C.S. Lewis, Surprised By Joy:
“Except at Oldie’s I had been fortunate in my teachers ever since I was born; but Smewgy was ‘beyond expectation, beyond hope’. He was a grey-head with large spectacles and a wide mouth which combined to give him a froglike expression, but nothing could be less froglike than his voice. He was honey-tongued. Every verse he read turned into music on his lips: something midway between speech and song. It is not the only good way of reading verse, but it is the way to enchant boys; more dramatic and less rhythmical ways can be learned later. He first taught me the right sensuality of poetry, how it should be savoured and mouthed in solitude. Of Milton’s ‘Thrones, Dominations, Princedoms, Virtues, Powers’ he said, ‘That line made me happy for a week.’ It was not the sort of thing I had heard anyone say before. Nor had I ever met before perfect courtesy in a teacher. It had nothing to do with softness; Smewgy could be very severe, but it was the severity of a judge, weighty and measured, without taunting–
He never yet no vileinye ne sayde
In all his lyf unto no maner wight.
He had a difficult team to drive, for our form consisted partly of youngsters, New Bugs with scholarships, starting there like myself, and partly of veterans who had arrived there at the end of their slow journey up the school. He made us a unity by his good manners. He always addressed us as ‘gentlemen’ and the possibility of behaving otherwise seemed thus to be ruled out from the beginning; and in that room at least the distinction between fags and Bloods never raised its head. On a hot day, when he had given us permission to remove our coats, he asked our permission before removing his gown. Once for bad work I was sent by him to the Headmaster to be threatened and rated. The Headmaster misunderstood Smewgy’s report and thought there had been some complaint about my manners. Afterward Smewgy got wind of the Head’s actual words and at once corrected the mistake, drawing me aside and saying, ‘There has been some curious misunderstanding. I said nothing of the sort about you. You will have to be whipped if you don’t do better at your Greek Grammar next week, but naturally that has nothing to do with your manners or mine.’ The idea that the tone of conversation between one gentleman and another should be altered by a flogging (any more than by a duel) was ridiculous. His manner was perfect: no familiarity, no hostility, no threadbare humour; mutual respect; decorum. ‘Never let us live with amousia,’ was one of his favourite maxims: amousia, the absence of the Muses. And he knew, as Spenser knew, that courtesy was of the Muses.
Thus, even had he taught us nothing else, to be in Smewgy’s form was to be in a measure ennobled. Amidst all the banal ambition and flashy splendours of school life he stood as a permanent reminder of things more gracious, more humane, larger and cooler. But his teaching, in the narrower sense, was equally good. He could enchant but he could also analyse. An idiom or a textual crux, once expounded by Smewgy, became clear as day. He made us feel that the scholar’s demand for accuracy was not merely pedantic, still less an arbitrary moral discipline, but rather a niceness, a delicacy, to lack which argued ‘a gross and swainish disposition’. I began to see that the reader who misses syntactical points in a poem is missing aesthetic points as well.”
One thought on “The Portrait of a Teacher”
Nice bit: “I began to see that the reader who misses syntactical points in a poem is missing aesthetic points as well.”