Tempest-Tost Read online

  Hector, left alone with his mother, made no attempt to comfort her. He sat for ten minutes, during which she cried softly and persistently. Then he went to her chair and put his hand on her shoulder.

  “It’s no good to cry any more, mother,” said he. “You could have saved yourself all this if you had listened when I said I’d made up my mind. Now don’t worry; I’ll look after you and it’ll all come out right. I’ve planned everything.”

  No more was said on the matter until the end of June, when it appeared that Hector had matriculated with honours, and he made application for a year’s training at the nearest Normal School, which was thirty miles from the village in which he had grown up.

  IN THE AUTUMN HECTOR went to the Normal School, to be trained as a teacher. He had never been away from home before but he felt no uneasiness about his situation. He had five hundred dollars, all of which he had earned himself; he had a suit for every day, which he had ordered from Eaton’s catalogue; he had a best suit which the Reverend James McKinnon had given him, it being a layman’s suit of blue which he had improvidently bought a bare six months before he donned black forever. These material possessions were not great, but they were all his own, and he had an immaterial possession which was of immeasurably greater value; he had a plan of what he meant to do during the next ten years. He had made up his mind.

  When he left home no one would have thought that his mother had ever had any ambition for him save a teacher’s life. She had an ability, invaluable in a weak person, to persuade herself that whatever was inevitable had her full approval, and was in some measure her own doing. She was eager to further his plan in any way open to her.

  Hector did not want money from his mother, and he did not want her to make sacrifices for him. He felt perfectly confident that he could look after himself, and her too, as soon as his year of training was over. In the years when many boys show an indecisive and unrealistic attitude toward life, Hector had grown unusually calculating and capable. The village said that he was long-headed. He had been able to detach himself from his home atmosphere enough to see that what lay at the root of many of his father’s misfortunes was a lack of foresight, of planning, of common sense. In his concerns as an errand boy and beadle, Hector found that common sense could work wonders, and that planning enabled him to get through his work with no fuss. Planning and common sense became his gods in this world.

  He was too much a minister’s son to be without a god in some other world, and he was lucky enough to find the god which suited him in mathematics, represented in his schooling by algebra and geometry. In these studies, it seemed to him, planning and common sense were deified. There was no problem which would not yield to application and calm consideration. He took care to do well in all his school work, but in these subjects he exulted in a solemn, self-controlled fashion. The more difficult a problem was, the more Hector would smile his dark, shy smile, and the more cautiously would he ponder it until, neatly and indeed almost elegantly, he would pop down the solution. During his last two years of school he never failed to solve a problem correctly. When Hector went to the Normal School he possessed the secrets of life—planning and common sense. He planned that within ten years he would be a specialist teacher of mathematics in a High School, and common sense told him that he could do it as he solved problems, with proper preparation, caution and calm resolve.

  NORMAL SCHOOL YIELDED, ALMOST WITHOUT A HITCH, to Hector’s system. He was quickly singled out by the teachers as a student of unusual ability. These teachers, it must be explained, were not so much engaged in teaching, as in teaching how to teach. It was their task to impart to the young men and women in their care the latest and most infallible method of cramming information into the heads of children. Recognizing that few teachers have that burning enthusiasm which makes a method of instruction unnecessary, they sought to provide methods which could be depended upon when enthusiasm waned, or when it burned out, or when it had never existed. They taught how to teach; they taught when to open the windows in a classroom and when to close them; they taught how much coal and wood it takes to heat a one-room rural school where the teacher is also the fireman; they taught methods of decorating classrooms for Easter, Thanksgiving, Hallowe’en and Christmas; they taught ways of teaching children with no talent for drawing how to draw; they taught how a school choir could be formed and trained where there was no instrument but a pitch-pipe; they taught how to make a teacher’s chair out of a barrel, and they taught how to make hangings, somewhat resembling batik, by drawing in wax crayon on unbleached cotton, and pressing it with a hot iron. They attempted, in fact to equip their pupils in a year with skills which it had taken them many years of practical teaching, and much poring over Department manuals, to acquire. And often, after their regular hours of duty, they would ask groups of students to their homes and there, in the course of an evening’s conversation, they would drop many useful hints about how to handle rural trustees, how to deal with cranky parents, how a girl-teacher of nineteen, weighing one hundred and ten pounds, might resist the amorous advances of a male pupil of seventeen, weighing one hundred and sixty pounds, how to leave a rural classroom without making it completely obvious that you were going to the privy, and how to negotiate an increase in pay at the end of your first year. Hector absorbed all these diverse pieces of information as his natural mental nutriment. There was no question about it, he was cut out for a teacher.

