"I think it was that last point which impressed itself upon me most, and which made me shudder with recognition when I read Auden’s otherwise overwrought comparison of the English boarding school to a totalitarian regime. The conventional word that is employed to describe tyranny is “systematic.” The true essence of a dictatorship is in fact not its regularity but its unpredictability and caprice; those who live under it must never be able to relax, must never be quite sure if they have followed the rules correctly or not. (The only rule of thumb was: whatever is not compulsory is forbidden.) Thus, the ruled can always be found to be in the wrong. The ability to run such a “system” is among the greatest pleasures of arbitrary authority, and I count myself lucky, if that’s the word, to have worked this out by the time I was ten. Later in life I came up with the term “micro-megalomaniac” to describe those who are content to maintain absolute domination of a small sphere. I know what the germ of the idea was, all right. “Hitchens, take that look off your face!” Near-instant panic. I hadn’t realized I was wearing a “look.” (Face-crime!) “Hitchens, report yourself at once to the study!” “Report myself for what, sir?” “Don’t make it worse for yourself, Hitchens, you know perfectly well.” But I didn’t. And then: “Hitchens, it’s not just that you have let the whole school down. You have let yourself down.” To myself I was frantically muttering: Now what? It turned out to be some dormitory sex-game from which—though the fools in charge didn’t know it—I had in fact been excluded. But a protestation of my innocence would have been, as in any inquisition, an additional proof of guilt.
There were other manifestations, too. There was nowhere to hide. The lavatory doors sometimes had no bolts. One was always subject to invigilation, waking and sleeping. Collective punishment was something I learned about swiftly: “Until the offender confesses in public,” a giant voice would intone, “all your ‘privileges’ will be withdrawn.” There were curfews, where we were kept at our desks or in our dormitories under a cloud of threats while officialdom prowled the corridors in search of unspecified crimes and criminals. Again I stress the matter of sheer scale: the teachers were enormous compared to us and this lent a Brobdingnagian aspect to the scene.
In seeming contrast, but in fact as reinforcement, there would be long and “jolly” periods where masters and boys would join in scenes of compulsory enthusiasm—usually over the achievements of a sports team—and would celebrate great moments of victory over lesser and smaller schools. I remember years later reading about Stalin that the intimates of his inner circle were always at their most nervous when he was in a “good” mood, and understanding instantly what was meant by that. And yet it still wasn’t fascism, and the men and women who ran this bizarre microcosm were dedicated in their own weird way. The school was on the edge of Dartmoor—the site of the famously grim prison in Waugh’s Decline and Fall—and haggard, despairing escaped convicts were more than once recaptured after hiding in the sheds on our cricket grounds. Yet the natural beauty of the region was astonishing, and our teachers were on hand all day and at weekends, many of them conveying their enthusiasm for birds and animals and trees. We were all of us compelled to sit through lessons in the sinister fairy tales of Christianity as well, and nature was sometimes enlisted as illustrating god’s design, but I can’t pretend that I hated singing the hymns or learning the psalms, and I enjoyed being in the choir and was honored when asked to read from the lectern on Sundays."
Christopher Hitchens, Hitch-22: A Memoir, Loc. 934-60
