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One copy annotated on reverse by R.S. Chalk, as follows:
'Memories 1918-1924
Fives was by far the most popular out of School game. Few could afford Racquets, and Tennis was never accepted as an alternative station till about 1923-4. *
The three Fives Courts in yard were continually patronised, especially by boarders. K.SS were particularly keen and proficient and participation in House ties was obligatory for all, I believe.
During the winter of 1921-2 I witnessed a memorable game of Fives played on the Court opposite Liddell’s Tree - the Headmaster (H.C.W.) and Mr (later Rev) R.E.C. Houghton (Master of VI) versus Rev. A.G.S. Raynor (Master of K.SS, just about to retire) and C.H. Taylor K.S. (later Cricket Blue). The Masters all showed great proficiency- not least the veteran ‘PiWi’. I wonder this game (witnessed by scorer) was never repeated.

*Yet, for all that, did we not produce C.H. Weinberger, Wimbledon Schoolboy Champion in 1919?'

One copy annotated on reverse by R.S. Chalk, as follows:
'Memories 1918-1918
To my lasting and lifelong regret, I was not in the Corps. This however did not exempt me as a new boy from twice-weekly parades in ‘B’ Squad I, till I was laid low my Spanish Flu a week or two before the Armistice on Nov 11, 1918.
By that time, Form Drill (as in the picture) conducted presumably by the School Sergeant, had given place to bi-weekly Squad Drill under N.C.O.s in the Corps. Upper School was divided into 8 ‘A Squads’, Under School into eight ‘B Squads’. These drilled alternatively on two days of each week and played in an inter-Squad Football League on the other two (for, curiously enough, Football Leagues were run on inter-Squad lines, not inter-House, in Play 1918).
At the end of that Term an intense inter-Squad Drill Competition took place. The dummy-rifles in the picture (clumsy wooden things) were not used in B Squad Drill. Hopeless cases (some in uniform) were relegated to an ‘Awkward Squad’, teaching only elementary Drill, in yard.
Those not in uniform wore shags over School dress for Drill, T.BB with collars turned up, K.SS with collars turned down (as on all occasions). By 1918, the ‘Shag’ of dark blue was of a less skimpy design than shown in the photo and had a pinkish monogram ‘RSW’ on the pocket.'

No strong impulse to go to Westminster. Serendipity rather than conscious plan. Just wanted to leave his school in Wimbledon. [2:07] Sees teaching as a job rather than a career. Accommodation at school meant he had a better lifestyle than he would otherwise have been able to afford, so unable to leave Westminster. [3:50] Enjoyed all his roles in the school. Attempts to prevent him from being Head of English. Without an SMT, it was easier for elderly teachers to put pressure on Head Masters than it is now. [7:05] Ashburnham House Master. Great job. Its location meant it was difficult to get people over there. Supervision of the house had not previously been very thorough. [8:31] Grant’s was fun but very tiring, since it was a boarding house and therefore very long hours. This improved after another boarding house master had a nervous breakdown. [10:18] Far greater parental involvement than before. Can make it more difficult for the children. [12:17] Westminster looks after children better than it used to. More involvement and pastoral support from the House Master now. [13:26] Change in the texts studied. Othello and Lolita now no longer on the syllabus. [18:33] Teachers’ tendency to perform. Used to being the centre of attention. [19:13] Big figures in the Common Room. Ernest Sanger, an Austrian Jew who left Europe before the outbreak of war. Should have been an academic. Theo Zinn, an enormous influence. [21:47] Inspirational teachers can often be the bully as well. [22:29] Common Room 30 years ago. All men apart from one teacher. Smoking and conspiring. An example of plotting against the Head Master, John Rae. [24:21] Improvements to Common Room photocopying during his time as Common Room President. Also finding a helpful Common Room secretary. [27:47] Computers have made some tasks easier but have created more work. Enjoyed teaching in different classrooms when there was more pressure for space. [31:14] Introduction of girls to the school. Frances Holland School didn’t have laboratories, so girls came for the science lessons. It began as an informal arrangement. [32:57] The introduction of girls meant there was more socialising in Yard. House differences became less important. [35:24] Much harder to get into Oxbridge than it used to be. [38:21] The importance of straightforward criticism. [41:24] Theory of the developing intellect. [42:01] Negative effects of child protection policies. More cumbersome now and instructs children to distrust all adults. Morally offensive. [45:20] Miss the 7th term for Oxbridge, when the most difficult topics were tackled, but otherwise the intellectual element of teaching is just as challenging. [46:49] Teachers that he particularly remembers. Russell Dudley-Smith, a polymath. Richard Jacobs, an inspiration as an English teacher. [48:58] The predominance of Maths, the only subject with no moral content. On whether this will continue. [51:43] Advice to teachers joining Westminster. Advice to pupils at Westminster. [54:51] The virtues of conformity or independent thinking. [55:41] Will miss having an audience when he leaves. [56:50] An anecdote about a pupil’s late prep. [58:22] Unsure what he will do after Westminster. Perhaps writing. [1:00:19] Preventing the stripper-gram from accosting John Rae.

Busy life at Westminster. Cliques and the effect of the arrival of girls in sixth form. [4.09] Stayed in touch with surprisingly few Westminster schoolmates. [6.21] PHAB. How it has changed over the years. His work gave it more stability, health and safety clearance and financial stability. [10.54] PHAB’s expansion over the years, and possible reasons for its growth. [13.54] Difference between his school days and time as a teacher. School now seems better able to help pupils who are less academically gifted than the others. School takes part in more outreach and charity work. School facilities much better. The Manoukian Music Centre, Millicent Fawcett Hall [theatre], Weston’s [classrooms] and Lawrence Hall [sports centre] were all acquired after his schooldays. [16.20] Difficult to tell if there’s been a change in ethos. Still promotes individuality. [18.07] Effects of internet. [19.25] Effects of increased numbers of pupils. [21.28] How his experience of the school has changed now he’s a teacher. [23.06] Will miss colleagues and pupils, but not the physical place. [26.12] His future plans. His move to the London Academy of Excellence. Potential to make a difference to social mobility. How he will interpret the role. [31.11] Proud moments as a pupil. [33.22] Proud moments as a teacher. The changed atmosphere in Ashburnham. The house publication The Ash Tree and house concerts and plays. The house has become a community. Has enjoyed his time as a teacher.

One copy annotated on reverse by R.S. Chalk, as follows:
'1918-1924
In those days Ashburnham Staircase was regarded as a ‘nine days’ wonder’ and considered so exceedingly precious that we boys were only allowed to use it once every three years - at ‘Commem’. I have memories of walking up it for the first time on Nov 17, 1919 and again that date in 1922. We walked in wonder and awe, but there was such a crush we could hardly appreciate its beauty. Towards the end of my time (presumably after A.T. Willet became Librarian in 192__) regulations were relaxed and the Staircase was more frequently opened. But it then ceased to bear its former ‘inaccessibility’ charm!'