Part 18

In the second form we also began to study chemistry, and we also had a first-rate teacher--a passionate lover of the subject who had himself made valuable original researches. The years 1859-61 were years of a universal revival of taste in the exact sciences: Grove, Clausius, Joule, and Séguin showed that heat and all physical forces are but divers modes of motion; Helmholtz began about that time his epoch-making researches in sound; and Tyndall, in his popular lectures, made one touch, so to say, the very atoms and molecules. Gerhardt and Avogadro introduced the theory of substitutions, and Mendeléoff, Lothar Meyer, and Newlands discovered the periodical law of elements; Darwin, with his ‘Origin of Species,’ revolutionized all biological sciences; while Karl Vogt and Moleschott, following Claude Bernard, laid the foundations of true psychology in physiology. It was a great time of scientific revival, and the current which directed men’s minds towards natural science was irresistible. Numbers of excellent books were published at that time in Russian translations, and I soon understood that whatever one’s subsequent studies might be, a thorough knowledge of the natural sciences and familiarity with their methods must lie at the foundation.

Five or six of us joined together to get some sort of laboratory for ourselves. With the elementary apparatus recommended for beginners in Stöckhardt’s excellent text-book we started our laboratory in a small bedroom of two of our comrades, the brothers Zasétsky. Their father, an old retired admiral, was delighted to see his sons engaged in so useful a pursuit, and did not object to our coming together on Sundays and during the holidays in that room by the side of his own study. With Stöckhardt’s book as a guide, we systematically made all experiments. I must say that once we nearly set the house on fire, and that more than once we poisoned all the rooms with chlorine and similar stuffs. But the old admiral, when we related the adventure at dinner time, took it very nicely, and told us how he and his comrades also nearly set a house on fire in the far less useful pursuit of punch making; while the mother only said, amidst her paroxysms of coughing: ‘Of course, if it is necessary for your learning to handle such nasty smelling things, then there’s nothing to be done!’

After dinner she usually took her seat at the piano, and till late at night we would go on singing duos, trios, and choruses from the operas. Or else we would take the score of some Italian or Russian opera and go through it from the beginning to the end, recitatives and all--the mother and her daughter taking the parts of the prime donne, while we managed more or rather less successfully to maintain all other parts. Chemistry and music thus went hand in hand.

* * * * *

Higher mathematics also absorbed a great deal of my time. Four or five of us had already decided that we should not enter a regiment of the Guards, where all our time would be given to military drill and parades, and we intended to enter, after promotion, one of the military academies--artillery or engineering. In order to do so we had to prepare in higher geometry, the differential and the beginnings of the integral calculus, and we took private lessons for that purpose. At the same time, elementary astronomy being taught to us under the name of mathematical geography, I plunged into astronomical reading, especially during the last year of my stay at school. The never-ceasing life of the universe, which I conceived as life and evolution, became for me an inexhaustible source of higher poetical thought, and gradually the sense of man’s oneness with Nature, both animate and inanimate--the poetry of Nature--became the philosophy of my life.

If the teaching in our school were only limited to the subjects I have mentioned, our time would already be pretty well occupied. But we also had to study in the domain of humanitarian science, history, law (that is, the main outlines of the Russian Code), and political economy in its essential leading principles, including a course of comparative statistics; and we had to master formidable courses of military sciences: tactics, military history (the campaigns of 1812 and 1815 in all their details), artillery, and field fortification. Looking now back upon this education I think that apart from the subjects relative to military warfare, which might have been advantageously substituted by more detailed studies in the exact sciences, the variety of subjects which we were taught was not beyond the capacities of the average youth. Owing to a pretty good knowledge of elementary mathematics and physics, which we gained in the lower forms, nearly all of us managed to master all these subjects. Some subjects were neglected by most of us, especially law, as also modern history, for which we had unfortunately an old wreck of a master who was only kept at his post in order to give him his full old age pension. Moreover, some latitude was given to us in the choice of the subjects we liked best, and, while we underwent severe examinations in these chosen subjects, we were treated rather leniently in the remainder. But the chief cause of the relative success which was obtained in the school was that the teaching was rendered as concrete as possible. As soon as we had learned elementary geometry on paper, we re-learned it in the field with poles and the surveyor’s chain, and next with the astrolabe, the compass, and the surveyor’s table. After such a concrete training, elementary astronomy offered no difficulties, while the surveys themselves were an endless source of enjoyment.

The same system of concrete teaching was applied to fortification. In the winter we solved such problems as, for instance, the following: ‘Having a thousand men and a fortnight at your disposal, build the strongest fortification you can build to protect that bridge for a retreating army;’ and we hotly discussed our schemes with the teacher when he criticized them. In the summer we applied that knowledge in the field. To these practical and concrete exercises I entirely attribute the easiness with which most of us mastered such a variety of subjects at the age of seventeen and eighteen.

