Mr. Paul, afterwards founder of a well-known publishing firm, was then a radical parson of very “broad” views, a friend of Frederick Denison Maurice, Charles Kingsley, and many other Liberals. A man of fine taste, he also possessed a large fund of vivacity and spirits, which, with his unvarying kindness, made him very popular among his pupils; indeed, only at Eton itself could there have been a more delightful life, regarded from the boyish point of view, than that which we led in those summer months, fishing, bathing, bird’s-nesting. The one cloud on our horizon was the impending rite of Confirmation, which some of us had to undergo at Blandford, and for which Mr. Paul prepared us. I have always felt grateful to him for the simplicity of his method, which was free from the morbid inquiries then common in schools. I think he asked me only one question: “Is it wrong to doubt?” This was a problem in which I felt no sort of concern; making a bold shot, I replied “No,” and was gratified to find that I had answered correctly.
At Eton my tutor was Mr. Francis Warre Cornish, one of the gentlest and most accomplished of men, the very antithesis of the bullying, blustering schoolmaster of the good old type which even then was not wholly superseded. Much loved by those of his pupils who learnt to know him intimately, Mr. Cornish was a good deal hampered in his dealings with boys by his shyness and diffidence; he lacked that gift of geniality which is essential to a successful teacher. This I discovered at an early date, when, in the course of the entrance examination, I was told to show him the rough copy of my Latin verses. It was to these, as it turned out, that I mainly owed my election; but it somewhat depressed me when my prospective tutor, after reading the lines with a sad and forlorn expression, handed them back to me with no more cheering remark than: “Too many spondees.” Years afterwards, when Mr. Cornish, competing for a headmastership, was described in a testimonial as “trembling on the brink of poetic creation” (an odd certificate for such a post), I remembered his criticism of my youthful verses, and could not help thinking that his own poetic genius would also have benefited by a larger infusion of the sprightly or dactylic element. His nature was decidedly spondaic; but he was a kind and courteous gentleman, in the best sense of the word, and in a less rough environment than that of a public school his great abilities would have found ampler scope.
Much the same must be said of Dr. J. J. Hornby, who succeeded the rigid Dr. Balston in the headmastership of Eton in 1868. It was a marvel that a man who loved leisure and quietude as he did, and who seemed always to desire to doff rather than to don the formalities of high office, should have deliberately sought preferment in a profession which could not have been very congenial to him. Not that he lacked the reputed qualities of a ruler: he had a stately presence, a most courteous manner, a charming sense of humour, and the rare power of interesting an audience in any subject of which he spoke. But, behind these external capabilities, he had a fatal weakness—slackness, perhaps, is the proper term—which loosened the reins of authority, and made his headmastership a period of which Eton had no reason to be proud. “Idleness holds sway everywhere,” wrote an Eton boy at that time, “and such idleness! As a man who has never had dealings with the Chinese can have but a faint idea of what swindling is, so a man who has never been at Eton has but a poor conception of what idleness is.”[2] What wonder, when the headmaster was himself as unpunctual as a fourth-form boy?
Hornby was too retiring, too sensitive, to govern a great school. I was in his Division for two years, almost at the beginning of his headmastership; and I can see him still as he sat at his oak table in the middle of the sixth-form room, toying with a pencil, and looking at us somewhat askance, as if to avoid either scrutinizing or being scrutinized, for he was not of the drill-master kind, who challenge their class and stare them down. We liked him the better for it, but divined that he was not quite at ease; and it occurred to one of us that he was aptly described in that terse phrase which Tacitus applied to a Roman emperor: Capax imperii nisi imperâsset (“Every inch a ruler—if only he had not ruled”). There was a certain maladroitness, too, about him which at times set us wondering; until some one suggested that we should look up the cricket records, and see how he had acquitted himself in that supreme criterion of greatness, the Eton and Harrow match. We did so, and found that he had hit his own wicket. Thus all was explained, our worst misgivings confirmed.
