The Promised Land Part 14

As I said at the top--the snow comes from the clouds.

Now the trees are bare, and no flowers are to see in the fields and gardens, (we all know why) and the whole world seems like asleep without the happy birds songs which left us till spring.

But the snow which drove away all these pretty and happy things, try, (as I think) not to make us at all unhappy; they covered up the branches of the trees, the fields, the gardens and houses, and the whole world looks like dressed in a beautiful white--instead of green--dress, with the sky looking down on it with a pale face.

And so the people can find some joy in it, too, without the happy summer.

MARY ANTIN.

And now that it stands there, with _her_ name over it, I am ashamed of my flippant talk about vanity. More to me than all the praise I could hope to win by the conquest of fifty languages is the a.s.sociation of this dear friend with my earliest efforts at writing; and it pleases me to remember that to her I owe my very first appearance in print.

Vanity is the least part of it, when I remember how she called me to her desk, one day after school was out, and showed me my composition--my own words, that I had written out of my own head--printed out, clear black and white, with my name at the end!

Nothing so wonderful had ever happened to me before. My whole consciousness was suddenly transformed. I suppose that was the moment when I became a writer. I always loved to write,--I wrote letters whenever I had an excuse,--yet it had never occurred to me to sit down and write my thoughts for no person in particular, merely to put the word on paper. But now, as I read my own words, in a delicious confusion, the idea was born. I stared at my name: MARY ANTIN. Was that really I? The printed characters composing it seemed strange to me all of a sudden. If that was my name, and those were the words out of my own head, what relation did it all have to _me_, who was alone there with Miss Dillingham, and the printed page between us? Why, it meant that I could write again, and see my writing printed for people to read! I could write many, many, many things: I could write a book!

The idea was so huge, so bewildering, that my mind scarcely could accommodate it.

I do not know what my teacher said to me; probably very little. It was her way to say only a little, and look at me, and trust me to understand. Once she had occasion to lecture me about living a shut-up life; she wanted me to go outdoors. I had been repeatedly scolded and reproved on that score by other people, but I had only laughed, saying that I was too happy to change my ways. But when Miss Dillingham spoke to me, I saw that it was a serious matter; and yet she only said a few words, and looked at me with that smile of hers that was only half a smile, and the rest a meaning. Another time she had a great question to ask me, touching my life to the quick. She merely put her question, and was silent; but I knew what answer she expected, and not being able to give it then, I went away sad and reproved. Years later I had my triumphant answer, but she was no longer there to receive it; and so her eyes look at me, from the picture on the mantel there, with a reproach I no longer merit.

I ought to go back and strike out all that talk about vanity. What reason have I to be vain, when I reflect how at every step I was petted, nursed, and encouraged? I did not even discover my own talent.

It was discovered first by my father in Russia, and next by my friend in America. What did I ever do but write when they told me to write? I suppose my grandfather who drove a spavined horse through lonely country lanes sat in the shade of crisp-leaved oaks to refresh himself with a bit of black bread; and an acorn falling beside him, in the immense stillness, shook his heart with the echo, and left him wondering. I suppose my father stole away from the synagogue one long festival day, and stretched himself out in the sun-warmed gra.s.s, and lost himself in dreams that made the world of men unreal when he returned to them. And so what is there left for me to do, who do not have to drive a horse nor interpret ancient lore, but put my grandfather's question into words and set to music my father's dream?

The tongue am I of those who lived before me, as those that are to come will be the voice of my unspoken thoughts. And so who shall be applauded if the song be sweet, if the prophecy be true?

I never heard of any one who was so watched and coaxed, so pa.s.sed along from hand to helping hand, as was I. I always had friends. They sprang up everywhere, as if they had stood waiting for me to come. So here was my teacher, the moment she saw that I could give a good paraphrase of her talk on "Snow," bent on finding out what more I could do. One day she asked me if I had ever written poetry. I had not, but I went home and tried. I believe it was more snow, and I know it was wretched. I wish I could produce a copy of that early effusion; it would prove that my judgment is not severe. Wretched it was,--worse, a great deal, than reams of poetry that is written by children about whom there is no fuss made. But Miss Dillingham was not discouraged. She saw that I had no idea of metre, so she proceeded to teach me. We repeated miles of poetry together, smooth lines that sang themselves, mostly out of Longfellow. Then I would go home and write--oh, about the snow in our back yard!--but when Miss Dillingham came to read my verses, they limped and they lagged and they dragged, and there was no tune that would fit them.

