“Oh, what fun!” said Tom, jumping away from the table, and stamping first with one leg and then the other. “I say, can you tell me all about those stories? Because I sha’n’t learn Greek, you know. Shall I?” he added, pausing in his stamping with a sudden alarm, lest the contrary might be possible. “Does every gentleman learn Greek? Will Mr. Stelling make me begin with it, do you think?”
“No, I should think not, very likely not,” said Philip. “But you may read those stories without knowing Greek. I’ve got them in English.”
“Oh, but I don’t like reading; I’d sooner have you tell them me. But only the fighting ones, you know. My sister Maggie is always wanting to tell me stories, but they’re stupid things. Girls’ stories always are. Can you tell a good many fighting stories?”
“Oh yes,” said Philip; “lots of them, besides the Greek stories. I can tell you about Richard Cœur-de-Lion and Saladin, and about William Wallace and Robert Bruce and James Douglas,—I know no end.”
“You’re older than I am, aren’t you?” said Tom.
“Why, how old are you? I’m fifteen.”
“I’m only going in fourteen,” said Tom. “But I thrashed all the fellows at Jacob’s—that’s where I was before I came here. And I beat ’em all at bandy and climbing. And I wish Mr. Stelling would let us go fishing. I could show you how to fish. You could fish, couldn’t you? It’s only standing, and sitting still, you know.”
Tom, in his turn, wished to make the balance dip in his favor. This hunchback must not suppose that his acquaintance with fighting stories put him on a par with an actual fighting hero, like Tom Tulliver. Philip winced under this allusion to his unfitness for active sports, and he answered almost peevishly,—
“I can’t bear fishing. I think people look like fools sitting watching a line hour after hour, or else throwing and throwing, and catching nothing.”
“Ah, but you wouldn’t say they looked like fools when they landed a big pike, I can tell you,” said Tom, who had never caught anything that was “big” in his life, but whose imagination was on the stretch with indignant zeal for the honor of sport. Wakem’s son, it was plain, had his disagreeable points, and must be kept in due check. Happily for the harmony of this first interview, they were now called to dinner, and Philip was not allowed to develop farther his unsound views on the subject of fishing. But Tom said to himself, that was just what he should have expected from a hunchback.
Chapter IV.
“The Young Idea”.
The alterations of feeling in that first dialogue between Tom and Philip continued to make their intercourse even after many weeks of schoolboy intimacy. Tom never quite lost the feeling that Philip, being the son of a “rascal,” was his natural enemy; never thoroughly overcame his repulsion to Philip’s deformity. He was a boy who adhered tenaciously to impressions once received; as with all minds in which mere perception predominates over thought and emotion, the external remained to him rigidly what it was in the first instance. But then it was impossible not to like Philip’s company when he was in a good humor; he could help one so well in one’s Latin exercises, which Tom regarded as a kind of puzzle that could only be found out by a lucky chance; and he could tell such wonderful fighting stories about Hal of the Wynd, for example, and other heroes who were especial favorites with Tom, because they laid about them with heavy strokes. He had small opinion of Saladin, whose cimeter could cut a cushion in two in an instant; who wanted to cut cushions? That was a stupid story, and he didn’t care to hear it again. But when Robert Bruce, on the black pony, rose in his stirrups, and lifting his good battle-axe, cracked at once the helmet and the skull of the too hasty knight at Bannockburn, then Tom felt all the exaltation of sympathy, and if he had had a cocoanut at hand, he would have cracked it at once with the poker. Philip in his happier moods indulged Tom to the top of his bent, heightening the crash and bang and fury of every fight with all the artillery of epithets and similes at his command. But he was not always in a good humor or happy mood. The slight spurt of peevish susceptibility which had escaped him in their first interview was a symptom of a perpetually recurring mental ailment, half of it nervous irritability, half of it the heart-bitterness produced by the sense of his deformity. In these fits of susceptibility every glance seemed to him to be charged either with offensive pity or with ill-repressed disgust; at the very least it was an indifferent glance, and Philip felt indifference as a child of the south feels the chill air of a northern spring. Poor Tom’s blundering patronage when they were out of doors together would sometimes make him turn upon the well-meaning lad quite savagely; and his eyes, usually sad and quiet, would flash with anything but playful lightning. No wonder Tom retained his suspicions of the humpback.
But Philip’s self-taught skill in drawing was another link between them; for Tom found, to his disgust, that his new drawing-master gave him no dogs and donkeys to draw, but brooks and rustic bridges and ruins, all with a general softness of black-lead surface, indicating that nature, if anything, was rather satiny; and as Tom’s feeling for the picturesque in landscape was at present quite latent, it is not surprising that Mr. Goodrich’s productions seemed to him an uninteresting form of art. Mr. Tulliver, having a vague intention that Tom should be put to some business which included the drawing out of plans and maps, had complained to Mr. Riley, when he saw him at Mudport, that Tom seemed to be learning nothing of that sort; whereupon that obliging adviser had suggested that Tom should have drawing-lessons. Mr. Tulliver must not mind paying extra for drawing; let Tom be made a good draughtsman, and he would be able to turn his pencil to any purpose. So it was ordered that Tom should have drawing-lessons; and whom should Mr. Stelling have selected as a master if not Mr. Goodrich, who was considered quite at the head of his profession within a circuit of twelve miles round King’s Lorton? By which means Tom learned to make an extremely fine point to his pencil, and to represent landscape with a “broad generality,” which, doubtless from a narrow tendency in his mind to details, he thought extremely dull.
All this, you remember, happened in those dark ages when there were no schools of design; before schoolmasters were invariably men of scrupulous integrity, and before the clergy were all men of enlarged minds and varied culture. In those less favored days, it is no fable that there were other clergymen besides Mr. Stelling who had narrow intellects and large wants, and whose income, by a logical confusion to which Fortune, being a female as well as blindfold, is peculiarly liable, was proportioned not to their wants but to their intellect, with which income has clearly no inherent relation. The problem these gentlemen had to solve was to readjust the proportion between their wants and their income; and since wants are not easily starved to death, the simpler method appeared to be to raise their income. There was but one way of doing this; any of those low callings in which men are obliged to do good work at a low price were forbidden to clergymen; was it their fault if their only resource was to turn out very poor work at a high price? Besides, how should Mr. Stelling be expected to know that education was a delicate and difficult business, any more than an animal endowed with a power of boring a hole through a rock should be expected to have wide views of excavation? Mr. Stelling’s faculties had been early trained to boring in a straight line, and he had no faculty to spare. But among Tom’s contemporaries, whose fathers cast their sons on clerical instruction to find them ignorant after many days, there were many far less lucky than Tom Tulliver. Education was almost entirely a matter of luck—usually of ill-luck—in those distant days. The state of mind in which you take a billiard-cue or a dice-box in your hand is one of sober certainty compared with that of old-fashioned fathers, like Mr. Tulliver, when they selected a school or a tutor for their sons. Excellent men, who had been forced all their lives to spell on an impromptu-phonetic system, and having carried on a successful business in spite of this disadvantage, had acquired money enough to give their sons a better start in life than they had had themselves, must necessarily take their chance as to the conscience and the competence of the schoolmaster whose circular fell in their way, and