by John Garth
When Tolkien’s final term at King Edward’s arrived he briefly became Librarian. To help him run his little empire he recruited Wiseman, who insisted that Trought must join him as fellow sub-librarian. Tolkien’s place at Oxford was by this time assured and he could relax. Soon the library office became unsuitably lively; but the coterie that gathered there could afford to test the Headmaster’s patience because his son, Robert Quilter Gilson, was also in the thick of things.
All of Tolkien’s friends were capable of intellectual seriousness. They dominated every school debate and play, and they formed the backbone of the Literary Society, to which Tolkien read from the Norse Sagas, Wiseman expounded on historiography, Gilson enthused about the art critic John Ruskin, and Trought delivered a remarkable paper remembered as ‘almost the last word’ on the Romantics. By dint of their enthusiasm, this artistic little clique wrested school life from the hands of boys who would otherwise have controlled it. In the polarized world of school politics, it was effectively a triumph for Measures’ house over Richards’ house, the red against the green; but to Tolkien and his friends it constituted a moral victory against cynics who, as Wiseman put it, sneered at everything and lost their temper about nothing.
Much of the time the chief goal of the librarians was much less high-minded, however, and they sought only to incapacitate each other with laughter. In the summer of 1911, the hottest in four decades, Britain boiled in a stew of industrial unrest and (in the words of one historian) ‘the sweltering town populations were psychologically not normal’. The library cubby-hole became a hotbed of cultural stratagems, surreal wit, and tomfoolery. While the dead hand of exams laid hold of much of the rest of the school, the librarians brewed clandestine teas on a spirit-stove and established a practice whereby each had to bring in titbits for secretive feasts. Soon the ‘Tea Club’ was also meeting outside school hours in the tea-room at Barrow’s Stores, giving rise to an alternate name, the Barrovian Society.
In December 1913, though Tolkien has been at Oxford for over two years, he remains a member of the Tea Club and Barrovian Society, or ‘the TCBS’ as it is now known. The clique still meets for ‘Barrovians’ and is still largely devoted to drollery. Its membership has always fluctuated, but Christopher Wiseman and Rob Gilson remain at its heart, along with a more recent initiate, Geoffrey Bache Smith. On the rugby pitch today, the TCBS is represented by all four, as well as by Wiseman’s fellow three-quarter-back, Sidney Barrowclough. But Tolkien is missing an excellent full-back in Vincent Trought. The TCBS’s first loss, he died nearly two years ago after a long illness.
The incentive for today’s Oxford and Cambridge players is social as much as sporting: what with yesterday’s debate, today’s match, and tonight’s dinner, this is a major reunion of old schoolfriends. It is this, not the rugby itself, that brings the highly sociable Rob Gilson to take his place in the scrum. (He also stood in at the last minute for the ailing Tolkien in the debate.) His passion is for pencil and charcoal rather than mud and sweat. It is hard to say which feature most clearly declares his artistic nature: his sensuous, almost Pre-Raphaelite mouth or his calmly appraising eyes. His chief delight is in the sculptors of the Florentine Renaissance, and he can expound with warmth and clarity on Brunelleschi, Lorenzo Ghiberti, Donatello, and Luca della Robbia. Like John Ronald, Rob is often busy drawing or painting. His avowed object is to record the truth, not merely to satisfy aesthetic appetite (though one visitor has noted sardonically that his rooms at Trinity College, Cambridge, contain only one comfortable seat, the rest being ‘artistic’). Since leaving school he has travelled in France and Italy, sketching churches. He is studying Classics but wants to be an architect, and anticipates several years of vocational training after he graduates in 1915.
G. B. Smith, with Gilson in the scrum, considers himself a poet and has voracious and wide-ranging literary tastes, from W. B. Yeats to early English ballads, and from the Georgians to the Welsh Mabinogion. Though he used to belong to Richards’ house, he gravitated towards the TCBS and he and Tolkien are growing ever closer now that Smith has begun reading history at Corpus Christi College, Oxford, a few minutes’ walk from Exeter College. ‘GBS’ is a witty conversationalist and delights in the fact that he shares his initials with George Bernard Shaw, the greatest debater of the age. Although he comes from a commercial family and agricultural stock, he has his eye on specialist historical research after he finishes his degree. But rugby football has never appealed to him.
