OLD PUPILS.--ACQUAINTANCES RENEWED.--LIVELY RECOLLECTIONS REVIVED.
--IT IS EASIER TO TEACH FRENCH THAN TO LEARN IT.--TESTIMONIAL REFUSED
TO A FRENCH MASTER.--"HOW DE DO?"--"THAT'S WHAT-D'YE-CALL-HIM, THE
FRENCH MASTER."
I like meeting old pupils, especially those who, I am vain enough to
think, owe to me a little part of their success in life.
Others have greatly improved since they left school. I used to consider
them hopelessly stupid, and now I see them able to speak on general
topics with a great amount of common sense. Though they were not fit
for school, they are fit for the world. They have good manners and are
gentlemen.
Some you cannot recognize with their "chimney-pots"; some will take no
notice of you.
Some will come and shake hands with you, and make a tardy
acknowledgment of the debt they owe you; some will express their regret
that they do not owe you more.
Some will approach you diffidently, and with a grin:
"How do you do, sir? Don't you know me? I am So-and-So."
"To be sure I do."
"Don't you remember I once threw a paper ball in the room, and it fell
on your desk by accident?"
"To be sure. And don't you remember what you got for it?"
"Indeed I do. But that was an accident, you know, sir."
"I dare say it was. And how are you getting on?"
"Pretty well. I am in a bank."
"Adding pounds, shillings, and pence?"
"Yes--rather slow sport."
"Slow, yes, when the pounds, shillings, and pence don't belong to you."
"You are right, sir."
"Well, you might, perhaps, have done better for yourself; you were an
able boy."
"I don't know about that, but I often regret I did not avail myself of
the advantages that were offered to me."
A repentant boy is always a sad sight, and one to be shunned. You
comfort him, wish him success, and shake hands.
* * * * *
The interest you have taken in boys at school is put to a severe test
when you receive a letter like the following:
"DEAR SIR:
"I have decided on doing a little teaching while my father is
trying to obtain a situation for me. I know the interest you have
always taken in me and my welfare, and I write to ask if you will
kindly give me a testimonial as to my ability to teach French. I am
aware that I always was, and am still, a very poor French scholar,
so that I can ask for a testimonial from you only as a great
personal favor; but I hope you will not refuse me."
After thanking me for past, present, and future kindnesses, he
subscribes himself "My obedient and grateful pupil."
This boy, having heard me one day say in class that it was easier to be
examiner than to be examined, had probably come to the conclusion that
it was also easier to teach French than to learn it.
A testimonial from me could have but very little value; still, the poor
boy had to add to his experiences that it was easier to ask for one
than to obtain it.