‘What do you do?’

‘What I feel is justified,’ Abbott said, straightening his shoulders.

‘Continue with the evening.’

‘It was quiet. At eight the second form finished prep and went to the boarding house. I went over and to make sure they had gone to the bathroom and were ready for bed. At eight-thirty I spoke to them to make sure they were all in bed and then I turned the lights out.’

‘What did you say to them?’

‘I’m not sure. What I say depends on what’s been happening. It could have been about an upcoming sporting or academic event. It could’ve been anything. I’m just trying to settle them down.’

‘Then what?’

‘I stayed in the boarding house for the rest of the night, mostly in my duty teacher’s room. It’s on the second level of the building to the left from here.’

‘Are all the boarders housed there?’

‘Yes.’

‘Go on.’

Abbott continued recounting how the third through to the fifth form went to bed. He added, ‘The sixth form are given more leeway in organising their own study timetable due to their exams. But it’s lights out for them at eleven.’

‘Did you see Captain Edmund that evening?’

‘No, he wasn’t on duty that night.’

‘Did you hear or see anything unusual?’ Cardilini asked.

‘Yes. There was shooting across the river. It wasn’t particularly loud but my room faces the street. At one point the boys whose dormitories faced the quadrangle were creating a ruckus.’

‘At what time was that?’

‘Just before eleven. I went to quieten the fourth formers on the second level.’

‘What was it about?’

‘Sometimes the retort of the shooting can sound very close. Sound can travel in funny ways. They settled. I went to several other dorms on the second level and I could hear senior boys downstairs doing the same thing. I was back in my room by eleven forty-five. I don’t have to get up for sports in the morning but the boys were abuzz when they were showering. I had to quieten them. Then I heard about poor Captain Edmund. I hope this will be sufficient to cease the roo-shooting.’

‘It was. Was Captain Edmund liked by the boys?’ Cardilini asked.

‘Being liked isn’t a wise aspiration for a teacher in a boarding school.’

‘How did the boys regard him?’

‘They respected him. He was very thorough, very fair I think, but would not tolerate any nonsense or . . .’ Abbott sought for words.

‘Or?’

‘The boys had to behave like young men, not children. He didn’t like boys who weren’t loyal or didn’t fit in.’

‘Could you give me an example?’

‘Captain Edmund expected the boys should all muck in and not think themselves special.’

‘How did he go about this?’

Abbott gave a quick look at Salt before speaking, ‘Just normal punishment. He is – was – a tougher teacher than me.’

‘Are you an old boy?’

‘No.’

‘Do you have any doubt in your mind that this was an accidental shooting?’