by H. G. Wells
life began for me every morning at Herne Hill, for there I was
joined by three or four other boys and the rest of the way we went
together. Most of the streets and roads we traversed in our
morning's walk from Victoria are still intact, the storms of
rebuilding that have submerged so much of my boyhood's London have
passed and left them, and I have revived the impression of them
again and again in recent years as I have clattered dinnerward in a
hansom or hummed along in a motor cab to some engagement. The main
gate still looks out with the same expression of ancient well-
proportioned kindliness upon St. Margaret's Close. There are
imposing new science laboratories in Chambers Street indeed, but the
old playing fields are unaltered except for the big electric trams
that go droning and spitting blue flashes along the western
boundary. I know Ratten, the new Head, very well, but I have not
been inside the school to see if it has changed at all since I went
up to Cambridge.
I took all they put before us very readily as a boy, for I had a
mind of vigorous appetite, but since I have grown mentally to man's
estate and developed a more and more comprehensive view of our
national process and our national needs, Iam more and more struck
by the oddity of the educational methods pursued, their aimless
disconnectedness from the constructive forces in the community. I
suppose if we are to view the public school as anything more than an
institution that has just chanced to happen, we must treat it as
having a definite function towards the general scheme of the nation,
as being in a sense designed to take the crude young male of the
more or less responsible class, to correct his harsh egotisms,
broaden his outlook, give him a grasp of the contemporary
developments he will presently be called upon to influence and
control, and send him on to the university to be made a leading and
ruling social man. It is easy enough to carp at schoolmasters and
set up for an Educational Reformer, I know, but still it is
impossible not to feel how infinitely more effectually-given
certain impossibilities perhaps-the job might be done.
My memory of school has indeed no hint whatever of that quality of
elucidation it seems reasonable to demand from it. Here all about
me was London, a vast inexplicable being, a vortex of gigantic
forces, that filled and overwhelmed me with impressions, that
stirred my imagination to a perpetual vague enquiry; and my school
not only offered no key to it, but had practically no comment to
make upon it at all. We were within three miles of Westminster and
Charing Cross, the government offices of a fifth of mankind were all
within an hour's stroll, great economic changes were going on under
our eyes, now the hoardings flamed with election placards, now the
Salvation Army and now the unemployed came trailing in procession
through the winter-grey streets, now the newspaper placards outside
news-shops told of battles in strange places, now of amazing
discoveries, now of sinister crimes, abject squalor and poverty,
imperial splendour and luxury, Buckingham Palace, Rotten Row,
Mayfair, the slums of Pimlico, garbage-littered streets of bawling
costermongers, the inky silver of the barge-laden Thames-such was
the background of our days. We went across St. Margaret's Close and
through the school gate into a quiet puerile world apart from all
these things. We joined in the earnest acquirement of all that was
necessary for Greek epigrams and Latin verse, and for the rest
played games. We dipped down into something clear and elegantly
proportioned and time-worn and for all its high resolve of stalwart
virility a little feeble, like our blackened and decayed portals by
Inigo Jones.
Within, we were taught as the chief subjects of instruction, Latin
and Greek. We were taught very badly because the men who taught us
did not habitually use either of these languages, nobody uses them
any more now except perhaps for the Latin of a few Levantine
monasteries. At the utmost our men read them. We were taught these
languages because long ago Latin had been the language of
civilisation; the one way of escape from the narrow and localised
life had lain in those days through Latin, and afterwards Greek had
come in as the vehicle of a flood of new and amazing ideas. Once
these two languages had been the sole means of initiation to the
detached criticism and partial comprehension of the world. I can
imagine the fierce zeal of our first Heads, Gardener and Roper,
teaching Greek like passionate missionaries, as a progressive
Chinaman might teach English to the boys of Pekin, clumsily,
impatiently, with rod and harsh urgency, but sincerely,
patriotically, because they felt that behind it lay revelations, the
irresistible stimulus to a new phase of history. That was long ago.
A new great world, a vaster Imperialism had arisen about the school,
had assimilated all these amazing and incredible ideas, had gone on
to new and yet more amazing developments of its own. But the City
Merchants School still made the substance of its teaching Latin and
Greek, still, with no thought of rotating crops, sowed in a dream
amidst the harvesting.
