He thereby saved, George wrote his father, $300. But it had been “no small sacrifice,” because “[a] non-club man is quite generally snubbed and looked down upon, takes a very small part in college life, and misses out on practically all of the things that men have in mind when they talk about ‘the grand old college days.’” For the rest of his senior year there was no choice but to eat with the “rejects,” the students who had gotten into no club, and that, George later recalled, was terrible. Each of them “was afraid that the fellow next to him would think that he couldn’t take it and was trying to butter him up to make friends, so we usually ate in a sort of proud silence.”19
George drew from this unhappy experience the lesson that “one had to make one’s own standards, one could not just accept those of other people; there was always the possibility that those others, in the very rejection of us, had been wrong.” But it had been he who had rejected his fellow club members, not the other way around. George captured his own contradictions in a letter to Jeanette: “My hardest job is to be conventional, for that is something which self-respect and blood often tell [me] not to do,” even though “I believe [conventionality] brought me to Princeton.”20
“There was… a curious strain of weakness running crosswise through his makeup,” it was once said of another student who wound up at Princeton. “[A] harsh word from the lips of an older boy… was liable to sweep him off his poise into surly sensitiveness, or timid stupidity…. [H]e was a slave to his own moods.”21 That student was Fitzgerald’s Amory Blaine before he entered Princeton: he eventually got over it. George, for whatever reason, never quite did.
III.
Academics, fortunately, came more easily than social life. George’s most challenging freshman course was Historical Introduction (known to the students as “hysterical interruption”), which sought to show the effects of climate, geography, and resources on civilizations. The professor was the young Joseph C. Green, “a stern, vigorous, and relentlessly conscientious scholar, placing no demands on us that he did not meet to the fullest degree himself.” Young George had this course in mind when he wrote his father that “my future rests chiefly on how much studying I do in the next week and a half.” But he passed everything—no small achievement given his bout with scarlet fever—although he did have to repeat freshman English literature in his sophomore year.22
That requirement provoked an early outburst of intellectual independence. George disliked the course and began cutting classes. He thought it silly to have to identify plots and climaxes in Shakespeare—“you either felt these plays as aesthetic and intellectual experiences or you did not.” Called in by his instructor, who wanted to know, “bluntly but not unkindly, what the hell was the matter with me,” George professed repentance. He then submitted a paper on what was wrong with the teaching of English in American colleges. It got the highest grade possible, and “I was taught an unforgettable lesson in generosity and restraint.”23
George knew none of his teachers well, but he appreciated what some of them did. Like several generations of Princeton undergraduates, he relished the legendary Walter P. “Buzzer” Hall—so called for the sound his hearing aid made—who would arrive in a horse and buggy to teach modern European history, thunder through his lectures, and then end the semester with a masterpiece on Garibaldi that pulled in students from all over the campus. There was a philosophy professor who gained George’s respect by allowing students to argue with him after his lectures: “Anyone who can ex[c]ite three or four hundred blasé easterners so that they emerge from their frigid cells… has got to be good.” And then there was a German professor, short, stout, with close-cropped hair and a red mustache: “When he starts to speak German, he swells up, raises his head, glares at the class, draws a deep breath, and then bursts out in stenatorian [sic] tones, punctuated by a full measure of the spluttering and gurgling [which] accompanies the pronunciation of good German.”24
Literature, inside and outside of class, sparked the greatest interest, especially contemporary American novels: “I was thrilled with these books.” Princeton may not have lived up to the reputation Fitzgerald had given it, but Sinclair Lewis’s Main Street put George back in touch with his midwestern roots. “[I]t was an enormous eye-opener to me that one could look at our lives and see drama.” And then, as George was graduating, The Great Gatsby came out, “went right into me and became part of me.”25
History, apart from “Buzzer” Hall, was disappointing. Too many instructors contented themselves with assignments like: “Read Chapter Twenty-Three, and be prepared to recite on it next week.” It made a difference when the students encountered what they found interesting. Charles Seymour’s Woodrow Wilson and the World War was “fortunately small enough to be read conveniently in chapel,” where attendance was mandatory, “and I covered some fifty pages of it during that ceremony, this morning.” Only one other history teacher held George’s interest: he was Raymond J. Sontag, then a preceptor but later a distinguished diplomatic historian. “[S]keptical, questioning, disillusioned without being discouraging,” he left an indelible impression. Many years later, having himself entered the profession, George recalled of his Princeton years: “I didn’t realize how interesting history was!”26
So too, in a way, were current affairs. George carefully recorded the consensus reached in a Clio debate on Japanese exclusion. He composed, but did not send, a sardonic letter to the Princetonian on the Veterans’ Bonus Bill. He wrote an essay on plans for construction of the St. Lawrence Seaway. He wrestled, in his international law class, with a case involving Soviet claims to property in the United States—an issue he would return to in an official capacity a decade later. He participated in a student discussion on German reparations, which veered off into wild plans for joining the French Foreign Legion, and then ended in “a general row on international politics” lasting much of the night. Princeton left him with “a vague Wilsonian liberalism; a regret that the Senate had rejected American membership in the League of Nations; a belief in laissez-faire economics and the values of competition ; and a corresponding aversion to high tariffs.” Otherwise, there were few “settled opinions, conclusions, or certainties in the field of public affairs.”27
There was, however, a mounting concern that his undergraduate years might be his best: “I can readily see how, after one gets out into the world, regardless of what he may have intended, he will never learn anything again, and his interests will be absolutely limited to what he has learned.” Time spent on courses was therefore precious—but not so precious that it prevented George from writing this letter to Jeanette in an English class, where he was supposed to have been taking notes on the lecture.28
IV.
Much about Princeton was exciting—even if English lectures were not—and in more ways than his memoirs suggest, George was becoming fond of the place. “I’m devilish busy,” he wrote early in his sophomore year. He was taking six courses, had a job addressing envelopes for an Italian tailor, and felt like a swimmer trying to keep his head above water. “But I’ve become quite a stoic: I play not; neither do I smoke; yet the Phoenix in all his glory never took any colder baths than I do in the mornings.”29