School-Life at Mount Pleasant—Mathematics—Elocution—Testimony of Classmates—Religious Experiences—Troubles—A Romantic Friendship—Another Kind—Letter of Reminiscence—A Royal School-boy.

It was in 1827, and Henry was fourteen years old, when he entered the Mount Pleasant Institute. “He was admitted to the institution at a price about half the usual charge, for one hundred dollars per year.” “His appearance was robust and healthy, rather inclined to fulness of form, with a slight pink tinge on his cheeks and a frequent smile upon his face. In his manners and communications he was quiet, orderly, and respectful. He was a good-looking youth.” This is the testimony of one of his teachers, Mr. George Montague.

“I think he must have been fond of children, for he was always ready for a frolic with me. I don’t remember how he spoke, except that he talked a good deal and was full of life and fun.” So says a friend, in whose home he boarded, in a letter written during the past year.

No place could have been better fitted to the condition of the boy, as he then was, than the one chosen. He was tired of the city with its brick walls, stone pavements, and artificial restrictions, and longed for the freedom and the freshness of the country. Amherst at that time was only a small village, fighting back with indifferent success the country that pressed in upon it from every side, and offering this city-sick lad, almost within a stone’s throw of the school, the same kind of fields and forests that were around him at Litchfield, and spreading out for him a landscape equal in beauty to that of his childhood home.

Besides, he has an object in view that stirs his blood. He is to fit himself for the navy; his father has promised his influence to get him an appointment, if wanted, and Admiral Nelson and all other brave admirals and commodores are his models. For the first time in his life he takes hold of study with enthusiasm.

The institution was very popular in its day, and a great advance upon the old academy. It was semi-military in its methods, and in its government there was great thoroughness without severity. Its teachers possessed superior qualifications, and all were men of great kindness as well as of marked ability. Among them were two men who especially had great influence in directing his energies and preparing him not only for Amherst College but for the greater work beyond, and who were ever remembered by him with the deepest gratitude.

The first of these was W. P. Fitzgerald, the teacher of mathematics at Mount Pleasant school:

“He taught me to conquer in studying. There is a very hour in which a young nature, tugging, discouraged, and weary with books, rises with the consciousness of victorious power into masterhood. For ever after he knows that he can learn anything if he pleases. It is a distinct intellectual ‘conversion.’

“I first went to the blackboard, uncertain, soft, full of whimpering. ‘That lesson must be learned,’ he said, in a very quiet tone, but with a terrible intensity and with the certainty of Fate. All explanations and excuses he trod under foot with utter scornfulness. ‘I want that problem. I don’t want any reasons why I don’t get it.’

“‘I did study it two hours.’

“‘That’s nothing to me; I want the lesson. You need not study it at all, or you may study it ten hours—just to suit yourself. I want the lesson. Underwood, go to the blackboard!’

“‘Oh! yes, but Underwood got somebody to show him his lesson.’

“‘What do I care how you get it? That’s your business. But you must have it.’

“It was tough for a green boy, but it seasoned him. In less than a month I had the most intense sense of intellectual independence and courage to defend my recitations.

“In the midst of a lesson his cold and calm voice would fall upon me in the midst of a demonstration—‘No!’ I hesitated, stopped, and then went back to the beginning; and, on reaching the same spot again, ‘No!’ uttered with the tone of perfect conviction, barred my progress. ‘The next!’ and I sat down in red confusion. He too was stopped with ‘No!’ but went right on, finished, and, as he sat down, was rewarded with, ‘Very well.’

“‘Why,’ whimpered I, ‘I recited it just as he did, and you said No!’

“‘Why didn’t you say Yes, and stick to it? It is not enough to know your lesson. You must know that you know it. You have learned nothing till you are sure. If all the world says No, your business is to say Yes and to prove it!’”

The other helper of this period was John E. Lovell.

In a column of the Christian Union of July 14, 1880, devoted to “Inquiring Friends,” appeared this question with the accompanying answer:

“I had from childhood a thickness of speech arising from a large palate, so that when a boy I used to be laughed at for talking as if I had pudding in my mouth. When I went to Amherst I was fortunate in passing into the hands of John Lovell, a teacher of elocution, and a better teacher for my purpose I cannot conceive. His system consisted in drill, or the thorough practice of inflexions by the voice, of gesture, posture, and articulation. Sometimes I was a whole hour practising my voice on a word—like ‘justice.’ I would have to take a posture, frequently at a mark chalked on the floor. Then we would go through all the gestures, exercising each movement of the arm and the throwing open the hand. All gestures except those of precision go in curves, the arm rising from the side, coming to the front, turning to the left or right. I was drilled as to how far the arm should come forward, where it should start from, how far go back, and under what circumstances these movements should be made. It was drill, drill, drill, until the motions almost became a second nature. Now I never know what movements I shall make. My gestures are natural, because this drill made them natural to me. The only method of acquiring an effective education is by practice, of not less than an hour a day, until the student has his voice and himself thoroughly subdued and trained to right expression.

