So it is that we little ones, to the last, pour out our little stores into the great seas of wealth,–and the Neptunes, the gods of riches, scarcely know how to return us our due, if they would.
When Mrs. Schroder, then, refused these kindly offers, because she knew that her husband had wished his boys should be brought up together and in America, and because she could not separate them from each other or from herself, the relations thought best to leave her to her own will, and drew back, feeling that they had done their part for humanity and kinship. Now and then Mrs. Schroder received a present of a worn shawl or a bonnet out of date, and one New Year there came inclosed a dollar-bill apiece for the boys. Ernest threw his into the fire before his mother could stop him, while Harry said he would spend his for the very meanest thing he could think of; and that very night he bought some sausages with it, to satisfy, as he said, only their lowest wants.
Mrs. Schroder succeeded in carrying out her will, in spite of prophecy. Her very delicacy of body led her to husband her strength, while the boys very early learned that they must help their mother to get through her day’s work. Her feebleness of health helped her, too, in another way,–by stopping their boy-quarrels.
“Boys, don’t wrangle so! If you knew how it makes my head ache!”
When these words came from the mother resting in her chair, the quarrel ceased suddenly. It ended without settlement, to be sure, which is the best way of finishing up quarrels. There are always seeds of new wars sown in treaties of peace. Austria is not content with her share of Poland, and Russia privately determines upon another bite of Turkey. John thinks it very unjust that he must give up his ball to Tom, and resolves to have the matter out when they get down into the street; while Tom, equally dissatisfied, feels that he has been treated like a baby, and despises the umpire for the partial decision.
These two boys, indeed, had their perpetual quarrel. Harry, the older, always got on in the world. He had a strong arm, a jolly face, and a solid opinion of himself that made its way without his asking for it. Ernest, on the other hand, was obliged to be constantly dependent on his brother for defence, for his position with other boys at school,–as he grew up, for his position in life, even. Harry was the favorite always. The schoolmaster–or teacher, as we call him nowadays–liked Harry best, although he was always in scrapes, and often behindhand in his studies, while Ernest was punctual, quiet, and always knew his lessons, though his eyes looked dreamily through his books rather than into them.
Harry had great respect for Ernest’s talent, made way for it, would willingly work for him. Ernest accepted these benefits: he could not help it, they were so generously offered. But the consciousness that he could not live without them weighed him down and made him moody. He alternately reproached himself for his ingratitude, and his brother for his favors. Sometimes he called himself a slave for being willing to accept them; at other times he would blame himself as a tyrant for making such demands upon an elder brother.
As Mrs. Schroder leaned back in her chair after her morning’s labor, the door opened, and a young girl came into the room. She had a fresh, bright face, a brown complexion, a full, round figure. She came in quickly, nodded cheerily to Mrs. Schroder, and knelt down in front of the fire to warm her hands.
“I did want to come in this morning,” she said,–“the very last day! I should have liked to help you about Ernest’s things. But Aunt Martha must needs have a supernumerary wash, and I have just come in from hanging the last of the clothes upon the line.”
“It is very good of you, Violet,” answered Mrs. Schroder, “but I was glad to-day to have plenty to do. It is the thinking that troubles me. My boys are grown up into men, and Ernest is going! It is our first parting. To-day I would rather work than think.”
Violet was the young girl’s name. A stranger might think that the name did not suit her. In her manner was nothing of the shrinking nature that is a characteristic of the violet. Timidity and reserve she probably did have somewhere in her heart,–as all women do,–but it had never been her part to play them out. She had all her life been called upon to show only energy, activity, and self-reliance. She was an only child, and had been obliged to be son and daughter, brother and sister in one. Her father was the owner of the house in which were the rooms occupied by Mrs. Schroder and her sons. The little shop on the lower floor was his place of business. He was a watchmaker, had a few clocks on the shelves of his small establishment, and a limited display of jewelry in the window, together with a supply of watch-keys, and minute-hands and hour-hands for decayed watches. For though his sign proclaimed him a watchmaker, his occupation perforce was rather that of repairing and cleaning watches and clocks than in the higher branch of creation.
Violet’s childhood was happy enough. She was left in unrestrained liberty outside of the little back-parlor, where her Aunt Martha held sway. Out of school-hours, her joy and delight were to join the school-boys in their wildest plays. She climbed fences, raced up and down alley-ways, stormed inoffensive door-yards, chased wandering cats with the best of them. She was a favorite champion among the boys,–placed at difficult points of espionage, whether it were over beast, man, woman, or boy. She was proud of mounting some imaginary rampart, or defending some dangerous position. Sometimes a taunt was hurled from the enemy upon her allies for associating with a “girl;” but it always received a contemptuous answer,–“You’d better look out, she could lick any one of you!” And at the reply, Violet would look down from her post on the picketed fence, shake her long curls triumphantly, and climb to some place inaccessible to the enemy, to show how useful her agility could be to her own party.
