Mad World: Evelyn Waugh and the Secrets of Brideshead (TEXT ONLY)

by Paula Byrne

  ‘Always, in whatever he did, was the panache.’ Evelyn was forever drawn to style, even if he felt that he lacked the quality himself. He loved good manners and civilised, cultured people, even though he himself could be rude and abrasive. This contradiction in his personality never changed – later in life, when he was asked why he was so vile despite his religious temperament he replied: ‘Imagine how much worse I would be if I wasn’t a Roman Catholic.’

  J. F. was not overtly religious. He was ‘reticent about his scepticism’, though would throw in to the school debating society the occasional doubt about life after death that was bewildering to Evelyn. His doubts about God were rooted in the horrific sights he had seen on the Western Front. A stern moralist with a keen work ethic and no time for waste or frivolity, Roxburgh seemed rather like an eighteenth-century Anglican bishop without any of the theological baggage.

  ‘Most good schoolmasters – and, I suppose, schoolmistresses also – are homosexual by inclination,’ observed Waugh – ‘how else could they endure their work?’ His diary records an incident in which J. F. was supposedly caught embracing a boy in his study, but in his memoir he maintained that his teacher was not actively homosexual, though given to intense romantic friendships typical of the time. So called ‘Greek love’ could have a respectability and innocence, especially for a man such as Roxburgh, whose virility, military demeanour and style by no means conformed to the Wildean homosexual stereotype.

  Evelyn was alert to the fallacy of sexual stereotyping: ‘Mr Crease … was effeminate in appearance and manner; J. F. was markedly virile, but it was he who was the homosexual.’ Waugh and his contemporaries believed that J. F. fell in love with individual boys, though without ‘physical release with any of his pupils’. One of those he loved was a ‘golden-haired Hyacinthus’. J. F. gave the boy a motorcycle. In no time the lad was thrown from it and facially disfigured. J. F. remained close to him until the boy’s premature death.

  Evelyn was not a particular favourite, although J. F. invited him to tea before he ‘had any official position in the school’. In Charles Ryder’s Schooldays, A. A. Carmichael, the model for J. F., is ‘the splendid dandy, and wit … whom Charles worshipped from afar’. Evelyn got a bit closer than this: ‘I was always in awe of him, so that he was, in a sense, the courtier and I the courted as he sought to draw me into his confidence.’ The tea was a great honour: ‘I remember as the clock struck five he said ‘‘How delightful. We have nothing to do until chapel but eat éclairs and talk about poetry.’’’ Evelyn felt that he had not impressed, but as he went into chapel he was ‘giddy with the sense of having been in communion with the Most High’.

  The tea with J. F. was another defining moment, a revelation as profound as that when Crease had opened Evelyn’s eyes to his father. On this very day, Crease happened to be at chapel in his ‘cape and soft cravat’. By comparison with J. F., Crease ‘seemed diminished. I did not exactly turn coat, but I knew that Mr Crease and J. F. were opposites and at about that time I transferred my allegiance to the more forceful and flamboyant person.’ Following a later afternoon tête-à-tête in which J. F. visited Evelyn and a friend, the friend expressed disappointment that the great man had failed to comment on the specially ordered tea. Evelyn had a more sophisticated reading of the lacuna: ‘You see how considerate he is. He never commented because he wanted us to believe that he knew perfectly well that we always drank it.’ That, to him, was style.

  In later years, the now famous writer heard that J. F. ‘deplored my writing and what he heard of my conduct’. Yet he wrote Evelyn a letter, which was kept and treasured, in which he said that ‘if you use what the gods have given you, you will do as much as any single person I can think of to shape the course of your own generation’.

  At Lancing Evelyn did not find the special friend he had longed for. Like many of his contemporaries, he was drawn to the memory of Rupert Brooke and the ideal of romantic friendship that he represented. Looking through a memoir of Brooke, he noted in his diary: ‘I felt very envious reading, particularly the parts about Rugby and friendship. I do honestly think that that is something that went out of the world in 1914, at least for one generation.’

