elaborate symbolism, were his; his the many-tinted bathing-drawers,
that showed how far a boy could swim; his the hierarchy of jerseys and
blazers. It was he who instituted Bounds, and call, and the two sorts
of exercise-paper, and the three sorts of caning, and "The Sawtonian," a
bi-terminal magazine. His plump finger was in every pie. The dome of
his skull, mild but impressive, shone at every master's meeting. He was
generally acknowledged to be the coming man.

His last achievement had been the organization of the day-boys. They had
been left too much to themselves, and were weak in esprit de corps;
they were apt to regard home, not school, as the most important thing
in their lives. Moreover, they got out of their parents' hands; they did
their preparation any time and some times anyhow. They shirked games,
they were out at all hours, they ate what they should not, they smoked,
they bicycled on the asphalt. Now all was over. Like boarders, they
were to be in at 7:15 P.M., and were not allowed out after unless with
a written order from their parent or guardian; they, too, must work at
fixed hours in the evening, and before breakfast next morning from 7 to
8. Games were compulsory. They must not go to parties in term time.
They must keep to bounds. Of course the reform was not complete. It
was impossible to control the dieting, though, on a printed circular,
day-parents were implored to provide simple food. And it is also
believed that some mothers disobeyed the rule about preparation, and
allowed their sons to do all the work over-night and have a longer
sleep in the morning. But the gulf between day-boys and boarders was
considerably lessened, and grew still narrower when the day-boys too
were organized into a House with house-master and colours of their own.
"Through the House," said Mr. Pembroke, "one learns patriotism for
the school, just as through the school one learns patriotism for the
country. Our only course, therefore, is to organize the day-boys into
a House." The headmaster agreed, as he often did, and the new community
was formed. Mr. Pembroke, to avoid the tongues of malice, had refused
the post of house-master for himself, saying to Mr. Jackson, who taught
the sixth, "You keep too much in the background. Here is a chance for
you." But this was a failure. Mr. Jackson, a scholar and a student,
neither felt nor conveyed any enthusiasm, and when confronted with his
House, would say, "Well, I don't know w