The time of sorrow came at twilight, when the boys separated for their homes,–when Harry and Ernest clattered up to their mother’s rooms. They could be boys still. They might throw open the house-doors with a shout and halloo, and fling away caps and boots with no more than an uncared-for reprimand. But Violet must go noiselessly through the dark entry, and, as she turned to close the door that let her into the parlor, she was greeted by Aunt Martha’s “Now do shut the door quietly!” As she lowered the latch without any sound, she would say to herself, “Why is it that boys must have all the fun, and girls all the work?” She felt as if she shut out liberty and put on chains. Her work began then,–to lay the tea-table, to fetch and carry as Aunt Martha ordered. All this was pleasanter than the quiet evening that followed, because she liked the occupation and motion. But to be quiet the whole evening, that was a trial! After the tea-things were cleared away, she would sit awhile by the stove, imagining all sorts of excitements in the combustion within; but she could not keep still long without letting a clatter of shovel and tongs, or some vigorous blows of the poker, show what a glorious drum she thought the stove would make. Or if Aunt Martha suggested her unloved and neglected dolls, she would retire to the corner with them inevitably to come back in disgrace. Either the large wooden-headed doll came noisily down from the high-backed chair, where she had been placed as the Maid of Saragossa, or a suspicious smell of burning arose, when Joan of Arc really did take fire from the candle on her imaginary funeral-pile. Knitting was no more of a sedative, though for many years it had stilled Aunt Martha’s nerves. It was singular how the cat contrived always to get hold of Violet’s ball of yarn and keep it, in spite of Violet’s activity and the jolly chase she had for it all round the room, over chairs and under tables. Even her father, during these long evenings, often looked up over his round spectacles, through which he was perusing a volume of the “Encyclopedia,” to wonder if Violet could never be quiet.
As she grew up, there was activity enough in her life, through which her temperament could let off its steam: a large house to be cared for and kept in order, some of the lodgers to be waited upon, and Aunt Martha, with her failing strength, more exacting than ever. Her evenings now were her happy times, for she frequently spent them in Mrs. Schroder’s room. One of the economies in the Schroders’ life was that their pleasures were so cheap. What with Harry’s genial gayety and Ernest’s spiritual humor, and the gayety and humor of the friends that loved them, they did not have to pay for their hilarity on the stage. There were quiet evenings and noisy ones, and Violet liked them both. She liked to study languages with Ernest; she liked the books from the City Library that they read aloud,–romances that were taken for Mrs. Schroder’s pleasure, Ruskins which Ernest enjoyed, and Harry’s favorites, which, to tell the truth, were few. He begged to be made the reader,–otherwise, he confessed, he was in danger of falling asleep.
Violet had grown up into a woman, and the boys had become men; and now she was kneeling in front of Mrs. Schroder’s fire.
“Ernest’s last day at home,” she said, dreamily. “Oh, now I begin to pity Harry!”
“To pity Harry?” said Mrs. Schroder. “Yes, indeed! But it is Ernest that I think of most. He is going away among strangers. He depends upon Harry far more than Harry depends upon him.”
“It is just that,” said Violet. “Harry has always been the one to give. But it will be changed now, when Ernest comes home. You see, he will be great then. He has been dependent upon us, all along, because genius must move so slowly at first; but when he comes back, he will be above us, and, oh! how shall we know where to find him?”
“You do not mean that my boy will look down upon his mother?” said Mrs. Schroder, raising herself in her chair.
“Look down upon us?” cried Violet. “Oh, no! it is only the little that do that, that they may appear to be high. The truly great never look down. They are kneeling already, and they look up. If they only would look down upon us! But it is the old story: the body can do for a while without the spirit, can make its way in the world for a little, and meantime the spirit is dependent upon the body. Of course it could not live without the body,–what we call life. But by-and-by spirit must assert itself, and find its wings. And where, oh, where, will it rise to? Above us,–above us all!”
“How strangely you talk!” said Mrs. Schroder, looking into Violet’s face. “What has this to do with poor Ernest?”
“I was thinking of poor Harry,” said Violet. “All this time he has been working for Ernest. Harry has earned the money with which Ernest goes abroad,–which he has lived upon all these years,–not only his daily bread, but what his talent, his genius, whatever it is, has fed itself with. Ernest is too unpractical to have been able even to feed himself!”
“And he knows it, my poor Ernest!” said Mrs. Schroder. “This is why he should be pitied. It is hard for a generous nature to owe all to another. It has weighed Ernest down; it has embittered the love of the two brothers.”
“But it is more bitter for Harry,” persisted Violet. “All this time Ernest could think of the grand return he could bring when his time should come. But Harry! He brings the clay out of which Ernest moulds the statue; but the spirit that Ernest breathes into the form,–will Harry understand it or appreciate it? The body is very reverent of the soul. But I think the spirit is not grateful enough to the body. There comes a time when it says to it, ‘I can do without thee!’ and spurns the kind comrade which has helped it on so far. Yet it could not have done without the joy of color and form, of sight and hearing, that the body has helped it to.”
“You do not mean that Ernest will ever spurn Harry?–they are brothers!” said poor Mrs. Schroder.
Violet looked round and saw the troubled expression in Mrs. Schroder’s face, and laughed as she laid her head caressingly in her friend’s lap.
“I have frightened you with my talk,” she said. “I believe the hot air in the room bewildered my senses and set me dreaming. Yes, Harry and Ernest are brothers, and I believe they will always work together and for each other. I have no business with forebodings, this laughing, sunny day. The March sun is melting the icicles, and they came clattering down upon me, as I was in the yard, with a happy, twinkling, childish laugh. There are spring sounds all about, water melting and dripping everywhere, full of joy. I am the last person, dear mother Schroder, to make you feel sad.”
Violet got up quickly, and busied herself about the room: filled the canary’s cup with water, drew out the table, and made all the usual preparations necessary for dinner, talking all the time gayly, till she had dispersed all the clouds on Mrs. Schroder’s brow, and then turned to go away.