The Lighter Side of School Life, Ian Hay [historical books to read .txt] 📗

to inflict upon us examination papers upon every subject upon earth, under the title of Oxford[24] and Cambridge Locals—the High, the Middle, and the Low—or, in Scotland, the Leaving Certificate. These papers were set and corrected by persons unknown, residing in London; and we were supervised as we answered them not by our own preceptors—they stampeded joyously away to play golf—but by strange creatures who took charge of the examination-room with an air of uneasy assurance, suggestive of a man travelling first-class with a third-class ticket. In due course the results were declared; and the small school which gained a large percentage of Honourable Mentions was able to underline the fact heavily in its prospectus. These examinations were, if not organised, at least recognised by the State; and once they had pierced the battlements of a school an Inspector invariably crawled through the breach after them. Henceforth that school was subject to periodical visitations and reports.

Naturally the Headmasters of the great public schools clanged their gates and dropped their portcullises against such an infraction of the law that a Headmaster's school is his castle. But, as already mentioned, the screw was applied. The certificates awarded to successful candidates in these examinations were made[25] the key to higher things. Three Higher Grade Certificates, for instance, were accepted in lieu of certain subjects in Oxford Smalls and Cambridge Little-go. The State pounced upon this principle and extended it. The acquisition of a sufficient number of these certificates now paved the way to various State services. Extra marks or special favours were awarded to young gentlemen who presented themselves for Sandhurst or Woolwich or the Civil Service bringing their sheaves with them in the form of Certificates. Roughly speaking, the more Certificates a candidate produced the more enthusiastically he was excused from the necessity of learning the elements of his trade.

The governing bodies of various professions took up the idea. For instance, if you produced four Higher Certificates—say for Geography, Botany, Electro-Dynamics, and Practical Cookery—you were excused the preliminary examination of the Society of Chartered Accountants. (We need not pin ourselves down to the absolute accuracy of these details: they are merely for purposes of illustration.) Anyhow, it was a beautiful idea. A Headmaster of my acquaintance once assured me that he believed that the possession of a complete set of Higher[26] Grade Certificates for all the Local Examinations of a single year would entitle the holder to a seat in the reformed House of Lords.

In other words, it was still possible to get into the Universities and Services without Certificates, but it was very much easier to get in with them.

So the great Headmasters climbed down. But they made terms. They would accept the Local Examinations, and they would admit Inspectors within their fastnesses; but they respectfully but firmly insisted upon having some sort of say in the choice of the Inspector.

The Government met them more than half-way. In fact, they fell in with the plan with suspicious heartiness.

"Certainly, my dear sir," they said: "you shall choose your own Inspector; and what is more, you shall pay him! Think of that! The man will be a mere tool in your hands—a hired servant—and you can do what you like with him."

It was an ingenious and comforting way of putting things, and may be commended to the notice of persons writhing in a dentist's chair; for it forms an exact parallel: the description applies to dentist and inspector equally. However,[27] the Headmasters agreed to it; and now all our great schools receive inspectorial visitations of some kind. That is to say, upon an appointed date a gentleman comes down from London, spends the day as the guest of the Headmaster; and after being conducted about the premises from dawn till dusk, departs in the gloaming with his brain in a fog and some sixteen guineas in his pocket.

He is a variegated type, this Super-Inspector. Frequently he is a clever man who has failed as a schoolmaster and now earns a comfortable living because he remembered in time the truth of the saying: La critique est aisé, l'art difficile. More often he is a superannuated University professor, with a penchant for irrelevant anecdote and a disastrous sense of humour. Sometimes he is aggressive and dictatorial, but more often (humbly remembering where he is and who is going to pay for all this) apprehensive, deferential, and quite inarticulate. Sometimes he is a scholar and a gentleman, with a real appreciation of the atmosphere of a public school and a sound knowledge of the principles of education. But not always. And whoever he is and whatever he is, the Head loathes him impartially and dispassionately.[28]

Such are some of the thorns with which the pillow of a modern Headmaster is stuffed. His greatest stumbling-block is Tradition—the hoary edifices of convention and precedent, built up and jealously guarded by Old Boys and senior Housemasters. Of Parents we will treat in another place.

What is he like, the Headmaster of to-day?

