All boys were expected to be “keen”. The most admired form of keenness was not obvious success, but pitting yourself against some form of school contest where you were not likely to succeed, but where your quality as “a good loser” might be seen and admired. Francis found it in the Oratory Contest.
Of course, nobody expected anything that could be seriously called oratory. To excel at verbal expression was a suspect gift. But a sufficient number of boys came forward every year who could force themselves to stand before an audience of the staff and their peers, and control their terror as they talked for ten minutes on a topic that was handed to them on a folded slip of paper by the Headmaster, who arranged that each contestant should have ten minutes in a secluded room—most certainly not the library—to collect whatever thoughts he might have. The slip handed to Francis read “The Gift of Sight”.
That was why Francis mounted the platform and embarked with considerable confidence on a criticism of the portraits that hung on all four sides of the Prayer Hall. These were, he said, pictures that everybody in the school saw every day, but that nobody really was aware of except as interruptions of the walls. The pictures were not good as works of art, and if they were not good works of art, had they a place in an institution of education? Were they worthy of the finest school in Canada? (He thought this a fine touch, certain to please his audience.) He pointed out the low level of artistic competence they represented, and asked rhetorically if any of them were by painters who could be named anybody in the audience? Two or three of them, he mentioned, were already flaking badly, although they could not be more than fifty years old, and it was clear that they had been done in inferior pigments. He was lightly jocose about the fact that the ample beard of one Headmaster of the nineteenth century was rapidly going green. He said that the painters had obviously been hacks or amateurs. He spent his last three minutes explaining how a painter of acknowledged genius, such as Michelangelo or Bouguereau, would have presented these grave figures, making them not only records of Heads past, but vivid evocations of strong intelligence and character, and a daily refreshment to the eyes of the school. He sat down amid a heavy silence.
The Headmaster, in his judgement of the speeches, praised Cornish’s obvious sincerity. But it was a boy who laboured mightily with “Sabbath Observance: For or Against”, and who came down heavily for the closed Toronto Sunday, who was awarded the cup.
Afterward the Head said: “That was good, Cornish. Unexpected and I suppose true. But tactless, Cornish, tactless. There were two or three of our Governors in the audience, and they didn’t like it. You must be careful with words like ‘hack’: the world’s full of hacks, unfortunately. You must learn to keep your claws in. But there was one Governor who thought you ought to have some recognition. So go to the school bookseller with a note I’ll give you, and get yourself a book about art. But don’t tell anybody how you came by it. That’s an order.”
That was the beginning of the substantial library about art in its various forms that was one of the valuable things Francis left behind him when he died. The bookseller, a kindly man, found him Burckhardt’s History of the Renaissance for four dollars—it was illustrated, and thus expensive—and threw in a second-hand set of Vasari’s Lives of the Painters, which was marked at a dollar-fifty, but which he reduced for a promising boy.
Francis obediently kept quiet about his special prize, but he could not avoid the reputation he now had for knowing about pictures, and being what some of the hostile masters hissingly condemned as an “ESS-thete”. Francis had not heard the word before, though he knew what “aesthetic” meant; but it was plain from the way it was said that an “ESSthete” was a pretty feeble chap, wasting his time on art when he ought to be building up his character and facing the realities of life—as the hostile masters, failures to a man, understood life. But not all the masters shared this view, and in particular Mr. Mills, the senior classics master, began to look on Francis with favour.
It was the same among the boys. Most of them thought that being interested in pictures was girls’ stuff, and not even for the kind of girls they knew—girls who were simply themselves in a different biological package. Old Money girls, in fact. But there were others, including most of the Jews, who wanted to talk about art to Francis. Art as they understood it, that is to say.
For some years a few Canadian painters, who came to be called the Group of Seven, had been trying to reveal the Canadian landscape in a new way, seeing it freshly, and not as it would have appeared to an eye darkened by a nineteenth-century English landscape painter’s notion of what Nature ought to be. Their work was of course much derided and they were thought to be outrageously modern, although they would not have seemed so to a European or an American critic. What the parents said was parroted by the children, and Francis was beset with “Whaddya think of the Group of Seven? My mother says it looks like what our Swedish cook used to paint on her day off. My father says he could do as well, if he had the time. I mean—look at it! Can you see Georgian Bay in it? My father says he’s hunted through all that country every autumn since he was a boy, and he says he knows it better than any of those birds, and he never sees anything like that. Blue snow! I ask you!”
Francis gave non-committal answers, not because he had any interest in new painting, but because the world he wanted to paint was not the world of Nature but the world of his imagination, dominated by the Grail Legend. This was now the food upon which he fed his spirit, and so far as he retained any of the Catholicism Aunt Mary-Ben had bootlegged into his supposedly Anglican world, it was attached to what he knew about the Grail. That was almost entirely what he derived from Tennyson; if by chance he hit on anything that associated the great legend with the pre-Christian world he left it unread; what he wanted was the world of Rossetti, of Burne-Jones, of William Morris. It was not easy to be a Pre-Raphaelite in Canada in the third decade of the twentieth century, in a school that was cheerfully Philistine about art (though certainly not about scholarship), but in so far as it could be done, Francis did it.
This involved a certain amount of mental contortion, and even something approaching a double consciousness. To his school companions he was just Cornish, not a bad fellow, but with a bee in his bonnet about pictures. To his schoolmasters he was Cornish, a boy somewhat above the middle except in Classics, where he showed ability. To both companions and masters Francis paid his dues; he was mediocre at games, but he played, and he took part in enough other school activities to avoid being despised as a slacker; he worked conscientiously at his studies, was always top of his class in French (but this was discounted by the School, because he had been raised to speak French, which the School regarded less as a key to another culture than as an obstacle course and a brain-teaser), and was good in Latin and Greek, which were also brain-teasers. Nobody knew how his mind was seized by the heroes of Virgil and Homer, and how easy Classics became if you cared about what they said. It was a period when educators believed that the brain could be strengthened, like a muscle, by attacking and conquering anything it might at first find difficult. Algebra, geometry, and calculus were the best developers of mental muscle; to master them was really pumping iron; but Classics wasn’t bad—indeed sufficiently repellent to the average boy’s mind to rank as a first-rate subject of study. But the inner chamber of Francis’s mind was dominated by the Grail, as it appeared to him to be—something fine, something better than his life at present could provide, something to be sought elsewhere, something that made sudden, fleeting appearances at home.