The Upton Letters - Arthur Christopher Benson (learn to read books TXT) 📗

to see why a man who can fill his life with less strenuous pleasures, books, music, strolling, talking, should not be allowed to do so.

Solve me the riddle, if you can! The simplicity of the Gospel seems to me to be inconsistent with the Expansion of England; and I dare not say off-hand that the latter is the finer ideal.--Ever yours,

T. B.


UPTON, May 15, 1904.


MY DEAR HERBERT,--You ask if I have read anything lately? Well, I have been reading Stalky & Co. with pain, and, I hope, profit. It is an amazing book; the cleverness, the freshness, the incredible originality of it all; the careless ease with which scene after scene is touched off and a picture brought before one at a glance, simply astounds me, and leaves me gasping. But I don't want now to discourse about the literary merits of the book, great as they are. I want to relieve my mind of the thoughts that disquiet me. I think, to start with, it is not a fair picture of school life at all. If it is really reminiscent--and the life-likeness and verisimilitude of the book is undeniable--the school must have been a very peculiar one. In the first place, the interest is concentrated upon a group of very unusual boys. The Firm of Stalky is, I humbly thank God, a combination of boys of a rare species. The other figures of boys in the book form a mere background, and the deeds of the central heroes are depicted like the deeds of the warriors of the Iliad. They dart about, slashing and hewing, while the rank and file run hither and thither like sheep, their only use being in the numerical tale of heads that they can afford to the flashing blades of the protagonists; and even so the chief figures, realistic though they are, remind me not so much of spirited pictures as of Gillray's caricatures. They are highly coloured, fantastic, horribly human and yet, somehow, grotesque. Everything is elongated, widened, magnified, exaggerated. The difficulty is, to my mind, to imagine boys so lawless, so unbridled, so fond at intervals of low delights, who are yet so obviously wholesome-minded and manly. I can only humbly say that it is my belief, confirmed by experience, that boys of so unconventional and daring a type would not be content without dipping into darker pleasures. But Kipling is a great magician, and, in reading the book, one can thankfully believe that in this case it was not so; just as one can also believe that, in this particular case, the boys were as mature and shrewd, and of as complete and trenchant a wit as they appear. My own experience here again is that no boys could keep so easily on so high a level of originality and sagacity. The chief characteristic of all the boys I have ever known is that they are so fitful, so unfinished. A clever boy will say incredibly acute things, but among a dreary tract of wonderfully silly ones. The most original boys will have long lapses into conventionality, but the heroes of Kipling's book are never conventional, never ordinary; and then there is an absence of restfulness which is one of the greatest merits of Tom Brown.

But what has made the book to me into a kind of Lenten manual is the presentation of the masters. Here I see, portrayed with remorseless fidelity, the faults and foibles of my own class; and I am sorry to say that I feel deliberately, on closing the book, that schoolmastering must be a dingy trade. My better self cries out against this conclusion, and tries feebly to say that it is one of the noblest of professions; and then I think of King and Prout, and all my highest aspirations die away at the thought that I may be even as these.

I suppose that Kipling would reply that he has done full justice to the profession by giving us the figures of the Headmaster and the Chaplain. The Headmaster is obviously a figure which his creator regards with respect. He is fair-minded, human, generous; it is true that he is enveloped with a strange awe and majesty; he moves in a mysterious way, and acts in a most inconsequent and unexpected manner. But he generally has the best of a situation; and though there is little that is pastoral about him, yet he is obviously a wholesome-minded, manly sort of person, who whips the right person at the right time, and generally scores in the end. But he is a Roman father, at best. He has little compassion and no tenderness; he is acute, brisk, and sensible; but he has (at least to me) neither grace nor wisdom; or, if he has, he keeps them under a polished metallic dish-cover, and only lifts it in private. I do not feel that the Headmaster has any religion, except the religion of all sensible men. In seeming to despise all sentiment, Kipling seems to me to throw aside several beautiful flowers, tied carelessly up in the same bundle. There should be a treasure in the heart of a wise schoolmaster; not to be publicly displayed nor drearily recounted; but at the right moment, and in the right way, he ought to be able to show a boy that there are sacred and beautiful things which rule or ought to rule the heart. If the Head has such a treasure he keeps it at the bank and only visits it in the holidays.

