Chapter 4

A Junior Inspector¹ called to-day. His subject was handwriting, and he had theories on the subject. So have I. We had an interesting talk.

His view is that handwriting is a practical science; hence we must teach a child to write in such a way as to carry off the job he applies for when he is fourteen.

My view is that handwriting is an art, like sketching². My view is the better, for it includes his. I am a superior penman to him, and in a contest I could easily beat him. I really failed to see what he was worrying his head about. What does the style matter. It is the art that one puts into a style that makes writing good. I can teach the average bairn to write well in two hours; it is simply a matter of writing slowly. I like the old-schoolmaster hand, the round easy writing with its thick downstrokes and thin upstrokes. I like to see the m's with the joinings in the middle. The Times copy-book is the ideal[Pg 46] one—to me. But why write down any more. The topic isn't worth the ink wasted.

*         *         *

I picked up a copy of a Popular Educator to-day. Much of the stuff seems to be well written, but I cannot help thinking that the words "low ideals" are written over the whole set of volumes. Its aim is evidently to enable boys and girls to gain success ... as the world considers success. "Study hard," it blares forth³, "and you will become a Whiteley or a Gamage. Study if you want wealth and position." What an ideal!

Let us have our Shorthand Classes, our Cookery Classes, our Typewriting Classes, but for any sake don't let us call them education. Education is thinking; it should deal with great thoughts, with the ?sthetic things in life, with life itself. Commerce is the profiteer's god, but it is not mine. I want to teach my bairns how to live; the Popular Educator wants to teach them how to make a living. There is a distinction between the two ideals.

The Scotch⁴ Education Department would seem to have some of the Educator's aspirations⁵. It demands Gardening, Woodwork,[Pg 47] Cookery; in short, it is aiming at turning out practical men and women.

My objection to men and women is that they are too practical. I used to see a notice in Edinburgh: "John Brown, Practical Chimney Sweep." I often used to wonder what a theoretical chimney sweep might be, and I often wished I could meet one. My view is that a teacher should turn out theoretical sweeps, railwaymen, ploughmen, servants. Heaven knows they will get the practical part knocked into them soon enough.

*         *         *

I have been experimenting with Drawing. I have been a passable black-and-white artist for many years, and the subject fascinates me. I see that drawing is of less importance than taste, and I find that I can get infants who cannot draw a line to make artistic⁶ pictures.

I commence with far-away objects—a clump⁷ of trees on the horizon. The child takes a BB pencil and blocks in the mass of trees. The result is a better picture than the calendar prints the bairns see at home.

Gradually I take nearer objects, and at length I reach what is called drawing. I[Pg 48] ignore all vases and cubes and ellipses⁸; my model is a school-bag or a cloak. The drawing does not matter very much; but I want to see the shadows stand out.

I find that only a few in a class ever improve in sketching; one is born with the gift.

Designing fascinates many bairns. I asked them to design a kirk window on squared paper to-day. Some of the attempts were good. I got the boys to finish off with red ink, and then I pasted up the designs on the wall.

I seem to recollect⁹ an Inspector who told me to give up design a good few years ago. I wouldn't give it up now for anyone. It is a delightful¹⁰ study, and it will bring out an inherent good taste better than any branch of drawing I know. Drawing (or rather, Sketching) to me means an art, not a means to cultivating observation. It belongs solely¹¹ to Aesthetics¹². Sketching, Music, and Poetry are surely intended to make a bairn realise the fuller life that must have beauty always with it.

I showed my bairns two sketches¹³ of my own to-day ... the Tolbooth and the Whitehorse Close in Edinburgh. A few[Pg 49] claimed that the Whitehorse Close was the better, because it left more out. "It leaves something to the imagination," said Tom Dixon.

*         *         *

When will some original publisher give us a decent school Reader? I have not seen one that is worth using. Some of them give excerpts¹⁴ from Dickens and Fielding and Borrow (that horrid¹⁶ bore) and Hawthorne (another). I cannot find any interest in these excerpts; they have no beginning and no end. Moreover, a bairn does like the dramatic; prosiness deadens its wee soul at once.