At last came the moment of illumination: I saw where my trouble lay. I had supposed that my lines matched when they had an equal number of syllables, taking no account of accent. Now I knew better; now I could write poetry! The everlasting snow melted at last, and the mud puddles dried in the spring sun, and the gra.s.s on the common was green, and still I wrote poetry! Again I wish I had some example of my springtime rhapsodies, the veriest rubbish of the sort that ever a child perpetrated. Lizzie McDee, who had red hair and freckles, and a Sunday-school manner on weekdays, and was below me in the cla.s.s, did a great deal better. We used to compare verses; and while I do not remember that I ever had the grace to own that she was the better poet, I do know that I secretly wondered why the teachers did not invite her to stay after school and study poetry, while they took so much pains with me. But so it was always with me: somebody did something for me all the time.

Making fair allowance for my youth, r.e.t.a.r.ded education, and strangeness to the language, it must still be admitted that I never wrote good verse. But I loved to read it. My half-hours with Miss Dillingham were full of delight for me, quite apart from my new-born ambition to become a writer. What, then, was my joy, when Miss Dillingham, just before locking up her desk one evening, presented me with a volume of Longfellow's poems! It was a thin volume of selections, but to me it was a bottomless treasure. I had never owned a book before. The sense of possession alone was a source of bliss, and this book I already knew and loved. And so Miss Dillingham, who was my first American friend, and who first put my name in print, was also the one to start my library. Deep is my regret when I consider that she was gone before I had given much of an account of all her gifts of love and service to me.

About the middle of the year I was promoted to the grammar school.

Then it was that I walked on air. For I said to myself that I was a _student_ now, in earnest, not merely a school-girl learning to spell and cipher. I was going to learn out-of-the-way things, things that had nothing to do with ordinary life--things to _know_. When I walked home afternoons, with the great big geography book under my arm, it seemed to me that the earth was conscious of my step. Sometimes I carried home half the books in my desk, not because I should need them, but because I loved to hold them; and also because I loved to be seen carrying books. It was a badge of scholars.h.i.+p, and I was proud of it. I remembered the days in Vitebsk when I used to watch my cousin Hirshel start for school in the morning, every thread of his student's uniform, every worn copybook in his satchel, glorified in my envious eyes. And now I was myself as he: aye, greater than he; for I knew English, and I could write poetry.

If my head was not turned at this time it was because I was so busy from morning till night. My father did his best to make me vain and silly. He made much of me to every chance caller, boasting of my progress at school, and of my exalted friends, the teachers. For a school-teacher was no ordinary mortal in his eyes; she was a superior being, set above the common run of men by her erudition and devotion to higher things. That a school-teacher could be shallow or petty, or greedy for pay, was a thing that he could not have been brought to believe, at this time. And he was right, if he could only have stuck to it in later years, when a new-born pessimism, fathered by his perception that in America, too, some things needed mending, threw him to the opposite extreme of opinion, crying that nothing in the American scheme of society or government was worth tinkering.

He surely was right in his first appraisal of the teacher. The mean sort of teachers are not teachers at all; they are self-seekers who take up teaching as a business, to support themselves and keep their hands white. These same persons, did they keep store or drive a milk wagon or wash babies for a living, would be respectable. As trespa.s.sers on a n.o.ble profession, they are worth no more than the books and slates and desks over which they preside; so much furniture, to be had by the gross. They do not love their work. They contribute nothing to the higher development of their pupils. They busy themselves, not with research into the science of teaching, but with organizing political demonstrations to advance the cause of selfish candidates for public office, who promise them rewards. The true teachers are of another strain. Apostles all of an ideal, they go to their work in a spirit of love and inquiry, seeking not comfort, not position, not old-age pensions, but truth that is the soul of wisdom, the joy of big-eyed children, the food of hungry youth.

They were true teachers who used to come to me on Arlington Street, so my father had reason to boast of the distinction brought upon his house. For the school-teacher in her trim, unostentatious dress was an uncommon visitor in our neighborhood; and the talk that pa.s.sed in the bare little "parlor" over the grocery store would not have been entirely comprehensible to our next-door neighbor.