Also in the scrum against his own better judgment is T. K. Barnsley, known as ‘Tea-Cake’, an unflappably light-hearted young man who frequently dominates the TCBS with his brilliant wit. Tea-Cake likes to affect laconic expressions such as ‘full marks!’ and ‘I’ve got cold feet’ and to ride with reckless enthusiasm around Cambridge on a motorbike, never mind that such behaviour hardly befits a future Wesleyan minister. He and Smith have agreed to play on Tolkien’s team only if Rob Gilson is there too. Rob calls that ‘a left-handed compliment’: in other words, they know his rugby playing is even worse than theirs.
So Tolkien’s forwards are fatally compromised by the inexperience of Gilson, Smith, and T. K. Barnsley. The burden of the fight falls to the defensive three-quarter-backs, including the veterans Wiseman and Barrowclough. Barrowclough shakes off a reputation for apathy by charging half the length of the field through the enemy ranks to score first one try, then another. But from early on after the first try, the pressure from their younger opponents is unremitting, and only adroit tackling by Barrowclough and Wiseman keeps the school’s lead down. At half-time the score is 11-5 to the school First XV. The teams swap ends, and with the wind in his favour Barrowclough scores his second try and the scrum-half again converts. In the final minutes, though, the school increases its score to 14-10. For all their camaraderie, Tolkien’s ragged bunch retires defeated.
But there is dinner with old friends tonight, and the TCBS is not prone to take anything too seriously. These are happy days, and no less happy for being largely taken for granted. On leaving King Edward’s in 1911, Tolkien wrote nostalgically in the school Chronicle: ‘‘Twas a good road, a little rough, it may be, in places, but they say it is rougher further on…’
No one has foreseen just how rough the coming years will be, or to what slaughter this generation is walking. Even now, at the close of 1913, despite growing signs that war impends for this ‘over-civilized’ world, the time and manner of its unfolding are unforeseeable. Before four years have passed, the conflagration will have left four of Tolkien’s fifteen-strong team wounded and four more dead – including T. K. Barnsley, G. B. Smith, and Rob Gilson.
Of every eight men mobilized in Britain during the First World War, one was killed. The losses from Tolkien’s team were more than double that, but they bear comparison with the proportion of deaths among King Edward’s Old Boys and among former public schoolboys across Great Britain – about one in five. And they match the figures for Oxbridge-educated servicemen of their age, the vast majority of whom became junior officers and had to lead operations and assaults. It has become unfashionable to give credit to Oxford and Cambridge, and to social élites in general; but it remains true that the Great War cut a deeper swathe through Tolkien’s peers than among any other social group in Britain. Contemporaries spoke of the Lost Generation. ‘By 1918,’ Tolkien wrote half a century later in his preface to the second edition of The Lord of the Rings, ‘all but one of my close friends were dead.’
ONE
Before
If he had been a healthier child, war would have come upon John Ronald Reuel Tolkien before his seventh birthday. He was born on 3 January 1892 in Bloemfontein, the capital of the Orange Free State, one of the two Boer republics that had won independence from British rule in South Africa. There his father managed a branch of the Bank of Africa. But Arthur Tolkien had come from England with his fiancée Mabel Suffield following shortly afterwards, and they had married in Cape Town. To the Dutch Boers in Bloemfontein they w
ere uitlanders, foreigners, who enjoyed few rights and paid heavy taxes for the privilege; but the wealth generated by the region’s gold and diamond mines drew many to accept the deal. A baby brother, Hilary, was born in 1894 but the elder boy suffered from the torrid climate, and the next year Mabel brought both children back to Birmingham for a break. They never returned. In February 1896, Arthur died from rheumatic fever. So Mabel Tolkien and her sons were spared the harsh shock of the Anglo-Boer war which erupted in late 1898 over uitlander rights.