The want of discipline in some of the classrooms was appalling. My first term was spent in the “lag” Division of Fifth Form, a very rowdy one, then taken by a most accomplished classical scholar known as “Swage,” or “Swog,” and a more unpleasant introduction for a new boy could hardly have been devised. So great was the uproar, and so frenzied the attempts of the unfortunate “Swage” to suppress it, that it was as dangerous to be a member of the class as it is for a well-disposed citizen to be mixed up in a street-riot; for among so many tormentors there was no security against being mistaken for a ringleader. “Swage’s” schoolroom was on the ground floor and close to the road; and one of the first scenes I witnessed was a determined attempt on the part of some of the bigger boys to drive a stray cow into the room; they got her to the doorway, but there she was met and headed back by “Swage” himself, shouting at the top of his voice and flourishing his large door-key. That was the sort of game that went on almost daily. It was currently reported, and I believe with truth, that “Swage” once set a punishment to a bird. To sing and to whistle were common practices in his Division; and when a bird perched near the window and chirruped in an interval of the din, he rounded on it blindly with a cry of “A hundred lines.”
There was a story, too, that a letter which he once wrote to the headmaster, complaining of one of his private pupils who persisted in knocking loudly on his study door, bore a brief after-cry more eloquent than many words: “P.S. He is knocking still.”
To fall into the hands of boys, as this ill-fated master had done—and his lot was shared by several others—was to be a captive among savages: they did not kill and eat him, it is true, but that was the extent of their tender mercies, and every day he was brought out afresh to be baited and worried.
Such was the state of affairs when Hornby was made headmaster; and it became worse rather than better under his lax and listless regime. Yet no one who has any knowledge of the history of corporal punishment will be surprised to hear that he was a frequent wielder of the rod. Seldom did a day pass without a visit from the Sixth Form Præpostor to one or more of the Divisions, to bid some culprit “stay after school”; and on those occasions the conduct of the class was a good indication of the light in which the punishment was regarded. As the fatal hour approached, the eyes of all would be riveted on the offender, who maintained a dauntless demeanour to the last; pantomimic gestures would indicate the nature of the penalty which he was shortly to undergo; watches would be held up to emphasize the dreadful fact that, as in the case of Dr. Faustus, time was on the wing; and there would be audible surmises as to “how many” he would get. The victim’s friends, indeed, were hardly so considerate and sympathetic as the circumstances might have been expected to demand.
Flogging is an old institution which has found mention in every book written about the school, and which could never be omitted from any discourse upon Eton. It used to be the custom, in the holidays, for parties of Windsor trippers to be shown over the school buildings under the leadership of a woman—the wife, presumably, of one of the College servants—who gave an oral explanation of the “sights.” When the headmaster’s room was reached, the guide of course drew attention to that awful emblem of authority, the “block”; and after pointing out the part which it played in the correction of offenders, she would add, in a croaking voice befitting the solemnity of the subject: “They receive the punishment upon their seats.” That was a true, but rather inadequate description of a practice which only a very barbarous society could tolerate. A flogging was a disgusting sight even to the two “lower boys” who then had to act as “holders-down”; still more so to the Sixth Form Præpostor whose duty it was to be present; most of all, one would suppose, to the headmaster. It has been described as “an operation performed on the naked back by the headmaster himself, who is always a gentleman, and sometimes a high dignitary of the Church.”[3]
The Lower Master, at the time of which I am speaking, was the Rev. F. E. Durnford, nicknamed “Judy,” described in Eton under Hornby as “a strange, laughable, yet almost pathetic figure, with whimsical puckered visage and generally weather-beaten aspect, like a sort of Ancient Mariner in academic garb.” He, too, used the birch freely in his domain of Lower School, but his castigations were of a more paternal kind, and between the strokes of the rod he would interject moral reproofs in his queer nasal voice, such as: “You nahty, nahty boy!” It was said that during the punishment he would even enter into conversation with the offender, especially when he knew his “people” personally, and that on one occasion he was overheard to inquire of a boy on the block: “Have you seen your uncle lately?” a question which, in the circumstances, would at first sight seem irrelevant, but was probably intended to awaken repentance in the criminal by directing his thoughts to some pious and respected relative. To the upper boys, “Judy” Durnford was a never-failing amusement; his every gesture was noted by them; as when, in correcting exercises, if some word or phrase eluded his memory, he would sit scratching his temples vigorously, and exclaiming: “It runs in me head.”