Their governor was a charming young Rhinelander called Schultz. He was very highly recommended to me by friends; he had, they told me, taken a particularly good degree at his University. When I interviewed him in London I asked what he took his degree in, and he said very seriously “Pædagogy.” I asked whether he could play the piano; he said no, he had given all his time to pædagogy. I asked whether he knew French; he said no, only pædagogy. I began to become interested in this curious subject, and asked him what pædagogy was about. He brightened up at once, and said, “It is very simple; you trust the child, he love you.” I wanted to know how long his course had been; he said six years. I said that seemed rather a long time; he said most unfortunately his course had been cut short. I asked him what he would have studied if he had been able to take a full course, he said pædagogy. I was beginning to get quite hypnotized by this time, and hastily engaged him.
The boys, who were very high-spirited (taking after their mother, I am afraid my readers will suggest), were not prepared to take him seriously. Francis, who took the helico over to meet him at Broxbourne, tried to frighten him by looping the loop as they came back; which was very naughty of him, because he knew it was not allowed to loop the loop even when by himself. Herr Schultz hung on grimly, trusting Francis, which nobody who knew him would have done, for the boy was a very poor driver. Next day I suggested an hour for lessons: “When they like,” said Herr Schultz. I thought it might be well to neglect their likes and dislikes in the matter, but this was apparently unpædagogic: “You not do what he not wills; you trust him, he love you.” The boys decided to go off to the pictures at Buntingford: Herr Schultz accompanied them, sat behind them, and in a slow, level voice instructed them on everything they saw. “It was worse than Mrs. Rowlands lecturing on Venice,” Gervase said afterwards. Finally they broke away and went to the meet; Herr Schultz followed, contributing a stream of information on the habits of dogs. They went bird’s-nesting, and Herr Schultz proved intolerable on the subject of ornithology. Next day the boys volunteered to have a fixed hour for lessons on condition that Herr Schultz would leave them alone the rest of the day, and he came to me beaming: “You trust them,” he said, “they love you.” I am bound to say he was a most successful teacher, using no threat to enforce discipline except that of his company. They rather liked “old Stilts” too, after a time; and with his quite unimaginative, wholly serious manner he became a general favourite—only Lady Combe could not approve of him, because he was “a Roman.” “And a German Roman, too, my dear”—as if that form of the infection were more likely to be catching. They had no other governor till I sent them, at the ages of ten and eleven, to a preparatory school at Bournemouth.
I was induced to do this by hearing that Dr. Tulse, the head-master of this establishment, was particularly successful in giving home-bred pupils those instincts of discipline which would be expected of them at a public school. His method was at the time an unusual one, though I believe it has been imitated since. It was based on the well-known work of Professor Krausenberg of Jena, “The Education Myth.” The thesis of the book, it will be remembered, is that the motive-force of the boy-mind is an opposition-loving reaction from the teacher-stimulus. Try to get a boy interested in something and he will immediately become interested in something quite different, to which his attention will inevitably wander all through the hours of class. Our mistake, says Krausenberg, has been that we always set out to teach the child what we want him to learn, with the result that he always learns something else. Fired with this discovery, Dr. Tulse started a school at which all educating should be conducted by what he called “the indirect method.” He would go into class and read out a funny story by Billman or Harcourt Clynes, and his class would sit round him surreptitiously studying Dante or Sophocles under the desk. At least he said they did. The walls of the class-rooms were plastered with all sorts of useful information about history and science; and Dr. Tulse’s assistants had orders to say at frequent intervals, “Don’t sit there staring at the wall, look at your books,” with the result that the pupils always stared at the walls, “drinking in information,” the head-master would enthusiastically say, “not through the œsophagus but through the pores.” Some particularly instructive maps and plans were turned with their faces to the wall, and there was a strict school rule against looking at them: on the subject of these, one was told, any of the boys could have passed an examination any day. In the library there was one shelf very high up on the wall, so that you could only reach it by climbing on the chairs, which were covered with a very delicate and easily-spoiled kind of silk. This shelf contained Latin and French grammars, classical dictionaries, and the like; and there was a label on it to say “No boy may touch these books.” They were never out of circulation. Sometimes a master would come up to a boy and whisper into his ear Boyle’s Law, or the rules for doing conditional clauses in Greek, and tell him to be very careful not to pass the information on, as it was strictly private and not quite delicate. The whole institution would talk of nothing else for a week.
The discipline of the establishment was managed on the same lines as the teaching. During play-time, no boy was allowed within a radius of half a mile from the school, with the result that no boy ever strayed outside it. All games were forbidden, and were played enthusiastically. You were liable to be flogged if you were found in bed before ten: the masters, creeping in on tip-toe, used to find all their pupils fast asleep by half-past nine. Cigarettes were served out after all meals, and were secretly thrown away by the boys, who complained of them in their letters home as “filthy muck.” Very plain food was served to the masters; but as the masters never came into the dining-room till a quarter of an hour after the boys, this plain food had all disappeared by the time they arrived, and they regaled themselves later on with the masterpieces of a French chef, which the boys had contemptuously thrown under their seats. The passages were wrapped in a cloistral stillness; if any master heard so much as a whisper there, he would come out and say, “Make more noise there, please,” and all would be quiet once more. There was a large bath-room labelled “For the use of Masters only,” from which sounds of splashing came all day long. If two boys quarrelled, they were ordered to fight, and they immediately settled their differences by arbitration.
