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One copy annotated on reverse by R.S. Chalk, as follows:
'Memories 1918-1924
The Scis (especially the smaller brand perched on the railings) were our most loyal supporters at both football and cricket matches. We were their “local side” and, in good and (more frequent) bad times alike their enthusiasm never faltered. Their cheering put ours to shame (except at House Matches, when there was a non-stop roar, Westminster cheering was tame). They knew all the 1st XI players by name. (“Bulldog” Keily - their nickname for him- was their special idol).
And we treated them abominably - thoughtlessly blocking their view by standing on the side nearest the railings (more shelter there) and affecting to ignore them or treat them with patronising disdain! (A ‘snob school’ indeed)
A quick-witted Cockneys, the Scis subjected ‘Scholars’ (as they called us) to a good deal of banter on the way up or down Fields - eg “Hey, Scholar! Lend me a dollar! Pay you back tomorrer!” K.SS they sometimes hailed as “Cup ‘n’ saucers” (ref. to College Cops)
To our shame be it said we took very little interest in the School Mission in Vincent Square, despite the noble services of (later Rev) R.E.C. Houghton. I (for one) only visited it once in all my six years.'

One copy annotated on reverse by R.S. Chalk, as follows:
'‘Lib’ was my far the most usual ‘occupat’ for boarders between School and prep. For one thing, most of us (I for one) were too jolly tired after the long day’s work to indulge in any more strenuous activity. That blissful hour of quiet from 5:15 till House bells rang for Tea at 6.10 remains a happy memory. Peace for a while!
Under the austere Librarian Rev. G.H. Nall and his elephantine assistant J.J. Huckwell, the rule of SILENCE was most rigidly observed. Some relaxations were introduced from 1922 under A.T. Willett, when board games such as Chess or even ‘Attack’ were provided.
On wet days, Lib was occasionally a welcome alternative to Station up fields.
We were proud of Lib, and used to boast it contained 10,000 books (!). Of these the most popular were “Dracula” (I never obtained it till my sixth year) and, among humorous works, Stephen Leacock.
The walls of Lib were covered by prints of noted OWW. I was sad (if not surprised) to find these replaced after the War by contemporary art'

One copy annotated on reverse by R.S. Chalk, as follows:
'This unpretentious Memorial faced us every time we came down School after Prayers. It aroused no interest, except for the unusual name ‘Prothero’. We were under the impression that the Latin inscription was composed by J.S. (Jn. Sergeaunt) – in fact it was (I believe) by Prof. J.S. Phillimore.
It is ironical that this Memorial should have survived the Blitz intact while so much around it (including the Great War Memorial) was completely destroyed. It was one of the few things I recognised when I re-visited the rains of School in 1945 after my long sojourn in India.
Only a few feet away (on the wall facing the VI Form Window) are the two cryptic names which I can claim the honour of deciphering- JOSEPH PRESTON, in Hebrew (which I took as a VII Form Option at School) and E.R. GLYN in Hindi Nagaric characters (which I learnt while in India).'

One copy annotated on reverse by R.S. Chalk, as follows:
'The (reputed) Star Chamber Doorway (see L.E.T. pp 44-5), another casualty of the Blitz.
View from interior of Etheridge’s Room, past the Rod Table (no rods visible, so out of School hours) to Liddell’s Room (C.R. later C.Sh2)
In the the Under School we knew little of the Star Chamber of James I, but had a saying: “People used to go through that door to be tortured-and they still do!” The reference was to the fearsome W.G. Etheridge, dreaded by all.
He was a brilliant teacher both of French and of History, but a ruthless slave-driver and with a streak of cruelty. (He was known by K.SS in his History Set as “The Man of Blood” – back-handed reference to his detestation of King Charles I)
I spent many a gruelling period in this room, first in the Under School, later in C. Upper Shell (School Certificate Form). I owe much to W.G.E.’s teaching, but was not sorry when, having passed School Cert. and attained to C VI, I no longer had to enter Star Chamber!'