Firstly and essentially, he is no longer a despot. He is a constitutional sovereign, like all other modern monarchs; and perhaps it is better so. Though a Head still exercises enormous personal power, for good or ill, a school no longer stands or falls by its Headmaster, as in the old days, any more than a country stands or falls by its King, as in the days of the Stuarts. Public opinion, Housemasters, the prefectorial system—these have combined to modify his absolutism. But though a bad Headmaster may not be able to wreck a good school, it is certain that no school can ever become great, or remain great, without a great man at the head of it.

Time has wrought other changes. Twenty years ago no man could ever hope to reach the summit of the scholastic universe who was not in Orders and the possessor of a First Class[29] Classical degree. Now the layman, the modern-side man, above all the man of affairs, are raising their heads.

Under these new conditions, what manner of man is the great Head of to-day?

He is essentially a man of business. A clear brain and a sense of proportion enable him to devise schemes of education in which the old idealism and the new materialism are judiciously blended. He knows how to draw up a school time-table—almost as difficult and complicated a document as Bradshaw—making provision, hour by hour, day by day, for the teaching of a very large number of subjects by a limited number of men to some hundreds of boys all at different stages of progress, in such a way that no boy shall be left idle for a single hour and no master be called upon to be in two places at once.

He understands school finance and educational politics, which are even more peculiar than British party politics. He combines the art of being able to rule upon his own initiative for months at a time, and yet render a satisfactory account of his stewardship to an ignorant and inquisitive Governing Body which meets twice a year.[30]

He is, as ever, an imposing figure-head; and if he is, or has been, an athlete, so much the easier for him in his dealings with the boys. He possesses the art of managing men to an extent sufficient to maintain his Housemasters in some sort of line, and to keep his junior staff punctual and enthusiastic without fussing or herding them. He is a good speaker, and though not invariably in Orders, he appreciates the enormous influence that a powerful sermon in Chapel may exercise at a time of crisis; and he supplies that sermon himself.

He keeps a watchful eye upon an army of servants, and does not shrink from the drudgery of going through kitchen-accounts or laundry estimates. He investigates complaints personally, whether they have to do with a House's morals or a butler's perquisites.

He keeps abreast of the educational needs of the time. He is a persona grata at the Universities, and usually knows at which University and at which College thereof one of his boys will be most likely to win a scholarship. In the interests of the Army Class he maintains friendly relations with the War Office, because, in these days of the chronic reform of that institution, to be in touch with the "permanent" military[31] mind is to save endless trouble over examinations which are going to be dropped or schedules which are about to be abandoned before they come into operation. He cultivates the acquaintance of those in high places, not for his own advancement, but because it is good for the School to be able to bring down an occasional celebrity, to present prizes or open a new wing. For the same reason he dines out a good deal—often when he has been on his feet since seven o'clock in the morning—and entertains in return, so far as he can afford it, people who are likely to be able to do the School a good turn. For with him it is the School, the School, the School, all the time.

If he possesses private means of his own, so much the better; for the man with a little spare money in his pocket possesses powers of leverage denied to the man who has none. I know of a Headmaster who once shamed his Governing Body into raising the salaries of the Junior Staff to a decent standard by supplementing those salaries out of his own slender resources for something like five years.

And above all, he has sympathy and insight. When a master or boy comes to him with a grievance he knows whether he is dealing with[32] a chronic grumbler or a wronged man. The grumbler can be pacified by a word or chastened by a rebuke; but a man burning under a sense of real injustice and wrong will never be efficient again until his injuries are redressed. If a colleague, again, comes to him with a scheme of work, or organisation, or even play, he is quick to see how far the scheme is valuable and practicable, and how far it is mere fuss and officiousness. He is enormously patient over this sort of thing, for he knows that an untimely snub may kill the enthusiasm of a real worker, and that a little encouragement may do wonders for a diffident beginner. He knows how to stimulate the slacker, be he boy or master; and he keeps a sharp look-out to see that the willing horse does not overwork himself. (This latter, strange as it may seem, is the harder task of the two.) And he can read the soul of that most illegible of books—save to the understanding eye—the boy, through and through. He can tell if a boy is lying brazenly, or lying because he is frightened, or lying to screen a friend, or speaking the truth. He knows when to be terrible in anger, and when to be indescribably gentle.