  More clearly than in any other part of his work, this showed in his model-teaching. This was a species of practical work in which a Normal School student visited a city school, and taught a lesson to a class of living, breathing children, under the eye of an experienced teacher who made a report on the student’s success to the Normal School principal. Many students who were impeccable in the theoretical side of their work broke down badly in model-teaching. One young man in Hector’s year, who had almost overcome a severe case of inherited bad English, lost his nerve and addressed his first class as “youse”. A girl, attempting to tell a class some apocryphal stories about the early musical development of the young Handel, lost her nerve and spoke thirty-seven times of “the harpischord”, which, as she had never seen or heard the instrument in question, was not altogether surprising. Another girl burst into tears when no child volunteered to answer the first question she asked in a classroom. But not Hector. It was plain at his first model lesson that he was the captain on his quarterdeck. He was a born disciplinarian; that is to say, he never had to mention discipline. He was a born teacher, tireless in explanation, ingenious and ready in example, enthusiastic but not flighty in his approach to his work. Teachers who sent in reports on his model lessons were unstinting in their praise, and one elderly teacher, who had seen generations of neophytes pass through these early tests, was known to have sobbed a little, in professional ecstasy of joy, when describing Hector’s lesson on the Lowest Common Denominator.

  His year at the Normal School was a success, qualified only by his unaccountable conduct at the Annual “At Home”—conduct which amounted to public scandal, and for which he never offered any explanation. It was this incident which gave rise to the opinion among his fellow students that Mackilwraith was brilliant, but strange. Nevertheless it was agreed that the school which got him for a teacher would be lucky.

  THE LUCKY SCHOOL WAS A RURAL ESTABLISHMENT which appeared, to the casual observer, to be planted in the middle of a wilderness. To its pupils, and to people for two or three miles in each direction however, it was in the centre of a thriving and heavily populated area. There was one room, in which children from six to fourteen were gathered, and everything they learned was taught to them by Hector, who was now nineteen. He ruled firmly and well, and it never occurred to him at any time to be at a loss, or to doubt his authority, or to laugh at his own omniscience. He was not as popular as the teacher who had been there before him, because when she found that there was a little spare time at the end of the day, or half an hour to be got through on a Friday a
fternoon, she had read stories to the children; Hector’s way was to give them arithmetic to do, or to test them in “mental arithmetic”. This amusement consisted of his firing off twenty figures or so, and then demanding the total from a pupil chosen at random. A few pupils loved this; most of them dreaded and hated it. Sometimes he would show off a little; he would permit each child in the class—there were thirty-seven of them—to toss a figure, great or small, at him, and he would add them all together in his head and write the total on the blackboard in huge figures. This was better fun than when the addition was being done by the pupils, but it was not so improving, and it did not happen often.

  When his second year came around, Hector had secured his increase in salary from the trustees, and was ready to begin on a vital part of his plan. He was now sending home money regularly to his mother, who continued to live at the manse. He had begun teaching at six hundred dollars a year, and now he was getting seven. His mother received half of this, and the remainder was spent for his board. He clothed himself with money which he received for a summer job of time-keeping for a road-construction company. And in this second autumn, when he was twenty, he set to work to obtain a degree of B.A. from Waverley University, working extramurally.

  Getting a degree extramurally has certain decided disadvantages. The first of these is that the student has no one to make him work, and no companionship to lighten his work. The next is that he must take in a great deal of information in circumstances which are, as a general thing, uncongenial to such exercise. The third is that he suffers from a sense of isolation from the centre of learning which he hopes to regard as his Alma Mater, and fancies that those students who are on the spot are gaining insights which are denied to him; his position is comparable to a man who is in a house where a wedding feast is going on, but who is forced to remain in the cellars and suck his portion of the cheer through a long tube. The first and second of these troubles did not bother Hector; he liked work, and could settle down to it as well in his bedroom at the farmhouse where he boarded as anywhere else. But the third concerned him greatly, for he wanted his degree in mathematics and physics, and these are not matters which can be studied alone to best advantage. Therefore Hector got rid of all the things which could be done in isolation in three years of solitary study after school hours. Each spring he would make his way to a village six miles away, where there was a clergyman who was a graduate of Waverley, and while the clergyman snored in an armchair, Hector would square himself to the dining-room table, and write an examination or two. And when he had done as well as he could by this method he gave up his rural school, and went to Waverley for two years of study in the place where study is most easily and most effectively accomplished.

  Money was, as always, the problem. He had saved something from his summer jobs, but not enough to carry him through two winters of university study. It was necessary, therefore, that he should find a job which he could combine with university work. He found it, working as a waiter in a restaurant which catered particularly to students, and which used students for most of its lesser staff. There were many students who were, like himself, working their way through the university, and not merely was there no discrimination against them—they were, on the contrary, regarded as especially deserving of commendation. Their courage and determination were undeniable, but it was an unfortunate fact that much of the best that a university has to offer was denied them. When students gathered for conversation, they were working. When the weekend brought a cessation of work at the restaurant, Hector had to spend Sunday deep in his books. When a lecture or a demonstration had particularly stirred his mind he could not take time to pursue that stirring; he had to go and rush orders of coffee and doughnuts to other, less needy students. The determination of the man who works his way through the university is beyond question, but it is not likely that he will get as much from his experience as the student more fortunately placed. He has not time to be young, or to invite his soul.