There is no fierceness left in the teaching now. Just after I went
up to Trinity, Gates, our Head, wrote a review article in defence of
our curriculum. In this, among other indiscretions, he asserted
that it was impossible to write good English without an illuminating
knowledge of the classic tongues, and he split an infinitive and
failed to button up a sentence in saying so. His main argument
conceded every objection a reasonable person could make to the City
Merchants' curriculum. He admitted that translation had now placed
all the wisdom of the past at a common man's disposal, that scarcely
a field of endeavour remained in which modern work had not long
since passed beyond the ancient achievement. He disclaimed any
utility. But there was, he said, a peculiar magic in these
grammatical exercises no other subjects of instruction possessed.
Nothing else provided the same strengthening and orderly discipline
for the mind.
He said that, knowing the Senior Classics he did, himself a Senior
Classic!
Yet in a dim confused way I think be was making out a case. In
schools as we knew them, and with the sort of assistant available,
the sort of assistant who has been trained entirely on the old
lines, he could see no other teaching so effectual in developing
attention, restraint, sustained constructive effort and various yet
systematic adjustment. And that was as far as his imagination could
go.
It is infinitely easier to begin organised human affairs than end
them; the curriculum and the social organisation of the English
public school are the crowning instances of that. They go on
because they have begun. Schools are not only immortal institutions
but reproductive ones. Our founder, Jabez Arvon, kne
w nothing, Iam
sure, of Gates' pedagogic values and would, I feel certain, have
dealt with them disrespectfully. But public schools and university
colleges sprang into existence correlated, the scholars went on to
the universities and came back to teach the schools, to teach as
they themselves had been taught, before they had ever made any real
use of the teaching; the crowd of boys herded together, a crowd
perpetually renewed and unbrokenly the same, adjusted itself by
means of spontaneously developed institutions. In a century, by its
very success, this revolutionary innovation of Renascence public
schools had become an immense tradition woven closely into the
fabric of the national life. Intelligent and powerful people ceased
to talk Latin or read Greek, they had got what was wanted, but that
only left the schoolmaster the freer to elaborate his point. Since
most men of any importance or influence in the country had been
through the mill, it was naturally a little difficult to persuade
them that it was not quite the best and most ennobling mill the wit
of man could devise. And, moreover, they did not want their
children made strange to them. There was all the machinery and all
the men needed to teach the old subjects, and none to teach whatever
new the critic might propose. Such science instruction as my father
gave seemed indeed the uninviting alternative to the classical
grind. It was certainly an altogether inferior instrument at that
time.
So it was I occupied my mind with the exact study of dead languages
for seven long years. It was the strangest of detachments. We
would sit under the desk of such a master as Topham like creatures
who had fallen into an enchanted pit, and he would do his
considerable best to work us up to enthusiasm for, let us say, a
Greek play. If we flagged he would lash himself to revive us. He
would walk about the class-room mouthing great lines in a rich roar,
and asking us with a flushed face and shining eyes if it was not
"GLORIOUS." The very sight of Greek letters brings back to me the
dingy, faded, ink-splashed quality of our class-room, the banging of
books, Topham's disordered hair, the sheen of his alpaca gown, his
deep unmusical intonations and the wide striding of his creaking
boots. Glorious! And being plastic human beings we would consent
that it was glorious, and some of us even achieved an answering
reverberation and a sympathetic flush. I at times responded freely.
We all accepted from him unquestioningly that these melodies, these
strange sounds, exceeded any possibility of beauty that lay in the
Gothic intricacy, the splash and glitter, the jar and recovery, the
stabbing lights, the heights and broad distances of our English
tongue. That indeed was the chief sin of him. It was not that he
was for Greek and Latin, but that he was fiercely against every
beauty that was neither classic nor deferred to classical canons.
And what exactly did we make of it, we seniors who understood it
best? We visualised dimly through that dust and the grammatical
difficulties, the spectacle of the chorus chanting grotesquely,
helping out protagonist and antagonist, masked and buskined, with
the telling of incomprehensible parricides, of inexplicable incest,
of gods faded beyond symbolism, of that Relentless Law we did not
believe in for a moment, that no modern western European can believe
in. We thought of the characters in the unconvincing wigs and
costumes of our school performance. No Gilbert Murray had come as
yet to touch these things to life again. It was like the ghost of
an antiquarian's toy theatre, a ghost that crumbled and condensed
into a gritty dust of construing as one looked at it.
