This group system of work had arisen naturally out of the conditions of the new laboratory teaching, and it had been developed for the sake of its educational effectiveness; but as it grew it became more and more evident to Sanderson that its effects went far beyond mere intellectual attainment. It marked a profound change in the spirit of the school. It was not only that the spirit of co-operation had come in. That had already been present on the cricket and football fields. But the boys were working to make something or to state something and not to gain something. It was the spirit of creation that now pervaded the school. And he perceived, too, that the boys he would now be sending out into the world must needs carry that creative spirit with them and play a very different part from the ambitious star boys who went on from a training under the older methods. They would play an as yet incalculable part in redeeming the world from the wild orgy of competition that was now afflicting it. In one of his very characteristic sermons he gave his ripened conception of this side of his work. He had been speaking, perhaps with a certain idealisation, of the old craftsmen's guilds--with a glance or so at the Grocers' Company. The school, he declared, was to be no longer an arena but a guild. For what was a guild? 'A community of co-workers and no competition, that was its idea. It is all based on the system of apprenticeships and co-workers. The apprentices helped the masters in every way they could; even the masters were grouped together for mutual assistance and were called assistants. The Company was a mystery or guild of craftsmen and dealers, and their aim was to produce good craftsmen and good dealers. 'To-day, in these days of renascence, we return to the aim and methods of the guilds. Boys are to be apprentices and master-workers and co-workers. In a community this needs must be. We are called to a definite work, all who are privileged to attend here, staff and boys alike--the work of infusing life into the boys committed to our care. Nor can any one stand out of this and seek work elsewhere. Nemesis sets in for all who try to live for themselves alone. They may try to work--but their work is sterile. The community calls for the energies and activities of all. We are beginning to learn something of what this means. It does not mean an abandonment of the best methods of the past. But it does mean that we have to concern ourselves with the pressing needs and problems of to-day, and join in the work. I do not dwell on this now. My mind goes off to the possible effect of these ideas on the general life of the school.