I want to see a Reader especially written for bairns. I want to see many complete stories, filled with bright dialogue. Every yarn¹⁷ should commence with dialogue. I always think kindly¹⁸ of the late Guy Boothby, because he usually began with, "Hands up, or I fire!" or a kindred sentence.

I wish I could lay hands on a Century Reader I used as a boy. It was full of the dramatic. The first story was one about the Burning of Moscow, then came the tale of Captain Dodds and the pirate (from[Pg 50] Reade's novel, Hard Cash, I admit. An excerpt¹⁵ need not be uninteresting), then a long passage from The Deerslayer ... with a picture of Indians throwing tomahawks at the hero. I loved that book.

I think that dramatic reading should precede prosy reading. It is life that a child wants, not prosy descriptions of sunsets and travels; life, and romance.

I have scrapped¹⁹ my Readers; I don't use them even for Spelling. I do not teach Spelling; the teaching of it does not fit into my scheme of education.

Teaching depends on logic²⁰. Now Spelling throws logic to the winds. I tell a child that "cough" is "coff," and logic leads him to suppose that rough is "roff" and "through" is "throff." If I tell him that spelling is important because it shows whence a word is derived²¹, I am bound in honesty to tell him that a matinee is not a "morning performance," that manufactured goods are not "made by hand." Hence I leave Spelling alone.

At school I "learned" Spelling, and I could not spell a word until I commenced to read much. Spelling is of the eye mainly.[Pg 51] Every boy can spell "truly" and "obliged" when he leaves school, but ten years later he will probably write "truely" and "oblidged." Why? I think that the explanation lies in the fact that he does not read as a growing youth. Anyway, dictionaries are cheap.

*         *         *

To-night I sat down on a desk and lit my pipe. Margaret Steel and Lizzie Buchan were tidying up the room. Margaret looked at me thoughtfully for a second.

"Please, sir, why do you smoke?" she said.

"I really don't know, Margaret," I said. "Bad habit, I suppose ... just like writing notes to boys."

She suddenly became feverishly²² anxious to pick up the stray papers.

"I wonder," I mused²³, "whether they do it in the same old way. How do they do it, Margaret?" She dived after a piece of paper.

"I used to write them myself," I said. Margaret looked up quickly.

"You!" she gasped²⁴.

"I am not so old," I said hastily.

[Pg 52]

"Please, sir, I didn't mean that," she explained in confusion.

"You did, you wee bissom," I chuckled²⁵.

"Please, sir," she said awkwardly, "why—why are you not—not-m-married?" I rose and took up my hat.

"I once kissed a girl behind the school door, Margaret," I said absently. She did not understand ... and when I come to think of it I am not surprised.

*         *         *

To-day was prize-giving day. Old Mr. Simpson made a speech.

"Boys," he said, "study hard and you'll maybe be a minister like Mr. Gordon there." He paused. "Or," he continued, "if you don't manage that, you may become a teacher like Mr. Neill here."

Otherwise the affair was very pathetic: the medallist, a girl, had already left school and was hired as a servant on a farm. And old Mr. Simpson did not know it; I thought it better not to tell the kindly soul. He spoke²⁶ earnestly on success in life.

I hate prizes. To-day, Violet Brown and Margaret Steel, usually the best of friends, are looking daggers²⁷ at each other. [Pg 53]To-morrow I shall read them the story of the Judgment²⁸ of Paris. And what rubbish these books are! There isn't a decent piece of literature in the bunch—Matty's Present, The Girl Who Came to School. Jerusalem!