In the grammar school I had as good teaching as I had had in the primary. It seems to me in retrospect that it was as good, on the whole, as the public school ideals of the time made possible. When I recall how I was taught geography, I see, indeed, that there was room for improvement occasionally both in the substance and in the method of instruction. But I know of at least one teacher of Chelsea who realized this; for I met her, eight years later, at a great metropolitan university that holds a summer session for the benefit of school-teachers who want to keep up with the advance in their science.

Very likely they no longer teach geography entirely within doors, and by rote, as I was taught. Fifteen years is plenty of time for progress.

When I joined the first grammar grade, the cla.s.s had had a half-year's start of me, but it was not long before I found my place near the head. In all branches except geography it was genuine progress. I overtook the youngsters in their study of numbers, spelling, reading, and composition. In geography I merely made a bluff, but I did not know it. Neither did my teacher. I came up to such tests as she put me.

The lesson was on Chelsea, which was right: geography, like charity, should begin at home. Our text ran on for a paragraph or so on the location, boundaries, natural features, and industries of the town, with a bit of local history thrown in. We were to learn all these interesting facts, and be prepared to write them out from memory the next day. I went home and learned--learned every word of the text, every comma, every footnote. When the teacher had read my paper she marked it "EE." "E" was for "excellent," but my paper was absolutely perfect, and must be put in a cla.s.s by itself. The teacher exhibited my paper before the cla.s.s, with some remarks about the diligence that could overtake in a week pupils who had had half a year's start. I took it all as modestly as I could, never doubting that I was indeed a very bright little girl, and getting to be very learned to boot. I was "perfect" in geography, a most erudite subject.

But what was the truth? The words that I repeated so accurately on my paper had about as much meaning to me as the words of the Psalms I used to chant in Hebrew. I got an idea that the city of Chelsea, and the world in general, was laid out flat, like the common, and shaved off at the ends, to allow the north, south, east, and west to snuggle up close, like the frame around a picture. If I looked at the map, I was utterly bewildered; I could find no correspondence between the picture and the verbal explanations. With words I was safe; I could learn any number of words by heart, and sometime or other they would pop out of the medley, clothed with meaning. Chelsea, I read, was bounded on all sides--"bounded" appealed to my imagination--by various things that I had never identified, much as I had roamed about the town. I immediately pictured these remote boundaries as a six-foot fence in a good state of preservation, with the Mystic River, the towns of Everett and Revere, and East Boston Creek, rejoicing, on the south, west, north, and east of it, respectively, that they had got inside; while the rest of the world peeped in enviously through a knot hole. In the middle of this cherished area piano factories--or was it shoe factories?--proudly reared their chimneys, while the population promenaded on a _rope walk_, saluted at every turn by the benevolent inmates of the Soldiers' Home on the top of Powderhorn Hill.

Perhaps the fault was partly mine, because I always would reduce everything to a picture. Partly it may have been because I had not had time to digest the general definitions and explanations at the beginning of the book. Still, I can take but little of the blame, when I consider how I fared through my geography, right to the end of the grammar-school course. I did in time disentangle the symbolism of the orange revolving on a knitting-needle from the astronomical facts in the case, but it took years of training under a master of the subject to rid me of my distrust of the map as a representation of the earth.

To this day I sometimes blunder back to my early impression that any given portion of the earth's surface is constructed upon a skeleton consisting of two crossed bars, terminating in arrowheads which pin the cardinal points into place; and if I want to find any desired point of the compa.s.s, I am inclined to throw myself flat on my nose, my head due north, and my outstretched arms seeking the east and west respectively.

For in the schoolroom, as far as the study of the map went, we began with the symbol and stuck to the symbol. No teacher of geography I ever had, except the master I referred to, took the pains to ascertain whether I had any sense of the facts for which the symbols stood.

Outside the study of maps, geography consisted of statistics: tables of population, imports and exports, manufactures, and degrees of temperature; dimensions of rivers, mountains, and political states; with lists of minerals, plants, and plagues native to any given part of the globe. The only part of the whole subject that meant anything to me was the description of the aspect of foreign lands, and the manners and customs of their peoples. The relation of physiography to human history--what might be called the moral of geography--was not taught at all, or was touched upon in an unimpressive manner. The prevalence of this defect in the teaching of school geography is borne out by the surprise of the college freshman, who remarked to the professor of geology that it was curious to note how all the big rivers and harbors on the Atlantic coastal plain occurred in the neighborhood of large cities! A little instruction in the elements of chartography--a little practice in the use of the compa.s.s and the spirit level, a topographical map of the town common, an excursion with a road map--would have given me a fat round earth in place of my paper ghost; would have illumined the one dark alley in my school life.