Mr. Montague says: “Mr. Beecher submitted to Mr. Lovell’s drilling and training with a patience which proved his interest in the study to be great. The piece which was to be spoken was committed to memory from Mr. Lovell’s mouth, the pupil standing on the stage before him, and every sentence and word, accent and pronunciation, position and movement of the body, glance of the eye and tone of voice, all were subjects of study and criticism. And day after day, often for several weeks in continuance, Mr. Beecher submitted to this drilling upon the same piece, until his teacher pronounced him perfect.”

His dramatic power was displayed and noted at this early period. Dr. Thomas Field, a classmate in the school, says: “One incident occurred during our residence in Mount Pleasant which left an abiding impression on my mind. At the exhibition at the close of the year, either 1828 or 1829, the drama of ‘William Tell’ was performed by some of the students, and your father took the part of the tyrant Gessler. Although sixty years have passed, I think now, as I thought then, that it was the most impressive performance I ever witnessed.”

His love of flowers was so marked as to attract the attention of a gardener in the village, who gave him the use of a plot of ground where he might sow and plant what he chose; and here the boy spent many a play-hour in digging, sowing, and weeding, that he might enjoy the beauty which his own hand had been instrumental in producing. “In this garden-corner the chaplain of Mount Pleasant Institute found him one day lost in admiration for the opening buds and beautiful blossoms that were unfolding under his culture, and could not forbear to improve the opportunityopportunity and administer a gentle rebuke to the enthusiastic youth. ‘Ah! Henry,’ he said, ‘these things are pretty, very pretty, but, my boy, do you think that such things are worthy to occupy the attention of a man who has an immortal soul?’” The boy was abashed before so much dignity, and, we may add, stupidity, and assuming the stolid look that his bashfulness had made natural, at this time, under such circumstances, went on with his work among the flowers; but he said afterwards that he wanted to tell him that “since Almighty God had taken time to make these trifles, it did not seem amiss for him to take time to look at them.” So, now a youth, he is walking as when a child among flowers, and the leader of the boys in their most venturesome sports is kneeling in adoring silence over beds of pansies and asters, and feeding the hunger of his soul with the beauty of their forms and colors.

In a letter dated December 24, 1828, addressed to his sister Harriet—the first that has come to our hands from Mount Pleasant—he gives some account of his manner of life at school, and various experiences:

His religious experience, of which we have heard nothing since he left Litchfield, the life in Boston apparently not being very favorable to it, again attracts our attention at this point. He says:

“When I was fourteen years of age I left Boston and went to Mount Pleasant. There broke out while I was there one of those infectious religious revivals which have no basis of judicious instruction, but spring from inexperienced zeal. It resulted in many mushroom hopes, and I had one of them; but I do not know how or why I was converted. I only know I was in a sort of day-dream, in which I hoped I had given myself to Christ.

“I wrote to father expressing this hope; he was overjoyed, and sent me a long, kind letter on the subject. But in the course of three or four weeks I was nearly over it; and I never shall forget how I felt, not long afterward, when a letter from father was handed me in which he said I must anticipate my vacation a week or two and come home and join the Church on the next Communion Sabbath. The serious feelings I had were well-nigh gone, and I was beginning to feel quite jolly again, and I did not know what to do. I went home, however, and let them take me into the Church. A kind of pride and shamefacedness kept me from saying I did not think I was a Christian, and so I was made a church-member.”

In an editorial in the Independent, written in 1862, upon the disbanding of this old church, the Bowdoin Street—originally Hanover Street—Church, Boston, he describes this event:

“If somebody will look in the old records of Hanover Street church about 1829 they will find a name there of a boy about fifteen years old who was brought into the Church on a sympathetic wave, and who well remembers how cold and almost paralyzed he felt while the committee questioned him about his ‘hope’ and ‘evidences,’ which, upon review, amounted to this: that the son of such a father ought to be a good and pious boy. Being tender-hearted and quick to respond to moral sympathy, he had been caught and inflamed in a school excitement, but was just getting over it when summoned to Boston to join the church! On the morning of the day he went to church without seeing anything he looked at. He heard his name called from the pulpit among many others, and trembled; rose up with every emotion petrified; counted the spots on the carpet; looked piteously up at the cornice; heard the fans creak in the pews near him; felt thankful to a fly that lit on his face, as if something familiar at last had come to break an awful trance; heard faintly a reading of the Articles of Faith; wondered whether he should be struck dead for not feeling more—whether he should go to hell for touching the bread and wine, that he did not dare to take nor to refuse; spent the morning service uncertain whether dreaming, or out of the body, or in a trance; and at last walked home crying, and wishing he knew what, now that he was a Christian, he should do, and how he was to do it. Ah! well, there is a world of things in children’s minds that grown-up people do not imagine, though they too once were young.”

