The Real Robert Burns. James L. Hughes
when he established a private school in London his fame spread to France, and some leading young men, notably Talleyrand, came to receive his training and inspiration.
William Burns read regularly at night to his two sons, Robert and Gilbert, and after the reading the three fellow-students discussed the matter that had been read, each from his own individual standpoint. As the boys grew older they read books during their meals, so earnest were they in their desire to become acquainted with the best thought of the world’s leaders, so far as it was available. David Sillar has stated that Robert generally carried a book with him when he was alone, that he might read and think. When Robert settled at Ellisland he aroused an interest among the people of the district, and succeeded in establishing a circulating library.
His father, though a labourer, was supremely desirous that his family should be educated and thoughtful. This desire prompted him to become a farmer, that he might keep his family at home. He was an independent thinker himself, and by example and experience he trained his sons to love reading and to think independently. Robert never thought he was thinking when he let other people’s thoughts run through his mind.
The result of the reading and thinking which their father led Robert and Gilbert to do was most gratifying. The influence on Robert’s mind must be recognised. He became not only a great writer in prose and in poetry, but a great orator as well. He stood modestly, but conscious of his power, and proved his superiority both in conversation and impromptu oratory to the leading university men of his time in Edinburgh. Gilbert, too, became an original thinker and a writer of clear and forceful English. In a long letter to Dr. Currie he discussed very profoundly and very independently some deep psychological ideas in excellent language. Few men of his time could have written more thoughtfully or more definitely. As illustrations of Robert’s learning, as well as of his independent thought in relating the books he read to each other and to human life, two instances are worth recording. First, in a letter to Dr. Moore,[1] of London, an author of some distinction, who had sent him a copy of one of his books, Burns said, 1790: ‘You were pleased to express a wish for my opinion of your work, which so flattered me that nothing less would serve my overweening fancy than a formal criticism on the book. In fact, I have gravely planned a comparative view of you, Fielding, Richardson, and Smollett in your different qualities and merits as novel writers. This, I own, betrays my ridiculous vanity, and I may probably never bring the business to bear, but I am fond of the spirit young Elihu shows in the Book of Job—“And I said, I will also declare my opinion.” ’
To Mrs. Dunlop he wrote, 1788: ‘Dryden’s Virgil has delighted me. I do not know whether the critics will agree with me, but the Georgics are to me by far the best of Virgil. It is indeed a species of writing entirely new to me, and has filled my head with a thousand fancies of emulation. … I own I am disappointed in the Æneid. Faultless correctness may please, and does highly please, the letter critic; but to that awful character I have not the most distant pretensions. I do not know whether I do not hazard my pretensions to be a critic of any kind, when I say that I think Virgil, in many instances, a servile copier of Homer. If I had the Odyssey by me, I could parallel many passages where Virgil has evidently copied, but by no means improved, Homer. Nor can I think there is anything of this owing to the translators; for from everything I have seen of Dryden, I think him in genius and fluency of language Pope’s Master.’
But a small percentage of university graduates of his time could have written independent criticisms, wise or otherwise, of Homer and Virgil, or even of English writers, as clearly as Burns did. They could have told what the opinions of other people were in regard to Homer and Virgil; they could have told what they had been told. Burns had been trained to think by his father, and to express his own thoughts about the books he read; they had merely been informed. The advantage in real education was greatly in favour of Burns. Their memories had been stored with opinions of others; his mind had been trained to read carefully, to relate the thoughts of others to life, to decide as to their wisdom, and to think independently himself. His education from books was somewhat limited, but the development of his mind that came from discussions of the value of the matter read was vital, and helped him to relate himself to men, to nature around him, to the universe, and to God.
In schools Burns had not a very extended experience. When six years old he was sent to a small school beside the mill on the Doon at Alloway. His teacher gave up the school soon after Burns began to attend it. Mr. Burns secured the co-operation of several of his neighbours, and they engaged a young man named Murdoch to teach their children, agreeing to take him in turn as their guest, and to pay him a small salary. The fact that John Murdoch formed a high estimate of Mr. Burns is a proof of the ability and sincerity of the father of the poet.
When Burns was seven years old his father removed to Mount Oliphant farm, but Robert continued to attend the school of Mr. Murdoch, about two miles away, in Alloway. The books used were a spelling-book, the New Testament, the Bible, Mason’s Collection of Prose and Verse, and Fisher’s English Grammar.
Mr. Murdoch gave up his Alloway school when Burns was nine years old. After that time the teacher of his sons was their father. He taught them arithmetic, and bought them Salmon’s Geographical Grammar, Derham’s Physico- and Astro-Theology, Hay’s Wisdom of God in the Creation, and the History of the Reigns of James I. and Charles I. of England. Robert, when eleven years old, showed a deep interest in the study of grammar and language, and ‘excelled as a critic in substantives, verbs, and participles.’ In his twelfth year he was kindled in his patriotic spirit by the Life of Sir William Wallace. Wallace remained a hero to him throughout his life. In his thirty-fifth year he wrote the grandest call to the defence of liberty ever written, beginning:
Scots, wha hae wi’ Wallace bled.
In his eleventh year, which seemed to be a kindling epoch in his mind, his mother’s brother gave him a collection of Letters by the Wits of Queen Anne’s Reign. He read them over and over again, greatly delighted by both their contents and their literary style. They had a distinct influence in forming his own prose style, as during his twelfth year he conducted an imaginary correspondence of quite an extensive character and in a stately style.
When he was thirteen the greatest kindler of his early powers, John Murdoch, became teacher of English in the Ayr High School. Robert was sent to board with him to study grammar and composition. He received instruction from Murdoch in French and in Latin. He continued the study of French in the evenings at home, as he had obtained a French dictionary and a French grammar.
His formal education, so far as it became an element in the cultivation of his mind and the development of his supreme powers, ended with the few weeks spent with John Murdoch in Ayr. They were epoch weeks to Burns; transforming weeks, because of the increased range of his learning, but made infinitely more richly transforming by the revelation of new visions of life, and by the culture gained by association with a man of rare ability and supreme kindling power, such as John Murdoch undoubtedly possessed. A genius like Burns, living with a great teacher like Murdoch, could in a month get many of the new revelations, the new visions, and the strong impulses that should come into a growing soul as the result of a university course.
Burns, in his seventeenth year, was sent to Kirkoswald to study mensuration and surveying. He intended to become a surveyor. Peggy Thomson lived next door to the school he attended. He met Peggy, loved her madly, and found it impossible to study longer. He afterwards wrote two beautiful poems to her. His school life for a brief period in Kirkoswald had little influence in the development of his power, except for the organisation of a debating society composed of a companion, William Niven, and himself. They met weekly to hold debates, and these debates were greatly enjoyed by Burns. His practice in debating societies afterwards organised by him in Tarbolton and in Mauchline not only developed in him his unusual oratorical ability, but at the same time gave him mental training of vital importance. Impromptu speaking surpasses any other known educational process in developing the human mind. However, Burns could neither study for Hugh Rodger nor debate with William Niven after he fell in love with Peggy Thomson, so, after a sleepless week, he went home.
Some may wonder, when they learn that for a time Burns took more interest in studying Euclid’s Elements of Geometry than in