CHAPTER IV
Chittenden's—A wonderful teacher—My personal experiences as a schoolmaster—My "boys in blue"—My unfortunate garments—A "brave Belge"—The model boy, and his name—A Spartan regime—"The Three Sundays"—Novel religious observances—Harrow—"John Smith of Harrow"—"Tommy" Steele—"Tosher"—An ingenious punishment—John Farmer—His methods—The birth of a famous song—Harrow school songs—"Ducker"—The "Curse of Versatility"—Advancing old age—The race between three brothers—A family failing—My father's race at sixty-four—My own—A most acrimonious dispute at Rome—Harrow after fifty years.
I was sent to school as soon as I was nine, to Mr. Chittenden's, at Hoddesdon, in Hertfordshire. This remarkable man had a very rare gift: he was a born teacher, or, perhaps, more accurately, a born mind-trainer. Of the very small stock of knowledge which I have been able to accumulate during my life, I certainly owe at least one-half to Mr. Chittenden. There is a certain profusely advertised system for acquiring concentration, and for cultivating an artificial memory, the name of which will be familiar to every one. Instead of the title it actually bears, that system should be known as "Chittendism," for it is precisely the method adopted by him with his pupils fifty-four years ago. Mr. Chittenden, probably recognising that peculiar quality of mental laziness which is such a marked characteristic of the average English man or woman, set himself to combat and conquer it the moment he got a pupil into his hands. Think of the extraordinary number of persons you know who never do more than half-listen, half-understand, half-attend, and who only read with their eyes, not with their brains. The other half of their brain is off wool-gathering somewhere, so naturally they forget everything they read, and the little they do remember with half their brain is usually incorrect. It seems to me that this sort of mental limitation is far more marked in the young generation, probably because foolish parents seem to think it rather an amusing trait in their offspring. Now, the boy at Chittenden's who allowed his mind to wander, and did not concentrate, promptly made the acquaintance of the "spatter," a broad leathern strap; and the spatter hurt exceedingly, as I can testify from many personal experiences of it. On the whole, then, even the most careless boy found it to his advantage to concentrate. This clever teacher knew how quickly young brains tire, so he never devoted more than a quarter of an hour to each subject, but during that quarter of an hour he demanded, and got, the full attention of his pupils. The result was that everything absorbed remained permanently. If I enlarge at some length on Mr. Chittenden's methods, it is because the subject of education is of such vital importance, and the mere fact that the much-advertised system to which I have alluded has attained such success, would seem to indicate that many people are aware that they share that curious disability in the intellectual equipment of the average Englishman to which I have referred; for unless they had habitually only half-listened, half-read, half-understood, there could be no need for their undergoing a course of instruction late in life. Surely it is more sensible to check this peculiarly English tendency to mental laziness quite early in life, as Mr. Chittenden did with his boys. To my mind another striking characteristic of the average English man and woman is their want of observation. They don't notice: it is far too much trouble; besides, they are probably thinking of something else. All Chittenden's boys were taught to observe; otherwise they got into trouble. He insisted, too, on his pupils expressing themselves in correct English, with the result that Chittenden's boys were more intellectually advanced at twelve than the average Public School boy is at sixteen or seventeen. It is unusual to place such books as Paley's Christian Evidences, or Archbishop Whately's Historic Doubts as to Napoleon Bonaparte, in the hands of little boys of twelve, with any expectation of a satisfactory result; yet we read them on Sundays, understood the point of them, and could explain the why and wherefore of them. Chittenden's one fault was his tendency to "force" a receptive boy, and to develop his intellect too quickly. As in the Pelm—(I had very nearly written it) system, he made great use of memoria technica, and always taught us to link one idea with another. At the age of ten I got puzzled over Marlborough's campaigns. "'Brom,' my boy, remember 'Brom,'" said Mr. Chittenden. "That will give you Marlborough's victories in their proper sequence—Blenheim, Ramillies, Oudenarde, Malplaquet, 'Brom'"; and "Brom" I have remembered from that day to this.