Unsatisfactory in many respects as was his religious experience, it seems to have been powerful enough to change his whole ideal of life. We hear no more of his becoming a sailor. He appears to have yielded to the inevitable, and henceforth studies with the ministry in view.

That there was awakened in him a strong sense of duty and a deep earnestness of purpose appears from a letter written from the school to his brother Edward:

In another one to the same, dated August, 1829, he says:

The following letter, written near the close of his school-life, affords a view of some of his troubles, and is given entire:

Occasionally in some moment of frolicsome reminiscence he would tell one of his grandchildren of another kind of experience that belonged to these days. Bashful as he was and retiring by nature, he was not by any means proof against the tender passion—in fact, such a nature as his was just the one that its arrows would reach the earliest, and into which they would strike deepest.

She was the sister of a schoolmate, and her name was Nancy. All this vacation he had developed great fondness for this school friend; was often at his house. “And there,” he said, “I would lean against the window and watch Nancy sew, she had such little pink fingers—how I wanted to take hold of them! And then once in a while she would just glance up, and I would be covered with hot and awkward confusion.”

On one evening in particular he had spruced up his dress and screwed up his courage preparatory to making an evening call, when, as the family sat around the fire, “Lyman,” said the mother, without looking up from her lace knitting, “Mount Pleasant is an excellent school. Henry is improving very much. He has grown tidy, blacks his boots and brushes his hair, and begins to pay a proper attention to his clothes.”

“At this point,” says Mr. Beecher, in telling the story, “Charles gave an explosive giggle and punched me slyly. Father lowered his newspaper; glancing over his glasses in our direction, seeing me covered with confusion and Charles full of suppressed laughter, said dryly:

“‘Oh! it is the school, is it? Humph! I guess the cause is nearer home.’”

“How did it turn out, grandpa?”

“Oh! she was older than I, and married another fellow soon after. A short time ago, after a lecture in Boston, a little old lady introduced herself to me as ‘Nancy ———.’ But the charm was gone. I shook the once tempting hand and felt neither awkward nor hot.”

To some of his letters of this school-boy era he signs the initials H. C. B. instead of H. W. B. The adoption of this letter C came about from that enthusiasm of friendship which was always one of his marked characteristics. The following is the history of the matter:

On the back of a sheet of letter-paper which we have before us, folded as if for filing, is written:

Opening it we read:

The explanation of this singular paper is found in a very romantic history and friendship.

Constantine Fontellachi was a Greek from the island of Scio, in the Grecian Archipelago. His parents were killed by the Turks in that terrible massacre of the Sciotese which horrified the world in 1822. Constantine, who was six or eight years old, escaped and hid among the rocks upon the coast until he was discovered and taken off by a coasting vessel. He made his way to the New World and was adopted by Mrs. Newell, of Amherst, as her own, and sent to the Mount Pleasant school. His romantic but sorrowful history, his great beauty and grace of person, captivated Henry Ward; as he said: “He was the most beautiful thing I had ever seen. He was like a young Greek god. When we boys used to go swimming together I would climb out on the bank to watch Constantine swim, he was so powerful, so beautiful.”

The brightness of his intellect and his kindliness of heart were equal to the beauty of his person, and the admiration excited deepened into the warmest and most sincere affection. It was like that between David and Jonathan, and appears to have been mutual.

When they separated at the close of their school-days, one to enter college and the other to go into business in Boston, the above covenant was written, admirable only as it illustrates what has been called Mr. Beecher’s genius for friendship. Returning to his native land in 1842, Constantine died very suddenly of cholera. But even then the old friendship was not forgotten. Years after Mr. Beecher gave to one of his sons “Constantine” as a middle name, that he might have in his family one who should always remind him of the friend so greatly beloved.

We close this chapter with a letter of reminiscence of Mount Pleasant days.

For the benefit of all school-boys we call attention to some of the most marked features of this period in the life of H. W. Beecher, as they appear from the extracts given and from other papers for which we have no space. He was healthy and robust, a favorite among the boys upon the play-ground, who called him “Hank” Beecher. He was a leader in their sports, and at the same time a champion of the younger and weaker boys. He learned to master his work, and by drill in school-room and gymnasium gained control of his own powers of body and mind. He kept his eyes open to the beauty of the world around him, and was very susceptible to the attractions of fair faces as well. He was open and manly in following his religious convictions, clean-mouthed and pure-hearted in his morals. He pondered big matters, and asked large questions, and sought out satisfactory conclusions for himself and for his companions. He looked for information in all directions, and took great pains to store it away for future use. He read good books and a great many of them, and the novels he read were of the best kind. Withal he was a “hail-fellow-well-met” companion and a most devoted and faithful friend. Upon the authority of every word of testimony we have been able to get from teachers, classmates, and old residents of the town, we declare him to have been a royal school-boy, whose manly faithfulness, kindly service, stalwart morality, and loving, cheerful friendliness prepared him for the grand life which he afterwards lived and the great success which he achieved, and make him a worthy example for all the ingenuous, aspiring youth of our land.