Beside Still Waters

by Arthur Christopher Benson

And so Hugh, with a great effort of utter resignation, a resignation which had something passionate and eager about it, cast himself into the Father's hands, and prayed that he might no longer do anything but discern and follow the path that was prepared for him. Long and late these thoughts haunted him; but when he went at last through the silent house to his own room, it was with a sense that he was reposing in perfect trustfulness upon the will of One who, whether He led him forward or held him back, knew with a deep and loving tenderness the thing that he, and he only, could do in the great complicated world. That world was now hushed in sleep. But the weir rushed and plunged in the night outside; and over the dark trees that fringed the stream there was a tender and patient light, that stole up from the rim of the whirling globe, as it turned its weary sides, with punctual obedience, to the burning light of the remote sun.

XXXII

Classical Education—Mental Discipline—Mental Fertilisation—Poetry—The August Soul—The Secret of a Star—The Voice of the Soul—Choice Studies—Alere Flammam

Hugh found that, as he grew older, he tended to read less, or rather that he tended to recur more and more to the familiar books. He had always been a rapid reader, and had followed the line of pure pleasure, rather than pursued any scheme of self-improvement. He became aware, particularly at Cambridge, that he was by no means a well-informed man, and that his mind was very incompletely furnished. He was disposed to blame his education for this, to a certain extent; it had been almost purely classical; he had been taught a little science, a little mathematics, and a little French; but the only history he had done at school had been ancient history, to illustrate the classical authors he had been reading; and the result had been a want of mental balance; he knew nothing of the modern world or the movement of European history; the whole education had in fact been linguistic and literary; it had sacrificed everything to accuracy, and to the consideration of niceties of expression. It might have been urged that this was in itself a training in the art of verbal expression; but here it seemed to Hugh that the whole of the training had confined itself to the momentary effect, the ring of sentences, the adjustment of epithets, and that he had received no sort of training in the art of structure. He had never been made to write essays or to arrange his materials. He thought that he ought to have been taught how to deal with a subject; but his exercises had been almost wholly translations from ancient classical languages. He had been taught, in fact, how to manipulate texture, but never how to frame a design. The result upon his reading had been that he had always been in search of phrases, of elegant turns of expression and qualification, but he had never learnt how to apprehend the ideas of an author. He had not cared to do this for himself, and from the examination point of view it had been simply a waste of time. All that he had ever tried to do had been so to familiarise himself with the style, the idiosyncrasies of authors, that he might be able to reproduce such superficial effects in his compositions, or to disentangle a passage set for translation. He had not arrived at any real mastery of either Greek or Latin, and it seemed to him, reflecting on this process long afterwards, that the system had encouraged in him a naturally faulty and dilettante bent in literature. In reading, for instance, a dialogue of Plato, he had never cared to follow the argument, but only to take pleasure in beautiful, isolated thoughts and images; in reading a play of Sophocles, he had cared little about the character-drawing or the development of the dramatic situation; he had only striven to discover and recollect extracts of gnomic quality, sonorous flights of rhetoric, illustrative similes.

The same tendency had affected all his own reading, which had lain mostly in the direction of belles-lettres and literary annals; and, in the course of his official life, literature had been to him more a beloved recreation than a matter of mental discipline. The result had been that he found himself, in the days of his emancipation, with a strong perception of literary quality, and a wide knowledge of poetical and imaginative literature; he had, too, a considerable acquaintance with the lives of authors; and this was all. He could read French with facility, but with little appreciation of style. Both German and Italian were practically unknown to him.

