Memories and Portraits | Page 6

the best of himself, like one interested in life and man's chief end. A Scotchman is vain, interested in himself and others, eager for sympathy, setting forth his thoughts and experience in the best light. The egoism of the Englishman is self-contained. He does not seek to proselytise. He takes no interest in Scotland or the Scotch, and, what is the unkindest cut of all, he does not care to justify his indifference. Give him the wages of going on and being an Englishman, that is all he asks; and in the meantime, while you continue to associate, he would rather not be reminded of your baser origin. Compared with the grand, tree-like self-sufficiency of his demeanour, the vanity and curiosity of the Scot seem uneasy, vulgar, and immodest. That you should continually try to establish human and serious relations, that you should actually feel an interest in John Bull, and desire and invite a return of interest from him, may argue something more awake and lively in your mind, but it still puts you in the attitude of a suitor and a poor relation. Thus even the lowest class of the educated English towers over a Scotchman by the head and shoulders.
Different indeed is the atmosphere in which Scotch and English youth begin to look about them, come to themselves in life, and gather up those first apprehensions which are the material of future thought and, to a great extent, the rule of future conduct. I have been to school in both countries, and I found, in the boys of the North, something at once rougher and more tender, at once more reserve and more expansion, a greater habitual distance chequered by glimpses of a nearer intimacy, and on the whole wider extremes of temperament and sensibility. The boy of the South seems more wholesome, but less thoughtful; he gives himself to games as to a business, striving to excel, but is not readily transported by imagination; the type remains with me as cleaner in mind and body, more active, fonder of eating, endowed with a lesser and a less romantic sense of life and of the future, and more immersed in present circumstances. And certainly, for one thing, English boys are younger for their age. Sabbath observance makes a series of grim, and perhaps serviceable, pauses in the tenor of Scotch boyhood - days of great stillness and solitude for the rebellious mind, when in the dearth of books and play, and in the intervals of studying the Shorter Catechism, the intellect and senses prey upon and test each other. The typical English Sunday, with the huge midday dinner and the plethoric afternoon, leads perhaps to different results. About the very cradle of the Scot there goes a hum of metaphysical divinity; and the whole of two divergent systems is summed up, not merely speciously, in the two first questions of the rival catechisms, the English tritely inquiring, "What is your name?" the Scottish striking at the very roots of life with, "What is the chief end of man?" and answering nobly, if obscurely, "To glorify God and to enjoy Him for ever." I do not wish to make an idol of the Shorter Catechism; but the fact of such a question being asked opens to us Scotch a great field of speculation; and the fact that it is asked of all of us, from the peer to the ploughboy, binds us more nearly together. No Englishman of Byron's age, character, and history would have had patience for long theological discussions on the way to fight for Greece; but the daft Gordon blood and the Aberdonian school-days kept their influence to the end. We have spoken of the material conditions; nor need much more be said of these: of the land lying everywhere more exposed, of the wind always louder and bleaker, of the black, roaring winters, of the gloom of high-lying, old stone cities, imminent on the windy seaboard; compared with the level streets, the warm colouring of the brick, the domestic quaintness of the architecture, among which English children begin to grow up and come to themselves in life. As the stage of the University approaches, the contrast becomes more express. The English lad goes to Oxford or Cambridge; there, in an ideal world of gardens, to lead a semi-scenic life, costumed, disciplined and drilled by proctors. Nor is this to be regarded merely as a stage of education; it is a piece of privilege besides, and a step that separates him further from the bulk of his compatriots. At an earlier age the Scottish lad begins his greatly different experience of crowded class-rooms, of a gaunt quadrangle, of a bell hourly booming over the traffic of the city to recall him from the public-house where