mmer of 1911 on the Football
Field, and a remarkably fast wicket was obtained.

During Mr. Vaughan's time the Athletics of the School had not been
maintained at the same high pitch as in previous years. The great
success of the ninety's had not continued. It is difficult for a school
to be successful both in work and games, and in the early years of the
century the School was not so large in numbers as it had been in the
best years of Mr. Style; the choice of players was therefore more
limited. Nevertheless, throughout the School there was a general
tendency to take up more than one branch of sport. Golf, Fives,
Gymnastics, all received gifts of Challenge Cups, and considerable
competition resulted. In 1908 Captain Thompson, of Beck House,
generously presented a Cup for a Cross Country Race. The Scar-Rigg Race,
as it has been called, is three miles long, and starting near the top of
the Scar Quarry, the competitors run along its top till they get to the
summit of Buckhaw Brow, after which they run across the fields, over the
High Rigg Road and down to the finish near the Chapel. It is a fine
course and, though a hard one, does not try the strength of the runners
unduly.

In April, 1910, the Headmaster received an unanimous invitation from the
Governors of Wellington College to be the Master there. It was a great
grief to Giggleswick that she should lose one, who, though she had known
him only for six years, had even in that brief period stamped himself
upon the imagination of them all.

During his Headmastership everyone connected with the School seemed to
gain a closer and more personal interest in its fortunes. He treated men
as if they were themselves possessed of more than usual individuality.
No one was expected to be a mere automaton, useful but replaceable.
There was a special part of the School organization which each man was
made to feel was precisely the part that he could play. Dormitory
Masters were given greater independence, boys, especially the older
boys, were made to realize that they also had a deep responsibility in
the welfare of the School. The great features in Mr. Vaughan's character
were his insight into the best qualities of all who surrounded him and
the generous optimism of his judgment. It was a difficult task for any
man to succeed to the work of Mr. Style, who had built up the School
afresh through many arduous difficulties, but Mr. Vaughan realized that
the passing of the period of rapi