Hugh made the acquaintance, which ripened into friendship, of a young Fellow of a neighbouring college, whose education had been conducted on entirely different lines. This young man had been educated privately, his health making it impossible for him to go to school. He had read only just enough classics to enable him to pass the requisite examinations, and he had been trained chiefly in history and modern languages. He had taken high honours in history at Cambridge, and had settled down as a historical lecturer. As this friendship increased, and as Hugh saw more and more of his friend's mind, he began to realise his own deficiencies. His friend had an extraordinary grasp of political and social movements. He was acquainted with the progress of philosophy and with the development of ideas. It was a brilliant, active, well-equipped intellect, moving easily and with striking lucidity in the regions of accurate knowledge. Sometimes, in talking to his friend, Hugh became painfully aware of the weakness of his own slouching, pleasure-loving mind. It seemed to him that, in the intellectual region, he was like a dusty and ragged tramp, permeated on sunshiny days with a sort of weak, unsystematic contentment, dawdling by hedgerow-ends and fountain-heads, lying in a vacant muse in grassy dingles, and sleeping by stealth in the fragrant shadow of hayricks; while his friend seemed to him to be a brisk gentleman in a furred coat, flashing along the roads in a motor-car, full of useful activity and pleasant business. His friend's idea of education was of a strict and severe mental discipline; he did not over-estimate the value of knowledge, but regarded facts and dates rather as a skilled workman regards his bright and well-arranged tools. What he did above all things value was a keen, acute, clear, penetrating mind, which arrayed almost unconsciously the elements of a problem, and hastened unerringly to a conclusion. The only point in which Hugh rated his own capacity higher, was in a certain relish for literary effect. His friend was a great reader, but Hugh felt that he himself possessed a power of enjoyment, an appreciation of colour and melody, a thrilled delight in what was artistically excellent, of which his friend seemed to have little inkling.

His friend could classify authors, and could give off-hand a brilliant and well-sustained judgment on their place in literary development, which fairly astonished Hugh. But the difference seemed to be that his friend had mastered books with a sort of gymnastic agility, and that his mind had reached an astonishing degree of technical perfection thereby; but Hugh felt that to himself books had been a species of food, and that his heart and spirit had gained some intensity from them, some secret nourishment, which his friend had to a certain extent missed.

Hugh had been so stirred on several occasions by a sense of shame at realising the impotence and bareness of his own mind, that he laid down an ambitious scheme of self-improvement, and attacked history with a zealous desire for his own mental reform. But he soon discovered that it was useless. Such an effort might have been made earlier in life, before habits had been formed of desultory enjoyment, but it was in vain now. He realised that accurate knowledge simply fell through his mind like a shower of sand; a little of it lodged on inaccessible ledges, but most of it was spilt in the void. He saw that his only hope was to strengthen and enlarge his existing preferences, and that the best that he could hope to arrive at was to classify and systematise such knowledge as he at present possessed. It was too late to take a new departure, or to aim at any completeness of view. The mental discipline that he required, and of which he felt an urgent need, must be attained by a diligent sorting of his own mental stores, haphazard and disjointed as they were. And after all, he felt, there was room in the world for many kinds of minds. Mental discipline from the academical point of view was a very important thing, perhaps the thing that the ordinary type of public schoolboy was most in need of. But there was another province too, the province of mental appreciation, and it was in this field that Hugh felt himself competent to labour. It seemed to him that there were many young men at the university, capable of intellectual pleasure, who had been starved by the at once diffuse and dignified curriculum of classical education. Hugh felt that he himself had been endowed with an excess of the imaginative and artistic quality, and that, owing to natural instincts and intellectual home-surroundings, he had struck out a path for himself; books had been to Hugh from his earliest years channels of communication with other minds. He could not help doubting whether they ever developed qualities or delights that did not naturally exist in a rudimentary form in the mind which fell under their influences. He could not, in looking back, trace the originating power of any book on his own mind; the ideas of others had rather acted in fertilising the germs which lay dormant in his own heart. They had deepened the channels of his own thoughts, they had revealed him to himself; but there had always been, he thought, an unconscious power of selection at work; so that uncongenial ideas, unresponsive thoughts, had merely danced off the surface without affecting any lodgment. He had gained in taste and discrimination, but he could not trace any impulse from literature which had set him exploring a totally unfamiliar region. Sometimes he had resolutely submitted his mind to the leadership of a new author; but he had always known in his heart that the pilgrimage would be in vain. He felt that he would have gained if he had known this more decisively, and if he had spent his energies more faithfully in pursuing what was essentially congenial to him.

There were certain authors, certain poets who, he had instinctively felt from the outset, viewed life, nature, and art from the same standpoint as himself. His mistake had been in not defining that standpoint more clearly, but in wandering vaguely about, seeking for a guide, for way-posts, for beaten tracks. What he ought to have done was to have fixed his eyes upon the goal, and fared directly thither.