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these things。 We joined in the earnest acquirement of all that was
necessary for Greek epigrams and Latin verse； and for the rest
played games。 We dipped down into something clear and elegantly
proportioned and time…worn and for all its high resolve of stalwart
virility a little feeble； like our blackened and decayed portals by
Inigo Jones。
Within； we were taught as the chief subjects of instruction； Latin
and Greek。 We were taught very badly because the men who taught us
did not habitually use either of these languages； nobody uses them
any more now except perhaps for the Latin of a few Levantine
monasteries。 At the utmost our men read them。 We were taught these
languages because long ago Latin had been the language of
civilisation； the one way of escape from the narrow and localised
life had lain in those days through Latin； and afterwards Greek had
come in as the vehicle of a flood of new and amazing ideas。 Once
these two languages had been the sole means of initiation to the
detached criticism and partial comprehension of the world。 I can
imagine the fierce zeal of our first Heads； Gardener and Roper；
teaching Greek like passionate missionaries； as a progressive
Chinaman might teach English to the boys of Pekin； clumsily；
impatiently； with rod and harsh urgency； but sincerely；
patriotically； because they felt that behind it lay revelations； the
irresistible stimulus to a new phase of history。 That was long ago。
A new great world； a vaster Imperialism had arisen about the school；
had assimilated all these amazing and incredible ideas； had gone on
to new and yet more amazing developments of its own。 But the City
Merchants School still made the substance of its teaching Latin and
Greek； still； with no thought of rotating crops； sowed in a dream
amidst the harvesting。
There is no fierceness left in the teaching now。 Just after I went
up to Trinity； Gates； our Head； wrote a review article in defence of
our curriculum。 In this； among other indiscretions； he asserted
that it was impossible to write good English without an illuminating
knowledge of the classic tongues； and he split an infinitive and
failed to button up a sentence in saying so。 His main argument
conceded every objection a reasonable person could make to the City
Merchants' curriculum。 He admitted that translation had now placed
all the wisdom of the past at a common man's disposal； that scarcely
a field of endeavour remained in which modern work had not long
since passed beyond the ancient achievement。 He disclaimed any
utility。 But there was； he said； a peculiar magic in these
grammatical exercises no other subjects of instruction possessed。
Nothing else provided the same strengthening and orderly discipline
for the mind。
He said that； knowing the Senior Classics he did； himself a Senior
Classic！
Yet in a dim confused way I think be was making out a case。 In
schools as we knew them； and with the sort of assistant available；
the sort of assistant who has been trained entirely on the old
lines； he could see no other teaching so effectual in developing
attention； restraint； sustained constructive effort and various yet
systematic adjustment。 And that was as far as his imagination could
go。
It is infinitely easier to begin organised human affairs than end
them； the curriculum and the social organisation of the English
public school are the crowning instances of that。 They go on
because they have begun。 Schools are not only immortal institutions
but reproductive ones。 Our founder； Jabez Arvon； knew nothing； I am
sure； of Gates' pedagogic values and would； I feel certain； have
dealt with them disrespectfully。 But public schools and university
colleges sprang into existence correlated； the scholars went on to
the universities and came back to teach the schools； to teach as
they themselves had been taught； before they had ever made any real
use of the teaching； the crowd of boys herded together； a crowd
perpetually renewed and unbrokenly the same； adjusted itself by
means of spontaneously developed institutions。 In a century； by its
very success； this revolutionary innovation of Renascence public
schools had become an immense tradition woven closely into the
fabric of the national life。 Intelligent and powerful people ceased
to talk Latin or read Greek； they had got what was wanted； but that
only left the schoolmaster the freer to elaborate his point。 Since
most men of any importance or influence in the country had been
through the mill； it was naturally a little difficult to persuade
them that it was not quite the best and most ennobling mill the wit
of man could devise。 And； moreover； they did not want their
children made strange to them。 There was all the machinery and all
the men needed to teach the old subjects； and none to teach whatever
new the critic might propose。 Such science instruction as my father
gave seemed indeed the uninviting alternative to the classical
grind。 It was certainly an altogether inferior instrument at that
time。
So it was I occupied my mind with the exact study of dead languages
for seven long years。 It was the strangest of detachments。 We
would sit under the desk of such a master as Topham like creatures
who had fallen into an enchanted pit； and he would do his
considerable best to work us up to enthusiasm for； let us say； a
Greek play。 If we flagged he would lash himself to revive us。 He
would walk about the class…room mouthing great lines in a rich roar；
and asking us with a flushed face and shining eyes if it was not
〃GLORIOUS。〃 The very sight of Greek letters brings back to me the
dingy； faded； ink…splashed quality of our class…room； the banging of
books； Topham's disordered hair； the sheen of his alpaca gown； his
deep unmusical intonations and the wide striding of his creaking
boots。 Glorious！ And being plastic human beings we would consent
that it was glorious； and some of us even achieved an answering
reverberation and a sympathetic flush。 I at times responded freely。
We all accepted from him unquestioningly that these melodies； these
strange sounds； exceeded any possibility of beauty that lay in the
Gothic intricacy； the splash and glitter； the jar and recovery； the
stabbing lights； the heights and broad distances of our English
tongue。 That indeed was the chief sin of him。 It was not that he
was for Greek and Latin； but that he was fiercely against every
beauty that was neither classic nor deferred to classical canons。
And what exactly did we make of it； we seniors who understood it
best？ We visualised dimly through that dust and the grammatical
difficulties； the spectacle of the chorus chanting grotesquely；
helping out protagonist and antagonist； masked and buskined； with
the telling of incomprehensible parricides； of inexplicable incest；
of gods faded beyond symbolism； of that Relentless Law we did not
believe in for a moment； that no modern western European can believe
in。 We thought of the characters in the unconvincing wigs and
costumes of our school performance。 No Gilbert Murray had come as
yet to touch these things to life again。 It was like the ghost of
an antiquarian's toy theatre； a ghost that crumbled and condensed
into a gritty dust of construing as one looked at it。
Marks； shindies； prayers and punishments； all flavoured with the
leathery stuffiness of time…worn Big Hall。 。 。 。
And then out one would come through our grey old gate into the
evening light and the spectacle of London hurrying like a cataract；
London in black and brown and blue and gleaming silver； roaring like
the very loom of Time。 We came out into the new world no teacher
has yet had the power and courage to grasp and expound。 Life and
death sang all about one； joys and fears on such a scale； in such an