I am glad to say that my own boys got very bad reports all the time they were there. Again and again they were “swished” for going into the Chapel, tidying their desks, opening their windows at night, wearing black clothes on Sunday, touching their caps to masters, doing Swedish drill before breakfast, taking books out of the classical library, keeping silence in the dormitory, and otherwise breaking the rules of the establishment. Once they very nearly got expelled for deliberately mowing the lawn. It was a wonderful school. I am bound to say, on the other hand, that they paid their pupils very little,[[12]] but high fees were an advantage which Porstock and I could easily afford to forego.
It was just before Francis went to Eton that I lost my dear mother. Her health had been failing for some time, and she had been obliged to go to the Campagna, Sierra Leone and other health resorts under doctor’s orders, but it was plain that she could not last long, and she came back to Greylands to end her life quietly there. Towards the end her memory failed rather, and she would think she was back in her childhood’s days: she would walk upstairs without taking any notice of the lift, or take a pen out of some old drawer and absent-mindedly begin writing her letters by hand. Her end was a very peaceful one, and Mrs. Rowlands, who attended her in her last illness, said she had never met such touching faith. Our friends were very kind to me in my great sorrow, and two Cabinet Ministers flew back behind her ashes from Golder’s Green to West Mill.
Francis’ name had been entered for Mr. Townshend’s house at Eton. This was in ’41, only three years before my marriage, so he was lucky to be able to get in so early. Mr. Townshend was dead, and his successor, Mr. Cubitt, had retired, but I was told that the spirit of Mr. Frodsham’s house (as it then was) remained excellent. Although it could not compete with the classical tradition of Downside, and had yielded to Tonbridge the palm of merely numerical superiority, Eton was still the premier school of England. The reputation which it had enjoyed under “flogging Headmasters” like Lyttelton had not deserted it in our more humanitarian days. I was a proud mother when I went down for Francis’ first Fourth of June! Old Lord Billericay, I remember, was with me, and it was interesting to note all the changes that had happened since his time, and the indignation which they provoked in the breast of that unbending old Conservative. I remember, for example, that “Pop” were now allowed to wear calf shoes; that notices were put up in the right hand as well as in the left-hand window of the School Bookshop; that the counter in “Little Brown’s” had been moved back six inches in order to make more room for customers; that the boys were allowed to wear “change” at “absence”; that the railings round the statue of the Founder in School Yard had been renewed; that the procession of boats started a quarter of an hour earlier than it used to; that the façade of the School Hall (a fascinating building, in the florid style of the early days of this century) had been cleaned; that the choir boys no longer dressed in Eton suits; that the old “danger signal” for motors on the Slough Road had been removed—and so on: none of these symptoms failed to confirm in Lord Billericay the gloomy presentiment that “the place was going to the dogs.” I confess that for myself, in spite of the great changes which had swept over it, Eton remained a link with the distant past, and the mellow brickwork of the Warre Schools seemed to breathe out the enchantments of the Middle Age. We went to “Speeches,” of course, and these had a wonderfully old-world atmosphere about them—the knee-breeches and silk stockings of the performers, the immemorial dust of the School Hall, the selections for recitation (including a scene from “You never can tell” and a Maeterlinck piece whose name I have forgotten) all conspired to make you feel as if you were back in the nineteenth century. I think the most modern poem that was recited was Edgar Pirbright’s Hymn to the North Sea, written when the first tide-trap was opened, the one that begins “Now, you damned scrimshanker, get a move on,” and I suppose Edgar Pirbright was dead before Wallace K.S. was born!
Both my boys were very happy at Eton. Many old Etonians were anxious about the future of the place at the time; for Dr. Sandridge had only just assumed the Headmastership, and his was said to be a reforming temperament; there was a rumour that he intended to abolish “Sunday Questions” and to shorten early School by five minutes—proposals which put everybody in arms against him. But the school seemed to prosper none the less. Both my sons (who were said by my friends to take after their mother in an extraordinary way) became good footballers, and Gervase only just missed his Eight.
Meanwhile, Greylands, though I suppose I ought not to boast of it, became famous for its hospitality. More than one Conference with foreign diplomats has been held there, and from Saturday to Monday we nearly always had a full house. I have, curiously enough, a complete record of our visitors, for my Mother, among her old-world habits, retained a great devotion to the principle of “The Visitors’ Book,” in which our guests were expected to write, not only their names, but some quotation from a favourite author, or, if they preferred it, some original composition. Artists would occasionally draw pictures in it. I have the unwieldy volume before me now: let us take a peep through the pages of it. Here is an original drawing by Lennox the Futuribilist, “Lady Porstock’s new helico.” The machine is, of course, represented just after a bad crash—no, this is the right way up to hold it—and the mechanic is seen as a confused mass of drapery a few yards away. Those who only know Lennox as a painter of the macabre would be surprised at this revelation of what he could do in his lighter vein. And a few pages on, strange contrast! there is one by Charmant in the neo-classical manner, “Lady Porstock as Artemis”—not drawn, I am glad to say, from the life. Visitors’ Books make strange bedfellows.
Then here is poor Cynthia de Brignard’s[[13]] quotation, such a sad one! “All, all are gone, the old familiar faces.” I see that she came back again later after she had married that American man, Tarporley: she seems to have been in a more cheerful mood then, for she writes, “If at first you don’t succeed, try, try, try again.” Then there is Archie Lock, not in his best form, but the helico was waiting, I remember, as he wrote it: