The Altar Fire

by Arthur Christopher Benson

In that dry, ugly, depressing book, Harry and Lucy, which I used to read in my youth, there is a terrible father, kind, virtuous, conscientious, whose one idea seems to be to encourage the children to amass correct information. The party is driving in a chaise together, and Lucy begins to tell a story of a little girl, Kitty Maples by name, whom she has met at her Aunt Pierrepoint's; it seems as if the conversation is for once to be enlightened by a ray of human interest, but the name is hardly out of her lips, when the father directs her attention to a building beside the road, and adds, "Let us talk of things rather than of people." The building turns out to be a sugar-refinery, or some equally depressing place, and the unhappy children are initiated into its mysteries. What could be more cheerless and dispiriting? Lucy is represented as a high-spirited and somewhat giddy child, who is always being made aware of her moral deficiencies.

One looks forward sadly to the time when nature has been resolutely expelled by a knowledge of dynamics and statics, and when Lucy, with children of her own, will be directing their attention away from childish fancies, to the fact that the poker is a lever, and that curly hair is a good hygrometer.

Plenty of homely and simple virtues are inculcated in Harry and Lucy; but the attitude of mind that must inevitably result from such an education is hard, complacent, and superior. The children are scolded out of superficial vanities, and their place is occupied by a satanical sort of pride—the pride of possessing correct information.

What does one want to make of one's own children? One wants them to be generous, affectionate, simple-minded, just, temperate in the moral region. In the intellectual region, one desires them to be alert, eager, independent, perceptive, interested. I like them to ask a hundred questions about what they see and hear. I want them to be tender and compassionate to animals and insects. As for books, I want them to follow their own taste, but I surround them only with the best; but even so I wish them to have minds of their own, to have preferences, and reasons for their preferences. I do not want them to follow my taste, but to trust their own. I do not in the least care about their amassing correct information. It is much better that they should learn how to use books. It is very strange how theories of education remain impervious to development. In the days when books were scarce and expensive, when knowledge was not formulated and summarised, men had to depend largely on their own stores. But now, what is the use of books, if one is still to load one's memory with details? The training of memory is a very unimportant part of education nowadays; people with accurate memories are far too apt to trust them, and to despise verification. Indeed, a well-filled memory is a great snare, because it leads the possessor of it to believe, as I have said, that knowledge is culture. A good digestion is more important to a man than the possession of many sacks of corn; and what one ought rather to cultivate nowadays is mental digestion.

June 14, 1889.

It is comforting to reflect how easy it is to abandon habits, and how soon a new habit takes the place of the old. Some months ago I put writing aside in despair, feeling that I was turning away from the most stable thing in life; yet even now I have learned largely to acquiesce in silence; the dreary and objectless mood visits me less and less frequently. What have I found to fill the place of the old habit? I have begun to read much more widely, and recognise how very ill-educated I am. In my writing days, I used to read mainly for the purposes of my books, or, if I turned aside to general reading at all, it was to personal, intime, subjective books that I turned, books in which one could see the development of character, analyse emotion, acquire psychological experience; but now I find a growing interest in sociological and historical ideas; a mist begins to roll away from my mental horizon, and I realise how small was the circle in which I was walking. I sometimes find myself hoping that this may mean the possibility of a wider flight; but I do not, strange to say, care very much about the prospect. Just at present, I appear to myself to have been like a botanist walking in a great forest, looking out only for small typical specimens of certain classes of ground-plants, without any eyes for the luxurious vegetation, the beauty of the rich opening glade, the fallen day of the dense underwood.

