our student body today.â He spoke with the measured cadence of an old-time educator, one used to having his listenersâ undivided attention. Or else.
âI considered dismissing school entirely when we first were notified of the situation. Itâs difficult to know whatâs the best thing to do in a case like this.â
He paused and rubbed his chin, staring fixedly at us.
âNot canceling school was probably a good idea,â I said. âItâs best to keep things as close to normal as possible.â
My comment was greeted with all the enthusiasm Ned Browning might have given an unfortunate truantâs overused alibi. He ignored it totally. He continued speaking as though Iâd never opened my mouth.
âThe trouble is, this team has faced a similar problem once before. Some of these boys were already playing varsity ball when their previous coach, Mr. Altman, died of a heart attack.
âOf course, that was last year. It happenedduring the summer. It wasnât a situation like this where he was here one day and gone the next. We had the benefit of some adjustment time before school started in the fall. Not only that, Mr. Ridley had worked with the team for several years as the assistant coach. There was enough continuity so they were able to put together a winning team. They won the state championship last year. Were you aware of that?â
Peters and I nodded in unison. Browning went on. âIâve sequestered the entire team as well as the squad of cheerleaders in Mr. Ridleyâs classroom. Of all the students, theyâre probably the ones who are most upset. Theyâre the ones who worked most closely with him.
âOur guidance counselor, Mrs. Wynn, is with them. I thought it best to keep them together and isolated for fear some of your friends out in the other room would get hold of them.â Ned Browning nodded slightly in the direction of the outer office. All of his actions were understated, self-contained.
âBelieve me, Mr. Browning, those jerks out there are anything but friends. If we could talk with each member of the teamâ¦â
Browning cut me off in mid-sentence. âTheyâre not there for your convenience, Mr.â¦â
âBeaumont,â I supplied. âDetective Beaumont.â
âThank you, Detective Beaumont. These are adolescents who have suffered a severe loss. Iâve assembled them for the purpose of enabling them to begin working through their grief. Itâs the idea of peer group self-help. I wonât tolerate any manipulation by you or anyone else. Is that clear, Mr. Beaumont?â
There was no Santa Claus twinkle in Ned Browningâs eyes. They were sharp and hard. He meant what he said. I couldnât help feeling some real respect for this little guy, doing the best he knew for the benefit of those kids. I wondered if they appreciated him.
âMr. Browning,â Peters broke in, âneither Detective Beaumont nor I have any intention of manipulating your students, but we do need to interview them, all of them. Itâs the only way weâll get some idea of what happened Friday night.â
For a time Browning considered what Peters had said. Finally, making up his mind, he nodded. âVery well. Iâll take you there, but you must understand that the well-being of these young people is my first priority.â
He rose. His full height wasnât more than five foot seven. âThis way,â he said. He led us out through a back door, avoiding the crowd surrounding the front counter. What had been Darwin Ridleyâs classroom was at the end of a long, polished corridor. Browning stopped before the closed door.
âWhat did you say your names are again?â
âBeaumont,â I said. âDetectives Beaumont and Peters.â
He ushered us inside. The room was hushed. There must have been twenty or so people in the room, standing or sitting in groups of two or
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