Right before supper Jeanette, Kenty (in pajamas) and I had a big pillow fight on Mother’s bed.
January 28: We started baseball practice today. I made a bungle of it but so did nearly everyone who played.
January 31: We didn’t have any school this afternoon because of the President’s visit. I went to hear him speak at the Auditorium . . . only it was packed full. Then, in going to Uncle Alfred’s office . . . , I watched his auto go past only never knew it. At last I saw him standing on the observation platform of his train with Mrs. Wilson behind him. My room is being painted over.
February 20: I went to the patriotic service at the church tonight and was very much pleased with Dr. Jenkins sermon on “Preparedness.”
March 2: I went down to Dr. Taylor’s office to be vacsinated for tyfoid. It isn’t supposed to hurt, only on me he struck a blood vessel and it burned like fire. There are 244 cases of tyfoid and 5 deaths from it in the city.
March 3: Censored by G. K.
April 22: Papa said that I can’t go up to camp this summer and that I have to work in the garden instead, ding bust it!
May 6: [After watching a baseball game] I guess I’ve had about as much fun as I ever had today.
George did have one physical reminder of “unfirm boundaries” between external and internal reality. He was color-blind, a fact that showed up in school drawings, to the amazement of his classmates. And the onset of puberty left other boundaries uncertain: “If at that time I’d had a mother to help me, I think it might have been easier.”45 On the whole, though, George’s childhood was, considering the sadness with which it began, cheerfully unremarkable.
V.
George and Jeanette were fortunate to attend Milwaukee State Normal, a grade school used to train teachers. Founded in 1885, it had moved in 1909 into a new and well-equipped building two miles north of the neighborhood where the Kennan children grew up. George entered first grade the following year, making his way back and forth chiefly by streetcar, a mode of transportation he found “thrilling.” His 1916 diary records him also doing so, however, by bicycle, roller skates, and on foot, the latter being the only method when it snowed too much for the streetcars to run, but attendance was expected anyway. After classes were dismissed in the afternoon, George would often stop off at one of the other boys’ houses to play: “As long as I got home by suppertime it was all right.”46
The school was progressive, requiring no homework, but “we were fully as prepared as any other children.” Grammar was emphasized, especially the diagramming of sentences, and German was taught from the first grade. There was also theater: George played an elf, in
George also had the memorable experience, during these years, of falling in love for the first time. The girl was in his class, and he only admired her from afar, “but oh! It was like intimations of heaven.” He would walk an extra mile home to pass her house, although he never called on her: “[O]nce I wrote her a note or a Christmas card . . . and went through agonies of indecision over whether to send this.” George’s sisters knew something was up when they discovered a manicure set in his room: it was astonishing, Constance remembered, because “we’d always had to make him take Saturday night baths.” But when queried on the matter, he responded with dignity: “Con, I never asked you anything about your life and I don’t expect you to ask anything about my life.” “By the time I went to military school,” George recalled, “I was really quite a husky little boy getting much more confidence in myself.”48
The school was St. John’s Military Academy in nearby Delafield, Wisconsin, and George entered it at the age of thirteen, having been allowed to skip the eighth grade at Milwaukee Normal. It was—and still is—a fortresslike institution located just across Lake Nagawicka from where the Kennans and Jameses spent their summers. The other members of the family were not at all clear why George’s father decided to send him there, instead of to a high school in Milwaukee, in the fall of 1917. Jeanette guessed that it had something to do with the fear “that George wouldn’t be masculine enough, growing up with sisters.” If so, St. John’s was the right place. “There were so many boys who were sent there because they were obstreperous,” Constance recalled, “and their parents couldn’t deal with them. They used to play all sorts of tricks, and [George] felt sorry for the teachers!” But George liked being in the country and had an enthusiasm for things military: he had been on a drill team while at Milwaukee Normal, and since April 1917, the United States had been at war.49
St. John’s, George recalled, was good for him. There was hazing, but he tolerated it: “All of us toughened up.” He found in the discipline a compensation for loneliness: “[t]here was no harm at all to be woken up at six o’clock in the morning and then have ten minutes to get dressed and get in ranks, and then to go back and make your bed and clean your room and then go to breakfast.” There was pride: when marching in parades, “[we felt] a certain superiority over the boys on the curbstones, who led what seemed to us the incredibly soft and indulgent life of the juvenile civilian.” There was a kind of freedom: each Monday the students were kicked off campus and told that they were on their own. “[W]e were the terrors of the countryside,” raiding apple orchards, building dugouts, “tobogganing on the hill back of our dormitory and [fighting] enormous snow battles.” There was also refuge, on weekends, at the Frosts’ nearby lake house, where George would arrive “in my grubby, god-damned uniform, and [be] given a bath and put in a beautiful bed with white sheets.”50
It was a life without many choices to make, but “we did have the pleasures of being promoted and getting command if we did things right.” One test of patience was drilling rookies, a trial Job never had. “I wonder what he would have done,” George wrote to Jeanette. He later added, for his stepmother:
George made cadet lieutenant but handled his platoon so badly on maneuvers that the Army colonel in charge chewed him out in front of two companies, announcing “that if I had done that in the regular army in wartime, I would have been shot at sunrise.” He was then transferred to the staff and discouraged from the further pursuit of a military career.51
Teachers imprinted themselves indelibly. There was a burly Alsatian, once a waiter, who hurled cadets out of the classroom if they acted up, but he was fine for French verbs. George’s Latin instructor, in contrast, never got upset: he had “an amused recognition of me, of what I could do.” The school’s founder and headmaster, Dr. Sidney T. Smythe, an Episcopal clergyman who had been a boxer in his youth, terrified the students but also inspired them in chapel: “I’ve never forgotten his reading of the Gospel of St. John: ‘And the Word was made flesh and dwelt among us, and we beheld his glory, the glory as of the only begotten of the Father, full of grace and truth.’ I’ve often thought that’s the most beautiful sentence in the English language.”52
And then there was a young, handsome English teacher who “was very nice to a group of us,” serving ice cream in his apartment and arranging school-sanctioned theater trips to Chicago. He introduced George to Oscar Wilde and Bernard Shaw, then “frightfully avant garde,” and also to Princeton by having him read F. Scott Fitzgerald’s recently published
George was well aware, by then, of homosexuality. “What could you expect? These were boys in ages from 13