CHAPTER XI

"MY COUNTRY"

The public school has done its best for us foreigners, and for the country, when it has made us into good Americans. I am glad it is mine to tell how the miracle was wrought in one case. You should be glad to hear of it, you born Americans; for it is the story of the growth of your country; of the flocking of your brothers and sisters from the far ends of the earth to the flag you love; of the recruiting of your armies of workers, thinkers, and leaders. And you will be glad to hear of it, my comrades in adoption; for it is a rehearsal of your own experience, the thrill and wonder of which your own hearts have felt.

How long would you say, wise reader, it takes to make an American? By the middle of my second year in school I had reached the sixth grade.

When, after the Christmas holidays, we began to study the life of Was.h.i.+ngton, running through a summary of the Revolution, and the early days of the Republic, it seemed to me that all my reading and study had been idle until then. The reader, the arithmetic, the song book, that had so fascinated me until now, became suddenly sober exercise books, tools wherewith to hew a way to the source of inspiration. When the teacher read to us out of a big book with many bookmarks in it, I sat rigid with attention in my little chair, my hands tightly clasped on the edge of my desk; and I painfully held my breath, to prevent sighs of disappointment escaping, as I saw the teacher skip the parts between bookmarks. When the cla.s.s read, and it came my turn, my voice shook and the book trembled in my hands. I could not p.r.o.nounce the name of George Was.h.i.+ngton without a pause. Never had I prayed, never had I chanted the songs of David, never had I called upon the Most Holy, in such utter reverence and wors.h.i.+p as I repeated the simple sentences of my child's story of the patriot. I gazed with adoration at the portraits of George and Martha Was.h.i.+ngton, till I could see them with my eyes shut. And whereas formerly my self-consciousness had bordered on conceit, and I thought myself an uncommon person, parading my schoolbooks through the streets, and swelling with pride when a teacher detained me in conversation, now I grew humble all at once, seeing how insignificant I was beside the Great.

As I read about the n.o.ble boy who would not tell a lie to save himself from punishment, I was for the first time truly repentant of my sins.

Formerly I had fasted and prayed and made sacrifice on the Day of Atonement, but it was more than half play, in mimicry of my elders. I had no real horror of sin, and I knew so many ways of escaping punishment. I am sure my family, my neighbors, my teachers in Polotzk--all my world, in fact--strove together, by example and precept, to teach me goodness. Saintliness had a new incarnation in about every third person I knew. I did respect the saints, but I could not help seeing that most of them were a little bit stupid, and that mischief was much more fun than piety. Goodness, as I had known it, was respectable, but not necessarily admirable. The people I really admired, like my Uncle Solomon, and Cousin Rachel, were those who preached the least and laughed the most. My sister Frieda was perfectly good, but she did not think the less of me because I played tricks. What I loved in my friends was not inimitable. One could be downright good if one really wanted to. One could be learned if one had books and teachers. One could sing funny songs and tell anecdotes if one travelled about and picked up such things, like one's uncles and cousins. But a human being strictly good, perfectly wise, and unfailingly valiant, all at the same time, I had never heard or dreamed of. This wonderful George Was.h.i.+ngton was as inimitable as he was irreproachable. Even if I had never, never told a lie, I could not compare myself to George Was.h.i.+ngton; for I was not brave--I was afraid to go out when s...o...b..a.l.l.s whizzed--and I could never be the First President of the United States.

So I was forced to revise my own estimate of myself. But the twin of my new-born humility, paradoxical as it may seem, was a sense of dignity I had never known before. For if I found that I was a person of small consequence, I discovered at the same time that I was more n.o.bly related than I had ever supposed. I had relatives and friends who were notable people by the old standards,--I had never been ashamed of my family,--but this George Was.h.i.+ngton, who died long before I was born, was like a king in greatness, and he and I were Fellow Citizens. There was a great deal about Fellow Citizens in the patriotic literature we read at this time; and I knew from my father how he was a Citizen, through the process of naturalization, and how I also was a citizen, by virtue of my relation to him. Undoubtedly I was a Fellow Citizen, and George Was.h.i.+ngton was another. It thrilled me to realize what sudden greatness had fallen on me; and at the same time it sobered me, as with a sense of responsibility. I strove to conduct myself as befitted a Fellow Citizen.

