his uncommon aptitude 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 Washington'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, penmanship and arithmetic by his father, who was
much better qualified than Hobby to teach the young. Mr. Washington 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 passible. 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
anticipated 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 principal competitor. 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 attitude 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.
"Speak out," urged his teacher; "we must know the truth about it. I fear
that this was not a _sham_ fight from all I can learn. Did _you_ fight?"
"Yes, sir, I did my part," William finally answered with considerable
self-possession.
"Your part?" repeated Mr. Hobby, inquiringly. "Who assigned such a part
to you?"
"Nobody but myself. I don't like to stand and look on when boys are
abused."
"Don't? eh! I wish you would act on that principle when you see some
_lessons_ in your class abused, and come to the rescue by learning them.
That would be acting to some purpose." This was a sharp rejoinder by the
teacher; and William, as well as the other boys, understood its
application.
"But that talk is neither one thing nor another, William," continued Mr.
Hobby. "Waste no more time in this way, but let us have the truth at
once. Be a man now, though you were not when engaged in a quarrel with
your companions."
William was now reassured by his master's tone, and he proceeded to give
his version of the affair. His statement was simply a vindication of his
side of the trouble, and Mr. Hobby so regarded it.
"Now, Lewis (addressing Lewis Willis), we will hear what you have to
say," continued Mr. Hobby. "You were engaged in this disgraceful affair,
I believe."
Lewis admitted that he was, but he hesitated about replying.
"Well, let us have it, if you have anything to say for yourself. There
is not much to be said for boys who fight."
Lewis mustered courage enough to tell his story, which was as one-sided
as that of William. He presented _his_ side of the difficulty as well as
he could, whereupon Mr. Hobby remarked:
"Both of you cannot be right. Now, I would like to know how many of you
think that William is right. As many scholars as think that William's
statement is correct may raise their hands."
Several hands went up.
"Those who think that Lewis is right may raise their hands."
Several hands were raised. George did not vote.
"Did no one attempt to prevent or reconcile this trouble?" inquired Mr.
Hobby--a question that was suggested by the facts he had learned.
"George did," answered one of the smaller boys.
"Ah! George tried to keep the peace, did he? That was noble! But he did
not succeed?" Mr. Hobby added, by way of inquiry.
"No, sir," replied the lad. "They did not mind him."
"Well, I think we will mind him now, and hear what he says," responded
the teacher. "A boy who will plead for peace when others fight deserves
to be heard; and I think we can depend upon his version of the affair.
Now, George (turning to George Washington), shall we hear what you have
to say about this unfortunate trouble?"
George hesitated for a moment, as if he would gladly be excused from
expressing his opinion, when Mr. Hobby encouraged him by the remark:
"I think we all shall be glad to learn how the quarrel is regarded by a
peace-maker."
George hesitated no longer, but hastened to give an account of the
affair. He did not agree with either of the boys who had spoken, but
discovered blame upon both sides, which was a correct view of the case.
"And you interposed and tried to reconcile the angry parties?" inquired
Mr. Hobby.
"I tried to," modestly answered George, as if conscious that his efforts
were of little avail with the belligerents.
"Your effort is just as commendable as it would have been if it had
proved successful," responded Mr. Hobby in a complimentary manner.
"And now, I want to know how many of my scholars, girls and boys, agree
with George. You have heard his story. As many of you as agree with
George may signify it by raising your hands."
There was a prompt and large array of hands.
"Those who do not agree with George may raise their hands." Only three
or four hands went up.
"I agree with George," added Mr. Hobby. "I think he has given us a
reliable account of the trouble; and you all ought to be ashamed of
yourselves that you did not heed his advice, and refuse to quarrel. I
shall take time to consider my duty in the circumstances; meanwhile the
fighting boys may reflect upon their disgrace."
This incident presents two qualities of George's character, always
prominent from his earliest school-days. He was known as a truth-teller.
His word could be depended upon. He would not tell a falsehood to shield
his most intimate companion. His word was so reliable that when he gave
an account of the quarrel, not a few of the scholars accepted it simply
because it was the statement of truth-telling George. Even several whose
sympathies were strongly with William or Lewis finally voted for
George's version. It was their confidence in his adherence to truth that
settled their opinion.
George was often called a "peace-maker." Mr. Hobby called him so. His
associates and their parents called him so. There could be no hard words
or quarrels among his schoolmates with his consent. Sometimes an angry
boy would charge him with being a "coward" because he always pleaded for
peace; but his accuser knew full well that George was no "coward." There
was not a braver boy in that "field-school" than he. He proved his
bravery by rebuking falsehood and fighting among his class-mates. A
cowardly boy yields to the ruling spirit around him; but George never
did, except when that spirit was in the interest of peace.
