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Plinth, handles. Awarded 2003-2004

Signed in pencil.

His head is inclined slightly to the left; he wears an academic robe and collar with a scull cap.

Headboard Plaque: 115cm wide; Number Plaque: 55cm wide

15 small raised shields on silver plaque with school crest in the middle. Awarded: 1891-1905. Lower plaque loose.

[00:34] Croft describes his early life and family background, conveying a relatively privileged, upper-middle class upbringing that almost moulded his entry into Westminster School and mirrored the class hierarchy in which were typical of such prominent institutions at the current time. [04:30] he recollects his initial impressions of Westminster, describing his first day and expressing his admiration for the strong traditions and identity that it profusely ingrained into the pupils that attend. [09:05] he expresses in a broader context his time as a pupil. [18:32], Croft reveals that his future path was largely chosen for him rather than himself, reflecting the influence of societal expectations and social normalities during the mid 30s. At [20:00], he explains the role of politics in school life, revealing that it was generally a taboo subject, particularly due to the many foreign students attending the school. Nevertheless, he does recount a few major political events such as the Spanish civil war and the abdication of Edward VIII. [27:24] he describes his experience as an evacuee to Shoreham grammar school and how it drastically affected his ability to adapt to education and daily life. This is further emphasised at [41:55] where his education at Christ Church Oxford was interrupted due to his work as a Cryptographer Codebreaker at Bletchley Park, touching on his prominent role in British wartime intelligence. [48:40] Touches on his later career at the Home Office and his friendship with Alan Turing whilst he was at Manchester University. [50:00] Mentions the other Old Westminster pupils who also were with him at Bletchley Park during WW2. [51:23] Mentions how returning to Oxford in 1945 was a difficult readjustment as a lot had changed due to the war. [54:12] Discusses how he came back to Westminster to paint proving his teachers who doubted him wrong and expresses how much Westminster had changed.