From Farm House to the White House Part 4

"I shall not deny that," replied Mrs. Was.h.i.+ngton. "I shall rejoice as much as you in the best opportunities he can have. I was only suggesting what might be if absolutely necessary to save time or expense."

Their conclusion was (as stated in the second chapter), to send Lawrence to England as soon as his wardrobe could be made ready, in which determination the lad rejoiced more than his parents ever knew. His ambition for an English education was strong; and, boy-like, he coveted a residence in England for a while.

Within a few weeks he sailed for the mother country, leaving a sensible void in the family. George did not interest himself particularly in the affair, although he might have added an occasional "coo"; for he was only one year old when his big brother left for England. His inexperience was sufficient excuse for his indifference to so important an affair.

George went to school when he was five years of age. A man by the name of Hobby lived in one of his father's tenements, and he served the public in the double capacity of parish s.e.xton and school-master. It is claimed that he was a wounded soldier with a wooden leg, a kind, Christian gentleman, whose very limited education may have qualified him to dig graves and open the house of wors.h.i.+p, but not to teach the young.

However, he did teach school quite a number of years, and some of his pupils called him "Old Wooden Leg"--a fact that confirms the story of his having but one leg. He could "read, write and cipher" possibly, for that day, but beyond that he made no pretensions. Yet, that was the best school George could have at that time.

"We hope he will have a better one sometime," his father remarked. "I may not be able to send him to England, but I hope we shall see better schools here before many years have pa.s.sed."

"Mr. Hobby can teach him A, B, C, as well as any body, I suppose,"

answered Mrs. Was.h.i.+ngton; and he can make a beginning in reading and writing with him, perhaps.

"Yes, and he may give him a start in arithmetic," added Mr. Was.h.i.+ngton.

"Hobby knows something of addition, subtraction, multiplication and division. But a bright boy will run him dry in two or three years."

"Mr. Hobby will do the best he knows how for George or any other boy,"

continued Mrs. Was.h.i.+ngton. "He is a good man, and looks after the morals of his scholars; and that is a good deal in educating children."

"Of course it is; it is everything," replied Mr. Was.h.i.+ngton. "In that respect, Hobby has the confidence of all who know him. He does the very best he can, and the most cultivated people can do no better than that."

George was soon on the very best terms with his teacher. The attraction was mutual. Hobby saw a bright, studious, obedient boy in George, and George saw a kind, loving and faithful teacher in Hobby. In these circ.u.mstances commendable progress was immediate in George's career.

One of his biographers says of him in Hobby's school:

"The rapid progress George made in his studies was owing, not so much to his uncommon apt.i.tude at learning, as to the diligence and industry with which he applied himself to them. When other boys were staring out of the window, watching the birds and squirrels sporting among the tree-tops; or sitting idly with their hands in their pockets, opening and shutting their jack-knives, or counting their marbles, or munching apples or corn-dodgers behind their books, or, naughtier still, shooting paper bullets at Hobby's wooden leg; our George was studying with all his might, closing his ears to the buzz of the school-room; nor would he once raise his eyes from his book till every word of his lesson was ready to drop from his tongue's end of its own accord. So well did he apply himself, and so attentive was he to everything taught him, that, by the time he was ten years old, he had learned all that the good old grave-digger knew himself; and it was this worthy man's boast, in after years, that he had laid the foundation of Was.h.i.+ngton's future greatness.

But what Hobby could not teach him at school, George learned at home from his father and mother, who were well educated for those days; and many a long winter evening did these good parents spend in telling their children interesting and instructive stories of olden times, of far-off countries and strange people, which George would write down in his copy book in his neatest, roundest hand, and remember ever afterwards."

What this biographer claims was not all the instruction which George received at home. His instruction at Hobby's school was supplemented by lessons in reading, penmans.h.i.+p and arithmetic by his father, who was much better qualified than Hobby to teach the young. Mr. Was.h.i.+ngton was a wise man, and he saw that George's school would prove far more beneficial to him when enforced by such lessons as he himself could impart at home. Thus Hobby's school really became a force in the education of George, because it was ably supported by the home school.

Otherwise that first school which George attended might have proved of little value to him.

George became Mr. Hobby's most important pupil, because he was an example of obedience, application, method and thoroughness.

"George always does his work well," Mr. Hobby would say, exhibiting his writing-book to the school. "Not one blot, no finger-marks, everything neat and clean."

In contrast with some of the dirty, blotted pages in other writing-books, that of George was a marvel of neatness and excellence.

"It is just as easy to do the best you can as it is to do poorly," Mr.

Hobby continued, by way of rebuke and encouragement to dull and careless scholars. "George does not have to work any harder to be thorough than some of you do to be scarcely pa.s.sible. He is a little more careful, that is all."

