[ [10] Sartor Resartus, by Thomas Carlyle, Book II., chap, ii., p. 68. Chapman and Hall, 1831.
CHAPTER VI
BOYHOOD AND SCHOOL LIFE
I now come to what must always be the great moral crux in a boy's life, that on which all the higher issues of his character will, in all human probability, turn—his school life. One of our great educators took what, looked at superficially, seemed the somewhat retrograde step of giving up the mastership of a college at Oxford to take again the head-mastership of a great public school. But in a conversation I had with him he led me to infer that he had done so from the conviction forced upon him that the whole moral trend of the character must be given, if given at all, prior to university life, at the public school; and to him nothing less than the formation of high moral character seemed worth striving for. Fine scholarship and high mathematics are excellent, but after all, as the apostle of culture, Matthew Arnold, has told us, conduct, and not intellectual attainment, forms seven-tenths of life.
Now, it is in connection with your boy's school life that you will have your greatest dangers to face, your hardest battle to fight.
I am, of course, aware that your school system is in some respects different from ours. You have the mixed day school such as largely obtains in Scotland, but which does not exist, at least for the upper classes, in England. You have private boarding-schools, which with us are called preparatory schools, as they form the vestibule to the public school. And you have, lastly, a few large public schools somewhat on the model of Eton and Harrow.
Let us begin with the boarding-school. I do not intend for one moment to deny the advantages of our great English public schools. They are excellent for discipline and the formation of strong character, especially for a ruling race like ours; and their very numerical strength and importance command a splendid set of men as masters. But both public and private boarding-schools labor under one great disadvantage: they remove a boy from all family influence and violate the order of our life, which can never be violated with impunity. Boys and girls are sent into the world in pretty equal proportions, and we were never intended to pile a lot of boys together without girls and largely without any feminine influence whatever. To do so is to insure moral disorder whether in our schools or yours. To quote from an excellent paper of Dr. Butler's: "In giving us sisters," says one of the Hares in Guesses at Truth, "God gave us the best moral antiseptic," and it is their absence more than anything else that has produced the moral problems which our boarding-schools present. To be absent from sisters for the greater part of the year, at an age when their companionship is perhaps the most eloquent of silent appeals to purity, is undoubtedly one of the greatest evils to be set against the blessings of our public schools.[11]
For my own part, I can only say that the one thing which has filled me at times with the darkness of despair has not been the facts about our back streets, not those facts to meet which we hold conferences and establish penitentiaries, refuges, preventive homes, etc.—I am full of hopefulness about them—but the facts about our public, and still more about our private, schools, which until lately have been met with dead silence and masterly inactivity on the part of English parents. On the part of mothers I feel sure it is ignorance, not indifference: if they knew what I know, it simply could not be the latter. Even now, when some, at least, of their ignorance has been dispelled, I doubt whether they realize the depth of moral corruption which is to be found in our public and private schools; the existence of heathen vices which by the law of our land are treated as felony, and which we would fain hope, after nineteen centuries of Christianity, might now be relegated to the first chapter of Romans. They do not realize the presence of other and commoner forms of impurity, the self-defilement which taints the moral nature and stimulates the lower nature into unhealthy and abnormal activity. They do not understand the essentially sporadic nature of the evil—that it may exist "as a pestilence that walketh in darkness" in one boarding-school, while another, owing to the influence of a good set of boys, is comparatively free from it; and they will, therefore, take a single denial of its existence, possibly from their own husbands, as conclusive. Even the affirmations of head-masters are not altogether to be trusted here, as mothers cannot betray the confidence of their own boys, and often fail in gaining their consent to let the head-master know what is going on, in the boy's natural dread of being found out as the source of the information and, according to the ruling code, cut, as having "peached." Once I obtained leave to expose an indescribable state of things which was going on in broad daylight in an unsupervised room at one of our great public schools, utterly unsuspected by the head-master, and his subordinate, the house-master. But another case which for long made my life a kind of waking nightmare remained unexposed to the last.
Speaking of those commoner forms of impurity to which I have referred, and which are so mischievous as stimulating immature functions, needing, as Acton over and over again insists, absolute quiet and rest for healthy development, Dr. Dukes, the head physician of one of our best known public schools, states: "The reason why it is so widespread an evil"—computed in 1886 at eighty per cent. of boys at school, a computation accepted by a committee of public schoolmasters—"I believe to be, that the boy leaves home in the first instance without one word of warning from his parents that he will meet with bad boys who will tell him that everybody does it, and thus he falls into evil ways from his innocence and ignorance alone."[12]