1 inspector   

n.检查员，监察员，视察员

参考例句：

• The inspector was interested in everything pertaining to the school.视察员对有关学校的一切都感兴趣。
• The inspector was shining a flashlight onto the tickets.查票员打着手电筒查看车票。

2 sketching   

n.草图

参考例句：

• They are sketching out proposals for a new road. 他们正在草拟修建新路的计划。 来自《简明英汉词典》
• "Imagination is busy sketching rose-tinted pictures of joy. “飞舞驰骋的想象描绘出一幅幅玫瑰色欢乐的场景。 来自英汉文学 - 汤姆历险

3 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

4 scotch   

n.伤口，刻痕；苏格兰威士忌酒；v.粉碎，消灭，阻止；adj.苏格兰(人)的

参考例句：

• Facts will eventually scotch these rumours.这种谣言在事实面前将不攻自破。
• Italy was full of fine views and virtually empty of Scotch whiskey.意大利多的是美景，真正缺的是苏格兰威士忌。

5 aspirations   

强烈的愿望( aspiration的名词复数 )； 志向； 发送气音； 发 h 音

参考例句：

• I didn't realize you had political aspirations. 我没有意识到你有政治上的抱负。
• The new treaty embodies the aspirations of most nonaligned countries. 新条约体现了大多数不结盟国家的愿望。

6 artistic   

adj.艺术(家)的，美术(家)的；善于艺术创作的

参考例句：

• The picture on this screen is a good artistic work.这屏风上的画是件很好的艺术品。
• These artistic handicrafts are very popular with foreign friends.外国朋友很喜欢这些美术工艺品。

7 clump   

n.树丛，草丛；vi.用沉重的脚步行走

参考例句：

• A stream meandered gently through a clump of trees.一条小溪从树丛中蜿蜒穿过。
• It was as if he had hacked with his thick boots at a clump of bluebells.仿佛他用自己的厚靴子无情地践踏了一丛野风信子。

8 ellipses   

n.椭园，省略号；椭圆( ellipse的名词复数 )；（语法结构上的）省略( ellipsis的名词复数 )

参考例句：

• The planets move around the sun in ellipses. 各行星围绕太阳按椭圆形运转。 来自《简明英汉词典》
• Summations are almost invariably indicated ellipses instead of the more prevalent sigma notation. 在表示“连加”的式子中，几乎一成不变地使用省略号来代替更为流行的“∑”符号。 来自辞典例句

9 recollect   

v.回忆，想起，记起，忆起，记得

参考例句：

• He tried to recollect things and drown himself in them.他极力回想过去的事情而沉浸于回忆之中。
• She could not recollect being there.她回想不起曾经到过那儿。

10 delightful   

adj.令人高兴的，使人快乐的

参考例句：

• We had a delightful time by the seashore last Sunday.上星期天我们在海滨玩得真痛快。
• Peter played a delightful melody on his flute.彼得用笛子吹奏了一支欢快的曲子。

11 solely   

adv.仅仅，唯一地

参考例句：

• Success should not be measured solely by educational achievement.成功与否不应只用学业成绩来衡量。
• The town depends almost solely on the tourist trade.这座城市几乎完全靠旅游业维持。

12 aesthetics   

n.(尤指艺术方面之)美学，审美学

参考例句：

• Sometimes, of course, our markings may be simply a matter of aesthetics. 当然，有时我们的标点符号也许只是个审美的问题。 来自名作英译部分
• The field of aesthetics presents an especially difficult problem to the historian. 美学领域向历史学家提出了一个格外困难的问题。

13 sketches   

n.草图( sketch的名词复数 )；素描；速写；梗概

参考例句：

• The artist is making sketches for his next painting. 画家正为他的下一幅作品画素描。
• You have to admit that these sketches are true to life. 你得承认这些素描很逼真。 来自《简明英汉词典》

14 excerpts   

n.摘录，摘要( excerpt的名词复数 )；节选（音乐，电影）片段

参考例句：

• Some excerpts from a Renaissance mass are spatchcocked into Gluck's pallid Don Juan music. 一些文艺复光时期的弥撒的选节被不适当地加入到了格鲁克平淡无味的唐璜音乐中。 来自《简明英汉词典》
• He is editing together excerpts of some of his films. 他正在将自己制作的一些电影的片断进行剪辑合成。 来自辞典例句

