Some of the younger ones of course simply regard my rooms as a refuge, a place where it is possible to keep warm in front of a fire, instead of having to sit on the hot-water pipes in the passages, a tuck-shop where one doesn't have to pay and where "bloods" don't come and turn you out of the good seats. But several who come solely for food stay frequently to talk and unburden themselves of their troubles. It is then that I begin to think that after all there may be some chance of my doing good work as a schoolmaster. I cannot rid myself of the feeling that most of my time here is wasted. I cannot pretend that my mathematical teaching is really successful. Apparently good mathematical tutors are extremely rare: all through the school the standard here is lamentable. We keep on trying new methods and new textbooks, but with very little result. We can secure a dozen good classical scholarships at the University every year, whereas one mathematical exhibition every three years is considered extremely good. Mathematics, like English, is better taught at the grammar and secondary schools than at the Public Schools. I suppose they get more capable teachers at schools which are directly responsible to the Board of Education. I cannot believe that the material they work with is better. Of course, one reason why the secondary schools score so heavily in science and mathematical scholarships is because boys educated at these places know that they will have to depend entirely upon their own efforts to secure a living, whereas the Public School boy usually knows that if he fails entirely to make good there still remains some sinecure or other which he will be able to obtain through his family's influence. This and the fact that he will be rich anyhow combine to make him careless about taking every advantage of improving his mind while he is at school. To do any work which isn't definitely required is to call down upon a boy's head from his friends insult and abuse. The principle of "work for work's sake" is unknown to them: incentives of all sorts have to be provided, the honour of the House, the sporting tendencies of the master who takes them, the possibility of a prize, the fear of punishment, any and every device is employed except the right one. _December 21, 1910_