Soon after the death of George's father, of which we shall speak
particularly in another place, his connection with Mr. Hobby's school
was severed.
"How would you like to go to Mr. Williams' school at Bridge's Creek,
George?" his mother inquired. "Mr. Williams is an excellent teacher, I
suppose, the very best there is in Virginia."
"I should like it," George answered. "Can I go?"
"I have been thinking of it," his mother responded. "You can live with
your brother Augustine; the school is not far from his house."
"Shall I go soon?" asked George.
"Yes, as soon as you can get ready. You are at an age now when you must
attend to the higher branches of knowledge, if ever."
"What shall I study?" inquired George.
"Arithmetic, of course, and I have been thinking of book-keeping and
surveying, very important studies for planters and everybody else in
these parts."
"Then you mean I shall be a planter?" George inquired.
"Yes, there is not much but a planter that you can be in this State; and
a good planter may be as useful and honored as a good merchant or
lawyer."
"I would as soon be a planter as anything else," continued George "and I
will try to make a good one."
"That is the main thing," responded his mother. "Planter, merchant or
lawyer, become the best there is, and you will be both prospered and
honored. You have learned about all you can at Mr. Hobby's school; it is
time to go up higher."
"That will suit me as well as it will you," replied George. "I do not
object to going up higher."
"Some boys act as if they do," rejoined Mrs. Washington; "but I hope you
will never belong to that class. Do the best you can in every place, and
you will never be ashamed of your conduct."
Within a few weeks George found himself a member of Mr. Williams'
school, and a resident of his brother Augustine's family. Arithmetic and
book-keeping engaged his attention at once, and, after a few months,
surveying was added to his regular studies.
Mr. Williams was a thorough instructor, and believed that scholars
should master one branch of study before they took up another. He paid
much attention to reading, spelling and penmanship, encouraging his
pupils to place a high value upon these common, but fundamental,
studies.
"You are a good mathematician, George, and surveying will come easy to
you," remarked Mr. Williams. "Surveyors will be in great demand in this
country before it is many years older."
"I should like to understand it," replied George, "and I mean to
understand it before I have done going to school."
"And the sooner you commence the study of it the better it will be for
you," added Mr. Williams. "You are old enough, and sufficiently advanced
to pursue it successfully. By and by you can survey the fields about
here, by way of practising the art; and you will enjoy it hugely. It
will be better than play."
"Better than playing soldier?" said George inquiringly, and in a tone of
pleasantry. He had already organized the boys in Mr. William's school
into two armies, and more than one mimic battle had been fought.
"Yes, better than any sham thing," answered Mr. Williams. "It will be
study and diversion together--work and play--improving mind and body at
the same time."
"I see, I see," responded George. "I can abandon soldiering for that."
But he never did. There was too great fascination about military tactics
to allow of that. He devoted himself to surveying with commendable
application and rapid progress; but he continued, to some extent, the
chief sport of his school-days--mimic war.
George was not more than thirteen or fourteen years of age when he
surveyed the land about the school-house. He was the first pupil in Mr.
Williams' school who had performed such a practical piece of work, and
his school-mates were deeply interested in his exploit. He ranked high
as a scholar, and his manly bearing made him appear several years older
than he was. He led Mr. Williams' school, as he did that of Mr. Hobby,
in scholarship, behavior and physical prowess. He seemed born to lead,
and his associates were content to have it so.
One of his biographers speaks as follows of his first efforts at
surveying:
"When he had advanced so far in his study as to give him some idea of
the proper use and handling of the chain and compass, the two principal
instruments employed in this art, he began to put his knowledge into
practice by taking surveys of the farms lying in the immediate
neighborhood of his school-house.
"Assisted by his school-mates, he would follow up and measure off, with
the help of his long steel chain, the boundary lines between the farms,
such as fences, roads, and water-courses; then those dividing the
different parts of the same farm; determining at the same time, with the
help of his compass, their various courses, their crooks and windings,
and the angles formed at their points of meeting or intersection. This
would enable him to get at the shape and size not only of each farm, but
of every meadow, field and wood composing it. This done, he would make a
map or drawing on paper of the land surveyed, whereon would be clearly
traced the lines dividing the different parts with the name and number
of acres of each attached, while on the opposite page he would write
down the long and difficult tables of figures by which these results had
been reached. All this he would execute with as much neatness and
accuracy as if it had been left with him to decide thereby some gravely
disputed land-claim."
