By July, another student group had become noticeable in the class: MAS, consisting of 13, 1, and 20.
They were famous among the students and had a strong social presence. There was casual interaction with them, as they were part of the same class.
A few things associated with the group also stood out. 20 was known for inhaling the smell of ink eradicator, while 13 and 20 were known for smoking.
My own social life during this period was mostly shaped by the bonds formed during the morning trips to the village. Some friendships with girls were more like sister-type bonds.
July 10 · A Teacher Cried
On July 10, Monday, the class became noisy enough that a teacher became emotional and cried.
It was another example of how quickly ordinary classroom noise could turn into a disciplinary situation.
July 11 · The Hair Punishment
The next day, July 11, Tuesday, we were in track dress for assembly.
I normally cut my hair only once in around two months, so there was still time before my usual haircut.
During the assembly, I was called along with a few others. 16 told me that they were calling us because of our moustaches, but that turned out not to be the reason.
After the assembly ended, I was standing there with 16 and two other boys.
The principal was walking past us toward the office. She did not come particularly close to us. Nearby, the Hindi and PT teachers were asking why we had not cut our hair.
The principal immediately told them to make us stand outside the class. So we stood outside for roughly half the day.
What stayed with me was the injustice and the logic behind it.
The previous day had been Monday, and we had prayer and the usual school activities throughout the day. If the issue was simply that our hair had become too long, why couldn't it have been addressed then?
Was my hair going to grow another two centimetres overnight?
The reasoning seemed foolish to me.
That was when I remembered a line from Tamil literature, from Silappathikaram:
“Arasiyal pizhaithorukum aram kootragaum.”
The idea of justice remained in my mind while I stood there.
The Chewing Gum Incident
Another incident happened separately.
13 had been using chewing gum. The principal told him not to use it and then left.
No staff came into the classroom afterward. Instead, the students went to the staffroom to apologise.
I remember thinking, “What is this? He ate chewing gum. Why should all of us be asking for forgiveness?”
I didn't join in. While the others were standing in front of the staffroom, I was leaning against a pillar nearby.
Authority
These incidents gradually made me notice how differently authority could be exercised.
Some teachers were calmer and more controlled when dealing with students. Others could turn relatively small situations into larger disciplinary events.
I also disliked authority becoming involved when it seemed unrelated to the situation.
At one point, the Hindi teacher, who was not our class teacher, told me that I should cut my hair and even offered money toward it.
I was confused by the involvement.
My immediate thought was essentially: “Why are you involved?”
July 29 · Special Classes
On July 29, we had special classes for Science and Social.
There was a long break of around 40–50 minutes, and with fewer staff around, the atmosphere became much more relaxed.
It was one of those days when the class had considerably more freedom.
July was therefore a month where the social structure around me became more visible—not through dramatic events, but through ordinary classroom interactions, student groups, discipline, and the way authority operated around us.