Though it is now many years since Mr. Chittenden passed away, I must pay this belated tribute to the memory of a very skilful teacher, and an exceedingly kind friend, to whom I owe an immense debt of gratitude.
My own experiences as a pedagogue are limited. During the War, I was asked to give some lessons in elementary history and rudimentary French to convalescent soldiers in a big hospital. No one ever had a more cheery and good-tempered lot of pupils than I had in my blue-clad, red-tied disciples. For remembering the order of the Kings of England, we used Mr. Chittenden's jingle, beginning:
"Billy, Billy, Harry, Ste,
Harry, Dick, Jack, Harry Three."
By repeating it all together, over and over again, the very jangle of it made it stick in my pupils' memory. Dates proved a great difficulty, yet a few dates, such as that of the Norman Conquest and of the Battle of Waterloo, were essential. "Clarke, can you remember the date of the Norman Conquest?" "Very sorry, sir; clean gone out of my 'ead." "Now, Daniels, how about the date of Waterloo?" "You've got me this time, sir." Then I had an inspiration. Feigning to take up a telephone-receiver, and to speak down it, I begged for "Willconk, One, O, double-six, please." Twenty blithesome wounded Tommies at once went through an elaborate pantomime of unhooking receivers, and asked anxiously for "Willconk—One, O, double-six, miss, please. No, miss, I didn't say, 'City, six, eight, five, four'; I said 'Willconk, One, O, double-six.' Thank you, miss; now I can let mother know I'm coming to tea." This, accompanied by much playful badinage with the imaginary operator, proved immensely popular, but "Willconk, One, O, double-six" stuck in the brains of my blue-clothed flock. In the same way the Battle of Waterloo became "Batterloo—One, eight, one, five, please, miss," so both those dates remained in their heads.
We experienced some little trouble in mastering the French numerals, until I tried a new scheme, and called out, "From the right, number, in French!" Then my merry convalescents began shouting gleefully, "Oon," "Doo," "Troy," "Catta," "Sink," etc.; but the French numerals stuck in their heads. Never did any one, I imagine, have such a set of jolly, cheery boys in blue as pupils, and the strong remnant of the child left in many of them made them the more attractive.
When I first went to school, the selection and purchase of my outfit was, for some inscrutable reason, left to my sisters' governess, an elderly lady to whom I was quite devoted. This excellent person, though, knew very little about boys, and nothing whatever as to their requirements. Her mind harked back to the "thirties" and "forties," and she endeavoured to reconstitute the dress of little boys at that period. She ordered for me a velvet tunic for Sunday wear, of the sort seen in old prints, and a velvet cap with a peak and tassel, such as young England wore in William IV.'s days. She had large, floppy, limp collars specially made for me, of the pattern worn by boys in her youth; every single article of my unfortunate equipment had been obsolete for at least thirty years. In my ignorance, and luckily not knowing what was in store for me, I felt immensely proud of my new kit.
On the first Sunday after my arrival at school, I arrayed myself with great satisfaction in a big, floppy collar, and my new velvet tunic, amidst the loud jeers of all the other boys in the dormitory. I was, however, hardly prepared for the yells and howls of derision with which my appearance in the school-room was greeted; my unfortunate garments were held to be so unspeakably grotesque that boys laughed till the tears ran down their cheeks. As church-time approached the boys produced their high hats, which I found were worn even by little fellows of eight; I had nothing but my terrible tasselled velvet cap, the sight of which provoked even louder jeers than the tunic had done. We marched to church two and two, in old-fashioned style in a "crocodile," but not a boy in the school would walk beside me in my absurd garments, so a very forlorn little fellow trotted to church alone behind the usher, acutely conscious of the very grotesque figure he was presenting. I must have been dressed very much as Henry Fairchild was when he went to visit his little friend Master Noble. On returning from church, I threw my velvet cap into the water-butt, where, for all I know, it probably is still, and nothing would induce me to put on the velvet tunic or the floppy collars a second time. I bombarded my family with letters until I found myself equipped with a high hat and Eton jackets and collars such as the other boys wore.