I smoked for a while in silence.
"The best men don't enter public life," I continued. "No man with a real passion for ideas could tolerate the jobbery and gabble of the House of Commons. Public life is for the most part concerned with small things. The Cabinet settles mighty things like war and peace, but if you read Hansard you'll find that ninety-nine per cent. of the members' speeches deal with little things like Old Age Pensions or the working of the Insurance Act. So in the School Board you have to deal with the incidental things. The Scotch Education Department settles the broad lines of education, and the local School Boards simply administer the Education Act of 1908. What could I do on the Board anyway?... arrange for the closing of the school at the tattie holidays, discuss your application for a rise in screw, grant a certain amount of money for prizes. I couldn't persuade the Board to convert your school into a Neo-Montessorian Play-Garden; if I did persuade them the Department would very likely step in and protest. Besides I haven't the type of mind. I hate all the formalism of public meetings; I had enough of it at the 'varsity to last me a life time; the debating societies spent most of their time reading minutes and moving 'the previous question.' I'm not a practical man, Macdonald. In art I like pure black and white work, and I think in black and white; I see the broad effect without noting the detail. Detail gives me a headache, and the public man must have something like a passion for detail. Look at the Scotch Education Department; it is full of splendid officials who will spend a week nosing out an error of ten attendances in an unfortunate dominie's registers. That's what should be; the official should have the mind of a ready-reckoner ... rather, he must have, else he would drown himself after a day in Whitehall."
Macdonald has a passion for detail, and I smiled to note a growing look of aggression on his face.
"Somebody's got to do the detail work," he growled.
"Most of it could very well be left undone," I suggested. "You have to calculate laboriously all the attendances for the year, how many have left school, how many are of such and such an age, and so on. What for? Simply to allow the busy officials of Whitehall to settle what grant should be paid."
"How could they settle it otherwise?" he asked.
"In fifty ways. The obvious way is to find out how much the school requires to run it each year. I would go the length of abolishing the daily register. You don't call the roll in a cinema house or a kirk or a political meeting. Why, man, in the big schools in the cities the headmaster is a junior clerk; his whole time is spent in making up statistical returns for the Department."
"You couldn't get on without the returns," said Macdonald.
"Possibly not at present," I said, "seeing that the system of grants obtains, but if an Education Guild of Teachers controlled the education of Scotland most of the returns could be scrapped. All the returns needed for your school would be a list of expenditure on salaries, books, etc.; main headquarters would control the broad policy and pay the bills."
"And attendance wouldn't count?"