Читать книгу While I Remember - Stephen McKenna - Страница 5

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It is probable that few of them had much attention to spare for the sermon on that Election Sunday. At eighteen they had spent a third of their life at Westminster; it is a foundation in which son succeeds father and brother follows brother, as witness the carved and painted names of Madans and Waterfields, Goodenoughs and Phillimores up School, and on a September night of 1900 tradition had set them in the footsteps of their families and had sought a place for them in the old houses, there to serve and perhaps to suffer, to learn and, later, to rule.

"You will sometimes be punished when you do not deserve it", was the wise parting advice of one preparatory-school headmaster; "before giving vent to your indignation, reflect how much oftener you have deserved punishment without receiving it."

It is but fair to say that this consoling philosophy was little required at Westminster: provided that he incurred no suspicion of "side", there was so general a disposition to help the strange newcomer that he suffered little; and even his service was made easy for him. The "shadow", in Westminster language, was instructed at once in the rules and customs of the house by a senior fag, his "substance", who shouldered his sins for the first fortnight and was theoretically liable to suffer vicariously for his shortcomings; after the days of grace a new boy could be fagged, though this involved little more than fetching and carrying, washing cups, filling saucepans and preparing call-over lists; he could also be "tanned", with an instrument appropriately designated a "pole"; but, though this was less agreeable, corporal punishment was not employed with undue frequency. There was always a right of appeal, too, with the menace of two extra strokes if the appeal was dismissed; but, as it was a point of honour never to appeal, the sufferer could only comfort himself with the thought that a tanning was over more quickly than "lines" or "drill" and with the hope that he might fall into weak or inexpert hands. Of bullying there was little; of systematic oppression and torture of the weak by the strong there was none at all, though the small boys of that generation (as of every other) believed that, if a companion was offensive, their right and duty impelled them to drum the offensiveness out of him.

The war has caused the English people to examine searchingly its scheme of education and especially that public-school system which trains the sons of the well-to-do for future eminence in government, the public services and the learned professions. There have been many books and much discussion: the English love of finding fault with cherished institutions while approving the result has led to a hazy belief that the English public-schoolboy is the finest raw material in the world, but that only his inborn superiority has saved him from destruction by a burthen of useless learning, devastating ignorance, insane athleticism and vicious associations. It is more than time to suggest that his excellence is a delicate bloom nurtured and saved by the public school from the criminal neglect of his parents and that most critics, failing to distinguish between the phases through which every boy passes, have written down as chronic disease what was but temporary green-sickness.

Few men can speak with knowledge of more than one school, but there is little risk in the assertion that the natural history of the public-schoolboy is broadly the same at all times and places. Withdrawn at an early age from the dry-nursing of his natural guardians, he is flung into a vast adolescent society and left to struggle through as best he may: his parents commonly escape the embarrassment of explaining to him the elements of physiology, preferring that he should learn them from the gloating confidences of other boys hardly less ignorant than himself. Native chastity of soul keeps some unsmirched, but most go through an ugly period of foul tongues, foul minds and sometimes foul propensities which the school seeks to circumvent by vigilance and hard physical discipline. During the middle phase, this blind, misunderstood groping towards maturity comes to be gradually controlled; and, in the last, the adult boy is seen as a clean-living, clean-speaking, rather solemn blend of scholar, sportsman and despot, very conscious of his responsibilities and zealous to repress the primitive exuberance by which he himself was afflicted two or three years earlier.

Before public schools are denounced for making boys licentious of habit and obscene of tongue, parents might ask themselves what preventive measures they themselves have taken. And, before any one attacks the insistence on athletics in public schools, he might ask himself what better physical discipline he can propose and whether this derided love of sport is inculcated at school or at home. If a boy were not compelled by fear of punishment to take part in games, he would be coerced by the opinion of parents who would not understand nor tolerate a son without the Englishman's normal and natural preoccupation with sport; and, though compulsory games are easy to ridicule, they do not kill the chivalry of good sportsmanship: an early Westminster memory is of a football shield passing, after long and honourable contest, from one house to another; while the head and captain of the winning house fetched away the trophy, the losing house lined up to cheer their victors and, if possible, to drown the cheers of the winning house for the one that had lost.

A defence of the public-school system would deserve at least as much space as the critics have given to attacking it. This is neither the place nor time to engage in the endless controversy; it was not the place nor time, fifteen years ago, for any who sat thinking of their own school and of the days that they had spent there.