Gutta-Percha Willie by George MacDonald (an ebook reader .txt) 📖

eager to learn, however, that he could not rest without doing something towards it. He bethought himself a little-then ran and got Dr Watts's hymns for children. He knew "How doth the little busy bee" so well as to be able to repeat it without a mistake, for his mother had taught it him, and he had understood it. You see, he was not like a child of five, taught to repeat by rote lines which could give him no notions but mistaken ones. Besides, he had a good knowledge of words, and could use them well in talk, although he could not read; and it is a great thing if a child can talk well before he begins to learn to read.

He opened the little book at the Busy Bee, and knowing already enough to be able to divide the words the one from the other, he said to himself-

"The first word must be How . There it is, with a gap between it and the next word. I will look and see if I can find another How anywhere."

He looked a long time before he found one; for the capital H was in the way. Of course there were a good many how's , but not many with a big H, and he didn't know that the little h was just as good for the mere word. Then he looked for doth , and he found several doth's . Of the's he found as great a swarm as if they had been the bees themselves with which the little song was concerned. Busy was scarce; I am not sure whether he found it at all; but he looked at it until he was pretty sure he should know it again when he saw it. After he had gone over in this way every word of the first verse, he tried himself, by putting his finger at random here and there upon it, and seeing whether he could tell the word it happened to touch. Sometimes he could, and sometimes he couldn't. However, as I said, before the day was over, he knew at least a dozen words perfectly well at sight.

Nor let any one think this was other than a great step in the direction of reading. It would be easy for Willie afterwards to break up these words into letters.

It took him two days more-for during part of each he was learning to make shoes-to learn to know anywhere every word he had found in that hymn.

Next he took a hymn he had not learned, and applied to his mother when he came to a word he did not know, which was very often. As soon as she told him one, he hunted about until he found another and another specimen of the same, and so went on until he had fixed it quite in his mind.

At length he began to compare words that were like each other, and by discovering wherein they looked the same, and wherein they looked different, he learned something of the sound of the letters. For instance, in comparing the and these , although the one sound of the two letters, t and h , puzzled him, and likewise the silent e , he conjectured that the s must stand for the hissing sound; and when he looked at other words which had that sound, and perceived an s in every one of them, then he was sure of it. His mother had no idea how fast he was learning; and when about a fortnight after he had begun, she was able to take him in hand, she found, to her astonishment, that he could read a great many words, but that, when she wished him to spell one, he had not the least notion what she meant.

"Isn't that a b ?" she said, wishing to help him to find out a certain word for himself.

"I don't know," answered Willie. "It's not the busy bee," he added, laughing;-"I should know him. It must be the lazy one, I suppose."

"Don't you know your letters?" asked his mother.

"No, mamma. Which are they? Are the rest yours and papa's?"

"Oh, you silly dear!" she said.

"Of course I am!" he returned;-"very silly! How could any of them be mine before I know the names of them! When I know them all, then they'll all be mine, I suppose-and everybody else's who knows them.-So that's Mr B-is it?"

"Yes. And that's C," said his mother.

"I'm glad to see you, Mr C," said Willie, merrily, nodding to the letter. "We shall know each other when we meet again.-I suppose this is D, mamma. How d'e do, Mr D? And what's this one with its mouth open, and half its tongue cut off?"

His mother told him it was E.

"Then this one, with no foot to stand on, is Fe, I suppose."

His mother laughed; but whoever gave it the name it has, would have done better to call it Fe, as Willie did. It would be much better also, in teaching children, at least, to call H, He, and W, We, and Y, Ye, and Z, Ze, as Willie called them. But it was easy enough for him to learn their names after he knew so much of what they could do .

What gave him a considerable advantage was, that he had begun with verse, and not dry syllables and stupid sentences. The music of the verse repaid him at once for the trouble of making it out-even before he got at the meaning, while the necessity of making each line go right, and the rhymes too, helped him occasionally to the pronunciation of a word.

