lost little time in
reorganizing the classification of the School. A scheme was carried
through by which every boy was classed according to his attainments in
English, and one hour a day was given to the study of the subject in its
various branches of Scripture, History, Geography, Literature, and
occasionally Grammar. The weekly theme or essay was retained. For all
other subjects the boy was put into sets, which bore no relation to his
Form, except in so far as the School was divided up for English into
three parts--Upper, Lower and Junior, and for other subjects into A, B
and C, Blocks. No boy was able to be in the B Block who was in the
Junior School, or in the A Block, if he was in the Lower School. These
big divisions were very rarely found to hinder the advance of a boy in
any particular subject and when once he had obtained a position in the
Upper School, want of capacity in English was of no impediment at all.
The great ideal at which Mr. Vaughan aimed was a sound education in a
varied number of subjects but all of them must be based on the study of
English. Boys were not encouraged to specialize until they had attained
to a position in one of the two top Forms and in later years not until
they had gained the Oxford and Cambridge Higher Certificate. The School
was inspected by the Oxford and Cambridge Board in 1906 and the reports
were most gratifying. In the same year the Higher Certificate
Examination was taken by the Sixth and Upper Fifth, and in future became
a regular feature of their work.

The School suffered a severe loss in 1904 by the resignation of Dr.
Watts. He had acted as the chief Master of Natural Science for
thirty-two years and had superintended the building of the Science Block
from its foundations. Mr. C. F. Mott a former Scholar of Trinity
College, Cambridge, and a Lecturer at Emmanuel College was appointed to
succeed him and no choice could have been more happy. A Scientific
Society was soon formed with the object of giving a lead to the informal
study of Nature and to promote a closer interest in the collections of
various kinds at the School Museum. In the following year 1905
Speech-Day was celebrated for the first time for twenty-five years and
was marked by the presentation of the "Style" Mathematical Prizes, which
had been founded from a fund to which former pupils of Mr. Style
contributed as a mark of their appreciation of his Headmastership. In
1906 the "Waugh" Prizes for English Lit