Safe in England, Mabel raised the boys alone, taking them to live in a modest cottage in the village of Sarehole, outside Birmingham. There she taught them at home during a four-year rural idyll, and the climate and character of this older world etched themselves in the young John Ronald’s heart: an utter contrast to what he had known until then. ‘If your first Christmas tree is a wilting eucalyptus and if you’re normally troubled by heat and sun,’ he recalled late in life, ‘then to have (just at the age when your imagination is opening out) suddenly found yourself in a quiet Warwickshire village…engenders a particular love of what you might call central Midland English countryside, based on good water, stones and elm trees and small, quiet rivers and…rustic people…’ But in 1900 John Ronald gained a place at King Edward’s and they moved back into industrial Birmingham to be nearer the school. Then, to the anger of Suffields and Tolkiens alike, Mabel embraced Catholicism, and for a while the boys went to a Roman Catholic school under the direction of the priests at the Birmingham Oratory. Tolkien far outstripped his classmates and was back at King Edward’s in 1903, but he remained a Catholic all his life. After his mother, who had been ill with diabetes, fell into a coma and died in November 1904, he felt she had martyred herself raising her boys in the faith.
Prior to Mabel’s death, the family had lived for a while in rooms at a cottage in Rednal, Worcestershire, outside the city borders. But now their guardian, Father Francis Morgan of the Oratory, found accommodation for the boys in Edgbaston, and in their second set of lodgings, at the age of sixteen, Tolkien met Edith Bratt, a nineteen-year-old who also had a room there. She was pretty, a talented pianist and also an orphan, and by the summer of 1909 the two were in love. But before the year was over, Father Francis got wind of the romance and banned Tolkien from seeing Edith. Stricken but dutiful, he threw himself into his school friendships, the TCBS, and rugby, captaining his house team. He won a place at Oxford (at his second attempt) and £60 a year to fund his undergraduate studies in Classics.
Mabel Tolkien had communicated to her eldest son a taste for drawing. He used his first sketchbook for drawings of starfish and seaweeds. Another seaside holiday, at Whitby in 1910, produced evocative pictures of trees, landscapes, and buildings. Tolkien’s artistic response was aesthetic and emotional rather than scientific. His figures and portraits were at best comical or stylized, at worst rudimentary, and he remained modest about his abilities as a visual artist. His greatest strengths lay in decoration and design, exemplified famously by the iconographic covers of The Hobbit and The Lord of the Rings.
Tolkien had also inherited via Mabel a flair for calligraphy from her father, John Suffield, whose ancestors had been platemakers and engravers. Mabel’s own handwriting was highly stylized, with curlicued capitals and descenders, and crossbars slanting expressively upwards. For formal purposes, Tolkien came to favour a script based on the medieval ‘foundational hand’, but when he wrote letters as a young man he seemed to have a different style of writing for each of his friends, and later when drafting at speed he produced a scrawl resembling nothing so much as an electro-cardiograph image of a frenzied pulse.
Tolkien learned to read by the age of four and absorbed the children’s books that were then popular: Robert Browning’s ‘The Pied Piper of Hamelin’, or the stories of Hans Christian Andersen, which irritated him; tales of Red Indians; George MacDonald’s The Princess and the Goblin, or Andrew Lang’s Fairy Books, which stirred a desire for adventure. He particularly yearned for tales of dragons.
But fairy-stories were not the key to his boyhood tastes. ‘I was brought up in the Classics,’ he wrote later, ‘and first discovered the sensation of literary pleasure in Homer.’ By the time he was eleven, an Oratory priest told Mabel he had read ‘too much, everything fit for a boy under fifteen, and he doesn’t know any single classical thing to recommend him’. It was through the study of classics, and particularly through school exercises translating English verse into Latin or Greek, that Tolkien’s taste for poetry was awakened. As a child he had habitually skipped any verse he encountered in the books he read. His King Edward’s schoolteacher, R. W. Reynolds, tried largely in vain to spark his interest in the mainstream giants of English poetry, such as Milton and Keats. But the Catholic mystic Francis Thompson won Tolkien’s passionate approval for his metrical and verbal accomplishments, his immense imagery, and the visionary faith underpinning his work. Thompson, hugely popular after his early death in 1907, appears to have influenced the content of one of Tolkien’s first attempts at poetry, ‘Wood-sunshine’, written as an eighteen-year-old. Like Thompson’s long sequence ‘Sister Songs’, it dealt with a sylvan vision of fairies:
Come sing ye light fairy things tripping so gay,
Like visions, like glinting reflections of joy
All fashion’d of radiance, careless of grief,
O’er this green and brown carpet; nor hasten away.