With all that, we had plenty of time for amusement. Our best time was when the examinations were over, and we had three or four weeks quite free before going to camp; or when we returned from the camp, and had another three weeks free before the beginning of the lessons. The few of us who remained then in the school were allowed, during the vacations, to go out just as we liked, always finding bed and food at the school. I worked then in the library, or visited the picture galleries of the Hermitage, studying one by one all the best pictures of each school separately; or I went to the different Crown factories and works of playing cards, cottons, iron, china and glass, which are open to the public. Or we went out rowing on the Nevá, spending the whole night on the river, sometimes in the Gulf of Finland with fishermen--a melancholy northern night, during which the morning dawn meets the afterglow of the setting sun, and a book can be read in the open air at midnight. For all this we found plenty of time.

Since those visits to the factories I took a liking to strong and perfect machinery. Seeing how a gigantic paw, coming out of a shanty, grasps a log floating in the Nevá, pulls it inside, and puts it under the saws which cut it into boards; or how a huge red-hot iron bar is transformed into a rail after it has passed between two cylinders, I understood the poetry of machinery. In our present factories, machinery work is killing for the worker, because he becomes a lifelong servant to a given machine and never is anything else. But this is a matter of bad organization, and has nothing to do with the machine itself. Over-work and lifelong monotony are equally bad whether the work is done with the hand, with plain tools, or with a machine. But, apart from these, I fully understand the pleasure that man can derive from the consciousness of the might of his machine, the intelligent character of its work, the gracefulness of its movements, and the correctness of what it is doing, and I think that William Morris’s hatred of machines only proved that the conception of the machine’s power and gracefulness was missing in his great poetical genius.

Music also played a very great part in my development. From it I borrowed even greater joys and enthusiasm than from poetry. The Russian opera hardly existed in those times; but the Italian opera, which had a number of first-rate stars in it, was the most popular institution at St. Petersburg. When the prima donna Bósio fell ill, thousands of people, chiefly of the youth, stood till late at night at the door of her hotel to get news of her. She was not beautiful, but was so much so when she sang that young men madly in love with her could be counted by the hundred; and when she died she had a burial which no one before had ever had at St. Petersburg. ‘All Petersburg’ was then divided into two camps: the admirers of the Italian opera and those of the French stage, which already then was showing in germ the putrid Offenbachian current which a few years later infected all Europe. Our form was also divided, half and half, between these two currents, and I belonged to the former. We were not permitted to go to the pit or to the balcony, while all the boxes in the Italian opera were always taken months in advance by subscription, and even transmitted in certain families as an hereditary possession. But we gained admission, on Saturday nights, to the passages in the uppermost gallery, and had to stand there on our legs in a Turkish bath atmosphere; while to conceal our showy uniforms we used to wear, in that Turkish bath, our black overcoats, lined with wadding and with a fur collar, tightly buttoned. It is a wonder that none of us got pneumonia in this way, especially as we came out overheated with the ovations which we used to make to our favourite singers, and stood afterwards at the stage door to catch once more a glimpse of our favourites, and to cheer them. The Italian opera in those years was in some strange way intimately connected with the Radical movement, and the revolutionary recitatives in ‘Wilhelm Tell’ and ‘The Puritans’ were always met with stormy applause and vociferations which went straight to the heart of Alexander II.; while in the sixth story galleries, in the smoking-room of the opera, and at the stage door the best part of the St. Petersburg youth came together in a common idealist worship of a noble art. All this may seem childish; but many higher ideas and pure inspirations were kindled in us by this worship of our favourite artists.

VII

Every summer we went out camping at Peterhóf, with the other military schools of the St. Petersburg district. All things considered, our life there was very pleasant, and certainly was excellent for our health: we slept in spacious tents, we bathed in the sea, and spent all the six weeks in open-air exercise.

In military schools the main purpose of camp life was evidently military drill, which we all disliked very much, but the dulness of which was occasionally relieved by making us take part in manœuvres. One night, as we were already going to bed, Alexander II. aroused the camp by having the alert sounded. In a few minutes all the camp was alive--several thousand boys gathering round their colours, and the guns of the artillery school booming in the stillness of the night. All military Peterhóf was galloping to our camp, but, owing to some misunderstanding, the emperor remained on foot. Orderlies were sent in all directions to get a horse for him, but there was none, and he, not being a good rider, would not ride any horse but one of his own. Alexander II. was very angry, and freely ventilated his anger. ‘Imbecile (durák), have I only one horse?’ I heard him shout to an orderly who reported that his horse was in another camp.

What with the increasing darkness, the booming of the guns, and the rattling of the cavalry, we boys grew very much excited, and when Alexander ordered charging, our column charged straight upon him. Tightly packed in the ranks, with lowered bayonets, we must have had a menacing aspect, for I saw Alexander II. who was still on foot, clearing the way for the column in three formidable jumps. I understood then the meaning of a column which is marching in serried ranks under the excitement of the music and the march itself. There stood before us the emperor--our commander, whom we all venerated very much; but I felt that in this moving mass not one page or cadet would have moved an inch aside, or stopped awhile, to make room for him. We were the marching column--he was but an obstacle--and the column would have marched over him. ‘Why should he be in our way?’ the pages said afterwards. Boys, rifle in hand, are even more terrible in such cases than old soldiers.