Before books came into my life, I was given to stargazing and daydreaming. When books were given me, I fell upon them as a glutton pounces on his meat after a period of enforced starvation. I lived with my nose in a book, and took no notice of the alternations of the sun and stars. But now, after the advent of George Was.h.i.+ngton and the American Revolution, I began to dream again. I strayed on the common after school instead of hurrying home to read. I hung on fence rails, my pet book forgotten under my arm, and gazed off to the yellow-streaked February sunset, and beyond, and beyond. I was no longer the central figure of my dreams; the dry weeds in the lane crackled beneath the tread of Heroes.

What more could America give a child? Ah, much more! As I read how the patriots planned the Revolution, and the women gave their sons to die in battle, and the heroes led to victory, and the rejoicing people set up the Republic, it dawned on me gradually what was meant by _my country_. The people all desiring n.o.ble things, and striving for them together, defying their oppressors, giving their lives for each other--all this it was that made _my country_. It was not a thing that I _understood_; I could not go home and tell Frieda about it, as I told her other things I learned at school. But I knew one could say "my country" and _feel_ it, as one felt "G.o.d" or "myself." My teacher, my schoolmates, Miss Dillingham, George Was.h.i.+ngton himself could not mean more than I when they said "my country," after I had once felt it. For the Country was for all the Citizens, and _I was a Citizen_.

And when we stood up to sing "America," I shouted the words with all my might. I was in very earnest proclaiming to the world my love for my new-found country.

"I love thy rocks and rills.

Thy woods and templed hills."

Boston Harbor, Crescent Beach, Chelsea Square--all was hallowed ground to me. As the day approached when the school was to hold exercises in honor of Was.h.i.+ngton's Birthday, the halls resounded at all hours with the strains of patriotic songs; and I, who was a model of the attentive pupil, more than once lost my place in the lesson as I strained to hear, through closed doors, some neighboring cla.s.s rehearsing "The Star-Spangled Banner." If the doors happened to open, and the chorus broke out unveiled--

"O! say, does that Star-Spangled Banner yet wave O'er the land of the free, and the home of the brave?"--

delicious tremors ran up and down my spine, and I was faint with suppressed enthusiasm.

Where had been my country until now? What flag had I loved? What heroes had I wors.h.i.+pped? The very names of these things had been unknown to me. Well I knew that Polotzk was not my country. It was _goluth_--exile. On many occasions in the year we prayed to G.o.d to lead us out of exile. The beautiful Pa.s.sover service closed with the words, "Next year, may we be in Jerusalem." On childish lips, indeed, those words were no conscious aspiration; we repeated the Hebrew syllables after our elders, but without their hope and longing. Still not a child among us was too young to feel in his own flesh the lash of the oppressor. We knew what it was to be Jews in exile, from the spiteful treatment we suffered at the hands of the smallest urchin who crossed himself; and thence we knew that Israel had good reason to pray for deliverance. But the story of the Exodus was not history to me in the sense that the story of the American Revolution was. It was more like a glorious myth, a belief in which had the effect of cutting me off from the actual world, by linking me with a world of phantoms.

Those moments of exaltation which the contemplation of the Biblical past afforded us, allowing us to call ourselves the children of princes, served but to tinge with a more poignant sense of disinheritance the long humdrum stretches of our life. In very truth we were a people without a country. Surrounded by mocking foes and detractors, it was difficult for me to realize the persons of my people's heroes or the events in which they moved. Except in moments of abstraction from the world around me, I scarcely understood that Jerusalem was an actual spot on the earth, where once the Kings of the Bible, real people, like my neighbors in Polotzk, ruled in puissant majesty. For the conditions of our civil life did not permit us to cultivate a spirit of nationalism. The freedom of wors.h.i.+p that was grudgingly granted within the narrow limits of the Pale by no means included the right to set up openly any ideal of a Hebrew State, any hero other than the Czar. What we children picked up of our ancient political history was confused with the miraculous story of the Creation, with the supernatural legends and hazy a.s.sociations of Bible lore. As to our future, we Jews in Polotzk had no national expectations; only a life-worn dreamer here and there hoped to die in Palestine. If Fetchke and I sang, with my father, first making sure of our audience, "Zion, Zion, Holy Zion, not forever is it lost," we did not really picture to ourselves Judaea restored.

