Reference > Cambridge History > Early National Literature, Part II; Later National Literature, Part I > The New South: Lanier > Lanier; Youth and Education
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The Cambridge History of English and American Literature in 18 Volumes (1907–21).
VOLUME XVI. Early National Literature, Part II; Later National Literature, Part I.

IV. The New South: Lanier.

§ 18. Lanier; Youth and Education.


Although Scott and Froissart fired Lanier’s young mind with ideals of chivalry, the thing which set him apart from the Macon school boys was his remarkable musical ability. At seven he had made himself a reed flageolet, and on receiving a flute at Christmas he soon organized quartets and bands among his playfellows. Indeed, it was because of his leadership in serenading parties at Oglethorpe, which he had entered shortly before his fifteenth birthday, that his father brought him home to spend a year in the Macon post office. When he returned to Oglethorpe as a junior he began to play the violin with such effect that he would at times lose consciousness for hours. His father, fearing this stimulation, induced him to return to the flute and discouraged him as much as possible from devotion to music. The result is seen in the boy’s journal:
The prime inclination—that is, natural bent (which I have checked, though) of my nature is to music, and for that I have the greatest talent; indeed, not boasting, for God gave it me, I have an extraordinary musical talent, and feel it within me plainly that I could rise as high as any composer. But I cannot bring myself to believe that I was intended for a musician, because it seems so small a business in comparison with other things which, it seems to me, I might do.
His later life seems to bear out the assumption that America, by his father’s solicitude and the social pressure of Southern opinion at the time, was deprived of another distinguished name in music.
  40
  The life at Oglethorpe was a period of intellectual advance for Lanier. The major influence was exerted by James Woodrow of the department of science, who took the boy on long rambles, or on long drives, when the two of them would talk about everything either of them was interested in. Woodrow thought so much of Lanier that he secured for him an appointment as tutor. Better still, he gave the future poet a zest for science that remained with him to the end, and a vision of the intellectual life which shaped his aspirations and his future conduct. Giving up music as a possible career, Lanier resolved to spend two years in Heidelberg and to return to a professorship in some American college.   41

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  Wilson The Confederate Army  
 
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