Goodbye, Mr. Chips; To You, Mr. Chips Page 2

  I was just fourteen then--the age at which most boys in England leave school and go to work. It was the first autumn of the War, when our enthusiasm for the Russian steamroller led us to deplore the fact that we could not read Dostoievski in the original; so with this idea in mind, I began to learn Russian and tried for a job in a Russian bank in London. Worse still, I nearly got it. If I had, it is excitingly possible that I should have been sent to Russia and been there during the Revolution; but far more probable that I should have added figures in a City office until the bank eventually went out of business.

  My father, however, was beginning to dally again with the idea of a public school for me, and soon conceived the idea that since he could not make up his mind, I should choose a school for myself. So I toured England on this eccentric but interesting quest and learned how to work out train journeys from York to Cheltenham and from Brighton to Sherborne, how to pick good but cheap hotels in small towns, and how to convince a headmaster that if I didn't get a good impression of his school, I should unhesitatingly cross it off my list. When I look back upon these visits, I am inclined to praise my father for a stroke of originality of which both he and I were altogether unaware. It would, perhaps, be a good thing if boys were given more say in choosing their own schools. It certainly would be a good thing if headmasters cared more about the impressions they made on boys and less about the impressions they made on parents. Only a few of the headmasters to whom I explained my mission were elaborately sarcastic and refused to see me.

  Eventually I spent a week-end at Cambridge and liked the town and university atmosphere so much that I finally made the choice, despite the fact that the school there possessed both the rifle-range and the cadet corps. Relying on the fact that my father was both forgetful and unobservant, I said nothing about this at home, got myself entered for the school, and joined it half-way through the summer term of 1915.

  You will here remark that your sympathies are entirely with the headmasters who were sarcastic, and that I must have been an exceptionally priggish youngster. I shall not disagree, except to remark that, prig or not, I am grateful to those pedagogues who showed me over their establishment with as much bored and baffled courtesy as they might have accorded to a foreign general or the wife of a speech-day celebrity.

  Not so long ago I read a symposium contributed by various young and youngish writers about their own personal experiences at public schools. These experiences ranged from the mildly tolerable to the downright disgusting; indeed, the whole effect of the book was to create pity for any sensitive, intelligent youngster consigned to such environment. I do not for a moment dispute the sincerity of this symposium. I am prepared to believe almost any specific detail about almost any specific school. Of my own school I could say, for instance, that some of its hygienic conditions would have aroused the indignation of every Socialist M.P. if only they had been found in a Durham or a South Wales mining village. I could specify, quite truthfully, that the main latrines were next to the dining-room; that we were apt to find a drowned rat in the bath-tub if we left the water to stand overnight; that in winter the moisture ran down walls that had obviously been built without a dampcourse; that the school sanatorium was an incredible Victorian villa at the other end of the town, hopelessly unsuited to its purpose. These things have been remedied since, but they were true enough in my time--and what of it? Their enumeration cannot present a true impression of my school or of any school, because a school is something more than the buildings of which it is composed.

  I know that a visiting American would have been sheerly horrified by the plumbing and drainage, but no more horrified than I am when, having duly admired some magnificent million-dollar scholastic outfit on the plains of the Middle West, I learn that it offers a degree in instalment-selling and pays its athletic coach twice as much as its headmaster. This seems to me the worst kind of modern lunacy. Better to have rats in the bathtub than bats in the belfry.

  I am, as I said just now, prepared to believe almost any specific detail about almost any specific school. But a book or even a page of specific details must be considered with due allowance for the age and character of the writer. Many men after middle-life remember nothing but good about their schools. Their prevalent mood by that time has become so nostalgic for past youth that anything connected with it acquires a halo, so that even a beating bitterly resented at the time becomes, in retrospect, a rather jolly business. (Most of the 'jolly' words for corporal punishment--'spank', 'whack,' etc., were, I suspect, invented by sentimentalists of over forty.) The kind of man who feels like this is often the kind that makes a material success of life and whose autobiography, written or ghost-written, exudes the main idea that 'school made him what he was'--than which, of course, he can conceive no higher praise.

  On the other hand, in reading the school reminiscences of youths who have just left it, one should remember that the typical schoolboy is inarticulate, and that by putting any such reminiscences on paper the writer is proving himself, ipso facto, to be untypical. In other words, recollections of schools are apt to be written either by elderly successful men who remember nothing but good, or by youths who, by their very skill in securing an audience at such an early age, argue themselves to have been unlike the average schoolboy.

  There is nothing for it, therefore, but to be frankly personal and leave others to make whatever allowances they may think necessary.

  I am thirty-seven years of age. I do not think I am old enough yet to feel that school was a good place because I was young in it, or self-satisfied enough to feel that school was a good place because it 'made me what I am.' (In any case, I do not think it did make me what I am, whatever that may be.) But I enjoyed my schooldays, on the whole, and if I had a son I dare say I would send him to my old school, if only because I would not know what else to do with him.

