Were every boy as eager that all human beings—schoolmasters included—should be as fairly treated as he himself, the only further regulation of conduct necessary would be a clear intelligence to discern truth from falsehood in every case of misdemeanour. Instructed intelligence is however a minus quantity, and the sympathetic jealousy for the rights of others that exists here and there amongst boys in minor quantity, gets deflected from its true course. It links boys of one age together in a mutual fellowship that excludes masters and all others. Nor is this difficult to understand. Mutual interests is the soil in which sympathy grows; but with arbitrary authority in the field, also conflicting desires, and no distinct teaching on the subject, the deeper relations of life, I mean the mutual interests of teacher and taught and of the whole school as a social unity, are often ignored. To shield a companion from punishment, at all hazards, becomes virtue in a schoolboy’s eyes, and antagonisms spring up with confused notions of right and wrong, and a general impulse to falsehood and deceit in special directions. These are menacing features of character for the social life of the future. Men of introspection have recognized in themselves the baneful after-effects of the clannishness engendered at school. Robert Louis Stevenson bewailed the extreme difficulty he had in forcing himself to perform a distinct public duty. It involved some exposure dishonourable to a former schoolmate! “I felt,” he said, “like a cad!”