A Life Beyond Boundaries (2 page)

When my father decided to take us all home in 1941, this young Vietnamese woman, whose name was Ti-hai (Miss no. 2 said her parents, concerned mainly with sons), was all set to go with us, because she enjoyed seeing the world. But California, our landing point, was drumming up racist anti-Asian policies, and the American consulate in Shanghai refused to give her a visa, so she had to return to Vietnam. After the war, my mother tried to find her through diplomatic channels, but without success.

My first memory of schooling dates from about 1942. My father was in and out of hospitals in San Francisco, and my baby sister was born in 1943. My mother was too exhausted caring for her husband and the new baby to cope with two energetic little boys who, at that time, quarrelled constantly. So we were packed off to The Country School, a boarding school run by two grim Scandinavian women outside Los Gatos, at the edge of present-day Silicon Valley. The school is still there, but the town has become
so big that today it's near the centre. America was quite unfamiliar to us, we missed our parents badly, and we were often physically punished. I had the misfortune to wet my bed, and the school rules forced me almost every day to miss a class so I could wash my sheets, for which I was mercilessly teased and bullied. I do not remember learning anything there.

After the family returned to Waterford and managed to buy a house at the edge of the town, my brother and I were put into a Quaker primary school. Cars were then a rarity in our town, so we went to school in a donkey-cart driven by my mother's elderly and extremely kind gardener. I had my first experience of a traffic accident when I rushed out of the school gate and ran into just such a donkey-cart which happened to be passing by. Had it been a car I would probably have been killed, but as it was, I only broke my shoulder-bone.

When we boys were given bicycles to go to school, we were introduced to the class struggle and religious conflict. We had to ride down through a Catholic neighbourhood of relatively poor people. The boys there took us to be snobby, half-English and Protestant, and were usually ready for a fight. The way down was not that bad, as we could ride very fast and arm ourselves with hockey-sticks. But going home uphill was when we ‘got it' from these lads. At the time I did not understand why we were hated, but it was a useful lesson in the effects of religious, class and racial bigotry. Today, I don't remember much about the Quaker school except that I was so afraid of a red-faced mathematics teacher that I often played truant, lying to
mother. I was also a member of a little gang headed by a tough, athletic girl called Fiona.

The most important piece of luck for me was another key decision made by my mother. Irish law made it compulsory for small children to start learning either Irish (nationalism) or Latin (Catholicism). My mother saw no point in my learning a nearly extinct language spoken fluently only in the far west of the country, so Latin it was. She found a private tutor for me, Mrs Webster, a wonderful middle-aged woman who was the best teacher I have ever had. It may be hard to believe, but she made me fall in love with Latin, and realize that I had, from the start, a gift for languages.

Later I asked my mother: ‘Why Latin? It is even more extinct than Irish.' Though she did not know Latin herself, she knew the right answer: ‘Latin is the mother of most Western European languages – French, Spanish, Portuguese and Italian – so if you know Latin, you will find all these languages easy. Besides, Latin has a great literature which every well-educated person should know.'

It turned out, however, that my mother had another reason for her decision. She believed that Irish schools of those days were not very good, and she wanted her two boys to go to a fine boarding-school in England which might help them get into a good ‘public school' and later a university. In these educational institutions, Latin (and Greek) were essential elements in the curriculum.

So off we went, myself first and my younger brother a year later. It was quite an experience to go to England. We had to take a steamship for seven hours across the
notoriously rough Irish Sea, with people vomiting all over the place. We would land at the little Welsh seaport, Fishguard, at about 2 a.m., trying to keep warm with cups of hot cocoa or Marmite, and then leave by the 4 a.m. train for London, getting there around ten o'clock. After a day or two at grandfather's house, we would be sent by train to Scaitcliffe, our little school southeast of London.

I was only at this new school for two years, but they were intense because it specialized in ‘cramming' little boys to get into the top ‘public schools'. The pressure also came from my mother, who told us that since she was a widow living mainly on a pension, we would not be able to go to one of these elite schools unless we could win scholarships. I duly took the nationally competitive exam for thirteen vacant scholarships at Eton (where my maternal grandfather had also won a scholarship towards the end of the nineteenth century), and to general astonishment came in at no. 12. My younger brother, more energetic and competitive, took the examination later and did much better than I.

