Antic Hay Aldous Huxley (philippa perry book .TXT) 📖

undishevelled as a seated pillar-box. He wore a monocle on a black ribbon, a black stock tie that revealed above its double folds a quarter of an inch of stiff white collar, a double-breasted black coat, a pair of pale checked trousers and patent leather boots with cloth tops. Mr. Porteous was very particular about his appearance. Meeting him casually for the first time, one would not have guessed that Mr. Porteous was an expert on Late Latin poetry; and he did not mean that you should guess. Thin-limbed, bent and agile in his loose, crumpled clothes, Gumbril Senior had the air, beside Mr. Porteous, of a strangely animated scarecrow.

“What on earth?” the old gentleman repeated his question.

Gumbril Junior shrugged his shoulders. “I was bored, I decided to cease being a schoolmaster.” He spoke with a fine airy assumption of carelessness. “How are you, Mr. Porteous?”

“Thank you, invariably well.”

“Well, well,” said Gumbril Senior, sitting down again, “I must say I’m not surprised. I’m only surprised that you stood it, not being a born pedagogue, for as long as you did. What ever induced you to think of turning usher, I can’t imagine.” He looked at his son first through his spectacles, then over the top of them; the motives of the boy’s conduct revealed themselves to neither vision.

“What else was there for me to do?” asked Gumbril Junior, pulling up a chair towards the fire. “You gave me a pedagogue’s education and washed your hands of me. No opportunities, no openings. I had no alternative. And now you reproach me.”

Mr. Gumbril made an impatient gesture. “You’re talking nonsense,” he said. “The only point of the kind of education you had is this, it gives a young man leisure to find out what he’s interested in. You apparently weren’t sufficiently interested in anything⁠—”

“I am interested in everything,” interrupted Gumbril Junior.

“Which comes to the same thing,” said his father parenthetically, “as being interested in nothing.” And he went on from the point at which he had been interrupted. “You weren’t sufficiently interested in anything to want to devote yourself to it. That was why you sought the last refuge of feeble minds with classical educations, you became a schoolmaster.”

“Come, come,” said Mr. Porteous. “I do a little teaching myself; I must stand up for the profession.”

Gumbril Senior let go his beard and brushed back the hair that the wind of his own vehemence had brought tumbling into his eyes. “I don’t denigrate the profession,” he said. “Not at all. It would be an excellent profession if everyone who went into it were as much interested in teaching as you are in your job, Porteous, or I in mine. It’s these undecided creatures like Theodore, who ruin it by drifting in. Until all teachers are geniuses and enthusiasts, nobody will learn anything, except what they teach themselves.”

“Still,” said Mr. Porteous, “I wish I hadn’t had to learn so much by myself. I wasted a lot of time finding out how to set to work and where to discover what I wanted.”

Gumbril Junior was lighting his pipe. “I have come to the conclusion,” he said, speaking in little jerks between each suck of the flame into the bowl, “that most people⁠ ⁠… ought never⁠ ⁠… to be taught anything at all.” He threw away the match. “Lord have mercy upon us, they’re dogs. What’s the use of teaching them anything except to behave well, to work and obey. Facts, theories, the truth about the universe⁠—what good are those to them? Teach them to understand⁠—why, it only confuses them; makes them lose hold of the simple real appearance. Not more than one in a hundred can get any good out of a scientific or literary education.”

“And you’re one of the ones?” asked his father.

“That goes without saying,” Gumbril Junior replied.

“I think you mayn’t be so far wrong,” said Mr. Porteous. “When I think of my own children, for example.⁠ ⁠…” he sighed, “I thought they’d be interested in the things that interested me; they don’t seem to be interested in anything but behaving like little apes⁠—not very anthropoid ones either, for that matter. At my eldest boy’s age I used to sit up most of the night reading Latin texts. He sits up⁠—or rather stands, reels, trots up⁠—dancing and drinking. Do you remember St. Bernard? ‘Vigilet tota nocte luxuriosus non solum patienter’ (the ascetic and the scholar only watch patiently); ‘sed et libenter, ut suam expleat voluptatem.’ What the wise man does out of a sense of duty, the fool does for fun. And I’ve tried very hard to make him like Latin.”

“Well in any case,” said Gumbril Junior, “you didn’t try to feed him on history. That’s the real unforgivable sin. And that’s what I’ve been doing, up till this evening⁠—encouraging boys of fifteen and sixteen to specialize in history, hours and hours a week, making them read bad writers’ generalizations about subjects on which only our ignorance allows us to generalize; teaching them to reproduce these generalizations in horrid little ‘Essays’ of their own; rotting their minds, in fact, with a diet of soft vagueness; scandalous it was. If these creatures are to be taught anything, it should be something hard and definite. Latin⁠—that’s excellent. Mathematics, physical science. Let them read history for amusement, certainly. But for Heaven’s sake don’t make it the staple of education!” Gumbril Junior spoke with the greatest earnestness, as though he were an inspector of schools, making a report. It was a subject on which, at the moment, he felt very profoundly; he felt profoundly on all subjects while he was talking about them. “I wrote a long letter to the Headmaster about the teaching of history this evening,” he added. “It’s most important.” He shook his head thoughtfully, “Most important.”

“Hora novissima, tempora pessimma sunt, vigilemus,” said Mr. Porteous, in the words of St. Peter Damianus.

“Very true,” Gumbril Senior applauded. “And talking about bad times, Theodore, what do you propose to do now, may I ask?”

“I mean to begin by making some money.”

Gumbril Senior put his