Within a few days I had made one staunch friend and was on fairly good terms with most of the boys. I was shy of the girls, and remained so; even now a word or look from a pretty woman sets me all a-tremble. This friend I bound to me with hooks of steel in a very simple way. He was a big awkward boy with a face full of freckles and a head full of very red hair. He was perhaps fourteen years of age; that is, four or five years older than any other boy in the class. This seniority was due to the fact that he had spent twice the required amount of time in several of the preceding classes. I had not been at school many hours before I felt that "Red Head"--as I involuntarily called him--and I were to be friends. I do not doubt that this feeling was strengthened by the fact that I had been quick enough to see that a big, strong boy was a friend to be desired at a public school; and, perhaps, in spite of his dullness, "Red Head" had been able to discern that I could be of service to him. At any rate there was a simultaneous mutual attraction. The teacher had strung the class promiscuously around the walls of the room for a sort of trial heat for places of rank; when the line was straightened out, I found that by skillful maneuvering I had placed myself third and had piloted "Red Head" to the place next to me. The teacher began by giving us to spell the words corresponding to our order in the line. "Spell _first_." "Spell _second_." "Spell _third_." I rattled off: "T-h-i-r-d, third," in a way which said: "Why don't you give us something hard?" As the words went down the line, I could see how lucky I had been to get a good place together with an easy word. As young as I was, I felt impressed with the unfairness of the whole proceeding when I saw the tailenders going down before _twelfth_ and _twentieth_, and I felt sorry for those who had to spell such words in order to hold a low position. "Spell _fourth_." "Red Head," with his hands clutched tightly behind his back, began bravely: "F-o-r-t-h." Like a flash a score of hands went up, and the teacher began saying: "No snapping of fingers, no snapping of fingers." This was the first word missed, and it seemed to me that some of the scholars were about to lose their senses; some were dancing up and down on one foot with a hand above their heads, the fingers working furiously, and joy beaming all over their faces; others stood still, their hands raised not so high, their fingers working less rapidly, and their faces expressing not quite so much happiness; there were still others who did not move or raise their hands, but stood with great wrinkles on their foreheads, looking very thoughtful.