1. BROOKFIELD
The standard of an educational institution can not be judged by any yardstick. It neither
lies in the number of students nor the beauty of its building. If Brookfield were to be judged by
these fallacious methods, it would definitely cut a sorry figure.
Brookfield was an old foundation and was established as a grammar school in the reign
of Elizabeth I. Externally, it gave the glimpse of a group of eighteen century building centered
upon a quadrangle with acres of playground beyond. The village around it was surrounded by an
open fen country (marshy place). Chips joined the Brookfield in 1870 and considered it one of
the streams, which fed the mighty river that was England. However, in this context, Brookfield
was more a leisurely brook than a swiftly flowing stream.
Unfortunately, Brookfield could acquire the status of first-rank; the school went up and
down, dwindling almost to non-existence at one time and becoming almost illustrious at another.
Weatherly took over the charge as headmaster during mid-Victorian days when the school was
on the decline. He restored its fortunes somewhat; but it remained, at best a good school of the
second rank. Had it not been so, Chips would have never been able to join it. As a matter of fact,
both school and schoolmaster mirrored each other perfectly. Brookfield took pride in its relaxed
atmosphere, stubbornly refusing to match the place of the outer world. Similarly, Chips held
tenaciously on to his cherished old world values.
The fact that several notable families supported the school shows that it could inspire
loyalty among certain judicious people. The same quality was to be found in Chips. Both of them
stood for these precious, though unglamorous sentiments Quite a few students of Brookfield
joined the ranks of history makers as judges, members of Parliament, colonial administrators,
peers and bishops. But, mainly, the school turned out merchants, manufacturers professional
men, country squires and parsons. Such people constitute the very backbone of a society; and, by
educating the middle class, Brookfield rendered yeoman’s service to the country. In this regard
too, Chips was in complete harmony with the school. Throughout his career, he cared to
remember only the boys who became soldiers, professionals and the like, and not the peers and
administrators.
Conscious of its own easy-going dignified ways, Brookfield had little tolerance for
modern methods of commercialized education. This was amply demonstrated by what happened
to Ralston. This hotheaded young headmaster came fired with visions of leading the school into
the future. Significantly, he clashed with none other than chips; for, the old teacher had now
become Brookfield itself. The whole school rallied round Chips and Ralston had to concede
defeat. Actually, he was not at all wrong. He only made the mistake of losing the historical
perspective. He forgot that some values have a time-honoured sanctity, and therefore, ought to be
treated with reverence. He thought that Chips was an impediment (hurdle) to progress. Little did
he realize that, by belittling the old man, he was striking at the very roots of what Brookfield
stood for. The school and the schoolmaster proved that dignity, honour and a sense of proportion
were far more important than glamour and commercialism.

2. Muhammad Azam, Shaheen Academy, G.6-1/3, Islamabad.
Ph-2279319