Original Story：
The previous chapter gave account of an immense body or herd of Sperm Whales, and there was also then given the probable cause inducing those vast aggregations.
Now, though such great bodies are at times encountered, yet, as must have been seen, even at the present day, small detached bands are occasionally observed, embracing from twenty to fifty individuals each. Such bands are known as schools. They generally are of two sorts; those composed almost entirely of females, and those mustering none but young vigorous males, or bulls as they are familiarly designated.
In cavalier attendance upon the school of females, you invariably see a male of full grown magnitude, but not old; who, upon any alarm, evinces his gallantry by falling in the rear and covering the flight of his ladies. In truth, this gentleman is a luxurious Ottoman, swimming about over the watery world, surroundingly accompanied by all the solaces and endearments of the harem. The contrast between this Ottoman and his concubines is striking; because, while he is always of the largest leviathanic proportions, the ladies, even at full growth, are not more than one-third of the bulk of an average-sized male. They are comparatively delicate, indeed; I dare say, not to exceed half a dozen yards round the waist. Nevertheless, it cannot be denied, that upon the whole they are hereditarily entitled to embonpoint.
It is very curious to watch this harem and its lord in their indolent ramblings. Like fashionables, they are for ever on the move in leisurely search of variety. You meet them on the Line in time for the full flower of the Equatorial feeding season, having just returned, perhaps, from spending the summer in the Northern seas, and so cheating summer of all unpleasant weariness and warmth. By the time they have lounged up and down the promenade of the Equator awhile, they start for the Oriental waters in anticipation of the cool season there, and so evade the other excessive temperature of the year.
When serenely advancing on one of these journeys, if any strange suspicious sights are seen, my lord whale keeps a wary eye on his interesting family. Should any unwarranted pert young Leviathan coming that way, presume to draw confidentially close to one of the ladies, with what prodigious fury the Bashaw assails him, and chases him away! High times, indeed, if unprincipled young rakes like him are to be permitted to invade the sanctity of domestic bliss; though do what the Bashaw will, he cannot keep the most notorious Lothario out of his bed; for alas! all fish bed in common. As ashore, the ladies often cause the most terrible duels among their rival admirers; just so with the whales, who sometimes come to deadly battle, and all for love. They fence with their long lower jaws, sometimes locking them together, and so striving for the supremacy like elks that warringly interweave their antlers. Not a few are captured having the deep scars of these encounters,- furrowed heads, broken teeth, scolloped fins; and in some instances, wrenched and dislocated mouths.
But supposing the invader of domestic bliss to betake himself away at the first rush of the harem’s lord, then is it very diverting to watch that lord. Gently he insinuates his vast bulk among them again and revels there awhile, still in tantalizing vicinity to young Lothario, like pious Solomon devoutly worshipping among his thousand concubines. Granting other whales to be in sight, the fisherman will seldom give chase to one of these Grand Turks; for these Grand Turks are too lavish of their strength, and hence their unctuousness is small. As for the sons and daughters they beget, why, those sons and daughters must take care of themselves; at least, with only the maternal help. For like certain other omnivorous roving lovers that might be named, my Lord Whale has no taste for the nursery, however much for the bower; and so, being a great traveller, he leaves his anonymous babies all over the world; every baby an exotic. In good time, nevertheless, as the ardor of youth declines; as years and dumps increase; as reflection lends her solemn pauses; in short, as a general lassitude overtakes the sated Turk; then a love of ease and virtue supplants the love for maidens; our Ottoman enters upon the impotent, repentant, admonitory stage of life, forswears, disbands the harem, and grown to an exemplary, sulky old soul, goes about all alone among the meridians and parallels saying his prayers, and warning each young Leviathan from his amorous errors.
Now, as the harem of whales is called by the fishermen a school, so is the lord and master of that school technically known as the schoolmaster. It is therefore not in strict character, however admirably satirical, that after going to school himself, he should then go abroad inculcating not what he learned there, but the folly of it. His title, schoolmaster, would very naturally seem derived from the name bestowed upon the harem itself, but some have surmised that the man who first thus entitled this sort of Ottoman whale, must have read the memoirs of Vidocq, and informed himself what sort of a country-schoolmaster that famous Frenchman was in his younger days, and what was the nature of those occult lessons he inculcated into some of his pupils.
The same secludedness and isolation to which the schoolmaster whale betakes himself in his advancing years, is true of all aged Sperm Whales. Almost universally, a lone whale- as a solitary Leviathan is called- proves an ancient one. Like venerable moss-bearded Daniel Boone, he will have no one near him but Nature herself; and her he takes to wife in the wilderness of waters, and the best of wives she is, though she keeps so many moody secrets.