Next year, when we took part in the great manœuvres of the St. Petersburg garrison, I got an insight into the sidelights of warfare. For two days in succession we did nothing but march up and down on a space of some twenty miles, without having the slightest idea of what was going on round us or for what purpose we were marched. Cannon boomed now in our neighbourhood and now far away: sharp musketry fire was heard somewhere in the hills and the woods; orderlies galloped up and down bringing the order to advance and next the order to retreat--and we marched, marched, and marched, seeing no sense in all these movements and counter-movements. Masses of cavalry had passed along the same road, making out of it a deep mass of movable sand; and we had to advance and retreat several times along the same road, till at last our column broke all discipline and represented an incoherent mass of pilgrims rather than a military unit. The colours alone remained in the road; the remainder slowly paced along the sides of the road, in the wood. The orders and supplications of the officers were of no avail.

Suddenly a shout came from behind: ‘The emperor is coming! The emperor!’ The officers ran about supplicating us to gather in the ranks: no one listened to them.

The emperor came and ordered to retreat once more--‘Turn round!’ the words of command resounded. ‘The emperor is behind us, please turn round,’ the officers whispered; but the battalion hardly took any notice of the command, and none whatever of the presence of the emperor. Happily, Alexander II. was no fanatic of militarism, and, after having said a few words to cheer us with a promise of rest, he galloped off.

I understood then how much depends in warfare upon the state of mind of the troops, and how little can be done by mere discipline when more than an average effort is required from the soldiers. What can discipline do when tired troops have to make a supreme effort to reach the field of battle at a given hour? It is absolutely powerless. Only enthusiasm and confidence can at such moments induce the soldiers to do ‘the impossible’--and it is the impossible that continually must be accomplished to secure success. How often, later on in Siberia, I recalled to memory that object lesson when we also had to do the impossible during our scientific expeditions!

Comparatively little of our time was, however, given during our stay in the camp to military drill and manœuvres. A good deal of it was given to practical exercises in surveys and fortification. After a few preliminary exercises we were given a reflecting compass and told: ‘Go and make a plan of, say, this lake or those roads, or that park, measuring the angles with the compass and the distances with your pace.’ And early in the morning, after a hurriedly swallowed breakfast, the boy would fill his spacious military pockets with slices of rye bread, and would go out for four or five hours every day in the parks, miles away, mapping with his compass and paces the beautiful shady roads, the rivulets, and the lakes. His work was later on compared with accurate maps, and prizes in optical and drawing instruments at the boy’s choice were awarded. For me these surveys were a deep source of enjoyment. That independent work, that isolation under the centuries-old trees, that life of the forest which I could enjoy undisturbed, while there was at the same time the interest in the work--all these left deep traces in my mind; and if I later on became an explorer of Siberia and several of my comrades became explorers in Central Asia, the ground for it was prepared in these surveys.

And finally, in the last form, parties of four boys were taken every second day to some villages at a considerable distance from the camp, and there they had to make a detailed survey of several square miles with the aid of the surveyor’s table and a telescopic ruler. Officers of the General Staff came from time to time to verify their work and to advise them. This life amidst the peasants in the villages had the best effect upon the intellectual and moral development of many boys.

At the same time, exercises were made in the construction of natural-sized cross-sections of fortifications. We were taken out by an officer in the open field, and there we had to make the cross-sections of a bastion, or of a bridge head, nailing poles and battens together in exactly the same way as railway engineers do in tracing a railway. When it came to embrasures and barbettes, we had to calculate a great deal to obtain the inclinations of the different planes, and after that geometry in the space ceased to be difficult to understand.

We delighted in such work, and once, in town, finding in our garden a heap of clay and gravel, we at once began to build a real fortification on a reduced scale, with well-calculated straight and oblique embrasures and barbettes. All was done very neatly, and our ambition now was to obtain some planks for making the platforms for the guns, and to place upon them the model guns which we had in our class-rooms.

But, alas, our trousers wore an alarming aspect. ‘What are you doing there?’ our captain exclaimed. ‘Look at yourselves! You look like navvies’ (that was exactly what we were proud of). ‘What if the Grand Duke comes and finds you in such a state!’

‘We will show him our fortifications and ask him to get us tools and boards for the platforms.’

All protests were vain. A dozen workers were sent next day to cart away our beautiful work, as if it were a mere heap of mud!

I mention this to show how children and youths long for real applications of what they learn at school in abstract, and how stupid are the educators who are unable to see what a powerful aid they could find in concrete applications for helping their pupils to grasp the real sense of the things they learn.

In our school all was directed towards training us for warfare. But we should have worked with the same enthusiasm at tracing a railway, at building a log-house, or at cultivating a garden or a field. But all this longing of the children and youths for real work is wasted simply because our idea of the school is still the mediæval scholasticism, the mediæval monastery!

VIII