Some features of the curriculum might have been modelled upon the ancient Chinese system. What could have been more ridiculous than to make boys who could scarcely construe a simple sentence attempt to turn out Latin verse? It would have been far better to teach greater Eton—that is, the mass of more or less ignorant dunces—how to write a good letter in their own language, or driven into their brains some knowledge of modern geography, yet nothing of the sort was ever attempted.
The writing of Latin verse was one of the most time-honoured Eton traditions which had to be undertaken by every boy who emerged from the Lower Forms of the school, and every week a copy of verses was set by the masters who took the divisions of the Fifth Form. These verses had to be done by the boys as best they could, being submitted for correction to the tutors, who got the verses into shape, eliminating “false quantities” and all other mistakes, in the course of which operation they themselves often composed a good deal of Latin poetry. The revised copy was then returned to the boy, who wrote a “fair copy” out of school, and afterwards showed up both copies to the Division Master. The strain on the tutors was at times great, and unscrupulous boys, with the additional help of a clever friend, would sometimes go through the whole of their Eton career without in the least understanding anything at all about verse-writing.
“TUGS” AND “SAPS”
Such a state of affairs exerted a demoralising effect upon the minds of earnest, well-meaning boys, who gradually came to see that certain features of their education were entirely futile. Besides this, owing to the general tone of the school, a large part of which regarded school-work as being merely a sort of useless way of wasting time, their estimation of the value of effort of all kind lessened, whilst the conviction was forced upon them that no particular kudos was to be gained by conscientious study, which they came to look upon as the peculiar appanage of “Tugs” and “Saps.”
No feat of learning on the part of a King’s scholar ever aroused the slightest surprise, it being generally assumed that “Tugs,” unlike the rest of the school, having been born “Saps,” or always made to work, could master every kind of learning with the greatest ease. The Newcastle Scholar, always a boy of high intellectual attainments, excited no interest amongst the mass of the school—the majority indeed scarcely knew who had won it, and, if asked, would generally reply, “Oh, some Colleger or other.” No aspirations to gain Balliol scholarships or places in the class-lists disturbed the serenity of the Oppidan’s mind. Such petty ambitions might excite the miserable rivalry of boys at other schools, vain mortals toiling in the lower world of scholarship, “vying with and outrunning and outwitting one another.” In such contests Eton could afford to look calmly on, secure in that “repose of character” which has for so many generations marked her students. There existed, indeed, a sort of tacit understanding that it was the business of the Collegers to do the intellectual work and to win the school and University honours, whilst the Oppidans were to prove victorious at Henley and, if possible, beat Harrow and Winchester at cricket. A great portion of the school, assuming a natural licence to be idle, had a deeply implanted conviction that reading was not in their line, and at heart believed it was rather a slow thing to do.
The general result of this unsatisfactory standard of course yielded bad results. Calmly secure in the conviction that to be in the eight or eleven was to have reached the highest pinnacle of boyish ambition, those who excelled in athletics became naturally prone to undervalue intellectual effort and attainments.
GAMES, NOT WORK
To excel at games, not at work, was the ideal set before their youthful eyes; no wonder that for one who persevered in conscientious preparation of his school-work ten succumbed and became content to sink lower and lower in Trials, till at last they just scraped through a few places from the bottom. Admiration for athletics indeed was carried to an almost absurd extreme. Whilst there can be no doubt that exercise and an indulgence in manly games and healthful forms of relaxation are excellent for schoolboys, they should be regarded from a sane and proper point of view, and not held up as the sole end and aim of human existence. Curiously enough, scarcely any great men have been keen athletes during their youthful days, whilst a large proportion of those who have excelled in the cricket field or on the river have been utterly unheard of in after life, where capacity to propel a boat through the water at high speed or drive a cricket ball to the boundary counts scarcely at all. An entire absorption in games to the exclusion of practically all other interests cannot be called a healthy feature of education. Loafing, every one agrees, is a slovenly and demoralising habit, but fanatical interest in cricket, football, or the river is bad in another way, for though it may produce muscle, it may also, when carried to an extreme, produce atrophy of the brain.
In the rough old days, though sporting pursuits, like fighting, were in high repute, games do not appear to have been taken very seriously at Eton, where there was nothing approaching the modern spirit which makes heroes of the eight and the eleven. In the eighteenth century, though games were played, not a few of the more clever boys would appear to have viewed them with something of good-humoured contempt.
“I can’t say I’m sorry that I was never quite a schoolboy,” wrote Horace Walpole; “an expedition against Bargemen, or a match at cricket may be very pretty things to recollect; but, thank my stars, I can remember things that are very near as pretty.”