Surprised by Joy. C. S. Lewis
came a time when there were no more ushers, and Oldie’s youngest daughter taught the junior pupils. By that time there were only five boarders, and Oldie finally gave up his school and sought a cure of souls. I was one of the last survivors, and left the ship only when she went down under us.
Oldie lived in a solitude of power, like a sea-captain in the days of sail. No man or woman in that house spoke to him as an equal. No one except Wee Wee initiated conversation with him at all. At meal times we boys had a glimpse of his family life. His son sat on his right hand; they two had separate food. His wife and three grown-up daughters (silent), the usher (silent), and the boys (silent) munched their inferior messes. His wife, though I think she never addressed Oldie, was allowed to make something of a reply to him; the girls - three tragic figures, dressed summer and winter in the same shabby black - never went beyond an almost whispered ‘Yes, Papa,’ or ‘No, Papa,’ on the rare occasions when they were addressed. Few visitors entered the house. Beer, which Oldie and Wee Wee drank regularly at dinner, was offered to the usher but he was expected to refuse; the one who accepted got his pint, but was taught his place by being asked a few moments later in a voice of thunderous irony, ‘Perhaps you would like a little more beer, Mr N.?’ Mr N., a man of spirit, replied casually, ‘Well, thank you, Mr C, I think I would.’ He was the one who did not stay till the end of his first week; and the rest of that day was a black one for us boys.
I myself was rather a pet or mascot of Oldie’s - a position which I swear I never sought and of which the advantages were purely negative. Even my brother was not one of his favourite victims. For he had his favourite victims, boys who could do nothing right. I have known Oldie enter the schoolroom after breakfast, cast his eyes round, and remark, ‘Oh, there you are, Rees, you horrid boy. If I’m not too tired I shall give you a good drubbing this afternoon.’ He was not angry, nor was he joking. He was a big, bearded man with full lips like an Assyrian king on a monument, immensely strong, physically dirty. Everyone talks of sadism nowadays but I question whether his cruelty had any erotic element in it. I half divined then, and seem to see clearly now, what all his whipping-boys had in common. They were the boys who fell below a certain social status, the boys with vulgar accents. Poor P. - dear, honest, hard-working, friendly, healthily pious P. - was flogged incessantly, I now think, for one offence only; he was the son of a dentist. I have seen Oldie make that child bend down at one end of the school-room and then take a run of the room’s length at each stroke; but P. was the trained sufferer of countless thrashings and no sound escaped him until, towards the end of the torture, there came a noise quite unlike a human utterance. That peculiar croaking or rattling cry, that, and the grey faces of all the other boys, and their deathlike stillness, are among the memories I could willingly dispense with.1
The curious thing is that despite all this cruelty we did surprisingly little work. This may have been partly because the cruelty was irrational and unpredictable; but it was partly because of the curious methods employed. Except at geometry (which he really liked) it might be said that Oldie did not teach at all. He called his class up and asked questions. When the replies were unsatisfactory he said in a low, calm voice, ‘Bring me my cane. I see I shall need it.’ If a boy became confused Oldie flogged the desk, shouting in a crescendo, ‘Think - Think - THINK!!’ Then, as the prelude to execution, he muttered, ‘Come out, come out, come out.’ When really angry he proceeded to antics; worming for wax in his ear with his little finger and babbling, ‘Aye, aye, aye, aye …’ I have seen him leap up and dance round and round like a performing bear. Meanwhile, almost in whispers, Wee Wee or the usher, or (later) Oldie’s youngest daughter, was questioning us juniors at another desk. ‘Lessons’ of this sort did not take very long; what was to be done with the boys for the rest of the time? Oldie had decided that they could, with least trouble to himself, be made to do arithmetic. Accordingly, when you entered school at nine o’clock you took your slate and began doing sums. Presently you were called up to ‘say a lesson’. When that was finished you went back to your place and did more sums - and so for ever. All the other arts and sciences thus appeared as islands (mostly rocky and dangerous islands)
Which like to rich and various gems inlaid The unadorned bosom of the deep
- the deep being a shoreless ocean of arithmetic. At the end of the morning you had to say how many sums you had done; and it was not quite safe to lie. But supervision was slack and very little assistance was given. My brother - I have told you that he was already a man of the world - soon found the proper solution. He announced every morning with perfect truth that he had done five sums; he did not add that they were the same five every day. It would be interesting to know how many thousand times he did them.
I must restrain myself. I could continue to describe Oldie for many pages; some of the worst is unsaid. But perhaps it would be wicked, and it is certainly not obligatory, to do so. One good thing I can tell of him. Impelled by conscience, a boy once confessed to him an otherwise undetectable lie. The ogre was touched; he only patted the terrified boy’s back and said, ‘Always stick to the truth.’ I can also say that though he taught geometry cruelly, he taught it well. He forced us to reason, and I have been the better for those geometry lessons all my life. For the rest, there is a possible explanation of his behaviour which renders it more forgivable. Years after, my brother met a man who had grown up in the house next door to Oldie’s school. That man and his family, and (I think) the neighbours in general, believed Oldie to be insane. Perhaps they were right. And if he had fairly recently become so, it would explain a thing which puzzles me. At that school as I knew it most boys learned nothing and no boy learned much. But Oldie could boast an impressive record of scholarships in the past. His school cannot always have been the swindle it was in our time.
You may ask how our father came to send us there. Certainly not because he made a careless choice. The surviving correspondence shows that he had considered many other schools before fixing on Oldie’s; and I know him well enough to be sure that in such a matter he would never have been guided by his first thoughts (which would probably have been right) nor even by his twenty-first (which would at least have been explicable). Beyond doubt he would have prolonged deliberation till his hundred-and-first; and they would be infallibly and invincibly wrong. This is what always happens to the deliberations of a simple man who thinks he is a subtle one. Like Earle’s Scepticke in Religion he ‘is alwayes too hard for himself. My father piqued himself on what he called ‘reading between the lines’. The obvious meaning of any fact or document was always suspect: the true and inner meaning, invisible to all eyes except his own, was unconsciously created by the restless fertility of his imagination. While he thought he was interpreting Oldie’s prospectus, he was really composing a school-story in his own mind. And all this, I doubt not, with extreme conscientiousness and even some anguish. It might, perhaps, have been expected that this story of his would presently be blown away by the real story which we had to tell after we had gone to Belsen. But this did not happen. I believe it rarely happens. If the parents in each generation always or often knew what really goes on at their sons’ schools, the history of education would be very different. At any rate, my brother and I certainly did not succeed in impressing the truth on our father’s mind. For one thing (and this will become clearer in the sequel) he was a man not easily informed. His mind was too active to be an accurate receiver. What he thought he had heard was never exactly what you had said. We did not even try very hard. Like other children, we had no standard of comparison; we supposed the miseries of Belsen to be the common and unavoidable miseries of all schools. Vanity helped to tie our tongues. A boy home from school (especially during that first week when the holidays seem eternal) likes to cut a dash. He would rather represent his master as a buffoon than an ogre. He would hate to be thought a coward and a cry-baby, and he cannot paint the true picture of his concentration camp without admitting himself to have been for the last thirteen weeks a pale, quivering, tear-stained, obsequious slave. We all like showing scars received in battle; the wounds of the ergastulum, less. My father must not bear the blame for our wasted and miserable years at Oldie’s; and now, in Dante’s words, ‘to treat of the good that I found there’.
First, I learned, if not friendship, at least gregariousness. There had been bullying at the school when my brother first went there. I had my brother’s protection for