At a very early age I began to thump on the piano alone, and it was not long before I was able to pick out a few tunes. When I was seven years old, I could play by ear all of the hymns and songs that my mother knew. I had also learned the names of the notes in both clefs, but I preferred not to be hampered by notes. About this time several ladies for whom my mother sewed heard me play and they persuaded her that I should at once be put under a teacher; so arrangements were made for me to study the piano with a lady who was a fairly good musician; at the same time arrangements were made for me to study my books with this lady's daughter. My music teacher had no small difficulty at first in pinning me down to the notes. If she played my lesson over for me, I invariably attempted to reproduce the required sounds without the slightest recourse to the written characters. Her daughter, my other teacher, also had her worries. She found that, in reading, whenever I came to words that were difficult or unfamiliar, I was prone to bring my imagination to the rescue and read from the picture. She has laughingly told me, since then, that I would sometimes substitute whole sentences and even paragraphs from what meaning I thought the illustrations conveyed. She said she not only was sometimes amused at the fresh treatment I would give an author's subject, but, when I gave some new and sudden turn to the plot of the story, often grew interested and even excited in listening to hear what kind of a denouement I would bring about. But I am sure this was not due to dullness, for I made rapid progress in both my music and my books.
And so for a couple of years my life was divided between my music and my school books. Music took up the greater part of my time. I had no playmates, but amused myself with games—some of them my own invention—which could be played alone. I knew a few boys whom I had met at the church which I attended with my mother, but I had formed no close friendships with any of them. Then, when I was nine years old, my mother decided to enter me in the public school, so all at once I found myself thrown among a crowd of boys of all sizes and kinds; some of them seemed to me like savages. I shall never forget the bewilderment, the pain, the heart-sickness, of that first day at school. I seemed to be the only stranger in the place; every other boy seemed to know every other boy. I was fortunate enough, however, to be assigned to a teacher who knew me; my mother made her dresses. She was one of the ladies who used to pat me on the head and kiss me. She had the tact to address a few words directly to me; this gave me a certain sort of standing in the class and put me somewhat at ease.
Within a few days I had made one staunch friend and was on fairly good terms with most of the boys. I was shy of the girls, and remained so; even now a word or look from a pretty woman sets me all a-tremble. This friend I bound to me with hooks of steel in a very simple way. He was a big awkward boy with a face full of freckles and a head full of very red hair. He was perhaps fourteen years of age; that is, four or five years older than any other boy in the class. This seniority was due to the fact that he had spent twice the required amount of time in several of the preceding classes. I had not been at school many hours before I felt that "Red Head"—as I involuntarily called him—and I were to be friends. I do not doubt that this feeling was strengthened by the fact that I had been quick enough to see that a big, strong boy was a friend to be desired at a public school; and, perhaps, in spite of his dullness, "Red Head" had been able to discern that I could be of service to him. At any rate there was a simultaneous mutual attraction.
The teacher had strung the class promiscuously around the walls of the room for a sort of trial heat for places of rank; when the line was straightened out, I found that by skillful maneuvering I had placed myself third and had piloted "Red Head" to the place next to me. The teacher began by giving us to spell the words corresponding to our order in the line. "Spell first." "Spell second." "Spell third." I rattled off: "T-h-i-r-d, third," in a way which said: "Why don't you give us something hard?" As the words went down the line, I could see how lucky I had been to get a good place together with an easy word. As young as I was, I felt impressed with the unfairness of the whole proceeding when I saw the tailenders going down before twelfth and twentieth, and I felt sorry for those who had to spell such words in order to hold a low position. "Spell fourth." "Red Head," with his hands clutched tightly behind his back, began bravely: "F-o-r-t-h." Like a flash a score of hands went up, and the teacher began saying: "No snapping of fingers, no snapping of fingers." This was the first word missed, and it seemed to me that some of the scholars were about to lose their senses; some were dancing up and down on one foot with a hand above their heads, the fingers working furiously, and joy beaming all over their faces; others stood still, their hands raised not so high, their fingers working less rapidly, and their faces expressing not quite so much happiness; there were still others who did not move or raise their hands, but stood with great wrinkles on their foreheads, looking very thoughtful.
The whole thing was new to me, and I did not raise my hand, but slyly whispered the letter "u" to "Red Head" several times. "Second chance," said the teacher. The hands went down and the class became quiet. "Red Head," his face now red, after looking beseechingly at the ceiling, then pitiably at the floor, began very haltingly: "F-u—" Immediately an impulse to raise hands went through the class, but the teacher checked it, and poor "Red Head," though he knew that each letter he added only took him farther out of the way, went doggedly on and finished: "—r-t-h." The hand-raising was now repeated with more hubbub and excitement than at first. Those who before had not moved a finger were now waving their hands above their heads. "Red Head" felt that he was lost. He looked very big and foolish, and some of the scholars began to snicker. His helpless condition went straight to my heart, and gripped my sympathies. I felt that if he failed, it would in some way be my failure. I raised my hand, and, under cover of the excitement and the teacher's attempts to regain order, I hurriedly shot up into his ear twice, quite distinctly: "F-o-u-r-t-h, f-o-u-r-t-h." The teacher tapped on her desk and said: "Third and last chance." The hands came down, the silence became oppressive. "Red Head" began: "F—" Since that day I have waited anxiously for many a turn of the wheel of fortune, but never under greater tension than when I watched for the order in which those letters would fall from "Red's" lips—"o-u-r-t-h." A sigh of relief and disappointment went up from the class. Afterwards, through all our school days, "Red Head" shared my wit and quickness and I benefited by his strength and dogged faithfulness.
There were some black and brown boys and girls in the school, and several of them were in my class. One of the boys strongly attracted my attention from the first day I saw him. His face was as black as night, but shone as though it were polished; he had sparkling eyes, and when he opened his mouth, he displayed glistening white teeth. It struck me at once as appropriate to call him "Shiny Face," or "Shiny Eyes," or "Shiny Teeth," and I spoke of him often by one of these names to the other boys. These terms were finally merged into "Shiny," and to that name he answered good-naturedly during the balance of his public school days.
"Shiny" was considered without question to be the best speller, the best reader, the best penman—in a word, the best scholar, in the class. He was very quick to catch anything, but, nevertheless, studied hard; thus he possessed two powers very rarely combined in one boy. I saw him year after year, on up into the high school, win the majority of the prizes for punctuality, deportment, essay writing, and declamation. Yet it did not take me long to discover that, in spite of his standing as a scholar, he was in some way looked down upon.
The other black boys and girls were still more looked down upon. Some of the boys often spoke of them as "niggers." Sometimes on the way home from school a crowd would walk behind them repeating:
"Nigger, nigger, never die, Black face and shiny eye."
On one such afternoon one of the black boys turned suddenly on his tormentors and hurled a slate; it struck one of the white boys in the mouth, cutting a slight gash in his lip. At sight of the blood the boy who had thrown the slate ran, and his companions quickly followed. We ran after them pelting them with stones until they separated in several directions. I was very much wrought up over the affair, and went home