The broad substance of my existence at this time was the City Merchants School. Home was a place where I slept and read, and the mooning explorations of the south-eastern postal district which occupied the restless evenings and spare days of my vacations mere interstices, giving glimpses of enigmatical lights and distant spaces between the woven threads of a school-boy's career. School life began for me every morning at Herne Hill, for there I was joined by three or four other boys and the rest of the way we went together. Most of the streets and roads we traversed in our morning's walk from Victoria are still intact, the storms of rebuilding that have submerged so much of my boyhood's London have passed and left them, and I have revived the impression of them again and again in recent years as I have clattered dinnerward in a hansom or hummed along in a motor cab to some engagement. The main gate still looks out with the same expression of ancient well-proportioned kindliness upon St. Margaret's Close. There are imposing new science laboratories in Chambers Street indeed, but the old playing fields are unaltered except for the big electric trams that go droning and spitting blue flashes along the western boundary. I know Ratten, the new Head, very well, but I have not been inside the school to see if it has changed at all since I went up to Cambridge. I took all they put before us very readily as a boy, for I had a mind of vigorous appetite, but since I have grown mentally to man's estate and developed a more and more comprehensive view of our national process and our national needs, I am more and more struck by the oddity of the educational methods pursued, their aimless disconnectedness from the constructive forces in the community. I suppose if we are to view the public school as anything more than an institution that has just chanced to happen, we must treat it as having a definite function towards the general scheme of the nation, as being in a sense designed to take the crude young male of the more or less responsible class, to correct his harsh egotisms, broaden his outlook, give him a grasp of the contemporary developments he will presently be called upon to influence and control, and send him on to the university to be made a leading and ruling social man. It is easy enough to carp at schoolmasters and set up for an Educational Reformer, I know, but still it is impossible not to feel how infinitely more effectually--given certain impossibilities perhaps--the job might be done.