THE VILLAGE SCHOOLMASTER

In this by-place of nature there abode, in a remote period of American

history, that is to say, some thirty years since, a worthy wight

[Footnote: Wight: a person.] of the name of Ichabod Crane; who

sojourned, or as he expressed it, "tarried," in Sleepy Hollow, for the

purpose of instructing the children of the vicinity. He was a native of

Connecticut, a state which supplies the Union with pioneers for the mind

as well as for the forest, and sends forth yearly its legions of

frontier woodmen and country schoolmasters. The cognomen of Crane was

not inapplicable to his person. He was tall, but exceedingly lank, with

narrow shoulders, long arms and legs, hands that dangled a mile out of

his sleeves, feet that might have served for shovels, and his whole

frame most loosely hung together. His head was small, and flat at the

top, with huge ears, large green glassy eyes, and a long snipe nose, so

that it looked like a weathercock perched upon his spindle neck to tell

which way the wind blew. To see him striding along the profile of a hill

on a windy day, with his clothes bagging and fluttering about him, one

might have mistaken him for the genius of famine descending upon the

earth, or some scarecrow eloped from a cornfield.

In addition to his other vocations, he was the singing-master of the

neighborhood, and picked up many bright shillings by instructing the

young folks in psalmody. It was a matter of no little vanity to him on

Sundays, to take his station in front of the church gallery, with a band

of chosen singers, where, in his own mind, he completely carried away

the palm from the parson. Certain it is his voice resounded far above

all the rest of the congregation, and there are peculiar quavers still

to be heard in that church, and which may even be heard half a mile off,

quite to the opposite side of the mill-pond, on a still Sunday morning,

which are said to be legitimately descended from the nose of Ichabod

Crane. Thus, by divers little makeshifts, in that ingenious way which is

commonly denominated "by hook and by crook" the worthy pedagogue got on

tolerably enough, and was thought, by all who understood nothing of this

labor of head-work, to have a wonderful easy life of it. The

schoolmaster is generally a man of some importance in the female circle

of a rural neighborhood; being considered a kind of idle gentleman-like

personage, of vastly superior taste and accomplishments to the rough

country swains, and, indeed, inferior in learning only to the parson.

His appearance, therefore, is apt to occasion some little stir at the

tea-table of a farm-house, and the addition of a supernumerary

[Footnote: Supernumerary: superfluous, unnecessary.] dish of cakes or

sweetmeats, or, peradventure, the parade of a silver teapot. Our man of

letters, therefore, was peculiarly happy in the smiles of all the

country damsels. How he would figure among them in the churchyard,

between services on Sundays! gathering grapes for them from the wild

vines that overrun the surrounding trees, reciting for their amusement

all the epitaphs on the tombstones; or sauntering with a whole bevy of

them, along the banks of the adjacent millpond, while the more bashful

country bumpkins hung sheepishly back, envying his superior elegance and

address.

From his half-itinerant life, he was a kind of travelling gazette,

carrying the whole budget of local gossip from house to house, so that

his appearance was always greeted with satisfaction. He was, moreover,

esteemed by the women as a man of great erudition, [Footnote: Erudition:

learning, scholarship.] for he had read several books quite through, and

was a perfect master of Cotton Mather's "History of New England

Witchcraft," in which, by the way, he most firmly and potently believed.

He was, in fact, an odd mixture of small shrewdness and simple

credulity. His appetite for the marvellous, and his powers of digesting

it, were equally extraordinary; and both had been increased by his

residence in this spellbound region. No tale was too gross or monstrous

for his capacious swallow. It was often his delight, after his school

was dismissed in the afternoon, to stretch himself on the rich bed of

clover bordering the little brook that whimpered by his school-house,

and there con over old Mather's [Footnote: Cotton Mather: an American

clergyman, author, and scholar. Born in 1663, died in 1728. He took an

active part in the persecutions for witchcraft.] direful tales, until

the gathering dusk of the evening made the printed page a mere mist

before his eyes. Then as he wended his way by swamp and stream and awful

woodland, to the farm-house where he happened to be quartered, every

sound of nature, at that witching hour, fluttered his excited

imagination,--the moan of the whippoorwill from the hillside, the boding

cry of the tree-toad, that harbinger of storm, the dreary hooting of the

screech-owl, or the sudden rustling in the thicket of birds frightened

from their roost. The fire-flies, too, which sparkled most vividly in

the darkest places, now and then startled him, as one of uncommon

brightness would stream across his path; and if by chance a huge

blackhead of a beetle came winging his blundering flight against him,

the poor varlet [Footnote: Varlet: rascal.] was ready to give up the

ghost, with the idea that he was struck with a witch's token. His only

resource on such occasions, either to drown thought or drive away evil

spirits, was to sing psalm-tunes; and the good people of Sleepy-Hollow,

as they sat by their doors of an evening, were often filled with awe at

hearing his nasal melody, "in linked sweetness long drawn out," floating

from the distant hill or along the dusky road.

Another of his sources of fearful pleasure was to pass long winter

evenings with the old Dutch wives, as they sat spinning by the fire,

with a row of apples roasting and spluttering along the hearth, and

listen to their marvellous tales of ghosts and goblins, and haunted

brooks, and haunted bridges, and haunted houses, and particularly of the

headless horseman, or Galloping Hessian of the Hollow, as they sometimes

called him. He would delight them equally by his anecdotes of

witchcraft, and the direful omens and portentous sights and sounds in

the air, which prevailed in the earlier times of Connecticut; and would

frighten them wofully with speculations upon comets and shooting stars;

and with the alarming fact that the world did absolutely turn round and

that they were half the time topsy-turvy!

But if there was a pleasure in all this, while snugly cuddling in the

chimney corner of a chamber that was all of a ruddy glow from the

crackling wood fire, and where, of course, no spectre dared to show its

face, it was dearly purchased by the terror of his subsequent walk

homewards. What fearful shapes and shadows beset his path, amidst the

dim and ghastly glare of a snowy night! With what wistful look did he

eye every trembling ray of light streaming across the waste fields from

some distant window! How often was he appalled by some shrub covered

with snow, which like a sheeted spectre beset his very path! How often

did he shrink with curdling awe at the sound of his own steps on the

frosty crust beneath his feet! and dread to look over his shoulder, lest

he should behold some uncouth being tramping close behind him! and how

often was he thrown into complete dismay by some rushing blast, howling

among the trees, in the idea that it was the galloping Hessian on one of

his nightly scourings!

--WASHINGTON IRVING.

[Footnote: Is this style of writing similar to that of any other

selections you have studied? Illustrate. Compare the kind of words used

here with the simple diction in "A Youthful Actor," "In Brittany," "The

Gold Trail." Does the author's humor seem to you unkindly? What other

selections have you studied in which this sort of humor is shown? What

courses of study do you imagine were given in Ichabod's school? Does

Ichabod seem a real character or only a caricature?]

Short stories and selections for use in the secondary schools · 第 60 / 60 题