AOSA CENTENARY HISTORY 1841 - 1941
page fifty-four
Contents
Chapter I
Chapter II
Chapter III
Chapter IV
Chapter V
Chapter VI
Chapter VII
Chapter VIII
Chapter IX
Chapter X
Chapter XI
Chapter XII
Chapter XIII
Appendix
As a young teacher he turned his hand to any subject; later he concentrated on the teaching of mathematics in the upper forms. Here his sense of order, the neatness of his work, his vast patience with the dullards, his care in marking, his skill in exposition and in explanation had full scope. Many a surprised girl found that she had passed school certificate maths. and knew where the credit lay. The able child could get along as fast as he liked; the slow one was not neglected, but encouraged, and knew that the headmaster could always be relied on for extra tuition. Besides mathematics, handwork received his careful attention. He early realised that the contempt which academic workers had for hand-workers was quite unjustified, and he tried with success to unite handwork and brainwork so that each should reinforce the other. He saw that education needed both, and the development of art and of metalwork and woodwork to the doubtful status of examination subjects balanced to some extent the increasing pressure of book learning. The official hobby hours helped everyone to train hand and eye.
Teaching, however, is the lightest part of a headmaster’s work. He is ultimately responsible, especially in a boarding school, for the physical, mental and spiritual health of its children. Games, good food, fresh air, sleep, skilled care, look after health; studies strengthen the mind; the life and character of the staff and of the headmaster work on the child’s personality and spirit. Young critics, even though they do not formulate their thoughts, observe and know what adults and colleagues consciously realise. Herbert Dennis did not spare himself; he took care over details; a painstaking thoroughness marked his concern with work, with children, with difficulties; he preferred to plan rather than to improvise.
In his magistral dealings with boys and girls he tried kindness before severity, and severity never degenerated into anger; he would be indignant but not angry and was always reluctant to condemn. Faults which to others seemed to clamour for reproof or retribution, to him called forth efforts for healing and removal. A quiet humour enabled him, if not gladly, at any rate occasionally to suffer fools. His friendly geniality welcomed the staff or visitors to his drawing room and his unaffected simplicity soon put them at their ease. Those who knew him best realised that in all his dealings with staff and children he constantly desired, as he constantly showed, justice, truth and honesty.
Note. After Herbert Dennis’s
resignation in 1940, the Committee appointed as headmaster, J. Stanley
Carr, B.A.
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