A Corner In Lines
by
Of all the useless and irritating things in this world, lines are probably the most useless and the most irritating. In fact, I only know of two people who ever got any good out of them. Dunstable, of Day’s, was one, Linton, of Seymour’s, the other. For a portion of one winter term they flourished on lines. The more there were set, the better they liked it. They would have been disappointed if masters had given up the habit of doling them out.
Dunstable was a youth of ideas. He saw far more possibilities in the routine of life at Locksley than did the majority of his contemporaries, and every now and then he made use of these possibilities in a way that caused a considerable sensation in the school.
In the ordinary way of school work, however, he was not particularly brilliant, and suffered in consequence. His chief foe was his form-master, Mr. Langridge. The feud between them had begun on Dunstable’s arrival in the form two terms before, and had continued ever since. The balance of points lay with the master. The staff has ways of scoring which the school has not. This story really begins with the last day but one of the summer term. It happened that Dunstable’s people were going to make their annual migration to Scotland on that day, and the Headmaster, approached on the subject both by letter and in person, saw no reason why–the examinations being over–Dunstable should not leave Locksley a day before the end of term.
He called Dunstable to his study one night after preparation.
“Your father has written to me, Dunstable,” he said, “to ask that you may be allowed to go home on Wednesday instead of Thursday. I think that, under the special circumstances, there will be no objection to this. You had better see that the matron packs your boxes.”
“Yes, sir,” said Dunstable. “Good business,” he added to himself, as he left the room.
When he got back to his own den, he began to ponder over the matter, to see if something could not be made out of it. That was Dunstable’s way. He never let anything drop until he had made certain that he had exhausted all its possibilities.
Just before he went to bed he had evolved a neat little scheme for scoring off Mr. Langridge. The knowledge of his plans was confined to himself and the Headmaster. His dorm-master would imagine that he was going to stay on till the last day of term. Therefore, if he misbehaved himself in form, Mr. Langridge would set him lines in blissful ignorance of the fact that he would not be there next day to show them up. At the beginning of the following term, moreover, he would not be in Mr. Langridge’s form, for he was certain of his move up.
He acted accordingly.
He spent the earlier part of Wednesday morning in breaches of the peace. Mr. Langridge, instead of pulling him up, put him on to translate; Dunstable went on to translate. As he had not prepared the lesson and was not an adept at construing unseen, his performance was poor.
After a minute and a half, the form-master wearied.
“Have you looked at this, Dunstable?” he asked.
There was a time-honoured answer to this question.
“Yes, sir,” he said.
Public-school ethics do not demand that you should reply truthfully to the spirit of a question. The letter of it is all that requires attention. Dunstable had looked at the lesson. He was looking at it then. Masters should practise exactness of speech. A certain form at Harrow were in the habit of walking across a copy of a Latin author before morning-school. They could then say with truth that they “had been over it.” This is not an isolated case.
“Go on,” said Mr. Langridge.
Dunstable smiled as he did so.
Mr. Langridge was annoyed.
“What are you laughing at? What do you mean by it? Stand up. You will write out the lesson in Latin and English, and show it up to me by four this afternoon. I know what you are thinking. You imagine that because this is the end of the term you can do as you please, but you will find yourself mistaken. Mind–by four o’clock.”