The "Padre" is a very human figure--to me the most attractive in the book; he has some wisdom and tenderness, and his little vanities are very gently touched. But (I daresay I am a very pedantic person) I don't really like his lounging about and smoking in the boys' studies. I think that what he would have called tolerance is rather a deplorable indolence, a desire to be above all things acceptable. He earns his influence by giving his colleagues away, and he seems to me to think more of the honour of the boys than of the honour of the place.

But King and Prout, the two principal masters--it is they who spoil the taste of my food and mingle my drink with ashes. They are, in their way, well-meaning and conscientious men. But is it not possible to love discipline without being a pedant, and to be vigilant without being a sneak? I fear in the back of my heart that Kipling thinks that the trade of a schoolmaster is one which no generous or self-respecting man can adopt. And yet it is a useful and necessary trade; and we should be in a poor way if it came to be regarded as a detestable one. I wish with all my heart that Kipling had used his genius to make our path smoother instead of rougher. The path of the schoolmaster is indeed set round with pitfalls. A man who is an egotist and a bully finds rich pasturage among boys who are bound to listen to him, and over whom he can tyrannise. But, on the other hand, a man who is both brave and sensitive--and there are many such--can learn as well as teach abundance of wholesome lessons, if he comes to his task with some hope and love. King is, of course, a verbose bully; he delights in petty triumphs; he rejoices in making himself felt; he is a cynic as well, a greedy and low-minded man; he takes a disgusting pleasure in detective work; he begins by believing the worst of boys; he is vain, shy, irritable; he is cruel, and likes to see his victim writhe. I have known many schoolmasters and I have never known a Mr. King, except perhaps at a private school. But even King has done me good; he has confirmed me in my belief that more can be done by courtesy and decent amiability than can ever be done by discipline enforced by hard words. He teaches me not to be pompous, and not to hunger and thirst after finding things out. He makes me feel sure that the object of detection is to help boys to be better, and not to have the satisfaction of punishing them.

Prout is a feeble sentimentalist, with a deep belief in phrases. He is a better fellow than King, and is only an intolerable goose. Both the men make me wish to burst upon the scene, when they are grossly mishandling some simple situation; but while I want to kick King, when he is retreating with dignity, my only desire is to explain to Prout as patiently as I can what an ass he is. He is a perfect instance of absolutely ineffective virtue, a plain dish unseasoned with salt.

There are, of course, other characters in the book, each of them grotesque and contemptible in his own way, each of them a notable example of what not to be. But I would pardon this if the book were not so unjust; if Kipling had included in his gathering of masters one kindly, serious gentleman, whose sense of vocation did not make him a prig. And if he were to reply that the Headmaster fulfils these conditions, I would say that the Headmaster is a prig in this one point, that he is so desperately afraid of priggishness. The manly man, to my mind, is the man who does not trouble his head as to whether he is manly or not, not the man who wears clothes too big for him, and heavy boots, treads like an ox, and speaks gruffly; that is a pose, not better or worse than other poses. And what I want in the book is a man of simple and direct character, interested in his work, and not ashamed of his interest; attached to the boys, and not ashamed of seeming to care.

My only consolation is that I have talked to a good many boys who have read the book; they have all been amused, interested, delighted. But they say frankly that the boys are not like any boys they ever knew, and, when I timidly inquire about the masters, they laugh rather sheepishly, and say that they don't know about that.

I am sure that we schoolmasters have many faults; but we are really trying to do better, and, as I said before, I only wish that a man of Kipling's genius had held out to us a helping hand, instead of giving us a push back into the ugly slough of usherdom, out of which many good fellows, my friends and colleagues, have, however feebly, been struggling to emerge.--Ever yours,

T. B.


UPTON, May 21, 1904.


MY DEAR HERBERT,--I have been wondering since I wrote last whether I could possibly write a school story. I have often desired to try. The thing has hardly ever been well done. Tom Brown remains the best. Dean Farrar's books, vigorous in a sense as they are, are too sentimental. Stalky & Co., as I said in my last letter, in spite of its amazing cleverness of insight, is not typical. Gilkes' books are excellent studies of the subject, but lack unity of theme; Tim is an interesting book, but reflects a rather abnormal point of view; A Day of My Life at Eton is too definitely humorous in conception, though it has great verisimilitude.

In the first place the plot is a difficulty; the incidents of school life do not lend themselves to dramatic situations. Then, too, the trivialities of which school life is so much composed, the minuteness of the details involved, make the subject a singularly complicated one; another great difficulty is to give any idea of the conversations