My evenings are mine, and I devote them to study.

_23rd August, 1873._

Mr. R. proposes that I should teach two or three new subjects. I am ready to comply with his wishes; but I sternly refuse to teach _la valse a trois temps_.

He advises me to cane the boys. This also I refuse to do.

_15th September, 1873._

I cannot stand this life any longer. I will return to France if things do not take a brighter turn.

I leave Mr. R. and his "Dotheboys Hall."

At the station I meet the clergyman. He had more than once spoken to me a few kind words. He asks me where I am going.

"To London, and to Paris next, I hope," I reply.

"Are you in a hurry to go back?"

"Not particularly; but----"

"Well, will you do my wife and myself the pleasure of spending a few days with us at the Vicarage? We shall be delighted if you will."

"With all my heart."

_25th September, 1873._

Have spent a charming week at the Vicarage--a lovely country-house, where for the first time I have seen what real English life is.

I have spoken to my English friend of my prospects, and he expresses his wonder that I do not make use of the letters of recommendation that I possess, as they would be sure to secure a good position for me.

"Are not important posts given by examination in this country?" I exclaimed.

But he informs me that such is not the case; that these posts are given, at elections, to the candidates who are bearers of the best testimonials.

The information is most valuable, and I will act upon my friend's advice.

My visit has been as pleasant as it has been useful.

_12th January, 1874._

A vacancy occurred lately in one of the great public schools. I sent in my application, accompanied by my testimonials.

Have just received an official intimation that I am elected head-master of the French school at St. Paul's.

_14th January, 1874._

One piece of good luck never comes alone.

I am again appointed London correspondent to one of the princ.i.p.al Paris papers.

_Allons, me voila sauve!_

III.

I MAKE THE ACQUAINTANCE OF PUBLIC SCHOOL BOYS.--"WHEN I WAS A LITTLE BOY."--AN AWFUL MOMENT.--A SIMPLE THEORY.--I SCORE A SUCCESS.

I am not quite sure that the best qualification for a school-master is to have been a very good boy.

I never had great admiration for very good boys. I always suspected, when they were too good, that there was something wrong.

When I was at school, and my master would go in for the recitation of the litany of all the qualities and virtues he possessed when a boy--how good, how dutiful, how obedient, how industrious he was--I would stare at him, and think to myself: How glad that man must be he is no longer a boy!

"No, my dear little fellows, your master was just like you when he was mamma's little boy. He shirked his work whenever he could; he used to romp and tear his clothes if he had a chance, and was far from being too good for this world; and if he was not all that, well, I am only sorry for him, that's all."

I believe that the man who thoroughly knows all the resources of the mischievous little army he has to fight and rule is better qualified and prepared for the struggle.

We have in French an old proverb that says: "It's no use trying to teach an old monkey how to make faces."

The best testimonial in favor of a school-master is that the boys should be able to say of him: "It's no use trying this or that with him; he always knows what we are up to."

How is he to know what his pupils are "up to" if he has not himself been "up to" the same tricks and games?

The base of all strategy is the perfect knowledge of all the roads of the country in which you wage war.

To be well up in all the ways and tricks of boys is to be aware of all the moves of the enemy.

It is an awful moment when, for the first time, you take your seat in front of forty pairs of bright eyes that are fixed upon you, and seem to say:

"Well, what shall it be? Do you think you can keep us in order, or are we going to let you have a lively time of it?"