Of all the men I have met—and I have now had a fairly long and active life and have met a very great variety of interesting people—one only has stirred me to a biographical effort. This one exception is F. W. Sanderson, for many years the headmaster of Oundle School. I think him beyond question the greatest man I have ever known with any degree of intimacy, and it is in the hope of conveying to others something of my sense not merely of his importance, but of his peculiar genius and the rich humanity of his character, that I am setting out to write this book. He was in himself a very delightful mixture of subtlety and simplicity, generosity, adventurousness, imagination and steadfast purpose, and he approached the general life of our time at such an angle as to reflect the most curious and profitable lights upon it. To tell his story is to reflect upon all the main educational ideas of the last half-century, and to revise our conception of the process and purpose of the modern community in relation to education. For Sanderson had a mind like an octopus, it seemed always to have a tentacle free to reach out beyond what was already held, and his tentacles grew and radiated farther and farther. Before his end he had come to a vision of the school as a centre for the complete reorganisation of civilised life.
I knew him personally only during the last eight years of his life; I met him for the first time in 1914, when I was proposing to send my sons to his school. But our thoughts and interests drew us very close to one another, I never missed an opportunity of meeting and talking to him, and I was the last person he spoke to before his sudden death. He was sixty-six years of age when he died. Those last eight years were certainly the richest and most productive of his whole career; he grew most in those years; he travelled farthest. I think I saw all the best of him. It is, I think, no disadvantage to have known him only in his boldest and most characteristic phase. It saves me from confusion between his maturer and his earlier phases. He was a much stratified man. He had grown steadfastly all his life, he had shaken off many habitual inhibitions and freed himself from once necessary restraints and limitations. He would go discreetly while his convictions accumulated and then break forward very rapidly. He had a way of leaving people behind, and if I had fallen under his spell earlier, I, too, might have been left far behind. He was, I recall, a rock-climber; he was a mental rock-climber also, and though he was very wary of recalcitrance, there were times when his pace became so urgent that even his staff and his own family were left tugging, breathless and perplexed, at the rope.
Out of a small country grammar-school he created something more suggestive of those great modern teaching centres of which our world stands in need than anything else that has yet been attempted. By all ordinary standards the Oundle School of his later years was a brilliant success; it prospered amazingly, there was an almost hopeless waiting-list of applicants; boys had to be entered five years ahead; but successful as it was, it was no more than a sketch and demonstration of the great schools that are yet to be. I saw my own sons get an education there better than I had ever dared hope for them in England, but from the first my interest in the intention and promise of Oundle went far beyond its working actualities. And all the educational possibilities that I had hitherto felt to be unattainable dreams, matters of speculation, things a little too extravagant even to talk about in our dull age, I found being pushed far towards realisation by this bold, persistent, humorous and most capable man.
