months at King’s Lorton.
That respectable miller and maltster had left Tom behind, and driven homeward in a state of great mental satisfaction. He considered that it was a happy moment for him when he had thought of asking Riley’s advice about a tutor for Tom. Mr. Stelling’s eyes were so wide open, and he talked in such an off-hand, matter-of-fact way, answering every difficult, slow remark of Mr. Tulliver’s with, “I see, my good sir, I see”; “To be sure, to be sure”; “You want your son to be a man who will make his way in the world,”—that Mr. Tulliver was delighted to find in him a clergyman whose knowledge was so applicable to the every-day affairs of this life. Except Counsellor Wylde, whom he had heard at the last sessions, Mr. Tulliver thought the Rev. Mr Stelling was the shrewdest fellow he had ever met with,—not unlike Wylde, in fact; he had the same way of sticking his thumbs in the armholes of his waistcoat. Mr. Tulliver was not by any means an exception in mistaking brazenness for shrewdness; most laymen thought Stelling shrewd, and a man of remarkable powers generally; it was chiefly by his clerical brethren that he was considered rather a dull fellow. But he told Mr. Tulliver several stories about “Swing” and incendiarism, and asked his advice about feeding pigs in so thoroughly secular and judicious a manner, with so much polished glibness of tongue, that the miller thought, here was the very thing he wanted for Tom. He had no doubt this first-rate man was acquainted with every branch of information, and knew exactly what Tom must learn in order to become a match for the lawyers, which poor Mr. Tulliver himself did not know, and so was necessarily thrown for self-direction on this wide kind of inference. It is hardly fair to laugh at him, for I have known much more highly instructed persons than he make inferences quite as wide, and not at all wiser.
As for Mrs. Tulliver, finding that Mrs. Stelling’s views as to the airing of linen and the frequent recurrence of hunger in a growing boy entirely coincided with her own; moreover, that Mrs. Stelling, though so young a woman, and only anticipating her second confinement, had gone through very nearly the same experience as herself with regard to the behavior and fundamental character of the monthly nurse,—she expressed great contentment to her husband, when they drove away, at leaving Tom with a woman who, in spite of her youth, seemed quite sensible and motherly, and asked advice as prettily as could be.
“They must be very well off, though,” said Mrs. Tulliver, “for everything’s as nice as can be all over the house, and that watered silk she had on cost a pretty penny. Sister Pullet has got one like it.”
“Ah,” said Mr. Tulliver, “he’s got some income besides the curacy, I reckon. Perhaps her father allows ’em something. There’s Tom ’ull be another hundred to him, and not much trouble either, by his own account; he says teaching comes natural to him. That’s wonderful, now,” added Mr. Tulliver, turning his head on one side, and giving his horse a meditative tickling on the flank.
Perhaps it was because teaching came naturally to Mr. Stelling, that he set about it with that uniformity of method and independence of circumstances which distinguish the actions of animals understood to be under the immediate teaching of nature. Mr. Broderip’s amiable beaver, as that charming naturalist tells us, busied himself as earnestly in constructing a dam, in a room up three pair of stairs in London, as if he had been laying his foundation in a stream or lake in Upper Canada. It was “Binny’s” function to build; the absence of water or of possible progeny was an accident for which he was not accountable. With the same unerring instinct Mr. Stelling set to work at his natural method of instilling the Eton Grammar and Euclid into the mind of Tom Tulliver. This, he considered, was the only basis of solid instruction; all other means of education were mere charlatanism, and could produce nothing better than smatterers. Fixed on this firm basis, a man might observe the display of various or special knowledge made by irregularly educated people with a pitying smile; all that sort of thing was very well, but it was impossible these people could form sound opinions. In holding this conviction Mr. Stelling was not biassed, as some tutors have been, by the excessive accuracy or extent of his own scholarship; and as to his views about Euclid, no opinion could have been freer from personal partiality. Mr. Stelling was very far from being led astray by enthusiasm, either religious or intellectual; on the other hand, he had no secret belief that everything was humbug. He thought religion was a very excellent thing, and Aristotle a great authority, and deaneries and prebends useful institutions, and Great Britain the providential bulwark of Protestantism, and faith in the unseen a great support to afflicted minds; he believed in all these things, as a Swiss hotel-keeper believes in the beauty of the scenery around him, and in the pleasure it gives to artistic visitors. And in the same way Mr. Stelling believed in his method of education; he had no doubt that he was doing the very best thing for Mr. Tulliver’s boy. Of course, when the miller talked of “mapping” and “summing” in a vague and diffident manner, Mr Stelling had set his mind at rest by an assurance that he understood what was wanted; for how was it possible the good man could form any reasonable judgment about the matter? Mr Stelling’s duty was to teach the lad in the only right way,—indeed he knew no other; he had not wasted his time in the acquirement of anything abnormal.
He very soon set down poor Tom as a thoroughly stupid lad; for though by hard labor he could get particular declensions into his brain, anything so abstract as the relation between cases and terminations could by no means get such a lodgment there as to enable him to recognize a chance genitive or dative. This struck Mr. Stelling as something more than natural stupidity; he suspected obstinacy, or at any rate indifference, and lectured Tom severely on his want of thorough application. “You feel no interest in what you’re doing, sir,” Mr. Stelling would say, and the reproach was painfully true. Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr. Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr. Stelling took no note of these things; he only observed that Tom’s faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal, though he could discern with great promptitude and certainty the fact that they were equal. Whence Mr. Stelling concluded that Tom’s brain, being peculiarly impervious to etymology and demonstrations, was peculiarly in need of being ploughed and harrowed by these patent implements; it was his favorite metaphor, that the classics and geometry constituted that culture of the mind which prepared it for the reception of any subsequent crop. I say nothing against Mr. Stelling’s theory; if we are to have one regimen for all minds, his seems to me as good as any other. I only know it turned out as uncomfortably for Tom Tulliver as if he had been plied with cheese in order to remedy a gastric weakness which prevented him from digesting it. It is astonishing what a different result one gets by changing the metaphor! Once call the brain an intellectual stomach, and one’s ingenious conception of the classics and geometry as ploughs and harrows seems to settle nothing. But then it is open to some one else to follow great authorities, and call the mind a sheet of white paper or a mirror, in which case one’s knowledge of the digestive process becomes quite irrelevant. It was doubtless an ingenious idea to call the camel the ship of the desert, but it would hardly lead one far in training that useful beast. O Aristotle! if you had had the advantage of being “the freshest modern” instead of the greatest ancient, would you not have mingled your praise of metaphorical speech, as a sign of high intelligence, with a lamentation that intelligence so rarely shows itself in speech without metaphor,—that we can so seldom declare what a thing is, except by saying it is something else?
Tom Tulliver, being abundant in no form of speech, did not use any metaphor to declare his views as to the nature of Latin; he never called it an instrument of torture; and it was not until he had got on some way in the next half-year, and in the Delectus, that he was advanced enough to call it a “bore” and “beastly stuff.” At present, in relation to this demand that he should learn Latin declensions and conjugations, Tom was in a state of as blank unimaginativeness concerning the cause and tendency of his sufferings, as if he had been an innocent shrewmouse imprisoned in the split