Sawston School had been founded by a tradesman in the seventeenth century. It was then a tiny grammar-school in a tiny town, and the City Company who governed it had to drive half a day through the woods and heath on the occasion of their annual visit. In the twentieth century they still drove, but only from the railway station; and found themselves not in a tiny town, nor yet in a large one, but amongst innumerable residences, detached and semi-detached, which had gathered round the school. For the intentions of the founder had been altered, or at all events amplified, instead of educating the "poore of my home," he now educated the upper classes of England. The change had taken place not so very far back. Till the nineteenth century the grammar-school was still composed of day scholars from the neighbourhood. Then two things happened. Firstly, the school's property rose in value, and it became rich. Secondly, for no obvious reason, it suddenly emitted a quantity of bishops. The bishops, like the stars from a Roman candle, were all colours, and flew in all directions, some high, some low, some to distant colonies, one into the Church of Rome. But many a father traced their course in the papers; many a mother wondered whether her son, if properly ignited, might not burn as bright; many a family moved to the place where living and education were so cheap, where day-boys were not looked down upon, and where the orthodox and the up-to-date were said to be combined. The school doubled its numbers. It built new class-rooms, laboratories and a gymnasium. It dropped the prefix "Grammar." It coaxed the sons of the local tradesmen into a new foundation, the "Commercial School," built a couple of miles away. And it started boarding-houses. It had not the gracious antiquity of Eton or Winchester, nor, on the other hand, had it a conscious policy like Lancing, Wellington, and other purely modern foundations.
Where tradition served, it clung to them. Where new departures seemed desirable, they were made. It aimed at producing the average Englishman, and, to a very great extent, it succeeded.
Here Mr. Pembroke passed his happy and industrious life. His technical position was that of master to a form low down on the Modern Side. But his work lay elsewhere. He organized. If no organization existed, he would create one. If one did exist, he would modify it. "An organization," he would say, "is after all not an end in itself. It must contribute to a movement." When one good custom seemed likely to corrupt the school, he was ready with another; he believed that without innumerable customs there was no safety, either for boys or men.
Perhaps he is right, and always will be right. Perhaps each of us would go to ruin if for one short hour we acted as we thought fit, and attempted the service of perfect *******. The school caps, with their elaborate symbolism, were his; his the many-tinted bathing-drawers, that showed how far a boy could swim;his the hierarchy of jerseys and blazers. It was he who instituted Bounds, and call, and the two sorts of exercise-paper, and the three sorts of caning, and "The Sawtonian," a bi-terminal magazine. His plump finger was in every pie. The dome of his skull, mild but impressive, shone at every master's meeting. He was generally acknowledged to be the coming man.
His last achievement had been the organization of the day-boys.
They had been left too much to themselves, and were weak in esprit de corps; they were apt to regard home, not school, as the most important thing in their lives. Moreover, they got out of their parents' hands; they did their preparation any time and some times anyhow. They shirked games, they were out at all hours, they ate what they should not, they smoked, they bicycled on the asphalt. Now all was over. Like boarders, they were to be in at 7:15 P.M., and were not allowed out after unless with a written order from their parent or guardian; they, too, must work at fixed hours in the evening, and before breakfast next morning from 7 to 8. Games were compulsory. They must not go to parties in term time. They must keep to bounds. Of course the reform was not complete. It was impossible to control the dieting, though, on a printed circular, day-parents were implored to provide ****** food. And it is also believed that some mothers disobeyed the rule about preparation, and allowed their sons to do all the work over-night and have a longer sleep in the morning. But the gulf between day-boys and boarders was considerably lessened, and grew still narrower when the day-boys too were organized into a House with house-master and colours of their own. "Through the House," said Mr. Pembroke, "one learns patriotism for the school, just as through the school one learns patriotism for the country.
Our only course, therefore, is to organize the day-boys into a House." The headmaster agreed, as he often did, and the new community was formed. Mr. Pembroke, to avoid the tongues of malice, had refused the post of house-master for himself, saying to Mr. Jackson, who taught the sixth, "You keep too much in the background. Here is a chance for you." But this was a failure.
Mr. Jackson, a scholar and a student, neither felt nor conveyed any enthusiasm, and when confronted with his House, would say, "Well, I don't know what we're all here for. Now I should think you'd better go home to your mothers." He returned to his background, and next term Mr. Pembroke was to take his place.
