The Caxtons: A Family Picture — Volume 02 — Reading Companion
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Read the Text
When I had reached the age of twelve, I had got to the head of the preparatory school to which I had been sent. And having thus exhausted all the oxygen of learning in that little receiver, my parents looked out for a wider range for my inspirations. During the last two years in which I had been at school, my love for study had returned; but it was a vigorous, wakeful, undreamy love, stimulated by competition, and animated by the practical desire to excel.
My father no longer sought to curb my intellectual aspirings. He had too great a reverence for scholarship not to wish me to become a scholar if possible; though he more than once said to me somewhat sadly, "Master books, but do not let them master you. Read to live, not live to read. One slave of the lamp is enough for a household; my servitude must not be a hereditary bondage."
My father looked round for a suitable academy; and the fame of Dr. Herman's "Philhellenic Institute" came to his ears.
Now, this Dr. Herman was the son of a German music-master who had settled in England. He had completed his own education at the University of Bonn; but finding learning too common a drug in that market to bring the high price at which he valued his own, and having some theories as to political freedom which attached him to England, he resolved upon setting up a school, which he designed as an "Era in the History of the Human Mind." Dr. Herman was one of the earliest of those new-fashioned authorities in education who have, more lately, spread pretty numerously amongst us, and would have given, perhaps, a dangerous shake to the foundations of our great classical seminaries, if those last had not very wisely, though very cautiously, borrowed some of the more sensible principles which lay mixed and adulterated amongst the crotchets and chimeras of their innovating rivals and assailants.
This volume opens with Pisistratus Caxton, now twelve, having exhausted the learning at his preparatory school. His father Austin, a scholarly recluse, reluctantly seeks a new academy and settles on Dr. Herman's Philhellenic Institute—a school founded on radical educational theories. The narrator's voice here is retrospective and mildly ironic, contrasting his own youthful ambition with his father's wary maxim: "Master books, but do not let them master you."
The prose soon shifts from reflective exposition to lively dialogue when Uncle Jack arrives with a speculative scheme: planting apple orchards on a grand scale. Jack's rhetoric is breathless and numerical, promising "L90,000 a-year" from crab nurseries. Austin counters with a learned fable from his books, comparing Jack's enthusiasm to Cocles praising a nose that can serve as a wedge, a spade, or an anchor. The volume thus juxtaposes two kinds of mental energy—the systematic and the fantastical—both rendered with Bulwer-Lytton's characteristic verbal play.
A Schoolmaster's Crotchets and the Spelling-Book War
Dr. Herman, the founder of the Philhellenic Institute, is introduced through his published attack on spelling-books. The narrator quotes the treatise's exordium: "A more lying, roundabout, puzzle-headed delusion than that by which we Confuse the clear instincts of truth in our accursed systems of spelling, was never concocted by the father of falsehood." The example given is the word cat: three letters whose sounds, when spelled aloud, produce "see-eh-tee" rather than the monosyllable. This critique is both a period piece—reflecting early 19th-century debates over phonics versus rote learning—and a specimen of the author's fondness for mock-heroic indignation. The passage is dense with rhetorical exaggeration, yet it also reveals a serious pedagogical point: that conventional spelling obscures the natural logic of speech. Dr. Herman is portrayed as a man of theories, a German-educated idealist who believes he can revolutionize the human mind through orthographic reform. The narrator does not endorse or refute these ideas; he simply presents them as part of the eccentric atmosphere surrounding the Caxton family's educational choices.
Uncle Jack's Arithmetic of Apples
Uncle Jack's proposal to turn the family estate into a vast apple plantation is a set piece of comic persuasion. He calculates profits with escalating specificity: starting from a few acres of crab trees, grafting, renting more land, and within twenty years covering "half the county." The net profit, he claims, would be "L90,000 a-year—a duke's income." When Pisistratus objects that trees take years to bear fruit, Jack pivots to a financial scheme: issue shares, sell most at a premium, and keep a minority stake. The language is that of a speculative bubble—"prospectus," "instalment," "cent per cent"—and Jack's final appeal is to philanthropy: "the good you would confer on the community." Austin's resistance is quiet but firm: "I don't want a shilling more than I have got." The contrast between Jack's feverish arithmetic and Austin's contentment is the volume's central dramatic tension. The narrator, caught between them, observes without taking sides, allowing the reader to weigh the allure of enterprise against the stability of modest learning.
The Fable of the Nose: A Lesson in Uses
Austin Caxton counters Uncle Jack's enthusiasm by reading aloud a colloquy from one of his books, titled "Pamphagus and Cocles." In this fable, Cocles praises his friend's enormous nose for its multitude of uses: it can sniff wine from a deep cellar, blow the fire when bellows are missing, serve as a lamp-shade, a speaking-trumpet, a wedge for wood-cutting, a spade for digging, a scythe for mowing, and an anchor in sailing. Pamphagus, surprised, exclaims, "Lucky dog that I am! and I never knew before what a useful piece of furniture I carried about with me." The parallel is pointed: Jack's apple scheme, like the nose, is a single feature inflated into universal utility. The fable is delivered with mock gravity—"lepidissime frater!"—and Austin's whistle after the tale fails, undercutting the moral with a touch of self-deprecation. This episode showcases Bulwer-Lytton's technique of embedding classical allusion within domestic comedy. The nose becomes a symbol for any monomaniacal project, and the reader is left to decide whether Jack's schemes are visionary or absurd.
Readers approaching this volume should attend to the interplay between narrative voices: the mature Pisistratus recollecting his youth, the pedantic Austin citing obscure texts, and the irrepressible Jack spinning financial fantasies. The prose moves between reflective summary and dramatic scene, often within a single paragraph. Bulwer-Lytton's sentences are long and periodic, but the dialogue provides rhythmic relief. The volume does not resolve the tension between scholarly withdrawal and worldly ambition; it simply presents both with equal vividness. Those interested in the evolution of the Victorian family novel will find here a compact specimen of its blend of humor, learning, and social observation.
There’s a gentle restlessness in the Caxtons’ scholarly debates, that tug between steady roots and wandering fancies, which stayed with me long after I closed the book. It brought to mind Wanderers — Reading Notes, where that same quiet pull toward the open road feels less like a plot point and more like a familiar ache. I found myself remembering, rather than reading.
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