The Story of My Boyhood and Youth

Part 1

Transcriber’s Note:

A number of words have been inconsistently hyphenated in this text. For a complete list, please see the end of this document.

cover

THE STORY OF MY BOYHOOD AND YOUTH

John Muir

WITH ILLUSTRATIONS FROM SKETCHES

BY THE AUTHOR

BOSTON AND NEW YORK

HOUGHTON MIFFLIN COMPANY

The Riverside Press Cambridge

COPYRIGHT, 1912 AND 1913, BY THE ATLANTIC MONTHLY COMPANY

COPYRIGHT, 1913, BY JOHN MUIR

Published March 1913

FOURTEENTH IMPRESSION

The Riverside Press

CAMBRIDGE · MASSACHUSETTS

PRINTED IN THE U.S.A.

John Muir

John MuirToList

Contents

I. A BOYHOOD IN SCOTLAND Earliest Recollections—The “Dandy Doctor” Terror—Deeds of Daring—The Savagery of Boys—School and Fighting—Birds’-nesting. II. A NEW WORLD Stories of America—Glorious News—Crossing the Atlantic—The New Home—A Baptism in Nature—New Birds—The Adventures of Watch—Scotch Correction—Marauding Indians. III. LIFE ON A WISCONSIN FARM 90 Humanity in Oxen—Jack, the Pony—Learning to Ride—Nob and Nell—Snakes—Mosquitoes and their Kin—Fish and Fishing—Considering the Lilies—Learning to Swim—A Narrow Escape from Drowning and a Victory—Accidents to Animals. IV. A PARADISE OF BIRDS Bird Favorites—The Prairie Chickens—Water-Fowl—A Loon on the Defensive—Passenger Pigeons. V. YOUNG HUNTERS American Head-Hunters—Deer—A Resurrected Woodpecker—Muskrats—Foxes and Badgers—A Pet Coon—Bathing—Squirrels—Gophers—A Burglarious Shrike. VI. THE PLOUGHBOY The Crops—Doing Chores—The Sights and Sounds of Winter—Road-making—The Spirit-rapping Craze—Tuberculosis among the Settlers—A Cruel Brother—The Rights of the Indians—Put to the Plough at the Age of Twelve—In the Harvest-Field—Over-Industry among the Settlers—Running the Breaking-Plough—Digging a Well—Choke-Damp—Lining Bees. VII. KNOWLEDGE AND INVENTIONS Hungry for Knowledge—Borrowing Books—Paternal Opposition—Snatched Moments—Early Rising proves a Way out of Difficulties—The Cellar Workshop—Inventions—An Early-Rising Machine—Novel Clocks—Hygrometers, etc.—A Neighbor’s Advice. VIII. THE WORLD AND THE UNIVERSITY Leaving Home—Creating a Sensation in Pardeeville—A Ride on a Locomotive—At the State Fair in Madison—Employment in a Machine-Shop at Prairie du Chien—Back to Madison—Entering the University—Teaching School—First Lesson in Botany—More Inventions—The University of the Wilderness. INDEX

Illustrations

John Muir Frontispiece Muir’s Lake (Fountain Lake) and the Garden Meadow 62 Our First Wisconsin Home 100 Clock with Hand rising and setting with the Sun, invented by the Author in his Boyhood 132 Barometer invented by the Author in his Boyhood 164 Combined Thermometer, Hygrometer, Barometer, and Pyrometer, invented by the Author in his Boyhood 196 The Hickory Hill House, built in 1857 230 Thermometer invented by the Author in his Boyhood 258 Self-Setting Sawmill. Model built in Cellar. Invented by the Author in his Boyhood 258 My Desk, made and used at the Wisconsin State University 284

The Story of My Boyhood and Youth

IToC

A BOYHOOD IN SCOTLAND

Earliest Recollections—The “Dandy Doctor” Terror—Deeds of Daring—The Savagery of Boys—School and Fighting—Birds’-nesting.

When I was a boy in Scotland I was fond of everything that was wild, and all my life I’ve been growing fonder and fonder of wild places and wild creatures. Fortunately around my native town of Dunbar, by the stormy North Sea, there was no lack of wildness, though most of the land lay in smooth cultivation. With red-blooded playmates, wild as myself, I loved to wander in the fields to hear the birds sing, and along the seashore to gaze and wonder at the shells and seaweeds, eels and crabs in the pools among the rocks when the tide was low; and best of all to watch the waves in awful storms thundering on the black headlands and craggy ruins of the old Dunbar Castle when the sea and the sky, the waves and the clouds, were mingled together as one. We never thought of playing truant, but after I was five or six years old I ran away to the seashore or the fields almost every Saturday, and every day in the school vacations except Sundays, though solemnly warned that I must play at home in the garden and back yard, lest I should learn to think bad thoughts and say bad words. All in vain. In spite of the sure sore punishments that followed like shadows, the natural inherited wildness in our blood ran true on its glorious course as invincible and unstoppable as stars.

Part 2

My earliest recollections of the country were gained on short walks with my grandfather when I was perhaps not over three years old. On one of these walks grandfather took me to Lord Lauderdale’s gardens, where I saw figs growing against a sunny wall and tasted some of them, and got as many apples to eat as I wished. On another memorable walk in a hay-field, when we sat down to rest on one of the haycocks I heard a sharp, prickly, stinging cry, and, jumping up eagerly, called grandfather’s attention to it. He said he heard only the wind, but I insisted on digging into the hay and turning it over until we discovered the source of the strange exciting sound,—a mother field mouse with half a dozen naked young hanging to her teats. This to me was a wonderful discovery. No hunter could have been more excited on discovering a bear and her cubs in a wilderness den.

