Kipps, H. G. Wells [best books for 7th graders txt] 📗

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THOUGH these services to Venus Epipontia, and these studies in the art of dress, did much to distract his thoughts and mitigate his earlier miseries, it would be mere optimism to present Kipps as altogether happy. A vague dissatisfaction with life drifted about him, and every now and again enveloped him like a sea-fog. During these periods it was grayly evident that there was something, something vital in life, lacking. For no earthly reason that Kipps could discover, he was haunted by a suspicion that life was going wrong, or had already gone wrong in some irrevocable way. The ripening selfconsciousness of adolescence developed this into a clearly felt insufficiency. It was all very well to carry gloves, open doors, never say ‘Miss’ to a girl, and walk ‘outside’, but were there not other things, conceivably even deeper things, before the complete thing was attained? For example, certain matters of knowledge. He perceived great bogs of ignorance about him, fumbling traps, where other people, it was alleged, real gentlemen and ladies, for example, and the clergy, had knowledge and assurance, bogs which it was sometimes difficult to elude. A girl arrived in the millinery department who could, she said, speak French and German. She snubbed certain advances, and a realisation of inferiority blistered Kipps. But he tried to pass the thing off as a joke by saying ‘Parlez-vous Francey’ whenever he met her, and inducing the junior apprentice to say the same.

He even made some dim, half-secret experiments towards remedying the deficiencies he suspected. He spent five shillings on five serial numbers of a Home Educator, and bought (and even thought of reading) a Shakespeare and a Bacon’s ‘Advancement of Learning,’ and the poems of Herrick from a chap who was hard up. He battled with Shakespeare all one Sunday afternoon, and found the ‘English Literature,’ with which Mr. Woodrow had equipped him, had vanished down some crack in his mind. He had no doubt it was very splendid stuff, but he couldn’t quite make out what it was all about. There was an occult meaning, he knew, in literature, and he had forgotten it. Moreover, he discovered one day, while taunting the junior apprentice with ignorance, that his ‘rivers of England’ had also slipped his memory, and he laboriously restored that fabric of rote learning: Ty Wear Tees ‘Umber—’

I suppose some such phase of discontent is a normal thing in every adolescence. The ripening mind seeks something upon which its will may crystallise, upon which its discursive emotions, growing more abundant with each year of life, may concentrate. For many, though not for all, it takes a religious direction; but in those particular years the mental atmosphere of Folkestone was exceptionally free from any revivalistic disturbance that might have reached Kipps’ mental being. Sometimes they fall in love. I have known this uneasiness end in different cases in a vow to read one book (not a novel) every week, to read the Bible through in a year, to pass in the Honours division of the London Matriculation examination, to become an accomplished chemist, and never more to tell a lie. It led Kipps finally into Technical Education, as we understand it in the south of England.

It was in the last year of his apprenticeship that he had pursued his researches after that missing qualification into the Folkestone Young Men’s Association, where Mr. Chester Coote prevailed. Mr. Chester Coote was a young man of semi-independent means, who inherited a share in a house agency, read Mrs. Humphry Ward, and took an interest in social work. He was a whitish-faced young man, with a prominent nose, pale blue eyes, and a quivering quality in his voice. He was very active upon committees; he was very prominent and useful on all social occasions, in evidence upon platforms, and upon all those semi-public occasions when the Great descend. He lived with an only sister. To Kipps and his kind in the Young Men’s Association he read a stimulating paper on ‘Self-Help.’ He said it was the noblest of all our distinctive English characteristics, and he was very much down upon the ‘over-educated’ Germans. At the close a young German hairdresser made a few commendatory remarks which developed somehow into an oration on Hanoverian politics. As he became excited he became guttural and obscure; the meeting sniggered cheerfully at such ridiculous English, and Kipps was so much amused that he forgot a private project to ask this Chester Coote how he might set about a little Self-Help on his own private account in such narrow margins of time as the System of Mr. Shalford spared him. But afterwards in the night-time it came to him again. It was a few months later, and after his apprenticeship was over, and Mr. Shalford had with depreciatory observations taken him on as an Improver at twenty pounds a year, that this question was revived by a casual article on Technical Education in a morning paper that a commercial traveller left behind him. It played the role of the word in season. Something in the nature of conversion, a faint sort of concentration of purpose, really occurred in him then. The article was written with penetrating vehemence, and it stimulated him to the pitch of inquiring about the local Science and Art Classes; and after he had told everybody in the shop about it, and taken the advice of all who supported his desperate resolution, he joined. At first he attended the class in Freehand, that being the subject taught on early closing night, and he had already made some progress in that extraordinary routine of reproducing freehand ‘copies’, which for two generations has passed with English people for instruction in art, when the dates of the classes were changed. Thereby, just as the March winds were blowing, he was