The History of Mr. Polly, H. G. Wells [room on the broom read aloud TXT] 📗

of his head to the soles of his exquisite feet. And also they had fed him rather unwisely, for no one had ever troubled to teach his mother anything about the mysteries of a child’s upbringing⁠—though of course the monthly nurse and her charwoman gave some valuable hints⁠—and by his fifth birthday the perfect rhythms of his nice new interior were already darkened with perplexity.⁠ ⁠…

His mother died when he was seven. He began only to have distinctive memories of himself in the time when his education had already begun.

I remember seeing a picture of Education⁠—in some place. I think it was Education, but quite conceivably it represented the Empire teaching her Sons, and I have a strong impression that it was a wall painting upon some public building in Manchester or Birmingham or Glasgow, but very possibly I am mistaken about that. It represented a glorious woman with a wise and fearless face stooping over her children and pointing them to far horizons. The sky displayed the pearly warmth of a summer dawn, and all the painting was marvellously bright as if with the youth and hope of the delicately beautiful children in the foreground. She was telling them, one felt, of the great prospect of life that opened before them, of the spectacle of the world, the splendours of sea and mountain they might travel and see, the joys of skill they might acquire, of effort and the pride of effort and the devotions and nobilities it was theirs to achieve. Perhaps even she whispered of the warm triumphant mystery of love that comes at last to those who have patience and unblemished hearts.⁠ ⁠… She was reminding them of their great heritage as English children, rulers of more than one-fifth of mankind, of the obligation to do and be the best that such a pride of empire entails, of their essential nobility and knighthood and the restraints and the charities and the disciplined strength that is becoming in knights and rulers.⁠ ⁠…

The education of Mr. Polly did not follow this picture very closely. He went for some time to a National School, which was run on severely economical lines to keep down the rates by a largely untrained staff, he was set sums to do that he did not understand, and that no one made him understand, he was made to read the catechism and Bible with the utmost industry and an entire disregard of punctuation or significance, and caused to imitate writing copies and drawing copies, and given object lessons upon sealing wax and silkworms and potato bugs and ginger and iron and suchlike things, and taught various other subjects his mind refused to entertain, and afterwards, when he was about twelve, he was jerked by his parent to “finish off” in a private school of dingy aspect and still dingier pretensions, where there were no object lessons, and the studies of bookkeeping and French were pursued (but never effectually overtaken) under the guidance of an elderly gentleman who wore a nondescript gown and took snuff, wrote copperplate, explained nothing, and used a cane with remarkable dexterity and gusto.

Mr. Polly went into the National School at six and he left the private school at fourteen, and by that time his mind was in much the same state that you would be in, dear reader, if you were operated upon for appendicitis by a well-meaning, boldly enterprising, but rather overworked and underpaid butcher boy, who was superseded towards the climax of the operation by a left-handed clerk of high principles but intemperate habits⁠—that is to say, it was in a thorough mess. The nice little curiosities and willingnesses of a child were in a jumbled and thwarted condition, hacked and cut about⁠—the operators had left, so to speak, all their sponges and ligatures in the mangled confusion⁠—and Mr. Polly had lost much of his natural confidence, so far as figures and sciences and languages and the possibilities of learning things were concerned. He thought of the present world no longer as a wonderland of experiences, but as geography and history, as the repeating of names that were hard to pronounce, and lists of products and populations and heights and lengths, and as lists and dates⁠—oh! and boredom indescribable. He thought of religion as the recital of more or less incomprehensible words that were hard to remember, and of the Divinity as of a limitless Being having the nature of a schoolmaster and making infinite rules, known and unknown rules, that were always ruthlessly enforced, and with an infinite capacity for punishment and, most horrible of all to think of! limitless powers of espial. (So to the best of his ability he did not think of that unrelenting eye.) He was uncertain about the spelling and pronunciation of most of the words in our beautiful but abundant and perplexing tongue⁠—that especially was a pity because words attracted him, and under happier conditions he might have used them well⁠—he was always doubtful whether it was eight sevens or nine eights that was sixty-three⁠—(he knew no method for settling the difficulty) and he thought the merit of a drawing consisted in the care with which it was “lined in.” “Lining in” bored him beyond measure.

But the indigestions of mind and body that were to play so large a part in his subsequent career were still only beginning. His liver and his gastric juice, his wonder and imagination kept up a fight against the things that threatened to overwhelm soul and body together. Outside the regions devastated by the school curriculum he was still intensely curious. He had cheerful phases of enterprise, and about thirteen he suddenly discovered reading and its joys. He began to read stories voraciously, and books of travel, provided they were also adventurous. He got these chiefly from the local institute, and he also “took in,” irregularly but thoroughly, one of those inspiring weeklies that dull people used to call “penny dreadfuls,” admirable weeklies crammed with imagination that the cheap boys’ “comics” of