O! come to me! dance for me! Sprites of the wood,
O! come to me! Sing to me once ere ye fade!
William Morris’s use of verse in his pseudo-medieval romances was also to leave its mark on Tolkien’s own early poetry.
Morris was important, too, because of his association with Exeter College, Oxford, where he had formed the self-styled Pre-Raphaelite Brotherhood with fellow student Edward Burne-Jones (himself a former pupil of King Edward’s School). Tolkien once likened the TCBS to the Pre-Raphaelites, probably in response to the Brotherhood’s preoccupation with restoring medieval values in art. Christopher Wiseman characteristically disagreed, declaring the comparison wide of the mark.
Mabel’s attempts to teach her elder son to play the piano foundered. As Humphrey Carpenter writes in his biography of Tolkien, ‘It seemed rather as if words took the place of music for him, and that he enjoyed listening to them, reading them, and reciting them, almost regardless of what they meant.’ He showed unusual linguistic propensities, in particular a keen sensitivity towards the characteristic sounds of different languages. His mother had started teaching him French and Latin before he went to school, but neither of these languages particularly appealed to him. At eight, however, the strange names on railway coal-trucks had given him a taste for Welsh. He was drawn to a different flavour in some of the names he encountered in history and mythology, writing later: ‘The fluidity of Greek, punctuated by hardness, and with its surface glitter, captivated me…and I tried to invent a language that would embody the the Greekness of Greek…’ That was before he even began learning Greek itself, at the age of ten, by which time he was also reading Geoffrey Chaucer. A year later he acquired Chambers’ Etymological Dictionary, which gave him his first glimpse of the principle of ‘sound shift’ by which languages evolve.
This opened a new world. Most people never stop to consider the history of the language they speak, just as they never ponder the geology of the ground they stand on; but Tolkien was already contemplating the evidence by reading Chaucer’s Middle English. The ancient Romans had recognized that some words in Latin and Greek sounded alike – akin, some thought. Over the centuries, haphazard attention was paid to such similarities in a growing number of languages, and wild claims had been made for the original ancestor of all languages. But in the nineteenth century scientific rigour was finally applied to the subject and the discipline of comparative philology emerged. Its key realization was that languages do not change randomly, but in a regular way. Philologists could codify the phonological ‘laws’ by which particular soun
ds had changed at different stages of a language’s history. Chambers’ dictionary introduced Tolkien to the most famous of all, Grimm’s Law, by which Jakob Grimm nearly a century earlier had codified the complex of regular changes that produced (for example) the words patér in Greek and pater in Latin but father in English and vatar in Old High German, all from a single unrecorded ‘root’. These (though not all) languages were demonstrably related, in ways that were open to rational analysis; furthermore, by comparing them it was possible to reconstruct elements of their ancestral language, Indo-European – a language from before the dawn of history that had left no record whatsoever. This was heady stuff for a young boy, but it would shape his life.
By the time he met Grimm’s Law, Tolkien had begun inventing languages of his own. This was partly for the practical fun of making secret codes and partly for sheer aesthetic pleasure. A pot-pourri of mangled classical words called Nevbosh (actually originated by a cousin) was followed in 1907 by the more rigorously constructed Naffarin, influenced by the sounds of Spanish (and so by Father Francis, who was half-Spanish and half-Welsh). For his final four years at King Edward’s, Tolkien was in the senior or First Class under the Headmaster, Robert Cary Gilson, who encouraged him to look into the history of Latin and Greek. But soon his wayward tastes led him beyond the Classical world. A former class-teacher, George Brewerton, lent Tolkien an Anglo-Saxon primer, which he studied in his spare time. At school he excelled in German, winning first prize in the subject in July 1910, but by 1908 he had discovered Joseph Wright’s Primer of the Gothic Language, and this long-dead Germanic tongue on the edges of written history took his linguistic heart ‘by storm’.