  I was not a typical schoolboy, and the fact that I was happy at (shall we say?) Brookfield argues that the school tolerated me even more generously that I tolerated it. Talking to other men about their schooldays, I have often thought that Brookfield must have been less rigid than many schools in enforcing conformity to type. Perhaps the fact that it was, in the religious sense, a Nonconformist school helped to distil a draught of personal freedom, that even wartime could not dissipate. At any rate, I did not join the almost compulsory Officers' Training Corps, despite the fact that the years were 1914-1918. My reasons for keeping out (which I did not conceal) were simply that I disliked military training and had no aptitude for it. Lest anyone should picture my stand as a heroic one, I should add that it was really no stand at all; nobody persecuted me--if they had, no doubt I should have joined.

  When later I was called up for military service I responded, chiefly because my friends were in the army and I guessed I should be happier with them there than on committees of anti-war societies with people whose views I mainly held. If this seems an illogical reason, I shall agree, with the proviso that it is also a more civilised reason than a desire to kill Germans.

  I did not conceal my views about the War, but I did conceal my general feeling about games. I was, in this respect, a complete hypocrite. I have never been able to take the slightest interest in most games, partly because I am no good at them myself; I like outdoor pursuits such as walking, sea-bathing, and mountaineering, but the competitive excitements of cup-finals and test matches bore me to exasperation. The only contest even remotely athletic into which I ever entered with zest was the saying of the Latin grace at my Cambridge college; it was a long grace, and I was told (how accurately I cannot say) that I lowered the all-time speed record from sixteen to fourteen and a fifth seconds. At Brookfield, however, grace was said by the masters, so that my prowess in this field remained unsuspected, even by myself. The craze for clipping fifths of seconds raged elsewhere. Most of my friends were tremendously concerned about 'the hundred yards' and the various School and House matches, and I would not for the world have let them know that I cared nothing abo
ut such things at all. Sometimes, if there was absolutely no one else left to fill the team, I took part in some very junior housematch, and I always hoped that my side would lose, because then I should not have to play in any subsequent game. Outwardly, however, I pretended to share all the normal enthusiasms over victory and despairs over defeat; and I think I carried it off pretty well. There is always some ultimate thing you must do when you are in Rome, even if the Romans are exceptionally broad-minded.

  I never received corporal punishment at Brookfield; I was never bullied; I never had a fight with anybody; and the only trouble I got into was for breaking bounds. I used to enjoy lazy afternoons at the Orchard, Grantchester, with strawberries and cream for tea; I liked to attend Evensong at King's College Chapel; I liked to smoke cigarettes in cafés. Most of these diversions were against school rules, and I have an idea that often when I was seen breaking them, the observer tactfully closed an eye. Perhaps it was realised that my desire for personal freedom did not incline me to foment general rebellion. Many things that I care about do not attract others at all, and awareness of this has always made me reluctant to exalt my own particular cravings into the dimensions of a crusade. On the whole, I thought the school discipline reasonable, if occasionally irksome, and when I transgressed I did so without either resentment or regret.

  Strangely, perhaps, since I was not 'the type,' I was quite happy at Brookfield. The very things I disliked (games, for instance) brightened some days by darkening others; I have rarely been so happy in my life as when, taking a hot bath after a football game in which I hardly touched the ball, I reflected that no one would compel me to indulge in such preposterous pseudo-activity for another forty-eight hours. I had many acquaintances, and a few close friends with whom my relationship was as unselfish as any I have experienced since in my life. I do not think I had any particular enemies, and I got on well enough with authority. Despite the sexual aberrations that are supposed to thrive at boarding-schools, I never succumbed to any, nor was I ever tempted. I played the piano dashingly rather than accurately at speech-day concerts, breakfasted with the Head once a term, argued for or against capital punishment (I forget which) in the school debating society, and cycled many windy miles along the fenland lanes.

  The magic of youth is in the sudden unfolding of vistas, the lifting of mists from the mile-high territory of manhood. It sometimes falls to me nowadays to read a fine new book by a new writer, but never to discover a whole shelf of new books at once--as happened after I had first read Clayhanger. New worlds are for the young to explore; later one is glad of a new room or even of a view from a new window. That the worlds were not seen in proper focus, while the room or the view may be, does not entirely compensate for the slowing of excitement--for the loss of a mood in which one hid The New Machiavelli inside the chapel hymn-book, or read Major Barbara by flashlight under the bedclothes. To such ecstasies youth could add a passionate awareness of being alive, and--during the years 1914-1918--being alive by a miracle.

  Looking back on those days I see that they had an epic quality, and that, after all, the school experiences of my generation were unique. Behind the murmur of genitive plurals in dusty classrooms and the plick-plock of cricket balls in the summer sunshine, there was always the rumble of guns, the guns that were destroying the world that Brookfield had made and that had made Brookfield. Sometimes these guns were actually audible, or we fancied they were; every weekday there was a rush to the newspapers, every Sunday a batch of names read out to stilled listeners. The careful assessments of schoolmasters were blotted out by larger and wilder markings; a boy who had been expelled returned as a hero with medals; those whose inability to conjugate avoir and être seemed likely in 1913 to imperil a career were to conquer France's enemies better than they did her language; offenders gated for cigarette-smoking in January were dropping bombs from the sky in December. It was a frantic world; and we knew it even if we did not talk about it. Slowly, inch by inch, the tide of war lapped to the gates of our seclusion; playing-fields were ploughed up for trenches and drill-grounds; cadet-corps duties took precedence over classroom studies; the school that had prepared so many beloved generations for life was preparing this one, equally beloved, for death.