The schools composing none but young and vigorous males, previously mentioned, offer a strong contrast to the harem schools. For while those females are characteristically timid, the young males, or forty-barrel-bulls, as they call them, are by far the most pugnacious of all Leviathans, and proverbially the most dangerous to encounter; excepting those wondrous grey-headed, grizzled whales, sometimes met, and these will fight you like grim fiends exasperated by a penal gout.
The Forty-barrel-bull schools are larger than the harem schools. Like a mob of young collegians, they are full of fight, fun, and wickedness, tumbling round the world at such a reckless, rollicking rate, that no prudent underwriter would insure them any more than he would a riotous lad at Yale or Harvard. They soon relinquish this turbulence though, and when about three-fourths grown, break up, and separately go about in quest of settlements, that is, harems.
Another point of difference between the male and female schools is still more characteristic of the sexes. Say you strike a Forty-barrel-bull- poor devil! all his comrades quit him. But strike a member of the harem school, and her companions swim around her with every token of concern, sometimes lingering so near her and so long, as themselves to fall a prey.
Expansion and Analysis of the Story
Summary and Interpretation
This story vividly describes the social structure and behavior of Sperm Whales, focusing on their grouping patterns and interactions. The whales form two main types of groups called schools: one mostly of females accompanied by a dominant male, and the other composed entirely of young, vigorous males known as bulls. The dominant male in the female school acts as a protector and leader, much like a sultan with his harem, while the young male schools are more aggressive and unruly.
The narrative explores the dynamics within these groups, including the protective role of the male, the rivalry and battles over mates, and the eventual aging and isolation of the dominant males. It uses rich metaphors and humanizes the whales by comparing their behavior to human social customs, such as harems, schoolmasters, and youthful mischief.
Author Background and Creative Context
The story is penned by Herman Melville, a celebrated American author best known for his masterpiece Moby-Dick. Melville's fascination with the sea and marine life is evident throughout his works. His detailed observations of whales are drawn from his own experiences as a sailor and whaler in the 19th century. This particular passage reflects Melville’s deep knowledge of sperm whale society and behavior, blending scientific insight with literary artistry.
Melville’s writing often explores themes of nature, human struggle, and the mysteries of the ocean. This story fits into that tradition by offering a poetic yet informative glimpse into the lives of one of the ocean’s most enigmatic creatures.
Educational Value for Children and Students
This story offers several learning opportunities:
- Biology and Animal Behavior: Students can learn about the social structures of sperm whales, including the concepts of schools, dominant males, and mating behaviors.
- Literary Devices: The story uses metaphors, personification, and satire to make the animal behavior relatable and engaging.
- Vocabulary Building: Words like harem, bashaw, leviathan, schoolmaster, and concubines provide rich vocabulary for advanced learners.
- Moral Lessons: Themes of protection, loyalty, aging, and responsibility are woven through the story, offering reflections on life stages and social roles.
Practical Applications and Life Lessons
- Teamwork and Protection: Just as the dominant male protects the female school, children can learn the importance of looking out for and supporting their friends and family.
- Respect for Nature: Understanding whale behavior fosters appreciation and respect for wildlife and the environment.
- Handling Conflict: The story shows how rivalry and fights occur even in nature, teaching children about conflict resolution and the consequences of aggression.
- Growth and Change: The lifecycle of the whales—from youthful vigor to solitary old age—can help children understand natural changes in life and the value of wisdom and reflection.
Key Learning Points and Challenges
- Understanding Metaphors: Children might find the comparison between whales and human social customs challenging but rewarding to explore.
- Scientific vs. Literary Language: Distinguishing factual information from literary embellishment can be a useful critical thinking exercise.
- Complex Vocabulary: Some words may require explanation or simplification for younger readers.
Reading Comprehension Questions
- What are the two types of sperm whale schools described in the story?
- How does the dominant male behave when the school is threatened?
- Why are the young male schools called "forty-barrel-bulls"?
- What happens to the dominant male whales as they grow older?
- How do the whales fight over mates?
- What lesson can children learn from the way the female whales support each other?
- Why might the story compare the dominant male whale to an Ottoman or a schoolmaster?
Answers
- Female schools with a dominant male and schools of young, vigorous males only.
- He protects the females by staying behind and chasing away threats.
- Because they are strong, aggressive males, named after the size of a typical sperm whale’s oil barrel capacity.
- They become solitary, older, and more reflective, leaving the harem and living alone.
- They fight by locking their jaws and battling fiercely for supremacy.
- They show loyalty and concern, supporting injured members, teaching about friendship and care.
- To illustrate the male’s role as protector and leader, using familiar human social roles as metaphors.
This story not only enriches children’s knowledge about marine life but also encourages empathy, critical thinking, and language skills, making it a valuable addition to educational reading materials.
