what money he could out of the
pupils, or to adopt what was called the Hostel System. The Master would
then have a limited control over the internal discipline of the boys,
but the other responsibilities would rest with the Governors. All profit
could then be appropriated by them with a view to the adoption of a
Sinking Fund and an Exhibition Fund. Finally the Hostel System was
decided upon. In March, 1866, Sir James Kay Shuttleworth, Mr. Carr and
Mr. Morrison were appointed as a Committee to obtain plans for the
erection of a Boarding-house and to prepare a scheme of management for
it.

Mr. Blakiston's resignation was accepted at the same meeting, and Mr.
Thomas Bramley was appointed as his temporary successor. He had already
been acting as an Assistant in the place of the Usher, and his salary
was now raised to L250 a year, and he was liable to supersession at
three months' notice; he had no freehold, and was only intended to act
as Master for a limited period. Before closing the Chapter on Mr.
Blakiston's career at Giggleswick it will be well to recapitulate
briefly some of the excellent work that he had accomplished. He had come
in a time of transition. Education throughout England was in the
melting-pot. Giggleswick itself had very considerable opportunities of
expanding into one of the foremost Schools in the North of England. The
population was growing rapidly. New industries were springing up on
every hand. A generation was coming to manhood, whose needs were as yet
a matter for speculation. But Giggleswick had a traditional hold upon
the minds of the North, it had also a rich endowment. Was it prepared to
meet the necessities of the hour, or was it to continue in the same
self-centred policy that had served well enough in the past? Mr.
Blakiston answered the question at once. He was young, he was ambitious,
he was a scholar. He was also in his ideas a revolutionary. It is not
difficult to picture the result. Thrown into the midst of a slow-moving
machinery, alone in his estimate of the potential greatness of the
School, supremely conscious of his mission, he found himself a solitary.
There are two methods of progress. One to oil the old cog-wheels and
pray for progression. Another to point out the clogging nature of the
machinery and propose a new device. He chose the latter method. It was
bold and dangerous. But he went through with it courageously. The
numbers dropped rapidly, the fame of the School suffered