  When I said just now that I disliked military training and had no aptitude for it, I was putting the matter mildly. I dislike regimentation of any kind, and I loathe war, not only for its enthronement of the second-rate--in men, standards, and ideals. In the declension of spirit in which England fought, it is correct to say that we began with Rupert Brooke and ended with Horatio Bottomley. But at Brookfield the loftier mood prevailed even when it was no more than a cellophane illusion separating us from the visible darkness without.

  On Sundays we attended Chapel and heard sermons that, as often as not, preached brotherly love and forgiveness of our enemies. On Mondays we watched cadets on the football-field bayoneting sacks with special aim for vital parts of the human body. This paradox did not, I am sure, affect most Brookfield boys as it did me. To be frank, it obsessed me; I would wonder endlessly whether Sunday's or Monday's behaviour were the more hypocritical. I have changed my attitude since. That Brookfield declined to rationalise warfare into its code of ethics while at the same time sending its sons to fight and die, seems to me now to have been pardonably illogical and creditably inconsistent; looking round on the present-day world of 1938, I can see that countries where high ideals are preached but not practised are at least better off than countries in which low ideals are both preached and practised.

  Many of us at Brookfield, like myself, were too young--just too young--to see actual service in the War; yet during our last school years we lived under the shadow, for we knew or took for granted that if the War lasted we should be illogical and inconsistent in the same English way. Such tragic imminence hardly worried us, but it gave a certain sharpness to all the joys and a certain comfort for all the trivial hardships of school-life--gave also, in my own case, the clearest focus for memory. There is hardly a big event of those years that I do not associate with a Brookfield scene; Kitchener's death reminds me of cricketers hearing the news as they fastened pads in the pavilion; the Russian Revolution gives me the voice of a man, now dead, who talked about it instead of giving his usual geography lesson; the Lusitania sinking reminds me of early headlines, read hastily over a master's shoulder at breakfast. I composed a sonnet on the Russian Revolution, which my father had the temerity to send to Mr. A. G. Gardiner, eliciting from him the comment that it 'showed merit.' I also wrote a poem on the Lusitania which appeared in the Cambridge Magazine, a pacifist weekly run by Mr. C. K. Ogden, who has since distinguished himself by the invention of Basic English. These things I recount, not for vainglory (for they were not particularly good poems), but to reveal something of the mood of Brookfield, in which a boy could be eccentric enough to write poetry and subversive enough to write pacifist and revolutionary poetry without being either persecuted or ostracised. As a matter of fact, I was editor of the school magazine, and wrote for it articles, stories, and poems of all kinds and in all moods. Nobody tried to censor them; nobody tried to depose or harass me. Looking back on this genial indifference, it seems to me that Brookfield in wartime was not only less barbarian than the world outside it, but also less barbarian than many institutions in what we have since chosen to call peacetime. Is there a school in Soviet Russia where a student may offer even the mildest printed criticism of Stalin? Is there a debating society throughout all Nazi Germany that would dare to allow a Socialist to defend his faith? I suspect that nowadays the boys of Brookfield, members predominantly of the despised bourgeois capitalist class, are nevertheless free to be Marxian or Mosleyite if they like, and no doubt a few of them are writing wild stuff which in twenty years' time they will either forget or regret. Let us hope, however, that they will not forget the spirit of tolerance which today is in such grave peril because it is in the very nature of tolerance to take tolerance for granted.

  I do not
know whether this spirit obtained at other schools besides Brookfield. Probably at some it did and at others it didn't. But I stress it because the quality of any institution can be tested by the extent to which it withstands attack without compromising too much with the attacker. Granted that during the War all civilised institutions were subtly contaminated, which of them passed such a test most creditably? Perhaps we can say that England as a whole, though suffering vast changes, has survived more recognisably than any other country. She is more than the ghost of her former self--she has a good deal still left of the substance. Alone among the countries that participated substantially in the War, her national life is still reasonably well anchored. Mr. Chips, if he were alive (and I have reason to believe he is, in a few schools), could still give the same lessons as in 1908 (not an ideal educational programme, but one that at least attests the durability of a tradition), could still make the same jokes to a new generation that still understands them, could still offer himself in the kindly role of jester, critic, mentor, and friend. No upstart authority has yet compelled him to click his heels and begin the day with juju incantations of Heils and Vivas. He can still say, without fear of rubber truncheons: 'Umph . . . Mr. Neville Chamberlain . . . umph . . . I used to know his father when he was the wild man of Born--I mean Birmingham . . . but his sons have turned--umph--respectable. . . .'