“Certainly looks like it,” responded Hamlin, “and nobody has worked harder to bring it about than you have, Gordon.”
“I’m so glad that Raleigh concluded to come back this year,” was all Gordon answered.
For several weeks things went smoothly in section D. Mr. Horton was delighted, for a more orderly class-room could not be desired. Once in a while, Coyle and Barber would try to start some mischief, but they were in far too great a minority for anything of that sort to prosper. By the first of November, they and St. John were the only members of the class who were not also members of the L. A. O.; and to be a member of the L. A. O. this year meant to be not only pledged to use all one’s influence for good order in the class-room and gentlemanly deportment in all places and at all times, but it also meant now to be fully determined that no effort should be spared on the part of each member to place section D at the head of the old Central.
In short, Gordon and Hamlin had succeeded in imparting their enthusiasm, in greater or less degree, to every boy in the class with the exception of the three mentioned; and this enthusiasm received fresh impetus at the weekly meetings of the L. A. O.
Besides, the duller boys of the class were continually watched and helped by the class leaders, and helped in such friendly fashion, and so thoroughly, that their pride was not hurt, and a healthy ambition to help themselves was being awakened in them.
Decidedly the most unpopular boy in the class was Everett St. John, but this fact troubled him not at all. So long as his schoolmates let him alone, he cared not the least what they thought of him, and they did let him severely alone, for, after a week or two no one ever spoke to him. Those who had ventured to do so had been met so coldly, not to say rudely, that they had no desire to repeat the experience. But however much they might dislike him, they could not fail to appreciate and admire his ability. Never before had section D had such fine recitations as St. John’s in Latin and English literature.
The inevitable result was that those who had stood highest in the class heretofore were stimulated to fresh effort, and soon found themselves doing much better work than they had supposed themselves capable of doing—to Mr. Horton’s great satisfaction.
Nor was the spirit of ambition limited to section D. It spread to other sections, and other teachers began to be encouraged by increased application, and consequently, better recitations in their classes.
It was a singular fact, that this most unusual improvement in the spirit of the school should have been so largely due to a new scholar who cared nothing whatever about the school, and was solely interested in himself and his own work; but so it was.