  Nevertheless, he achieved his end, and the glorious day came when his mother saw Hector, as one of an apparently endless line of students, receive his diploma from the Chancellor, and return to the body of Convocation Hall, an indisputable B.A. He plunged at once into a summer’s work which gave him the coveted specialist certificate, and with a light heart he bade farewell forever to the teaching of history, spelling, geography—all the trivial subjects which had been part of the routine of a primary school teacher. He had no trouble in finding a position in a small collegiate institute and when, four years later, the post of head of the department of mathematics at the collegiate at Salterton fell vacant, he applied for it, and was chosen from among twenty aspirants. His cup was full. He had done all that he had meant to do, and he had done it by planning and common sense.

  In his new position he received a good salary, and it was his mother’s idea that she should come to Salterton and keep house for him. But Hector thought otherwise. He preferred to live at the Y.M.C.A., in a room which he had partly furnished himself, and to eat at the Snak Shak. The habit of overeating which had been imposed upon him in childhood persisted, and at thirty he was already paunchy. He pointed this out to his mother as evidence that he was quite able to look after himself, far more capable of doing without her than was the Reverend James McKinnon, who had grown much older in appearance, but whether as a consequence of pastoral duties, or as the outcome of a diet of stewed beef, pie and soda crackers it was impossible to tell. Mrs. Mackilwraith had saved almost every penny that Hector had ever sent her, and it never occurred to her to move out of the manse. The unfortunate McKinnon had even given up dreaming of such a thing; he lived as a lodger in his own house, the victim of other people’s thoughtfulness and generosity.

  PROSPERITY WROUT SLOWLY BUT SURELY upon Hector. After four years as a department head, he began to feel that the social side of his life needed attention, and through acquaintances who were interested in it he was drawn into the Salterton Little Theatre. He was elected to the treasurership almost at once, and he showed to advantage in that office. He was always in the background when theatre parties were given, smiling and drinking one drink. He liked to be where people were gay, but he did not permit an uncontrolled gaiety in himself. He liked to see pretty women running about in a state of excitement, and he liked the Little Theatre lingo, copied from the professional theatre, in which “dear” and “darling” were customary forms of address; but he never made use of such endearments himself. And it was a fact, though it was of interest to no one but Hector, that he had never known any intimacy—no, not the slightest—with a woman. There had been that terrible business at the Normal School “At Home”—but he had driven that down into the cellarage of his mind, and had almost forgotten it.

  He was forty when he decided that he would like to act, and planned and exercised his common sense to secure for himself the part of Gonzalo.

  3

  Roger Tasset glanced around the clubroom with the sure eye of a connoisseur, to see if there was anything there which was of interest to him. He had been in Salterton for six weeks and except for a couple of routine flirtations with waitresses he had had no association with women of the kind which he valued. If he couldn’t start something soon, he told himself, he would go off his head with boredom. It was useless to deceive himself; he simply had to have women.

  Roger was extremely careful not to deceive himself upon this point; indeed, it was a matter on which he offered himself constant reassurance. Most men, without being conscious of the fact, spend a great deal of time and effort in bringing about circumstances which will enable them to support an ideal portrait of themselves which they have created. Roger, from a very early age, had thought of himself as a devil with women, and in consequence he was continually obliged to seek women with whom he could be devilish. He was not of a reflective temperament, and thus it could not be said of him that he embraced libertinage as a philosophy or a way of life, as did Don Juan. But he had convinced himself that sex meant more to
him than it did to most men, and that by attracting and seducing women he was being true to his nature and fulfilling a rather fine destiny.

  Unlike as they were in external things, Roger shared Hector’s faith in planning and common sense, and he had applied these principles to his career of seduction. And as many things respond well to planning and common sense, he had succeeded in seducing quite a number of women between his eighteenth year and his present age of twenty-five. He sincerely believed that women were all alike, and it was certainly true that those with whom he had been successful shared many characteristics in common. For one thing, they all showed an abandon which was foreign to Roger’s nature; he never consummated a conquest without taking precautions which would make it impossible for a child to be attributed to him. With girls who might not understand this, he was careful to make it plain. He had a series of little talks, also, about the necessity for taking love lightly, as it came, and for relinquishing it with a smile when it was still in its fairest flower; this convenient attitude was calculated to make any girl who sought to detain him longer than he wished seem unsporting and stuffy. If anyone should think that Roger’s attitude was somewhat calculating and joyless it must be said in his defence that he approached seduction professionally, or as a business; he believed success in that field to be a necessity, without which he would lose faith in his own reality and importance in the world. One does not take risks with the source of one’s self-respect.

  Roger was a soldier, good enough to be well thought of by his superiors and not so good as to cause them disquiet by flashes of originality. He had been sent to Salterton for a course of special training. Nellie’s suggestion that he should give temporary assistance to the Little Theatre had come as a godsend to him. He cared nothing for the theatre, but he knew that it was a place where there were likely to be plenty of girls. He had arrived at the clubroom promptly at eight o’clock on the night set aside for the auditions for The Tempest, and found himself among the first half-dozen.