“Never mind touching us,” one boy muttered as Mr Foster steered Jonathan away by an elbow to enquire “Are you fit to come back to school, Hastings?”

Being addressed by his surname was yet another aspect of the place Jonathan had still to accept. “I think so, sir,” he said.

He’d hoped school would take his mind off his grandmother, but now he felt that anybody there might bring her up. Suppose she proved to be the theme of the morning assembly? Once the pupils had been herded into the main building, however, and the staff had taken their seats onstage in the assembly hall, the headmaster lectured about the football team and how their performance should inspire the other pupils to try harder. Jonathan was trying to keep that in mind when Mr Foster singled him out at the beginning of the English lesson. “Is there anything you’d like to share with us, Hastings?”

“Like what, sir?”

“Such as, I believe you mean. About your bereavement.”

“Such as what, sir?” Jonathan wished he didn’t feel bound to ask.

“Forgive me if you think I’m prying.” The teacher’s face had managed to lengthen itself, and looked capable of pouting when Jonathan failed to answer. “Recollect in tranquillity,” Mr Foster told himself, and seemed inspired. “That can be your subject for homework, all of you. Write about a loss, whatever it may be.”

Could Jonathan’s grandmother read what he wrote about her? In at least one way writing was different from talking — it was even harder — but surely it would give him more to say aloud about her. The trouble was that the prospect of writing drove all his thoughts for it out of his head. His skull felt emptied throughout the English lesson and the other classes, interrupted by lunch and larking in the schoolyard, activities that came no nearer reaching him than the questions teachers aimed at him. He assumed they toned down their responses to his uselessness because they knew about his grandmother.