So it came to pa.s.s that we did not know what _my country_ could mean to a man. And as we had no country, so we had no flag to love. It was by no far-fetched symbolism that the banner of the House of Romanoff became the emblem of our latter-day bondage in our eyes. Even a child would know how to hate the flag that we were forced, on pain of severe penalties, to hoist above our housetops, in celebration of the advent of one of our oppressors. And as it was with country and flag, so it was with heroes of war. We hated the uniform of the soldier, to the last bra.s.s b.u.t.ton. On the person of a Gentile, it was the symbol of tyranny; on the person of a Jew, it was the emblem of shame.

So a little Jewish girl in Polotzk was apt to grow up hungry-minded and empty-hearted; and if, still in her outreaching youth, she was set down in a land of outspoken patriotism, she was likely to love her new country with a great love, and to embrace its heroes in a great wors.h.i.+p. Naturalization, with us Russian Jews, may mean more than the adoption of the immigrant by America. It may mean the adoption of America by the immigrant.

On the day of the Was.h.i.+ngton celebration I recited a poem that I had composed in my enthusiasm. But "composed" is not the word. The process of putting on paper the sentiments that seethed in my soul was really very discomposing. I dug the words out of my heart, squeezed the rhymes out of my brain, forced the missing syllables out of their hiding-places in the dictionary. May I never again know such travail of the spirit as I endured during the fevered days when I was engaged on the poem. It was not as if I wanted to say that snow was white or gra.s.s was green. I could do that without a dictionary. It was a question now of the loftiest sentiments, of the most abstract truths, the names of which were very new in my vocabulary. It was necessary to use polysyllables, and plenty of them; and where to find rhymes for such words as "tyranny," "freedom," and "justice," when you had less than two years' acquaintance with Englis.h.!.+ The name I wished to celebrate was the most difficult of all. Nothing but "Was.h.i.+ngton"

rhymed with "Was.h.i.+ngton." It was a most ambitious undertaking, but my heart could find no rest till it had proclaimed itself to the world; so I wrestled with my difficulties, and spared not ink, till inspiration perched on my penpoint, and my soul gave up its best.

When I had done, I was myself impressed with the length, gravity, and n.o.bility of my poem. My father was overcome with emotion as he read it. His hands trembled as he held the paper to the light, and the mist gathered in his eyes. My teacher, Miss Dwight, was plainly astonished at my performance, and said many kind things, and asked many questions; all of which I took very solemnly, like one who had been in the clouds and returned to earth with a sign upon him. When Miss Dwight asked me to read my poem to the cla.s.s on the day of celebration, I readily consented. It was not in me to refuse a chance to tell my schoolmates what I thought of George Was.h.i.+ngton.

I was not a heroic figure when I stood up in front of the cla.s.s to p.r.o.nounce the praises of the Father of his Country. Thin, pale, and hollow, with a shadow of short black curls on my brow, and the staring look of prominent eyes, I must have looked more frightened than imposing. My dress added no grace to my appearance. "Plaids" were in fas.h.i.+on, and my frock was of a red-and-green "plaid" that had a ghastly effect on my complexion. I hated it when I thought of it, but on the great day I did not know I had any dress on. Heels clapped together, and hands glued to my sides, I lifted up my voice in praise of George Was.h.i.+ngton. It was not much of a voice; like my hollow cheeks, it suggested consumption. My p.r.o.nunciation was faulty, my declamation flat. But I had the courage of my convictions. I was face to face with twoscore Fellow Citizens, in clean blouses and extra frills. I must tell them what George Was.h.i.+ngton had done for their country--for _our_ country--for me.

I can laugh now at the impossible metres, the grandiose phrases, the verbose repet.i.tions of my poem. Years ago I must have laughed at it, when I threw my only copy into the wastebasket. The copy I am now turning over was loaned me by Miss Dwight, who faithfully preserved it all these years, for the sake, no doubt, of what I strove to express when I laboriously hitched together those dozen and more ungraceful stanzas. But to the forty Fellow Citizens sitting in rows in front of me it was no laughing matter. Even the bad boys sat in att.i.tudes of attention, hypnotized by the solemnity of my demeanor. If they got any inkling of what the hail of big words was about, it must have been through occult suggestion. I fixed their eighty eyes with my single stare, and gave it to them, stanza after stanza, with such emphasis as the lameness of the lines permitted.

He whose courage, will, amazing bravery, Did free his land from a despot's rule, From man's greatest evil, almost slavery, And all that's taught in tyranny's school.