Hitch-22

greeting, he caused me to feel even more uneasy by drawing attention to the unusual number of Japanese students who could be seen from his windows. “I know it’s silly to say so, but it still makes me feel odd sometimes.”

Nobody could have been less chauvinistic than Ian Watt but then, he was one of the few survivors of The Bridge On The River Kwai, The Burma Railroad, Changi Jail in Singapore, and other Hirohito horrors that I still capitalize in my mind. He admitted later that, detecting other people’s reserve after returning home from these wartime nightmares, he had developed a manner of discussing them apotropaically, as it were, so as to defuse them a bit. And he told me the following tale, which I set down with the hope that it captures his memorably laconic tone of voice:

Well, we were in a cell that was probably built for six but was holding about sixteen of us. There wasn’t much food and we hadn’t been given any water for quite a while. The heat was absolutely ferocious. Dysentery had begun to take its toll, which was distinctly disagreeable at such close quarters…

Added to this unpleasantness, we could hear one of our number being rather badly beaten by the Japanese guards, with rifle-butts it seemed, in their guardroom down the corridor. At this rather trying moment one of my young subalterns, who’d managed to fall asleep, started screaming and flailing and yelling. He was shouting: “No, no—please don’t… Not any more, not again, Oh God please.” Hideous noises like that. I had to take a snap decision to prevent panic, so I ordered the sergeant to slap him and wake him up. When he came to, he apologized for being a bore but brokenly confessed that he’d dreamed he was back at Tonbridge.

My laughter at this, for all its brilliant timing and understatement, was very slightly awkward. Watt went on to recall an interview with that other old Asia hand E.M. Forster, in which he’d been asked, as an “old boy” of Tonbridge School, whether he would ever agree to write an article for the school magazine. “Only,” said the author of A Passage to India, “if it could be against compulsory games.” The very phrase “compulsory games” had automatic resonance for me, bringing back not merely the memory of freezing soccer and rugby pitches, and of the gloating sadists who infested the changing-rooms that were the aftermath of these pointless contests, but also W.H. Auden’s suggestive line in one of his greatest poems [“1 September 1939”]:

And helpless governors wake / To resume their compulsory game…

It was indeed Auden—who had been a master at such a school as well as having been a pupil at one—who had said that the experience had given him an instinctive understanding of what it would be like to live under fascism. (He had also said, when told by the headmaster that only “the cream” attended the school: “yes I know what you mean—thick and rich.”)

But this is where I must very slightly disappoint you. The three great subjects of Beating, Bullying, and Buggery (the junior or cadet equivalent of Winston Churchill’s naval tryptych of “Rum, Sodomy, and the Lash”) are familiar enough to me in their way, and I have often been closely questioned—usually by girls—about their influence on my formation. I was subjected to a certain amount and to a certain extent to the first two of the Big Bs but not (my italics) to the third. I should perhaps add that I was never big or strong or desperate enough to inflict any of the above procedures on anyone else. In fact, in the annals of British boarding- school trauma, I scarcely count even as walking wounded. This is because, at the very last moment, I was saved from having to go to Tonbridge.

Have you ever walked away from a car smash without a scathe, or had that other experience so well evoked by Winston Churchill: the sheer perfect relief of being shot at by someone who has missed you? I have in fact had both these experiences, but neither approximates to my sense of deliverance from the Tonbridgean. It was once again a matter of my mother versus my father. Neither of them knowing anything about the upper reaches of the education system, it had been decided when I was born to “put my name down” for the only school with which we had contact, run by someone who had once been on the same warship as the Commander. This seemed an efficient rather than a random way of doing things. However, and just before I was due to take the entrance exam at the age of thirteen, my mother bethought herself that it might be worth taking a look at the place where I was due to be conscripted for the next five formative years.

You would not, gentle reader, be scanning these pages had it been otherwise. Tonbridge was a synonym for those Spartan schools where the empire, the church, the cricket field, the war memorial, and the monarchy were, well, sovereign. The blue-eyed boy, small for his age and with rather feminine eyelashes, who is indifferent to sports and happiest in the library is… buggered. Not to say beaten and bullied. All this Yvonne saw, or I suppose I should say she somehow intuited, at a glance.

