Ladies and gentlemen, The Beatles

However unlike Mimi he may have been in other respects, the two both stressed the absolute necessity, if not compulsion, for constant self-education, especially through their love of words. In the parlor, behind the couch, Mimi shelved “twenty volumes of the world’s best short stories,” which she claimed “John ... read ... over and over again,” along with “most of the classics.” George recited John’s favorite nursery rhymes and, later, when he was old enough, taught John how to solve crossword puzzles. “Words needn’t have to be taken at their face value,” he explained. “They had many meanings” — valuable advice saved for later. That is not to imply, as some books claim, that John’s time with Mimi was housebound. He was devoted to his cousin Stanley and remained so throughout his life. Although Stanley was seven years older than John and away most months at prep school, they enjoyed an easy, undemanding friendship that functioned on equal footing. John was sent for most vacations on a ten-hour bus ride to his cousin’s home in Scotland, where the boys wandered around Loch Madie, an old anglers’ haunt, and fished for trout in the icy burns. Stanley had an air rifle that fired lead pellets and he taught John how to shoot. “My mother had a .22,” he recalled, “and John and I would do some target practice. We’d go out shooting rabbits ... or [at] tin cans and bottles.” If they got bored with that, as invariably happened after several hours, they’d head down to one of the five beautiful white sand beaches, where Stanley eventually taught John how to swim. The boys copied speedway riding on their bicycles, building small dirt tracks and then, recalled Leila, “peddling like hell down the straightaway before putting the bike into a slide.” Afterward, they would pack picnic lunches and go to the all-day marionette shows or to the open-air baths in Blackpool. Stanley recalled “drag[ging] Leila and John to the cinema as often as three times in a day — out of one cinema and into another.”

Unlike the loner persona he cultivated later on as a teenager, John Lennon’s childhood seems marked by frivolity and happiness. “He was such a happy-go-lucky, good-humored, easygoing, lively lad,” recalled Leila. Contrary to popular opinion, the preadolescent John Lennon wasn’t an outcast. He might not have “fit in” with kids less artistically curious, as he argued incessantly with his interviewers. He might have languished “in a trance for twenty years,” owing to a lack of intellectual stimulation. But he wasn’t “very deprived” as a child, as Yoko Ono later tried to assert. “This image of me being the orphan is garbage,” John confessed in his last published interview, “because I was well protected by my auntie and my uncle, and they looked after me very well, thanks.”

He was also looked after at Quarry Bank, the state grammar school (comparable to high school) he entered in 1952, although not in the manner that one is proud of. Quickly earning the reputation as “a clown in class,” he attracted the attention of Quarry Bank’s stern, authoritarian masters, who prided themselves on scholarship and discipline. John, bored stiff, prized neither, flouting the rules. Not even the threats of corporal punishment fazed him. He couldn’t have cared less.

Instead, the questions he grappled with later while growing up were why he was different, how he could cultivate the unformed ideas churning inside of him. And what, if anything, would open up the world for a well-adjusted but bored middle-class kid from suburban Liverpool? He found the answer quite by chance one night in the privacy of his bedroom as he was scanning the radio dial.

Copyright © 2005 by Bob Spitz.

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