"I'm not anxious for it," said Andy. "I like yours better."
"I didn't think you could get away from work to come to school. Are you working for Miss Grant now?"
"Yes, but she lets me come to school half the day. She's a bully ould lady."
"Well, half a loaf's better than no bread. Will you sit with me? I've got no one at my desk. Say yes."
"It's just what I'd like, Charlie, but maybe Godfrey Preston wants to sit with me. I wouldn't like to disappoint him," said Andy, with sly humor.
"Sit with me till he invites you, then."
"That'll be a long day."
They went into the schoolhouse, and Andy deposited his books in the desk next to Charlie Fleming's. He couldn't have wished for a better or more agreeable companion. Charlie was the son of Dr. Fleming, the village physician, and was a general favorite in the town on account of his sunny, attractive manner. But, with all his affability, he was independent and resolute, if need be. He was one of the leaders of the school. Godfrey aspired also to be a leader, and was to some extent on account of his father's wealth and high standing, for, as we have seen, Colonel Preston was not like his son. Still, it is doubtful whether anyone was much attached to Godfrey. He was too selfish in disposition, and offensively consequential in manner, to inspire devoted friendship. Ben Travers, however, flattered him, and followed him about, simply because he was the son of a rich man. Such cases occur sometimes among American schoolboys, but generally they are too democratic and sensible to attach importance to social distinctions in the schoolroom, or in the playground.
When the teacher—a certain Ebenezer Stone, a man of thirty or upward—entered, Andy went up to him and asked permission to attend school a part of the time. As there had been such cases in former terms, no objection was offered by the teacher, and Andy went back to his seat, a regularly admitted member of the school.
It was found necessary to put him in a low class to begin with. He was naturally bright, but, as we know, his opportunities of learning had been very limited, and he could not be expected to know much. But Andy was old enough now to understand the worth of knowledge, and he devoted himself so earnestly to study that in the course of three weeks he was promoted to a higher class. This, however, is anticipating.