Then too I have begun to read regularly with the children; I did it formerly, but only fitfully, and I am sorry to say grudgingly. But now it has become a matter of intense interest to me, to see how thoughts strike on eager and ingenuous minds. I find my trained imagination a great help here, because it gives me the power of clothing a bare scene with detail, and of giving vitality to an austere figure. I have made all sorts of discoveries, to me astonishing and delightful, about my children. I recognise some of their qualities and modes of thought; but there are whole ranges of qualities apparent, of which I cannot even guess the origin. One thinks of a child as deriving its nature from its parents, and its experience from its surroundings; but there is much beside that, original views, unexpected curiosities, and, strangest of all, things that seem almost like dim reminiscences floated out of other far-off lives. They seem to infer so much that they have never heard, to perceive so much that they have never seen, to know so much that they have never been told. Bewildering as this is in the intellectual region, it is still more marvellous in the moral region. They scorn, they shudder at, they approve, they love, as by some generous instinct, qualities of which they have had no experience. "I don't know what it is, but there is something wrong about Cromwell," said Maggie gravely, when we had been reading the history of the Commonwealth. Now Cromwell is just one of those characters which, as a rule, a child accepts as a model of rigid virtue and public spirit. Alec, whose taste is all for soldiers and sailors just now, and who might, one would have thought, have been dazzled by military glory, pronounced Napoleon "rather a common man." This arose purely in the boy's own mind, because I am very careful not to anticipate any judgments; I think it of the highest importance that they should learn to form their own opinions, so that we never attempt to criticise a character until we have mastered the facts of his life.

Another thing I am doing with them, which seems to me to develop intelligence pleasurably and rapidly, is to read them a passage or an episode, and then to require them to relate it or write it in their own words. I don't remember that this was ever done for me in the whole course of my elaborate education; and the speed with which they have acquired the art of seizing on salient points is to me simply marvellous. I have my reward in such remarks as these which Maud repeated to me yesterday. "Lessons," said Alec gravely, "have become ever so much more fun since we began to do them with father." "Fun!" said Maggie, with indignant emotion; "they are not lessons at all now!" I certainly do not observe any reluctance on their part to set to work, and I do see a considerable reluctance to stop; yet I don't think there is the least strain about it. But it is true that I save them all the stupid and irksome work that made my own acquisition of knowledge so bitter a thing. We read French together; my own early French lessons were positively disgusting, partly from the abominable little books on dirty paper and in bad type that we read, and partly from the absurd character of the books chosen. The Cid and Voltaire's Charles XII.! I used to wonder dimly how it was ever worth any one's while to string such ugly and meaningless sentences together. Now I read with the children Sans Famille and Colomba; and they acquire the language with incredible rapidity. I tell them any word they do not know; and we have a simple system of emulation, by which the one who recollects first a word we have previously had, receives a mark; and the one who first reaches a total of a hundred marks gets sixpence. The adorable nature of women! Maggie, whose verbal memory is excellent, went rapidly ahead, and spent her sixpence on a present to console Alec for the indignity of having been beaten. Then, too, they write letters in French to their mother, which are solemnly sent by post. It is not very idiomatic French, but it is amazingly flexible; and it is delicious to see the children at breakfast watching Maud as she opens the letters and smiles over them.

Perhaps this is not a very exalted type of education; it certainly seems to fulfil its purpose very wonderfully in making them alert, inquisitive, eager, and without any shadow of priggishness. It is established as a principle that it is stupid not to know things, and still more stupid to try and make other people aware that you know them; and the apologies with which Maggie translated a French menu at a house where we stayed with the children the other day were delightful to behold.

I am very anxious that they should not be priggish, and I do not think they are in any danger of becoming so. I suppose I rather skim the cream of their education, and leave the duller part to the governess, a nice, tranquil person, who lives in the village, the daughter of a previous vicar, and comes in in the mornings. I don't mean that their interest and alertness does not vary, but they are obedient and active-minded children, and they prefer their lessons with me so much that it has not occurred to them to be bored. If they flag, I don't press them. I tell them a story, or show them pictures. While I write these words in my armchair, they are sitting at the table, writing an account of something I have told them. Maggie lays down her pen with a sigh of satisfaction. "There, that is beautiful! But I dare say it is not as good as yours, Alec." "Don't interrupt me," says Alec sternly, "and don't push against me when I'm busy." Maggie looks round and concludes that I am busy too. In a minute, Alec will have done, and then I shall read the two pieces aloud; then we shall criticise them respectfully. The aim is to make them frankly recognise the good points of each other's compositions as well as the weak points, and this they are very ready to do.