Martin derived from his study a rich and constant enjoyment. True that it was a diminutive box of a place: true that in winter he had to choose between freezing with an open window or enduring the atmosphere that only hot-water pipes can create. There would be rows too outside, in the passage, scuffling and ragging and the singing of all the latest successes. But after the dusty turmoil of the workroom it was a possession and, though Martin was not at that time the kind of person to care intensely about his surroundings or little pieces of property, he took a definite pride in his books and pictures. He was old enough now to be above actresses: other and greater persons might bedeck their walls with fair women, but Gregson and he had decided that such things were only good for the army class. The Upper Sixth, Classical, should have traditions and its traditions should include the things of art. Gregson, on the advice of a Cubist cousin, brought back to Elfrey some modern studies of the nude, but Mr Berney discovered them and after a close examination came to the conclusion that the objects depicted were women. Then he thought the matter over and nervously demanded their removal. This naturally fanned the flame of Gregson's bitterness against the world of school and led him to hold forth copiously to Martin, who enjoyed his rich outbursts of invective. "Poor old Berney," he would say. "I suppose we can't blame him. He doesn't understand. Ma B. hasn't got further than Matthew Arnold and I don't suppose either of them ever heard of a chap called Wilde. [Wilde was tremendously the god of Gregson's rebellious soul.] They'll live and learn. I suppose some day schools will be reasonable places." Gregson was not really a prig or a bore, but at times he ran the risk of combining the parts. The Public School system does just as much harm by isolating the thinker and driving him into an immature and self-conscious spirit of opposition as it would if it crushed him altogether. Gregson did not get on with the prefects. He used to allude to the Iron Heel of their system, despised their methods of keeping order, and exposed to Martin the futility of entrusting matters of conduct to swollen-headed athletes who could only just struggle into the History Sixth. "They don't know what they're doing and don't care what they do. If they see or hear anything they haven't seen or heard before they trample on it. They all crib in form themselves and go for kids when they crib." "That's very British," said Martin, who could still mistake a platitude for an epigram. "British or foreign, it's all alike. Just as capital sits on labour everywhere, so muscle is still on top all over the world. It's worse at school than anywhere, but it's the Iron Heel all the same."