The Upton Letters by Arthur Christopher Benson (feel good novels .TXT) 📕

would have enjoyed the task of entertaining me for a day or two in his chambers! But one ought not, I confess, to be so wedded to one's own habits; and I feel, when I complain, rather like the rich gentleman who said to John Wesley, when his fire smoked, "These are some of the crosses, Mr. Wesley, that I have to bear."

I could have stood it with more equanimity if only Mr. Welbore had been a congenial guest. But even in the brief time at my disposal I grew to dislike him with an intensity of which I am ashamed. I hated his clothes, his boots, his eye-glass, the way he cleared his throat, the way he laughed. He is a successful, downright, blunt, worldly man, and is generally called a good fellow by his friends. He arrived in time for tea on Saturday; he talked about his boy a little; the man is in this case, unlike Wordsworth's hero, the father of the child; and the boy will grow up exactly like him. Young Welbore does his work punctually and without interest; he plays games respectably; he likes to know the right boys; he is not exactly disagreeable, but he derides all boys who are in the least degree shy, stupid, or unconventional. He is quite a little man of the world, in fact. Well, I don't like that type of creature, and I tried to indicate to the father that I thought the boy was rather on the wrong lines. He heard me with impatience, as though I was bothering him about matters which belonged to my province; and he ended by laughing, not very agreeably, and saying: "Well, you don't seem to have much of a case against Charlie; he appears to be fairly popular. I confess that I don't much go in for sentiment in education; if a boy does his work, and plays his games, and doesn't get into trouble, I think he is on the right lines." And then he paid me an offensive compliment: "I hear you make the boys very comfortable, and I am sure I am obliged to you for taking so much interest in him." He then went off for a little to see the boy. He appeared at dinner, and I had invited two or three of the most intelligent of my colleagues. Mr. Welbore simply showed off. He told stories; he made mirthless legal jokes. One of my colleagues, Patrick, a man of some originality, ventured to dispute an opinion of Mr. Welbore's, and Mr. Welbore turned him inside out, by a series of questions, as if he was examining a witness, in a good-natured, insolent way, and ended by saying: "Well, Mr. Patrick, that sort of thing wouldn't do in a law-court, you know; you would have to know your subject better than that." I was not surprised, after dinner, at the alacrity with which my colleagues quitted the scene, on all sorts of professional excuses. Then Mr. Welbore sate up till midnight, smoking strong cigars, and giving me his ideas on the subject of education. That was a bitter pill, for he worsted me in every argument I undertook.

Sunday was a nightmare day; every spare moment was given up to Mr. Welbore. I breakfasted with him, took him to chapel, took him to the boys' luncheon, walked with him, sate with him, talked with him. The strain was awful. The man sees everything from a different point of view to my own. One ought to be able to put up with that, of course, and I don't at all pretend that I consider my point of view better than his; but I had to endure the consciousness that he thought his own point of view in all respects superior to mine. He thought me a slow-coach, an old maid, a sentimentalist; and I had, too, the galling feeling that on the whole he approved of a drudge like myself taking a rather priggish point of view, and that he did not expect a schoolmaster to be a man of the world, any more than he would have expected a curate or a gardener to be. I felt that the man was in his way a worse prig even than I was, and even more of a Pharisee, because he judged everything by a certain conventional standard. His idea of life was a place where you found out what was the right thing to do; and that if you did that, money and consideration, the only two things worth having, followed as a matter of course. "Of course he's not my sort," was the way in which he dismissed almost the only person we discussed whom I thoroughly admired. So we went on; and I can only say that the relief I felt when I saw him drive away on Monday morning was so great as almost to make it worth while having endured his visit. I think he rather enjoyed himself--at least he threatened to pay me another visit; and I am sure he had the benevolent consciousness of having brought a breath of the big world into a paltry life. The big world! what a terrible place it would be if it was peopled by Welbores! My only consolation is that men of his type don't achieve the great successes. They are very successful up to a certain point; they get what they want. Welbore will be a judge before long, and he has already made a large fortune. But there is a demand for more wisdom and generosity in the great places--at least I hope so. Welbore's idea of the world is a pleasant place where such men as he can make money and have a good time. He thinks art, religion, beauty, poetry, music, all stuff. I would not mind that if only he did not KNOW it was stuff. God forbid that we should pretend to enjoy such things if we do not--and, after all, the man is not a hypocrite. But his view is that any one who is cut in a different mould is necessarily inferior; and what put the crowning touch to my disgust was that on Sunday afternoon we met a Cabinet Minister, who is a great student of literature. He talked about books to Mr. Welbore, and Mr. Welbore heard him with respect, because the Minister was in the swim. He said afterwards to me that people's foibles were very odd; but he so far respected the Minister's success as to think that he had a right to a foible. He would have crushed one of my colleagues who had battled in the same way, with a laugh and a few ugly words.