The farther he got on, the faster he got on; and before six weeks were over, he could read anything he was able to understand pretty well at sight.

By this time, also, he understood all the particulars as to how a shoe is made, and had indeed done a few stitches himself, a good deal of hammering both of leather and of hob-nails, and a little patching, at which last the smallness of his hands was an advantage.

At length, one day, he said to the shoemaker-

"Shall I read a little poem to you, Hector?"

"You told me you couldn't read, Willie."

"I can now though."

"Do then," said Hector.

Looking for but a small result in such a short time, he was considerably astonished to find how well the boy could read; for he not merely gave the words correctly, but the sentences, which is far more difficult; that is, he read so that Hector could understand what the writer meant. It is a great thing to read well. Few can. Whoever reads aloud and does not read well, is a sort of deceiver; for he pretends to introduce one person to another, while he misrepresents him.

In after life, Willie continued to pay a good deal of attention not merely to reading for its own sake, but to reading for the sake of other people, that is, to reading aloud. As often as he came, in the course of his own reading, to any verse that he liked very much, he always read it aloud in order to teach himself how it ought to be read; doing his best-first, to make it sound true, that is, to read it according to the sense; next, to make it sound beautiful, that is, to read it according to the measure of the verse and the melody of the words.

He now read a great deal to Hector. There came to be a certain time every day at which Willie Macmichael was joyfully expected by the shoemaker-to read to him for an hour and a half-beyond which time his father did not wish the reading to extend.


CHAPTER VII.


SOME THINGS THAT CAME OF WILLIE'S GOING TO SCHOOL.

When his father found that he had learned to read, then he judged it good for him to go to school. Willie was very much pleased. His mother said she would make him a bag to carry his books in; but Willie said there was no occasion to trouble herself; for, if she would give him the stuff, he would make it. So she got him a nice bit of green baize, and in the afternoon he made his bag-no gobble-stitch work, but good, honest back-stitching, except the string-case, which was only run, that it might draw easier and tighter. He passed the string through with a bodkin, fixed it in the middle, tied the two ends, and carried the bag to his mother, who pronounced it nearly as well made as if she had done it herself.

At school he found it more and more plain what a good thing it is that we haven't to find out every thing for ourselves from the beginning; that people gather into books what they and all who went before them have learned, so that we come into their property, as it were; and, after being taught of them, have only to begin our discoveries from where they leave off. In geography, for instance, what a number of voyages and journeys have had to be made, and books to record them written; then what a number of these books to be read, and the facts gathered out of them, before a single map could be drawn, not to say a geography book printed! Whereas now he could learn a multitude of things about the various countries, their peoples and animals and plants, their mountains and rivers and lakes and cities, without having set his foot beyond the parish in which he was born. And so with everything else after its kind. But it is more of what Willie learned to do than what he learned to know that I have to treat.

When he went to school, his father made him a present of a pocket-knife. He had had one before, but not a very good one; and this, having three blades, all very sharp, he found a wonderful treasure of recourse. His father also bought him a nice new slate.

Now there was another handy boy at school, a couple of years older than Willie, whose father was a carpenter. He had cut on the frame of his slate, not his initials only, but his whole name and address,- Alexander Spelman, Priory Leas . Willie thought how nice it would be with his new knife also to cut his name on his slate; only he would rather make some difference in the way of doing it. What if, instead of sinking the letters in the frame, he made them stand up from the frame by cutting it away to some depth all round them. There was not much originality in this, for it was only reversing what Spelman had done; but it was more difficult, and would, he thought, be prettier. Then what was he thus to carve? One would say, "Why, William Macmichael , of course, and, if he liked, Priory Leas " But Willie was a peculiar little fellow, and began to reason with himself whether he had any right to put his own name on the slate. "My father did not give me the slate," he said, "to be my very own. He gave me the knife like that, but not the slate. When I am grown up, it will belong to Agnes. What shall I put on it? What's mine's papa's, and