The Hearts of Men. Fielding Harold

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      This was not his only awakening, this was not the only subject on which he learnt new rules. Soldiers must fight, and so must boys, if necessary, in a good cause. To a soldier all causes are good when his country bids; to a boy all causes are good when his school code tells him. Turn the other cheek? Be called a funk and a coward, be derided and scorned by all the school, be told to be ashamed, and, worse than all, feel that he ought to be and was ashamed? Not so. Not so. A boy must fight, too, when his schoolboy honour bids. He even learnt more still than this. Battle was not always a disagreeable necessity, it was in itself often a pleasure. "To drink delight of battle with his peers" is no poet's rhetorical phrase; it is a truth. There is a sheer muscular physical pleasure in fighting, as all boys know. True blows hurt, but the blows that hurt most are not on the body, and there is, too, a moral strength, a moral pleasure, that comes from battles. It is not disgraceful to fight, it is not even disgraceful to be beaten, but it would often be very disgraceful not to fight, to turn the other cheek. All wars are not bad things. They are the storms of God stirring up the stagnant natures to new purity and life. The people that cannot fight shall die. He learnt this lesson, not as I have written it. He did not realise it, he did not put it into words as I have done. It sank into him unconsciously as the previous teaching had done – and sorely they disagreed with each other. He learnt other lessons, many of them, in the same way. He learnt that money is not an evil but a good. When he found his pocket-money short this soon dawned upon him, and the lesson did not end there. He found that wealth was almost worshipped, that it had very great power. He found everyone engaged in the race for wealth, everyone. His spiritual pastors and masters were no more exempt than anyone else. They encouraged the race. A boy's schooling was looked upon as his preparation for the battle of life in which he was to struggle for money and honours. Men who had attained them were held up to his admiration. Not the pale-faced curates of the East End, but the great statesman and soldier, the bishops, the lawyers, the writers, the successful merchants who had once been at the school, were emblazoned on the wall. No meek, struggling curate would find a niche there. The race was to the strong, not the weak. He was learning the law of the survival of the fittest, and he was further learning that the Sermon on the Mount is not a guide to be the fittest, in this world at any rate.

      I must try again and guard against misconception. The school was a good school, the tone was good, the masters were all men of high character, of considerable learning. No school could have been better taught; but this was the teaching of the school, as it is and must be of all schools that are worth anything: a boy must be brought up on truths, not imaginings; he must learn laws, not aspirations; he must be prepared for the world as it is, not as a visionary might see it.

      Therefore this boy learnt at school the great code of conduct which obtains in the world. Shortly, it is this: not to be quarrelsome, but to be ready always to fight for a good cause, be the fighting with sword or fist, with pen or tongue, by word or deed, and when fighting to hit hard and spare not. He learnt to desire and strive for wealth and honour, which are good things, not in immoderate excess, which injures other forms of happiness, but in due and proper amount. He learnt that he should speak the truth in most things, but not in all. There are worse things than some lies. There are some lies that are not a disgrace, but an honour. He learnt that learning was not a snare, but a very necessary and very admirable thing also, and of all learning that knowledge of the world, the wicked world, the flesh and the devil, was the most necessary. Such in broad lines were what he learnt from his schoolfellows, the code filtered down from above, the code of a public school. A very admirable code, but how different from what he had first learnt. There were worlds between them, the immensity that lies between fact and ideal.

      And yet all this time, while this public school code was being driven into him by precept and example, by coercion and by blows, all this while, every morning at prayers and every Sunday thrice, he heard the other code taught in the school chapel. The masters taught it, and the boys were supposed to accept and believe it – during chapel hours. Once chapel was over, once Monday morning came, and the other code ruled. No one remembered the theoretic code of Christ. Boys who brought it forward in daily life were disliked. They were not bullied, no! but they were left alone. The tone of the school would never have allowed bullying for such a cause, but there was an instinctive repulsion to those boys who talked religion. The others inwardly accused them of cant. Boys who alleged religious reasons for refusing to fight, to poach, to smoke occasionally, to commit other little breaches of discipline, were suspected of bringing forth religion as a cloak to hide the fact that they were afraid to fight and poach and that smoking made them sick. That they were very often rightly suspected this boy had no doubt. It was his first introduction to cant, and it surprised him. Was, then, the attempt to realise the precepts of Christ in daily life either a folly or an hypocrisy? As far as he could see it was both.

      It must not, of course, be imagined that he thus faced the problem and gave this answer. He no more faced the problem than any other boy does, than the great majority of men do. He simply grew up according to his surroundings, agreeing with them, accepting the rule he found accepted, developing as his environments made him. But although he did not mentally face and enumerate his difficulties, he was aware of them just the same. He was clearly conscious of a conflict between fact and theory, between teaching and example, between reality and dreams. He became year after year also more clearly aware of a repugnance rising within him to religion and to religious teaching. He shrank from it without realising why. He supposed it was just his natural sin. It was, of course, that he was proving its unreality as a guide to life. He began to shrink, too, from all religious topics, from religious services and religious books. They jarred on him. He found himself also losing his reverence for his religious teachers – for all his teachers, in fact – for they all professed religion. Their words had grated on him first, the difference between what they professed to believe and what he knew they did believe. Unaware of the reason till much later, almost unconsciously there grew up in him a contempt towards all his teachers and masters, a sense that they must be and were hypocrites and impostors. He found himself at eighteen far adrift from all guidance and counsel, shunning religion because he saw that the teachings of Christ were quite unadapted for the world he had to live in, scornful of and contemning his teachers for what seemed to him hypocrisy.

      It was not a satisfactory state for a boy, and the less so because it was still almost unconscious. He felt all that I have said, the avoidance, the dislike, but he had not yet faced it to himself and said, "Why does Christianity jar upon me and seem unreal, what are its difficulties?" Nor, "What is it that causes my dislike and contempt of my teachers? They are better men in all ways than I am. They are good men. I shall never be as good. I honour them in their lives. I admit that. What is the difficulty?" He was adrift without compass or pilot, and he did not know it. Yet he was already far from the safe harbour of trust and belief. The storms and darkness of the sea of life were before him, and there was no star by which he could steer. He made no effort, raised as yet no alarm, for he knew not that his anchor had dragged, that he had lost hold, perhaps never to regain it.

      CHAPTER IV

      SCIENTIFIC THEOLOGY – I

      About this time he read the "Origin of Species" and "The Descent of Man." This surprised him. It was not only that this was his first introduction to the science of biology, his first peep behind the curtain of modern forms into the coulisses of the world that interested him, but there was here contained a complete refutation, a disastrous overthrow, of all that system of the Creation which he had been taught.

      If Darwin was right, and he seemed to be right – nay, even his once adversaries now admitted he was right, if not in his details yet in his broad outline – if he was right then was Genesis all wrong. There was never any garden of Eden, never any seven days' creation, never any making of woman out of a rib; the world was not six thousand years old, but millions. Man himself could count his pedigree back tens of thousands of years. It was a fable; and not only was it a fable, but this fable contained as a kernel not a truth – then it would be understood – but a falsehood. The theory of the whole story was that man had fallen, that he used to be perfect, that he walked with God, but that he fell. Such СКАЧАТЬ