"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 reputed--"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 ******r 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.
What was amiss with Herbert? He had known that something was amiss, and had entered into partnership with open eyes. The man was kind and unselfish; more than that he was truly charitable, and it was a real pleasure to him to give--pleasure to others.
Certainly he might talk too much about it afterwards; but it was the doing, not the talking, that he really valued, and benefactors of this sort are not too common. He was, moreover, diligent and conscientious: his heart was in his work, and his adherence to the Church of England no mere matter of form. He was capable of affection: he was usually courteous and tolerant. Then what was amiss? Why, in spite of all these qualities, should Rickie feel that there was something wrong with him--nay, that he was wrong as a whole, and that if the Spirit of Humanity should ever hold a judgment he would assuredly be classed among the goats? The answer at first sight appeared a graceless one--it was that Herbert was stupid. Not stupid in the ordinary sense--he had a business-like brain, and acquired knowledge easily--but stupid in the important sense: his whole life was coloured by a contempt of the intellect. That he had a tolerable intellect of his own was not the point: it is in what we value, not in what we have, that the test of us resides. Now, Rickie's intellect was not remarkable. He came to his worthier results rather by imagination and instinct than by logic. An argument confused him, and he could with difficulty follow it even on paper. But he saw in this no reason for satisfaction, and tried to make such use of his brain as he could, just as a weak athlete might lovingly exercise his body. Like a weak athlete, too, he loved to watch the exploits, or rather the efforts, of others--their efforts not so much to acquire knowledge as to dispel a little of the darkness by which we and all our acquisitions are surrounded. Cambridge had taught him this, and he knew, if for no other reason, that his time there had not been in vain. And Herbert's contempt for such efforts revolted him. He saw that for all his fine talk about a spiritual life he had but one test for things--success: success for the body in this life or for the soul in the life to come. And for this reason Humanity, and perhaps such other tribunals as there may be, would assuredly reject him.
