a word about all this escaped his lips at home; I have
ascertained it from others. Stories reached me of personal combats
from which he usually emerged the victor, and of one prolonged fight
with an older boy that had at last to be drawn. In the end Paul won
through; his pluck and strength compelled a respect that would have
been refused to his intellectual gifts. His tormentors realised that
he was not a mere "swot," that he had fists and knew how to use them.
Animosity was also disarmed by his chivalric spirit. He began his
career at Dulwich in the Classical Lower IV. In June, 1909, he won a
Junior Scholarship, which freed him from school fees for three years,
and in 1912 a Senior Scholarship of the same nature. When he was in
the Classical Lower Fifth (1909), his form master, Mr. H. V. Doulton
reported:

"He is a boy of great promise and will make an excellent scholar. He
has marked aptitude for classical work, and success in the great
public examinations may be predicted for him with absolute
confidence." "Painstaking and anxious to do well, but rather slow,"
was the verdict of his mathematical teacher.

In the summer term, 1910, Paul changed over from the Classical to the
Modern side of the school. I was averse to the change, and his
Classical form-master dissuaded him against it. But once Paul's mind
was made up nothing would break his resolution: he had a strong and
tenacious will. His main desire in transferring to the Modern side was
to study English literature and modern languages thoroughly. He never
regretted the change. As he grew older the firmer became his
conviction that Classics were overdone in the public schools. Even in
a school responsive to the spirit of the age like Dulwich, which has
Modern, Science, and Engineering sides, the primacy still belongs to
Classics, and the captaincy of the school is rigidly confined to boys
on the Classical side. My son believed that this bias for Classics was
bad educationally. He thought the prestige given to Greek and Latin as
compared with English Literature, Science, Modern Languages and
History was simply the outcome of a pedantic scholastic tradition,
which made for narrowness not for broad culture. With him it was not a
case of making a virtue of necessity, as he had real aptitude for
Greek and Latin. But he wanted the windows of our public schools to be
cleared of mediaeval cobwebs and flung wide open to the fresh breezes
of the modern world.

In the re