Well, let me dismiss Mr. Welbore from my mind. The worst of it is that, though I don't agree with him, he has cast a sort of blight on my mind. It is as though I had seen him spit on the face of a statue that I loved. I don't like vice in any shape; but I equally dislike a person who has a preference for manly vices over sentimental ones; and the root of Mr. Welbore's dislike of vice is simply that it tends to interfere with the hard sort of training which is necessary for success.

Mr. Welbore, as a matter of fact, seems to me really to augur worse for the introduction of the kingdom of heaven upon earth than any number of drunkards and publicans. One feels that the world is so terribly strong, stronger even than sin; and what is worse, there seems to be so little in the scheme of things that could ever give Mr. Welbore the lie.--Ever yours,

T. B


UPTON, July 16, 1904.


DEAR HERBERT,--I declare that the greatest sin there is in the world is stupidity. The character that does more harm in the world than any other is the character in which stupidity and virtue are combined. I grow every day more despondent about the education we give at our so-called classical schools. Here, you know, we are severely classical; and to have to administer such a system is often more than I can bear with dignity or philosophy. One sees arrive here every year a lot of brisk, healthy boys, with fair intelligence, and quite disposed to work; and at the other end one sees depart a corresponding set of young gentlemen who know nothing, and can do nothing, and are profoundly cynical about all intellectual things. And this is the result of the meal of chaff we serve out to them week after week; we collect it, we chop it up, we tie it up in packets; we spend hours administering it in teaspoons, and this is the end. I am myself the victim of this kind of education; I began Latin at seven and Greek at nine, and, when I left Cambridge, I did not know either of them well. I could not sit in an arm-chair and read either a Greek or a Latin book, and I had no desire to do it. I knew a very little French, a very little mathematics, a very little science; I knew no history, no German, no Italian. I knew nothing of art or music; my ideas of geography were childish. And yet I am decidedly literary in my tastes, and had read a lot of English for myself. It is nothing short of infamous that any one should, after an elaborate education, have been so grossly uneducated. My only accomplishment was the writing of rather pretty Latin verse.

And yet this preposterous system continues year after year. I had an animated argument with some of the best of my colleagues the other day about it. I cannot tell you how profoundly irritating these wiseacres were. They said all the stock things--that one must lay a foundation, and that it could only be laid by using the best literatures; that Latin was essential because it lay at the root of so many other languages; and Greek, because there the human intellect had reached its high-water mark,--"and it has such a noble grammar," one enthusiastic Grecian said; that an active-minded person could do all the rest for himself. It was in vain to urge that in many cases the whole foundation was insecure; and that all desire to raise a superstructure was eliminated. My own belief is that Greek and Latin are things to be led up to, not begun with; that they are hard, high literatures, which require an initiation to comprehend; and that one ought to go backwards in education, beginning with what one knows.

It seems to me, to use a similitude, that the case is thus. If one lives in a plain and wishes to reach a point upon a hill, one must make a road from the plain upwards. It will be a road at the base, it will be a track higher up, and a path at last, used only by those who have business there. But the classical theorists seem to me to make an elaborate section of macadamised road high in the hills, and, having made it, to say that the people who like can make their own road in between.

How would I mend all this? Well, I would change methods in the first place. If one wanted to teach a boy French or German effectively, so that he would read and appreciate, one would dispense with much of the grammar, except what was absolutely necessary. In the case of classics it is all done the other way; grammar is a subject in itself; boys have to commit to memory long lists of words and forms which they never encounter; they have to acquire elaborate analyses of different kinds of usages, which are of no assistance