Eton was a strange place for me. The vast majority of the pupils came from the English aristocracy and very rich business or banking families, with a scattering of brown-skinned ‘princes' from the ex-colonies and the living protectorates. The scholarship boys mostly came from middle-class families; they lived together in a separate building, ate together, and had a special ‘medieval' outfit they were obliged to wear. The majority, who lived in handsome ‘Houses', we met only in class. These boys, whose backgrounds guaranteed them a comfortable or powerful future, saw no need to work hard, and openly
despised the scholarship boys as ‘bookworms' who were socially well below them. The scholarship boys, mostly intelligent, responded by mocking the ‘stupidity' and snobbishness of their enemies. They had their own (intellectual) snobbishness, too, and bonded closely. I had never been in classes with so many intelligent boys.

It was a strange place in other ways too. Even in winter, we had to get up very early, take ice-cold showers, and then go to our first class before finally being allowed to eat terrible English breakfasts. Class followed class every morning and afternoon, interrupted only by regimented sports and evenings full of homework. One reason for this intensity, we came to realize, was the teachers' firm belief in the old saying ‘The Devil finds work for idle hands'. They knew that in an all-boy environment, hormone-tossed teenagers would fall into different kinds of love and sexual relations unless they were constantly monitored and kept physically exhausted.

The curriculum was especially tough for the scholarship boys, who were aware they would probably have to win scholarships again in order to get into Oxford or Cambridge. But it was still quite old-fashioned. The core element was always language, Latin, Greek, French, German, and later a little Cold War Russian. But languages were backed by classes in ancient history, art history, bits of archaeology, and a lot of comparative modern history, with Britain at its heart. No anthropology, no sociology, no political science. Aside from the above, there was a lot of mathematics and, rather feebly, smatterings of chemistry, biology and physics. But no sex education, of course.

I remember only two teachers. One was Raef Payne, a young man who taught English literature and had the temerity to introduce us to T. S. Eliot (by then an old man, and a Nobel Prize winner). This was our only taste of post-Edwardian literature at all. The usual English literature syllabus mainly covered up to the late nineteenth century, and the teaching of poetry in class stuck to certain set patterns like rhyme with limited length. It was highly unusual then to be taught the poetry of Eliot, which did not follow the standard conventions. The young English teacher also managed the annual school play, usually Shakespeare, and handled well the whistles and screams that always came when a boy was assigned to play any of the female roles. ‘Don't be idiots,' he would say. ‘In Shakespeare's time all actors of female parts were boys like you.'

The other memorable teacher was our intimidating Head Master, Sir Robert Birley, who, surprisingly, taught an excellent class on poetry that greatly increased my appreciation of verse. Rather than simply comparing several poems and analyzing their different lengths or rhyming styles, he would pick a poem by Kipling, for example, analyse its composition and explain its historical background. It was also he who taught me that beauty and virtue need not be the same and that poets who wrote splendid poems were not necessarily wonderful people.

In this environment, my brother and I moved in different directions. He concentrated on modern history, mainly but not entirely European, while I focused on language and literature. The eye-opener for me was a systematic, if conservative, study of French literature, from late medieval
times up to the end of the nineteenth century. It is a notorious fact that French and English are the two European languages hardest to translate into each other. I felt the difficulty right away, and was enthralled by being allowed to enter a completely un-English world.

Rather massive reading in the literature of antiquity had a different effect. It felt like bathing in two grand non-Christian civilizations. Because we scholarship boys were regarded as the school's intellectual elite, we were allowed to read almost anything, even erotic passages, though the teachers often skipped them out of embarrassment. The ancient cultures we were trained to admire and the contemporary culture into which we were being educated were miles apart. While we were taught to be ashamed of, and hide, our bodies, the statues of ancient Greece were almost entirely and unashamedly nude, and very beautiful. Homosexual behaviour in 1950s England was still a criminal offence, and could put people in prison for years, but ancient mythology was full of stories about gods falling in love with human boys or young men. Ancient history offered plenty of examples of young lovers going bravely to war together and dying in each other's arms. Then there was a gorgeous goddess of love, and a naughty little boy-god with a bow and arrow to back her up. Christianity seemed dull and narrow-minded in contrast.

