My father decided that it would be better for me to get a little knowledge of the English language before he sent me to school, so that I might be able to look after myself when there. I was handed over to the care of the head gamekeeper, Thomas Kennedy. Dear Tom died three years ago, at a very old age; rather surprising he lived so long, as he had for years to look after me. To him, from the start, I was “Master Joseph,” and “Master Joseph” I remained until I embraced the old chap the last time I saw him before he died. It was from Tom Kennedy that I first learnt English, mixed with the broad Aberdeen-Scots, which when combined with my Spanish accent was practically a language of my own.
I wonder if Britons have any idea how difficult it is, especially for one whose native tongue is of the Latin origin, to get a thorough knowledge and grasp of their language. To my mind, the English language is not founded on any particular rules or principles. No matter how words are spelt, they have got to be pronounced just as the early Britons decided. There is no particular rule; if you want to spell properly, you pretty well have to learn to spell each word on its own. This is proved by the fact that the spelling of their own language correctly is certainly not one of the proud achievements of their own race. In the good old days before the War it may be stated without exaggeration that one of the greatest stumbling blocks in the public examinations – especially those for entrance into Woolwich and Sandhurst – was the qualification test in spelling. There must be thousands of candidates still alive who well remember receiving the foolscap blue envelopes notifying them that there was no further necessity for their presence at the examination as they had failed to qualify in spelling. As regards the pronunciation of words as you find them written, it is quite an art to hit them off right. Still, perseverance, patience and a good memory finally come to the rescue, and the result is then quite gratifying.
It was from Tom Kennedy that I also learnt to shoot, fish, ride and drink, for Tom always had a little flask of whisky to warm us up when we were sitting in the snow and waiting for the rabbits to bolt, or – what often took a great deal longer time – waiting for the ferrets to come out. And – last but not least – he taught me to smoke. I well remember Tom’s short black pipe and his old black twist tobacco. I shall never forget the times I had and the physical and mental agonies I endured in trying to enjoy that pipe.
So six months passed away and I was sent, with my two elder brothers, to the Oratory School in Edgware Road, Edgbaston, Birmingham. The head of the school was the celebrated Doctor, and later on Cardinal, Newman. Even to this day my recollections of that ascetic holy man are most vivid. At that time his name was a household word in religious controversy. He stood far above his contemporaries, whether they were those who agreed with or differed from his views. He was respected by all, loved by those who followed him; never hated, but somewhat feared, by those who opposed him. I remember that one of the greatest privileges to which the boys at our school at that time looked forward, was being selected to go and listen to Doctor Newman playing the violin. Five or six of us were taken to his study in the evening. In mute silence, with rapt attention, we watched the thin-featured man, whose countenance to us seemed to belong even then to a world beyond this, and we listened to what to us seemed the sweetest sounding music.
But yet there are other recollections which were not so pleasant. The head prefect was a man of very different physical qualities. Dear Father St. John Ambrose erred on the side of physical attainments. He was by no means thin or ascetic. He possessed a powerful arm, which he wielded with very considerable freedom when applying the birch in the recesses of the boot-room. I must admit that my interviews with Father St. John in the boot-room were not infrequent. But, after all, the immediate effect soon passed away and the incident was forgotten. Still, to my surprise, when the school accounts were rendered at the end of the year, my father was puzzled over one item, namely, “Birches – £1 2s. 6d.” (at the rate of half a crown each)! He asked me what it meant, and I explained to him as best I could that dear Father St. John was really the responsible person in the matter, and I had no doubt my father would get a full explanation from him if he wrote. But it brought home to me the recollection of nine visits to the boot-room with that amiable and much-respected Father St. John. I have within the last few months met again, after my long absence in other countries, several of my school mates. They are all going strong and well, holding high positions in this world, and as devoted as ever to the old school at Edgbaston. One of them is now Viscount Fitzalan, Viceroy of Ireland.
When my two elder brothers left the Oratory, which I may say was a school where the boys were allowed very considerable liberty, my father must have thought, no doubt, when he remembered the twenty-two and sixpence for birches, that it would be wise to send me somewhere where the rules of the college were, in his opinion, somewhat stricter. So off I was sent, early in 1870, to dear old Beaumont College, the Jesuit school, situated in that beautiful spot on the River Thames just where the old hostelry The Bells of Ouseley still exists, at the foot of the range of hills which the glorious Burnham Beeches adorn. The original house was once the home of Warren Hastings. Four delightful years of school life followed. It was a pleasure to me to find that there was no extra charge for birches. The implement that was used to conserve discipline was not made out of the pliable birch tree, but of a very solid piece of leather with some stiffening to it – I fancy of steel – called a “ferrula.” This was applied to the palm of the hand, and not to where my old friend the birch found its billet. As the same ferrula not only lasted a long time without detriment to itself, but, on the contrary, seemed rather to improve with age, the authorities were kind enough not to charge for its use.
No event of any particular interest, except perhaps being taught cricket by old John Lillywhite, with his very best top hat of those days, and battles fought on the football ground against rival colleges, occurred until the end of the third year. I happened to have come out, at the end of that year, top of my class. I had practically won most of the prizes. It was the custom of the school that the senior boys of the upper classes were permitted to study more advanced subjects than the school had actually laid down for the curriculum of that particular class for the year. These extra subjects were called “honours.” They were studied in voluntary time; the examinations therein and the marks gained in no way counted towards the result of the class examinations for the year.
These class examinations were held before the “honours” examination. A friend of mine in a higher class, who was sitting behind me in the study room, asked me if I’d like to read an English translation of “Cæsar.” I promptly said “Yes” and borrowed it, and was soon lost in its perusal, with my elbows on my desk and my head between my hands. Presently I felt a gentle tap on my shoulder. I looked up to see the prefect of studies standing by me. He told me afterwards that he had thought, from the interest I was taking in my book, that I was reading some naughty and forbidden novel, which he intended to confiscate, of course, and probably read. He was surprised to find it was an old friend, “Cæsar.” Being an English translation it was considered to be a “crib.” He asked me where I had got it. I couldn’t give away my pal, just behind me, so I said I didn’t know. “Don’t add impertinence to the fact that you’ve got a ‘crib.’ Just tell me where you did get this book,” he remarked. “I don’t want to be impertinent,” I said, “but I refuse to tell you.” “Very well, then,” he said, “go straight to bed.”
I heard nothing more on the subject till a few days afterwards, at the presentation of the prizes, the breaking-up day, on which occasion the parents and friends of the scholars were invited to be present. At an interval in the performance the prizes were presented. The prefect of studies would begin to read from the printed prize list, which all the visitors were supplied with, the names of all the fortunate prize winners in succession, from the highest to the lowest. As the name of each prize winner was called he stood up, walked to the table at which the prizes were presented, received his, and, after making a polite bow, returned to his seat.
When