Marks, shindies, prayers and punishments, all flavoured with the
leathery stuffiness of time-worn Big Hall…
And then out one would come through our grey old gate into the
evening light and the spectacle of London hurrying like a cataract,
London in black and brown and blue and gleaming silver, roaring like
the very loom of Time. We came out into the new world no teacher
has yet had the power and courage to grasp and expound. Life and
death sang all about one, joys and fears on such a scale, in such an
intricacy as never Greek nor Roman knew. The interminable
procession of horse omnibuses went lumbering past, bearing countless
people we knew not whence, we knew not whither. Hansoms clattered,
foot passengers jostled one, a thousand appeals of shop and boarding
caught the eye. The multi-coloured lights of window and street
mingled with the warm glow of the declining day under the softly
flushing London skies; the ever-changing placards, the shouting
news-vendors, told of a kaleidoscopic drama all about the globe.
One did not realise what had happened to us, but the voice of Topham
was suddenly drowned and lost, he and his minute, remote
gesticulations…
That submerged and isolated curriculum did not even join on to
living interests where it might have done so. We were left
absolutely to the hints of the newspapers, to casual political
speeches, to the cartoons of the comic papers or a chance reading of
some Socialist pamphlet for any general ideas whatever about the
huge swirling world process in which we found ourselves. I always
look back with particular exasperation to the cessation of our
modern history at the year 1815. There it pulled up abruptly, as
though it had come upon something indelicate…
But, after all, what would Topham or Flack have made of the huge
adjustments of the nineteenth century? Flack was the chief
cricketer on the staff; he belonged to that great cult which
pretends that the place of this or that county in the struggle for
the championship is a matter of supreme importance to boys. He
obliged us to affect a passionate interest in the progress of county
matches, to work up unnatural enthusiasms. What a fuss there would
be when some well-trained boy, panting as if from Marathon, appeared
with an evening paper! "I say, you chaps, Middlesex all out for a
hundred and five!"
Under Flack's pressure I became, I confess, a cricket humbug of the
first class. I applied myself industriously year by year to
mastering scores and averages; I pretended that Lords or the Oval
were the places nearest Paradise for me. (I never went to either.)
Through a slight mistake about the county boundary I adopted Surrey
for my loyalty, though as a matter of fact we were by some five
hundred yards or so in Kent. It did quite as well for my purposes.
I bowled rather straight and fast, and spent endless hours acquiring
the skill to bowl Flack out. He was a bat in the Corinthian style,
rich and voluminous, and succumbed very easily to a low shooter or
an unexpected Yorker, hut usually he was caught early by long leg.
The difficulty was to bowl him before he got caught. He loved to
lift a ball to leg. After one had clean bowled him at the practice
nets one deliberately gave him a bal
l to leg just to make him feel
nice again.
Flack went about a world of marvels dreaming of leg hits. He has
been observed, going across the Park on his way to his highly
respectable club in Piccadilly, to break from profound musings into
a strange brief dance that ended with an imaginary swipe with his
umbrella, a roofer, over the trees towards Buckingham Palace. The
hit accomplished, Flack resumed his way.
Inadequately instructed foreigners would pass him in terror,
needlessly alert.
6
These schoolmasters move through my memory as always a little
distant and more than a little incomprehensible. Except when they
wore flannels, I saw them almost always in old college caps and
gowns, a uniform which greatly increased their detachment from the
world of actual men. Gates, the head, was a lean loose-limbed man,
rather stupid I discovered when I reached the Sixth and came into
contact with him, but honest, simple and very eager to be liberal-
minded. He was bald, with an almost conical baldness, with a
grizzled pointed beard, small featured and, under the stresses of a
Zeitgeist that demanded liberality, with an expression of puzzled
but resolute resistance to his own unalterable opinions. He made a
tall dignified figure in his gown. In my junior days he spoke to me
only three or four times, and then he annoyed me by giving me a
wrong surname; it was a sore point because I was an outsider and not
one of the old school families, the Shoesmiths, the Naylors, the
Marklows, the Tophams, the Pevises and suchlike, who came generation
after generation. I recall him most vividly against the background
of faded brown book-backs in the old library in which we less
destructive seniors were trusted to work, with the light from the
stained-glass window falling in coloured patches on his face. It
gave him the appearance of having no colour of his own. He had a
habit of scratching the beard on his cheek as he talked, and he used
to come and consult us about things and invariably do as we said.
That, in his phraseology, was "maintaining the traditions of the
school."
He had indeed an effect not of a man directing a school, but of a
man captured and directed by a school. Dead and gone Elizabethans
had begotten a monster that could carry him about in its mouth.