  This was a person for whom friendship would become an art, despite a lifelong tendency to infuriate and even to ostracise those who were closest to him. Yet, unlike most of his contemporaries, he made no really intimate friends at school. His intense and enduring friendships were formed at Oxford. Nor, as a schoolboy, was he prone to love affairs with pretty younger boys of the kind known at Lancing as ‘tweatles’ and at Eton as ‘bitches’. He granted that he ‘was susceptible to the prettiness of some fifteen-year-olds, but never fell victim to the grand passions which inflamed and tortured most of my friends (to whom I acted as astringent confidant)’.

  On the whole, ‘indulgences were kept private’. Sexual activity was known as ‘filth’ and ‘was the subject of endless, tedious jokes, but not of boasting’. Evelyn assumed a rather aloof, amused stance to the agonies of his friends who ‘played a Restoration comedy of assignations, secret correspondence and complacent chaperones’. In his diary he confided: ‘I lead as pure a life as any Christian in the place, always excepting conversation of course.’ He advised his friends to show restraint, talking a close friend out of a night’s ‘whoring’ in the holidays.

  He was drawn to charming, charismatic boys and was prone to hero-worship. But he despised boys who hero-worshipped him, such as a certain Dudley Carew, who appeared to have an insatiable taste for vulgarity, saying things like ‘there’s a delightful squalor about Shoreham’. Crease said of Evelyn: ‘You want a friend who is a thorn in the flesh, not an echo.’ Evelyn recognised the wisdom of the observation.

  The closest he came to real friendship at Lancing was with Tom Driberg – later chairman of the Labour Party, and Hugh Molson – later talked about as a possible leader of the Conservative Party. Molson was nicknamed ‘Preters’ on account of the fact that when asked if he was interested in politics, he would reply ‘preternaturally so’. Flamboyant, highly intelligent and sophisticated, he dazzled with his ‘superb pomposity of manner and vocabulary’. Molson had, Evelyn noted in his diary, ‘the true aristocrat’s capacity of being perfectly at home in anyone’s company’. He was perhaps the first of the Sebastian type.

  In the upper fifth, Evelyn and his friends formed a debating society called the Dilettanti, divided into three streams. Molson ran the Politics, a boy called Roger Fulford the Literary and Waugh the Arts. The society lasted a year, ‘during which time almost every leisure hour was spent in lecturing and heckling one another, in debates, in committee-meetings and in elections’.

  As Evelyn’s confidence increased, he showed his sadistic side. One boy’s life was rendered particularly miserable by his cruel tauntings. Appeals for temperance were met with stony refusal. Evelyn noted in his journal that ‘in all these nasty manoeuvres there lay hidden the fear that I myself might at any moment fall from favour and become, as I had been in my first year, the object of contempt’.

  Looking back, the mature Evelyn Waugh was appalled by what he read in his own early journals. In a moving letter to his son Auberon, who was unhappy at boarding school, Evelyn wrote that he had read through his own Lancing diaries in order to try to understand his son better. Instead, Evelyn was horrified by the priggish, selfish boy that he encountered amongst the journal’s pages. ‘Most adolescent diaries are naïve, trite and pretentious: mine lamentably so.’ But it was more than this. With his characteristic honesty and self-deprecation, he saw that he ‘was conceited, heartless and cautiously malevolent’:

  The damning evidence is there, in sentence after sentence on page after page, of consistent caddishness. I feel no identity with the boy who wrote it. I believe I was a warm-hearted child. I know that as a man my affections, though narrow, are strong and constant. The adolescent who reveals himself in these pages seems not cold but quite lacking in sincerity.

  The war had
left its mark on Evelyn’s generation. Cynical and clever, he was determined to oppose the ‘imperialist trash about discipline and the capacity for leading’ that was the public school ethos. He was a rebellious boy, though his transgressions seem light by today’s standards (giving in homework written in blank verse to catch out his master, for example). Evelyn and his cronies were barred from senior school positions of authority. He gained a reputation as a subversive and was the leader of a group known as the ‘Bolshies’. They vented their spleen on those they felt were absurd or inferior. Science masters were treated with contempt and their laboratories were sabotaged by means of minor explosions generated by Bunsen burners.