My poor parents. During my infancy in Scotland I had had to be taken away from one school, with the forbidding name of Inchkeith, when it had been noticed at home that I cowered and flung up a protective arm every time an adult male came near me. Investigation showed the place to be a minor hell of flagellation and “abuse” (such a pathetic euphemism for the real thing) so I was taken away and put in a nearer establishment named Camdean. On my first day there I was hit between the eyes with a piece of slate during an exchange of views with the Catholic school across the road, with whom our hardened Protestant gangs were at odds. Innocent of any interest in this quarrel, I nonetheless bear the faint scar of it, above the bridge of my nose, to this day.

For the next five years, by now removed southward to Devon, where my Fifeshire accent was duly knocked out of me, I underwent an experience that was once commonplace but has now become as remote and obscure in its way as travel by steam train. Indeed, I often have difficulty convincing my graduate students that I really did go off to prep school at the age of eight, from station platforms begrimed with coal dust and echoing to the mounting “whomp, whomp, woof, woof” of the pistons beginning to turn, as my own “trunk” and “tuck box” were loaded into a “luggage car.” Not only that, but that I wore corduroy shorts in all weathers, blazers with a school crest on Sundays, slept in a dormitory with open windows, began every day with a cold bath (followed by the declension of Latin irregular verbs), wolfed lumpy porridge for breakfast, attended compulsory divine service every morning and evening, and kept a diary in which—in a special code—I recorded the number of times when I was left alone with a grown-up man, who was perhaps four times my weight and five times my age, and bent over to be thrashed with a cane.

The strange thing, or so I now think, was the way in which it didn’t feel all that strange. The fictions and cartoons of Nigel Molesworth, of Paul Pennyfeather in Waugh’s Decline and Fall, and numberless other chapters of English literary folklore have somehow made all this mania and ritual appear “normal,” even praiseworthy. Did we suspect our schoolmasters—not to mention their weirdly etiolated female companions or “wives,” when they had any—of being in any way “odd,” not to say queer? We had scarcely the equipment with which to express the idea, and anyway what would this awful thought make of our parents, who were paying—as we were so often reminded—a princely sum for our privileged existences? The word “privilege” was indeed employed without stint. Yes, I think that must have been it. If we had not been certain that we were better off than the oafs and jerks who lived on housing estates and went to state-run day schools, we might have asked more questions about being robbed of all privacy, encouraged to inform on one another, taught how to fawn upon authority and turn upon the vulnerable outsider, and subjected at all times to rules which it was not always possible to understand, let alone to obey.

I think it was that last point which impressed itself upon me most, and which made me shudder with recognition when I read Auden’s otherwise overwrought comparison of the English boarding school to a totalitarian regime. The conventional word that is employed to describe tyranny is “systematic.” The true essence of a dictatorship is in fact not its regularity but its unpredictability and caprice; those who live under it must never be able to relax, must never be quite sure if they have followed the rules correctly or not. (The only rule of thumb was: whatever is not compulsory is forbidden.) Thus, the ruled can always be found to be in the wrong. The ability to run such a “system” is among the greatest pleasures of arbitrary authority, and I count myself lucky, if that’s the word, to have worked this out by the time I was ten. Later in life I came up with the term “micro-megalomaniac” to describe those who are content to maintain absolute domination of a small sphere. I know what the germ of the idea was, all right. “Hitchens, take that look off your face!” Near-instant panic. I hadn’t realized I was wearing a “look.” (Face-crime!) “Hitchens, report yourself at once to the study!” “Report myself for what, sir?” “Don’t make it worse for yourself, Hitchens, you know perfectly well.” But I didn’t. And then: “Hitchens, it’s not just that you have let the whole school down. You have let yourself down.” To myself I was frantically muttering: Now what? It turned out to be some dormitory sex-game from which—though