His writing-book, held up to the view of the school with the one most badly defaced, honored George's thoroughness, and sharply reproved the other boy's carelessness. Mr. Hobby sought to arouse dull scholars by encouragement full as much as he did by punishment. Hence, George's neat, attractive writing-book, contrasted with one of the opposite qualities, became a stimulus to endeavor. All could keep their fingers clean if they would, even if they had to go to the banks of the Rappahannock to wash them; and no pupil was fated to blot his book, as Mr. Hobby very plainly showed; so that George's example was a constant benediction to the school.

"The scholar who does as well as he can in one thing will do as well as he can in another," said Mr. Hobby. "George has the best writing-book in school, and he is the best reader and speller. It is because his rule is to do the best he can."

It was not expected that George would fail in spelling. He did fail occasionally on a word, it is true, but so seldom that his schoolmates antic.i.p.ated no failure on his part. In spelling-matches, the side on which he was chosen was expected to win. If all others failed on a word, George was supposed to be equal to the occasion.

"Well, George, we shall be obliged to depend on you to help us out of this difficulty," Mr. Hobby had frequent occasion to say, when all eyes would turn to George for the solution.

"There is a thousand times more enjoyment in doing things well than there is in doing them poorly," Mr. Hobby said. "The happiest boy in this school is the boy who is thorough in his studies."

The pupils understood the remark perfectly. It was not necessary that their teacher should say whether he meant a particular boy or not. They made their own application. The boy who does his work well is not hid in a corner. It is impossible to hide him.

Yet, George was at home on the play-ground. He loved the games and sports of his school-days. No boy enjoyed a trial at wrestling, running or leaping, better than he did. He played just as he studied--with all his might. He aspired to be the best wrestler, runner and leaper in school. William Bustle was his princ.i.p.al compet.i.tor. Many and many a time they were pitted against each other in a race or wrestle.

"George is too much for him," was the verdict of Lewis Willis and Langhorn Dade and others.

"In a race George will always win," remarked John Fitzhugh. "He runs like a deer."

"And he wrestles like a man," said Lewis Willis. "No boy is so strong in his arms as he is. I am nowhere when he once gets his long arms around me. It's like getting into a vice."

"William is about a match for him, though," suggested Lewis Willis, referring to William Bustle. "George has the advantage of him in being taller and heavier."

"And quicker," suggested Willis. "He is spry as a cat."

"Old Wooden Leg was about right when he said that the boy who would write and spell well would do everything else well," remarked Langhorn Dade. "It is true of George, sure."

So George was master of the situation on the play-ground. By common consent the supremacy was conceded to him. He was first in frolic, as, years thereafter, he was "first in war."

When the excitement of recruiting for the campaign against the Spaniards in the West Indies prevailed, and George's military ardor was aroused, he proposed to convert the play-ground into a muster-field, and make soldiers of his schoolmates.

"Let us have two armies, English and Spanish," he said. "I will command the English and William (William Bustle) the Spanish." And so they recruited for both armies. Drilling, parading, and fighting, imparted a warlike appearance to the school-grounds. All other sports were abandoned for this more exciting one, and Mr. Hobby's pupils suddenly became warriors.

"The Spaniards must be conquered and driven out of English territory,"

shouted George to his men.

"The Spaniards can't be expelled from their stronghold," shouted back their defiant commander, William Bustle. "You advance at your peril."

"You resist at your peril," replied George. "The only terms of peace are _surrender_, SURRENDER!"

"Spaniards never surrender!" shouted General Bustle; and his men supplemented his defiant att.i.tude with a yell. "We are here to fight, not to surrender!"

"Forward! march," cried the English general in response to the challenge: and the hostile forces, with sticks and corn-stalks, waged mimic warfare with the tact and resolution of veterans. Charges, sieges and battles followed in quick succession, affording great sport for the boys, who were, unconsciously, training for real warfare in the future.

William Bustle was the equal of George in ability and skill to handle his youthful army, but the latter possessed a magnetic power that really made him commander-in-chief of Hobby's school. He was regarded as the military organizer of these juvenile forces, and hence the meritorious author of their greatest fun.

One of the stories that has come down to us from George's school-days is honorable to him as a truth-telling boy. A difficulty arose among several boys in school, and it grew into a quarrel. Three or four of George's companions were engaged in the melee, and some hard blows were given back and forth. Other boys were much wrought upon by the trouble, and allowed their sympathies to draw them to the side of one party or the other. Thus the school was divided in opinion upon the question, each party blaming the other with more or less demonstration.

"What is this that I hear about a quarrel among you, boys?" inquired Master Hobby, on learning of the trouble. "Dogs delight to bark and bite."

The boys made no answer, but looked at each other significantly, some of them smiling, others frowning. Mr. Hobby continued:

"Is it true that some of my boys have been fighting?"

No one answered. Evidently Mr. Hobby knew more about the affair than any of them supposed.

"Well, I am not surprised that you have nothing to say about it," added Mr. Hobby. "There is not much to be said in favor of fighting. But I must know the truth about it. How is it, William (addressing William Bustle), what do you know about it?"

William glanced his eye over the school-room and hesitated, as if the question put him into a tight place. He had no desire to volunteer information.