  The Bolshies’ contempt was greatest for the school’s Officer Training Corps (OTC), to which, like all the boys, they had to belong. Scornful of the school’s military ethos, they devised ‘rags’ – practical jokes – to make the OTC appear absurd. They would march in the platoon with one boot polished and the other muddy, or deliberately drop rifles or turn right instead of left. They were merely expressing what countless other schoolboys around the country felt: a strong reaction against militarism and what they considered to be the huge waste of the casualties of the war.

  It was becoming fashionable not to be patriotic. Evelyn noted in his memoir that while the Bolshies made their protests felt through minor delinquencies, other schools expressed their objections to militarism differently: ‘At Eton there was a platoon which paraded in horn-rimmed spectacles and numbered off: ‘‘ten, Knave, Queen, King.’’ We did nothing as stylish as this, but we outraged local tradition.’ The Bolshies’ final act of defiance against the OTC was designed to show utter contempt for all that the corps held dear. Evelyn’s House (Heads) was well known for its incompetence in drill. His plan was to surprise the school by winning the Platoon Shield but then to have no part in the all-important ceremonial passing over of the shield. The scheme, however, failed as Heads was placed third.

  Secretly, he longed for recognition. In Charles Ryder’s Schooldays, Charles is furious at being passed over for a position of authority in the Settle, just as Evelyn was at Lancing. His House tutor, Mr Woodard, cleverly brought him into conformity. He gave a choice: Evelyn could accept the House captaincy or he could leave. ‘I know that you often say and write a lot which you don’t really believe,’ said Woodard shrewdly. ‘Now what do you really think about it?’ Needless to say, Waugh chose the captaincy ‘and for the next two terms was segregated from my former cronies’. In looking back and assessing his motives, Evelyn concluded that it was not authority that he craved but ‘school offices I coveted, such as the editorship of the magazine and presidency of the debating society, which were held by House captains only’.

  He knew that he was too much the individualist. But in his diary he showed self-disgust with the way that he had capitulated to authority: ‘My position is really impossible – a House-captain as a bribe to make me sober.’ It was ‘limited Bolshevism’ for him from now on. In reality, he felt lonely and dispirited. He was neither an insider nor outsider. Above all, he had not found the golden circle of friends that he craved.

  Perhaps his diminutive height and his lack of conventional beauty contributed to his sexual insecurity. His brother Alec had had at least two passionate affairs at Sherborne, and had made his name through his illicit romances, but the most romantic of Evelyn’s encounters were late night solitary walks down to the sea with another prefect. The relationship was entirely innocent, but Arthur Waugh found out about it. Fearing a repetition of Alec’s disgrace, he wrote a furious letter, which Evelyn found rather bewildering, since he wasn’t in full possession of the facts about his brother. Still, at least there was uncharacteristic strength in his father’s outburst, with Evelyn commenting: ‘I am rather glad that he has taken a strong line against something at last.’

  Evelyn’s final year at Lancing was more productive than those that had gone before, though not necessarily happier. He enjoyed the privileges of his seniority. He had his own ‘pitt’ or study, which he decorated in a tasteful blue – blue curtains, blue cushions on the window seat, blue upholstery for his desk. Arthur Waugh’s brass candlesticks stood on the desk and Medici prints hung on the walls. Evelyn worked hard for his scholarship to Oxford. ‘I must write prose or burst,’ he told his diary. He also started writing a novel: ‘the study of a man with two characters, by his brother’. He was becoming aware of ‘a detached, critical Hyde, who intruded his presence more and more often on the conventional, intolerant, subhuman, wholly respectable Dr Jekyll’. During his final months he edited and contributed to The Lancing Magazine, won the poetry prize and the Scarlyn Literature Prize, composed poetry and wrote a very successful three-act play, which was performed to the whole school. He was made president of the debating society, not to mention junior sacristan in chapel.

  Outwardly he may have appeared to conform, but his play Conversion was aimed to show that he was still a ‘Bolshie’ at heart. It was a satire on public school values. Its hero, Townsend, clearly a self-portrait, is a rebel blackmailed into conformity. At this time Evelyn wrote in his diary with his usual perceptive candour: ‘I am beginning to think that there must be some malignant fate that makes me foul. I never think of the man behind at all. I spend all my attention on trying to get in front of the man in front.’