Irving says of him as a surveyor: "In this he schooled himself
thoroughly; making surveys about the neighborhood, and keeping regular
field-books, in which the boundaries and measurements of the fields
surveyed were carefully entered, and diagrams made with a neatness and
exactness, as if the whole related to important land transactions
instead of being mere school exercises. Thus, in his earliest days,
there was perseverance and completeness in all his undertakings. Nothing
was left half done, or done in a hurried and slovenly manner. The habit
of mind thus cultivated continued through life; so that however
complicated his tasks and overwhelming his cares, in the arduous and
hazardous situations in which he was often placed, he found time to do
everything, and _to do it well_. He had acquired the magic of method,
which of itself works wonders."
One day a dispute arose between two pupils respecting a chapter of
Virginia's early history--Captain Smith and Pocahontas.
"She saved his life," exclaimed one.
"Very true; but she was not the daughter of King Opechancanough, as you
say," replied the other.
"Whose daughter was she, then?"
"She was Powhattan's daughter; and her father was going to kill Captain
Smith."
"No, she was not Powhattan's daughter; I tell you that Opechancanough
was her father," rejoined the other with some warmth.
"And I tell you that Powhattan was her father, and Opechancanough was
her uncle. If you can't recite history more correctly than that you had
better keep still. Anybody knows that Pocahontas was the daughter of
Powhattan; and he was the greatest Indian chief in Virginia."
"And you are a conceited, ignorant fellow, to suppose that nobody knows
anything but yourself."
And so the dispute became more heated, until both parties were greatly
excited; whereupon a listening school-mate called out:
"Leave it to George; he will settle it."
"Agreed!" responded one.
"Agreed!" shouted the other.
And George was called in to settle the controversy, both parties
acquiescing in his decision.
George often acted as umpire among the boys in Mr. Williams' school.
Sometimes, as in the above instance, both parties chose him for umpire.
Their confidence in his word and judgment led them to submit cases of
trial or controversy to him, whether relating to studies or games. Many
disputes were thus brought to a speedy termination by his discriminating
and candid judgment.
Mr. Weems says of him at this time:
"He carried with him his virtues, his zeal for unblemished character,
his love of truth and detestation of whatever was false and base. A gilt
chariot with richest robes and liveried servants could not have
befriended him so well; for, in a short time, so completely had his
virtues secured the love and confidence of the boys, his _word_ was just
as current among them as a _law_. A very aged gentleman, formerly a
school-mate of his, has often assured me that nothing was more common,
when the boys were in high dispute about a question of fact, than for
some little shaver among the mimic heroes, to call out:
"'Well, boys, George Washington was there; George Washington was there;
he knows all about it; and if he don't say it was so, why, then we will
give it up.'
"'Done,' exclaimed the adverse party.
"Then away they would run to hunt for George. Soon as his verdict was
heard, the difficulty was settled, and all hands would return to play
again."
Another biographer, Mrs. Kirkland, says, "It is recorded of his school
days that he was always head boy; and whether this report be authentic
or not, we can easily imagine the case to have been so, not exclusively
by means of scholarship, perhaps, but by the aid of certain other
qualities, very powerful in school as elsewhere, and which he so
exhibited in after life. His probity, courage, ability and high sense of
justice were probably evident, even then, for there is every reason to
believe their foundations were laid very early. The boys would,
therefore, respect him, and choose him for an umpire in their little
troubles, as they are said to have done.... He was famous for hindering
quarrels, and perhaps his early taste for military manoeuvers was only
an accidental form of that love of mathematical combinations (the marked
trait of Napoleon's earlier years) and the tendency to order, promptness
and thoroughness, which characterized him so strikingly in after life.
The good soldier is by no means a man with a special disposition to
fight."
George was such an example of order, neatness, thorough scholarship and
exact behavior in Mr. Williams' school that we shall devote the next
chapter to these qualities.
IV.
METHOD AND THOROUGHNESS.
"These are finely done," remarked Lawrence Washington to George, after
an examination of the maps, copy-books, and writing-books, which George
brought with him from Mr. Williams' school. "It would be difficult for
any one to excel them."
"It takes considerable time to do them," remarked George.
"It takes time to do anything _well_," responded Lawrence, "but the
habit is worth everything to you."
"That is what Mr. Williams says," answered George. "He talks to the boys
often about doing things well."
"And no matter what it is that a boy is doing, if it is nothing more
than chopping wood, it pays to do it as well as he can," added Lawrence.
"Mr. Williams is an excellent teacher."
"I think so," responded George. "He makes everything so plain that we
can understand him; and he makes us feel that we shall need all we learn
most when we become men."