[00:55] Why Westminster? [02:15] John Christie. [02:30] Why teaching? Substitute teaching at Eton. [04:40] 17 Dean’s Yard. [05:17] Teaching Latin and Greek and English. [05:50] Westminster pupils. Keen to learn. [06:25] English teaching preferable – element of choice. [07:28] Classroom up School. [07:55] Pupils. Anthony Howard. [09:35] Directing plays. [10:00] Anthony Howard living nearby. [10:50] No objection to plays from Common Room. [11:05] English respected by other members of staff. [12:05] Common Room colleagues. [13:05] Hugo Garten. Adolf Prag. John Wilson. Lawrence Bird. [14:22] Walter Hamilton, tutor at Eton. [14:50] Differences between Eton and Westminster. [14:50] James Peebles. Fisher. John Carleton. David Simpson. Francis Rawes. Denny Brook. Theo Zinn. [17:20] Walter Hamilton as Head Master. At a disadvantage. [18:45] Senior Housemasters (David Simpson, Fisher, Francis Rawes, John Wilson, James Peebles). [19:35] Time as Housemaster. [20:10] More interesting position. Wide age range of boys to be responsible for. [21:45] Pupils. Bright. [22:30] Successes of past pupils. Interesting. [23:20] Simon Gray writing about the school. Corin Redgrave. [23:50] Reappearance of drama. Medieval Everyman. Macbeth. Twelfth Night. Hamlet. Performed up School. Hired scenery. Running for four or five nights. Attended by most of the school. [27:10] Balancing jobs at school. [28:40] Rationing and bomb damage following Second World War. Teaching not more difficult. [31:20] Classrooms. [32:50] Rebuilt College Dormitory. Wren’s. [34:50] Play rehearsals. [36:40] Tough reputation. [38:00] Latin Play. [39:20] Parents very involved in the school. Many living in London. [40:50] John Christie’s wife keeping chickens on the roof of Liddell’s. [41:50] Reasonable food. Meals eaten by house. [44:40] Not many women at the school. [45:10] Accommodation at school. [49:30] Old Westminsters on the staff. Feeling of importance. [50:39] Charles Keeley, senior history master. [52:45] Proximity to the Abbey. Abbey services. [53:00] Coronation. [56:55] Rebuilding war damage. [57:47] Royal visit from the Queen. [58:10] John Carleton. Didn’t get on. Thought him a bad Head Master. [01:03:30] Might have stayed at Westminster longer under a different Head Master. [01:06:05] Appointment of John Carleton. [01:08:19] Walter Hamilton leaving Westminster for Rugby. [01:08:18] Got on well with John Christie. Walter Hamilton was an old friend. [01:10:32] Carleton lived above Liddell’s during rebuilding of College. [01:11:47] Leaving Westminster. Sad to leave. [01:12:35] John Rae. Tristram Jones-Parry. In touch with the school again.

When he arrived at Westminster he felt the school needed to rediscover its purpose and reshape itself for the 21st century. [3:42] His aim in the first year was to consult people over the future of the school. [4:00] His previous school had been Clifton School in Bristol. Every school is different, and when you begin at a new school you must understand its ethos. [5:08] At Clifton he had learnt how important it was to have co-education. Clifton had been in a difficult financial state when he first arrived. He had learnt how important it is for the Headmaster to keep on top of finances. [6:25] He had been a housemaster and head of a large department at Eton. Before then he had been a university academic. Westminster is like a small university in some ways. [7:30] Westminster was originally ahead of other schools in co-education, but now can be seen as a dinosaur. Believes that the Westminster model is the right one. [9:18] Doubts about excluding girls from the years below. [10:34] He decided to change the composition and numbers in the sixth form, so that Westminster no longer felt like a boys’ school that happened to have some girls in it. Decided on 1/3 girls, 2/3 boys in 6th form, with minimum of ¼ boarders. [12:23] School increased overall to 740, to allow for more girls at 6th form. Introduced a head girl. [13:19] The number of women in the Common Room has also increased. [14:08] The greater number of newcomers in the sixth form helps the boys who are already pupils to see the sixth form as a new beginning. [14:35] Balancing money spent on social mobility and money spent improving facilities. [15:53] The importance of fundraising. [17:55] The choice between fundraising for a very large endowment or raising money every year to plough straight into financial assistance. Chose the latter. [19:08] Harris Westminster Academy. Westminster needs to look outwards more. [20:23] Westminster summer school. Inspiring pupils to go into higher education. [21:55] Media portrayal of Westminster. Most schools try to get into the press. At Westminster, it’s the reverse. Many calls from the press, which are not always relevant. Need a good relationship with journalists. [25:47] The impact of social media. Pupils need to be educated on how to use it responsibly. Can be a very positive thing. [27:10] Relationships should not just be virtual. [27:48] When first came to Westminster pupils had Walkmans and weren’t talking to each other. Needs to be a community in the school. The development of a parenting forum, where parents can discuss their concerns. [29:44] A moral education should be central to the school. Nurturing individual talent is important, but pupils must also have a sense of social responsibility. [32:38] Relationship between the School and the Abbey was re-assessed during the preparations for the 450th anniversary of the foundation of the school in 2010. Began working together more. Morality and spirituality became more central to the school. [35:30] Introduction of civic engagement, for every pupil to participate in, rather than community service, which was for pupils who weren’t interested in sports. [39:16] Many Westminster pupils will go on to be leaders, and leaders must be socially responsible. [40:17] Traditions. Latin Prayers. Deciding either to abolish it or take it seriously. [43:46] When he began, the Governors had been concerned that Westminster had lost some of its style. The importance of the Archives. [45:47] The introduction of girls’ uniform. It had previously made it appear as though girls were just an add-on. [48:48] Pupils have more generosity of spirit now, and are less brittle and competitive. [53:31] The importance of the Monitors and Head Boy and Girl. [55:17] The Common Room previously hadn’t had much of a common purpose. He tried to involve more staff in the development-planning of the school. [57:35] The Headmaster needs to protect teachers from management, legislation, financial matters, and so on. Their sacred task is the teacher / pupil relationship.