  He half-jokingly toyed with the idea of suicide, drafting farewell notes to friends. Though he admired the beauty of Lancing’s enormous chapel (best appreciated, he decided, by lying outside on the grass staring up at the imposing stone and the sky), he felt a loss of faith, sparked by a dynamic divinity teacher called Mr Dawlinson: ‘This learned and devout man inadvertently made me an atheist. He explained to his divinity class that none of the books of the Bible were by their supposed authors; he invited us to speculate, in the manner of the fourth century, upon belief in God.’

  Evelyn’s last term at school, a golden age for most of his friends, was a time of boredom and depression. Or so he remembered them. But there were happy moments. His last Ascension Day, so different from that first terrible day, was spent with Preters, who had borrowed a motor car. The boys drove to Chichester, got very drunk at luncheon and drove round and round the Market Cross shouting out to passers-by that they were looking for the nearest pub. He also enjoyed pleasant late afternoon sessions behind the chapel, smoking ‘sweet-smelling gold and silk-tipped Levantine cigarettes’.

  The last term meant that he was exempt from all the rules. He was now free to walk on the lawns and wear a bow tie. But instead of revelling in his freedom, he founded the Corpse Club ‘for people who are bored stiff’. They wore black ties and black tassels in their buttonholes and wrote on mourning paper. Evelyn was the leader, or ‘Chief Undertaker’.

  Evelyn’s anarchic sense of humour always sustained him, no matter how miserable he felt. His school friend Roger Fulford said that ‘without Evelyn’s forceful sense of the ridiculous, the spirit of our House would have been unworthy of recall’. Fulford remembers how they stole into a housemaster’s room to read his correspondence, only to find a hilarious letter concerning an impudent boy who had the temerity to eat pineapple chunks in class. This incident found its way into Waugh’s novel Decline and Fall. What Evelyn took particular delight in was the phrasing ‘he was pleased to belch rudely in my face’. He relished the choice of the words ‘pleased’ and ‘rudely’. This was the same delight as that he took in Roxburgh’s felicitous phrases and put-downs – and indeed in the language of the egregious Dudley Carew. He was honing the ear for dialogue that became so acute in his novels, where pompous people are forever saying serious things that are unintentionally wildly funny.

  Even in his final months at Lancing he continued to be plagued by feelings of inadequacy, sensing that he was never first choice in anything, always a sloppy second. Alienated and depressed, generally unpopular, he considered running away: ‘I am burdened with failure this term, when I have been most successful really … Everything I have ha
d has come to me shop-soiled and second hand.’

  Evelyn had an almost pathological fear and loathing of the second-hand and the second-rate. For him, Lancing came into both categories. Even whilst writing about his sabotaging of the OTC, he was thinking wistfully of the stylishness of the Eton rebellion. In a sense, this was not Evelyn’s fault. He had already been indoctrinated at home into the view that Sherborne was a much better school than Lancing, and at school, the headmaster, Henry Bowlby, himself a former master at Eton, also impressed upon the boys the superiority of the place where he no longer taught: ‘We held him in some awe and he remained aloof from us, never dissembling the opinion, to which we all assented, that Lancing was a less important place than Eton.’

  In his biography of Old Etonian theologian Ronald Knox, the adult Evelyn let slip the awe he felt for Eton. He describes Knox’s relationship with his school as ‘a life-long love’. Like many Old Etonians, Knox found Oxford a very poor second best. Eton, wrote Waugh, ‘was the scene of Ronald’s brilliant intellectual development and of his ardent and undying friendships’. Waugh went on to write that:

  Most candid Englishmen recognise it as a school sui generis which marks the majority of its sons with a peculiar Englishry, genial, confident, humorous, and reticent; which gives to each as little or as much learning as his abilities and tastes demand; which, while correcting affectation, allows the genuine eccentric to go his own way unmolested; which nourishes its rare favourites … in a rich and humane traditional culture which admits no rival.