I was sent to school before I had completed my third year. The first schoolday was doubtless full of wonders, but I am not able to recall any of them. I remember the servant washing my face and getting soap in my eyes, and mother hanging a little green bag with my first book in it around my neck so I would not lose it, and its blowing back in the sea-wind like a flag. But before I was sent to school my grandfather, as I was told, had taught me my letters from shop signs across the street. I can remember distinctly how proud I was when I had spelled my way through the little first book into the second, which seemed large and important, and so on to the third. Going from one book to another formed a grand triumphal advancement, the memories of which still stand out in clear relief.

The third book contained interesting stories as well as plain reading-and spelling-lessons. To me the best story of all was “Llewellyn’s Dog,” the first animal that comes to mind after the needle-voiced field mouse. It so deeply interested and touched me and some of my classmates that we read it over and over with aching hearts, both in and out of school and shed bitter tears over the brave faithful dog, Gelert, slain by his own master, who imagined that he had devoured his son because he came to him all bloody when the boy was lost, though he had saved the child’s life by killing a big wolf. We have to look far back to learn how great may be the capacity of a child’s heart for sorrow and sympathy with animals as well as with human friends and neighbors. This auld-lang-syne story stands out in the throng of old schoolday memories as clearly as if I had myself been one of that Welsh hunting-party—heard the bugles blowing, seen Gelert slain, joined in the search for the lost child, discovered it at last happy and smiling among the grass and bushes beside the dead, mangled wolf, and wept with Llewellyn over the sad fate of his noble, faithful dog friend.

Another favorite in this book was Southey’s poem “The Inchcape Bell,” a story of a priest and a pirate. A good priest in order to warn seamen in dark stormy weather hung a big bell on the dangerous Inchcape Rock. The greater the storm and higher the waves, the louder rang the warning bell, until it was cut off and sunk by wicked Ralph the Rover. One fine day, as the story goes, when the bell was ringing gently, the pirate put out to the rock, saying, “I’ll sink that bell and plague the Abbot of Aberbrothok.” So he cut the rope, and down went the bell “with a gurgling sound; the bubbles rose and burst around,” etc. Then “Ralph the Rover sailed away; he scoured the seas for many a day; and now, grown rich with plundered store, he steers his course for Scotland’s shore.” Then came a terrible storm with cloud darkness and night darkness and high roaring waves, “Now where we are,” cried the pirate, “I cannot tell, but I wish I could hear the Inchcape bell.” And the story goes on to tell how the wretched rover “tore his hair,” and “curst himself in his despair,” when “with a shivering shock” the stout ship struck on the Inchcape Rock, and went down with Ralph and his plunder beside the good priest’s bell. The story appealed to our love of kind deeds and of wildness and fair play.

A lot of terrifying experiences connected with these first schooldays grew out of crimes committed by the keeper of a low lodging-house in Edinburgh, who allowed poor homeless wretches to sleep on benches or the floor for a penny or so a night, and, when kind Death came to their relief, sold the bodies for dissection to Dr. Hare of the medical school. None of us children ever heard anything like the original story. The servant girls told us that “Dandy Doctors,” clad in long black cloaks and supplied with a store of sticking-plaster of wondrous adhesiveness, prowled at night about the country lanes and even the town streets, watching for children to choke and sell. The Dandy Doctor’s business method, as the servants explained it, was with lightning quickness to clap a sticking-plaster on the face of a scholar, covering mouth and nose, preventing breathing or crying for help, then pop us under his long black cloak and carry us to Edinburgh to be sold and sliced into small pieces for folk to learn how we were made. We always mentioned the name “Dandy Doctor” in a fearful whisper, and never dared venture out of doors after dark. In the short winter days it got dark before school closed, and in cloudy weather we sometimes had difficulty in finding our way home unless a servant with a lantern was sent for us; but during the Dandy Doctor period the school was closed earlier, for if detained until the usual hour the teacher could not get us to leave the schoolroom. We would rather stay all night supperless than dare the mysterious doctors supposed to be lying in wait for us. We had to go up a hill called the Davel Brae that lay between the schoolhouse and the main street. One evening just before dark, as we were running up the hill, one of the boys shouted, “A Dandy Doctor! A Dandy Doctor!” and we all fled pellmell back into the schoolhouse to the astonishment of Mungo Siddons, the teacher. I can remember to this day the amused look on the good dominie’s face as he stared and tried to guess what had got into us, until one of the older boys breathlessly explained that there was an awful big Dandy Doctor on the Brae and we couldna gang hame. Others corroborated the dreadful news. “Yes! We saw him, plain as onything, with his lang black cloak to hide us in, and some of us thought we saw a sticken-plaister ready in his hand.” We were in such a state of fear and trembling that the teacher saw he wasn’t going to get rid of us without going himself as leader. He went only a short distance, however, and turned us over to the care of the two biggest scholars, who led us to the top of the Brae and then left us to scurry home and dash into the door like pursued squirrels diving into their holes.

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