One other notable aspect was that we were seriously taught how to write. We had to practise writing poetry of our own in Latin, and translate English poems into Latin. We also studied carefully the great masters of English prose from the sixteenth century to the nineteenth. Finally,
we had to memorize and publicly recite many poems in different languages. To this day, I still have in my head poems in Latin, Greek, French, German, Russian and even Javanese.

I did not know it at the time, but I was lucky to be among almost the last cohort to have these experiences. By the late 1950s, the practice of memorizing poems had almost died out. Classical studies in the old broad sense, considered as the basis for a humane education, was also being pushed aside by subjects thought more useful for careers, the professions and modern life in general. Moreover, coarse Anglo-American was becoming the only ‘world language', at a great loss to the planet.

I did only one thing at Eton of which I am still proud. The teachers regularly used corporal punishment, which was supposed to ‘toughen us up'. Worse, however, was that the boys in the senior class were permitted to beat smaller and younger boys. With the help of some close friends, I persuaded my classmates to break with this tradition. When we became seniors we promised all the young boys that there would be no more beatings – naturally, we were, for a while, quite popular.

Strict as Eton was, it made plenty of room for holidays. When I won the scholarship to Eton, my loving aunt took me to Paris for a week of sightseeing. I bought a French comic at a kiosk near our hotel, and in it came across a scene in which Tarzan was making Jane some sexy jungle clothes, which surprised me very much. I had always assumed that Jane sewed her own clothes, never imagining that Tarzan would do such a thing. When I raised this with
my aunt she laughed aloud, so I had to fight back a bit: ‘The French have the best designers in the world, and they are all men!' Later on, I went bicycling in Holland with some schoolmates, and spent summer holidays with my mother's best friends, one who lived in Austria, and another who kept a villa near the border between Switzerland and Italy. So I had plenty of opportunities for adolescent fun outside Ireland and England.

If Etonians could make brief trips abroad, high-ranking foreigners could also visit Eton. In June 1953 came the spectacular coronation of Queen Elizabeth II, to which all monarchs or their representatives were invited. Japan's Emperor Hirohito was not acceptable to British public opinion because of his role in the Pacific War, but Akihito, his very young son, was deemed fit to attend. We scholarship boys were told that Akihito would visit Eton, and that we should be well behaved and respectful. Actually, we were rather hostile in principle, since the war had ended only recently. But when Akihito arrived we were stunned. He was a small young man, only a little older than us, wearing simple dark clothes and walking between two gigantic Scottish soldiers, almost as if he had been arrested. He was almost silent, timid, insecure and very gentle. Suddenly, many of us felt that in some ways he was just like us.

In my senior year at Eton, I won a scholarship to go to Cambridge University. In those days, youngsters studied intensively to get in, but once there they were not expected to study very hard, and most of them (then mainly boys)
spent their time drinking, playing cards or sports, going to the movies and looking for girls. Drugs, I think, did not feature at the time. Later, in America, I was surprised to find quite the opposite: high-school students do little work, while college students have to study hard if they are to do well in later life.

Cambridge in the 1950s was still quite conservative. Sociology had only recently been introduced as a discipline and was highly controversial. There was no political science, and anthropology was still in its infancy. The scholarship I had received was in the field of classical studies, but I soon decided I should switch to a field more useful for the future. Since Cambridge boasted a number of world-famous economists – Keynes, who already had passed away by the time I arrived, had studied and taught there – I chose to study economics. I quickly discovered that I had no talent for the subject, was easily bored, and did not do well in the final examinations for the first year. Rather weakly, I resolved to return to classical studies, learning from my seniors that the final examinations for the bachelor's degree were easier than the competitive examination I had taken to get into Cambridge in the first place.