The Story of a Great SchoolmasterWells, H. G. (Herbert George)
History
The Story of a Great Schoolmaster
Wells, H. G. (Herbert George)
Sanderson, F. W. (Frederick William), 1857-1922; School principals -- Great Britain -- Biography
'The--um--er--I am taking you through the Gospel of St. Matthew. I
think, as a matter of fact, we got to the end of the third chapter.
We won't spend much time over the fourth. The fourth, I think, is
the--er--er--Temptations, which I have already taken with you--a
rather--er--very interesting--ah--very interesting--er--survival.
That the Temptation Narrative should have survived shows that there
is probably something of value in it or I do not think it would
have survived. There are two incidents of very similar character
of--er--very--er--similar character and--ah--different to a certain
extent from everything else--er--ah-- There is a boy in that
corner not listening to me. Who is that boy in the corner there?
No, not you--two rows in front. I will come down to you later, my
boy. There are two incidents in the Gospel Narrative which are
similar in--er--character and which I have for the moment called
"Survivals"--very characteristic, namely, the somewhat surprising
narrative of the Temptation of our Lord, and the other the account of
the Transfiguration. These are different in form and character from
other narratives, just in the same way as the account of our Lord
sending messages to the Baptist differs from others. Er--yes--that
last one. I should put them together as coming from a similar source
(lapse into inaudibility--bow wow wow. Unique in characteristic--bow
wow wow--Somewhat subtle--bow wow). One remarks that the Temptations
are always looked at from the personal point of view, which I have
put down in my synopsis. Has anybody here got my synopsis? lend it to
me a moment. I don't think the personal significance of the Gospel
stories has importance nowadays. We needn't consider it. That's what
I think about things in general. Personal importance giving place to
universal needs. We are not so much concerned with whether boys do
_evil_ or not. Of course it annoys me if I find a boy doing evil.
Leading others astray. Shockingly annoying. Oughtn't to be. Like
continuous mathematics not enabling a boy to pass in arithmetic--bow
wow wow--screw loose. See what I mean, K----? Not referring to you, my
boy (laughter). Hunt me up something in Plato about all these things.
During the last generation--
'(Half a page omitted.)
Public-domain text, read in full here on John Shaqi.
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