15 excerpt   

n.摘录，选录，节录

参考例句：

• This is an excerpt from a novel.这是一部小说的摘录。
• Can you excerpt something from the newspaper? 你能从报纸上选录些东西吗？

16 horrid   

adj.可怕的；令人惊恐的；恐怖的；极讨厌的

参考例句：

• I'm not going to the horrid dinner party.我不打算去参加这次讨厌的宴会。
• The medicine is horrid and she couldn't get it down.这种药很难吃，她咽不下去。

17 yarn   

n.纱，纱线，纺线；奇闻漫谈，旅行轶事

参考例句：

• I stopped to have a yarn with him.我停下来跟他聊天。
• The basic structural unit of yarn is the fiber.纤维是纱的基本结构单元。

18 kindly   

adj.和蔼的，温和的，爽快的；adv.温和地，亲切地

参考例句：

• Her neighbours spoke of her as kindly and hospitable.她的邻居都说她和蔼可亲、热情好客。
• A shadow passed over the kindly face of the old woman.一道阴影掠过老太太慈祥的面孔。

19 scrapped   

废弃(scrap的过去式与过去分词)； 打架

参考例句：

• This machine is so old that it will soon have to be scrapped. 这架机器太旧，快报废了。
• It had been thought that passport controls would be scrapped. 人们曾认为会放开护照管制。

20 logic   

n.逻辑(学)；逻辑性

参考例句：

• What sort of logic is that?这是什么逻辑？
• I don't follow the logic of your argument.我不明白你的论点逻辑性何在。

21 derived   

vi.起源；由来；衍生；导出v.得到( derive的过去式和过去分词 )；（从…中）得到获得；源于；（从…中）提取

参考例句：

• Many English words are derived from Latin and Greek. 英语很多词源出于拉丁文和希腊文。 来自《简明英汉词典》
• He derived his enthusiasm for literature from his father. 他对文学的爱好是受他父亲的影响。 来自《简明英汉词典》

22 feverishly   

adv. 兴奋地

参考例句：

• Feverishly he collected his data. 他拼命收集资料。
• The company is having to cast around feverishly for ways to cut its costs. 公司迫切须要想出各种降低成本的办法。

23 mused   

v.沉思，冥想( muse的过去式和过去分词 )；沉思自语说（某事）

参考例句：

• \"I wonder if I shall ever see them again, \"he mused. “我不知道是否还可以再见到他们，”他沉思自问。 来自《简明英汉词典》
• \"Where are we going from here?\" mused one of Rutherford's guests. 卢瑟福的一位客人忍不住说道：‘我们这是在干什么？” 来自英汉非文学 - 科学史

24 gasped   

v.喘气( gasp的过去式和过去分词 )；喘息；倒抽气；很想要

参考例句：

• She gasped at the wonderful view. 如此美景使她惊讶得屏住了呼吸。
• People gasped with admiration at the superb skill of the gymnasts. 体操运动员的高超技艺令人赞叹。 来自《现代汉英综合大词典》

25 chuckled   

轻声地笑( chuckle的过去式和过去分词 )

参考例句：

• She chuckled at the memory. 想起这件事她就暗自发笑。
• She chuckled softly to herself as she remembered his astonished look. 想起他那惊讶的表情，她就轻轻地暗自发笑。

26 spoke   

n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说

参考例句：

• They sourced the spoke nuts from our company.他们的轮辐螺帽是从我们公司获得的。
• The spokes of a wheel are the bars that connect the outer ring to the centre.辐条是轮子上连接外圈与中心的条棒。

27 daggers   

匕首，短剑( dagger的名词复数 )

参考例句：

• I will speak daggers to her, but use none. 我要用利剑一样的话刺痛她的心，但绝不是真用利剑。
• The world lives at daggers drawn in a cold war. 世界在冷战中剑拨弩张。

28 judgment   

n.审判；判断力，识别力，看法，意见

参考例句：

• The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
• He's a man of excellent judgment.他眼力过人。