‘… Ut pueris olim dant crustula blandi Doctores, elementa velint ut discere[296].’
[Page 99: Mrs. Johnson. Ætat 27.]
Johnson was not more satisfied with his situation as the master of an academy, than with that of the usher of a school; we need not wonder, therefore, that he did not keep his academy above a year and a half. From Mr. Garrick’s account he did not appear to have been profoundly reverenced by his pupils. His oddities of manner, and uncouth gesticulations, could not but be the subject of merriment to them; and, in particular, the young rogues used to listen at the door of his bed-chamber, and peep through the key-hole, that they might turn into ridicule his tumultuous and awkward fondness for Mrs. Johnson, whom he used to name by the familiar appellation of Tetty or Tetsey, which, like Betty or Betsey, is provincially used as a contraction for Elisabeth, her Christian name, but which to us seems ludicrous, when applied to a woman of her age and appearance. Mr. Garrick described her to me as very fat, with a bosom of more than ordinary protuberance, with swelled cheeks of a florid red, produced by thick painting, and increased by the liberal use of cordials; flaring and fantastick in her dress, and affected both in her speech and her general behaviour. I have seen Garrick exhibit her, by his exquisite talent of mimickry, so as to excite the heartiest bursts of laughter; but he, probably, as is the case in all such representations, considerably aggravated the picture[297].
That Johnson well knew the most proper course to be pursued in the instruction of youth, is authentically ascertained by the following paper[298] in his own hand-writing, given about this period to a relation, and now in the possession of Mr. John Nichols:
‘SCHEME for the CLASSES of a GRAMMAR SCHOOL.
‘When the introduction, or formation of nouns and verbs, is perfectly mastered, let them learn:
‘Corderius by Mr. Clarke, beginning at the same time to translate out of the introduction, that by this means they may learn the syntax. Then let them proceed to:
‘Erasmus, with an English translation, by the same authour.
‘Class II. Learns Eutropius and Cornelius Nepos, or Justin, with the translation.
‘N.B. The first class gets for their part every morning the rules which they have learned before, and in the afternoon learns the Latin rules of the nouns and verbs.
[Page 100: A scheme of study. A.D. 1736.]
‘They are examined in the rules which they have learned every Thursday and Saturday.
‘The second class does the same whilst they are in Eutropius; afterwards their part is in the irregular nouns and verbs, and in the rules for making and scanning verses. They are examined as the first.
‘Class III. Ovid’s Metamorphoses in the morning, and Caesar’s
Commentaries in the afternoon.
‘Practise in the Latin rules till they are perfect in them; afterwards in Mr. Leeds’s Greek Grammar. Examined as before.
‘Afterwards they proceed to Virgil, beginning at the same time to write themes and verses, and to learn Greek; from thence passing on to Horace, &c. as shall seem most proper.
‘I know not well what books to direct you to, because you have not informed me what study you will apply yourself to. I believe it will be most for your advantage to apply yourself wholly to the languages, till you go to the University. The Greek authours I think it best for you to read are these:
‘Cebes.
‘Ælian. }
‘Lucian by Leeds. } Attick.
‘Xenophon. }
‘Homer. Ionick.
‘Theocritus. Dorick.
‘Euripides. Attick and Dorick.
‘Thus you will be tolerably skilled in all the dialects, beginning with the Attick, to which the rest must be referred.
‘In the study of Latin, it is proper not to read the latter authours, till you are well versed in those of the purest ages; as Terence, Tully, Cæsar, Sallust, Nepos, Velleius Paterculus, Virgil, Horace, Phædrus.
‘The greatest and most necessary task still remains, to attain a habit of expression, without which knowledge is of little use. This is necessary in Latin, and more necessary in English; and can only be acquired by a daily imitation of the best and correctest authours.
‘SAM. JOHNSON.’
While Johnson kept his academy, there can be no doubt that he was insensibly furnishing his mind with various knowledge; but I have not discovered that he wrote any thing except a great part of his tragedy of Irene. Mr. Peter Garrick, the elder brother of David, told me that he remembered Johnson’s borrowing the Turkish History[299] of him, in order to form his play from it. When he had finished some part of it, he read what he had done to Mr. Walmsley, who objected to his having already brought his heroine into great distress, and asked him, ‘how can you possibly contrive to plunge her into deeper calamity?’ Johnson, in sly allusion to the supposed oppressive proceedings of the court of which Mr. Walmsley was register, replied, ‘Sir, I can put her into the Spiritual Court!’
[Page 101: Johnson tries his fortune in London. Ætat 27.]
Mr. Walmsley, however, was well pleased with this proof of Johnson’s abilities as a dramatick writer, and advised him to finish the tragedy, and produce it on the stage.
Johnson now thought of trying his fortune in London, the great field of genius and exertion, where talents of every kind have the fullest scope, and the highest encouragement. It is a memorable circumstance that his pupil David Garrick went thither at the same time[300], with intention to complete his education, and follow the profession of the law, from which he was soon diverted by his decided preference for the stage.
This joint expedition of those two eminent men to the metropolis, was
many years afterwards noticed in an allegorical poem on Shakspeare’s
Mulberry Tree, by Mr. Lovibond, the ingenious authour of The Tears of Old-May-day[301].
They were recommended to Mr. Colson[302], an eminent mathematician and master of an academy, by the following letter from Mr. Walmsley:
[Page 102: Mr. Walmsley’s Letter. A.D. 1737.]
‘To THE REVEREND MR. COLSON.
‘Lichfield, March 2, 1737.
‘DEAR SIR,
‘I had the favour of yours, and am extremely obliged to you; but I cannot say I had a greater affection for you upon it than I had before, being long since so much endeared to you, as well by an early friendship, as by your many excellent and valuable qualifications; and, had I a son of my own, it would be my ambition, instead of sending him to the University, to dispose of him as this young gentleman is.
‘He, and another neighbour of mine, one Mr. Samuel Johnson, set out this morning for London together. Davy Garrick is to be with you early the next week, and Mr. Johnson to try his fate with a tragedy, and to see to get himself employed in some translation, either from the Latin or the French. Johnson is a very good scholar and poet, and I have great hopes will turn out a fine tragedy-writer. If it should any way lie in your way, doubt[303] not but you would be ready to recommend and assist your countryman.
‘G. WALMSLEY.’
[Page 103: Like in London. Ætat 28.]
How he employed himself upon his first coming to London is not particularly known[304]. I never heard that he found any protection or encouragement by the means of Mr. Colson, to whose academy David Garrick went. Mrs. Lucy Porter told me, that Mr. Walmsley gave him a letter