“Yes, yes,” said Rickie; “quite so.” He remembered Herbert’s dictum: “Masters must present a united front. If they do not—the deluge.” He sent the boy back to his seat, and after school took the compromising health certificate to the headmaster. The headmaster was at that time easily excited by a breach of the constitution. “Parents or guardians,” he repeated—“parents or guardians,” and flew with those words on his lips to Mr. Jackson. To say that Rickie was a cat’s-paw is to put it too strongly. Herbert was strictly honourable, and never pushed him into an illegal or really dangerous position; but there is no doubt that on this and on many other occasions he had to do things that he would not otherwise have done. There was always some diplomatic corner that had to be turned, always something that he had to say or not to say. As the term wore on he lost his independence—almost without knowing it. He had much to learn about boys, and he learnt not by direct observation—for which he believed he was unfitted—but by sedulous imitation of the more experienced masters. Originally he had intended to be friends with his pupils, and Mr. Pembroke commended the intention highly; but you cannot be friends either with boy or man unless you give yourself away in the process, and Mr. Pembroke did not commend this. He, for “personal intercourse,” substituted the safer “personal influence,” and gave his junior hints on the setting of kindly traps, in which the boy does give himself away and reveals his shy delicate thoughts, while the master, intact, commends or corrects them. Originally Rickie had meant to help boys in the anxieties that they undergo when changing into men: at Cambridge he had numbered this among life’s duties. But here is a subject in which we must inevitably speak as one human being to another, not as one who has authority or the shadow of authority, and for this reason the elder school-master could suggest nothing but a few formulae. Formulae, like kindly traps, were not in Rickie’s line, so he abandoned these subjects altogether and confined himself to working hard at what was easy. In the house he did as Herbert did, and referred all doubtful subjects to him. In his form, oddly enough, he became a martinet. It is so much simpler to be severe. He grasped the school regulations, and insisted on prompt obedience to them. He adopted the doctrine of collective responsibility. When one boy was late, he punished the whole form. “I can’t help it,” he would say, as if he was a power of nature. As a teacher he was rather dull. He curbed his own enthusiasms, finding that they distracted his attention, and that while he throbbed to the music of Virgil the boys in the back row were getting unruly. But on the whole he liked his form work: he knew why he was there, and Herbert did not overshadow him so completely.