Public School Life: Boys, Parents, MastersWaugh, Alec
History
Public School Life: Boys, Parents, Masters
Waugh, Alec
Education, Secondary; Endowed public schools (Great Britain)
It is not waged with the intolerant and the effete, but with men whom he
cannot help admiring. He cannot make himself hate his enemies. The old
boy house master, it cannot be too often repeated, is a very fine
fellow. And his point of view is reasonable. He has given his youth, his
energy, his ambition to his school. He has cared for nothing else. He
has allowed many of the good things of life to pass him because of this
unwavering devotion, and it is natural that he should resent the
intrusion of a young fellow who has not had time to learn to love the
school, but who wants to overturn the most cherished privileges.
And his methods are so impeccably direct and honest. He does not go
behind the young man's back to the head master. He has the young man
into his study for a chat; he looks him straight in the face. He says:
'Come now, we've got to have this out.' And the young man finds it so
desperately hard not to admire him. He endeavours to open a discussion:
he states his case. For a moment he seems to forget the personal issue
in the case. Confidence comes back to him. He develops his argument, and
then, just when he feels that his grip is closing on the contest, he is
beaten by that disarming sentimentality which is the most powerful of
all the old boy's weapons.
'My dear fellow,' he will say, 'you have your point of view and I have
mine. We are both in our own ways working for the good of the school;
why must we quarrel? We are fighting the same fight. But we can do
nothing unless we stand together. I've given my whole life to the cause;
you are just beginning.'
The acceptance of this offer of friendship and co-operation means
defeat. The young man knows it. But it is so hard to refuse. The rebel
in any sphere of life has no harder task than the cutting adrift from
his own caste and the subsequent alliance with men of different
upbringing and different standards. He sees, on the one hand, a vast
number of noble, if bigoted men, men whom he can trust and admire. And,
on the other side, as a setting for the few idealists in whose
principles he believes, the arrayed forces of envy, greed, and malice.
The temptation to cling to what he knows and what secretly he admires
is too great. Most of the young enthusiasts give way soon. They join the
forces of reaction.
And those that stand out are inevitably broken. What chance have they
after all? The modern intellectual is something of a negativist. His
tolerance is composed of indifference and uncertainty. He sees life in
the words of Jurgen as a 'wasteful and inequitable process,' and does
not discern clearly how to alter it. His philosophy is a series of
disappointments. He is bound to go down before a bigotry that is certain
of itself. The forces of reaction are so powerfully entrenched. The old
boy house master knows exactly what he wants and how he proposes to get
it. He advances down a straight road. His enemies pause and wonder and
question themselves.
Public-domain text, read in full here on John Shaqi.
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