se of the word, as Mr. Smith did not
care to pay the high salary demanded by a first-class scholar. Mr. Smith
was shrewd enough not to attempt to instruct the classes in advanced
classics or mathematics, as he did not care to have his deficiencies
understood by his pupils.
It pleased him best to sit in state and rule the school, administering
reproofs and castigations where he thought fit, and, best of all, to
manage the finances. Though his price was less than that of many other
schools, his profits were liberal, as he kept down expenses. His table
was exceedingly frugal, as his boarding pupils could have testified, and
the salaries he paid to under teachers were pitifully small.
So it was that, year by year, Socrates Smith, A. M., found himself
growing richer, while his teachers grew more shabby, and his pupils
rarely became fat.
Allan Roscoe took a carriage from the depot to the school.
Arrived at the gate, he descended, and Hector followed him.
The school building was a long, rambling, irregular structure, of no
known order of architecture, bearing some resemblance to a factory. The
ornament of architecture Mr. Smith did not regard. He was strictly of a
utilitarian cast of mind. So long as the institute, as he often called
it, afforded room for the school and scholars he did not understand what
more was wanted.
"Is Mr. Smith at leisure?" Mr. Roscoe asked of a bare-arm servant girl
who answered the bell.
"I guess he's in his office," was the reply.
"Take him this card," said Mr. Roscoe. The girl inspected the card with
some curiosity, and carried it to the eminent principal. When Socrates
Smith read upon the card the name
ALLAN ROSCOE,
and, penciled in the corner, "with a pupil," he said, briskly:
"Bring the gentleman in at once, Bridget."
As Mr. Roscoe entered, Mr. Smith beamed upon him genially. It was thus
he always received those who brought to him new scholars. As he always
asked half a term's tuition and board in advance, every such visitor
represented to him so much ready cash, and for ready cash Socrates had a
weakness.
"I am glad to see you, Mr. Roscoe," said the learned principal,
advancing to meet his visitor. "And this is the young lad. Dear me! he
is very well grown, and looks like he was fond of his books."
This was not exactly the way in which a learned scholar might be
expected to talk; but Mr. Smith's speech was not always elegant, or even
grammatically correct.
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