“‘Eh?—a—I mean sir interrogatively.’
“‘What does English grammar teach, boy?’ cried the master angrily.
“Doddle laid hold of his chin with his right hand, and looked down at the floor with an air of profound thought, saying slowly, in an undertone to himself, ‘What—does—English—grammar—teach—teach—grammar—teach? It—teaches—a—I don’t know what it teaches. Perhaps you can tell me, sir?’
“He looked up, and uttered the last sentence with such an air of blank humility that we all had to cram our pocket handkerchiefs into our mouths to prevent a universal explosion. The master looked over his spectacles again at Doddle with an expression of unutterable amazement. We looked on with breathless interest, not unmingled with awe, for we expected some awful outbreak on the part of the master, who seemed quite unable to make up his mind what to do or say, but continued to stare for nearly a minute at the boy, who replied to the stare with a humble, idiotic smile.
“Suddenly the master said sharply, ‘How much are seven times nine?’
“‘Five hundred and forty-two and a half,’ answered Doddle, without a moment’s hesitation.
“The master did not look surprised this time, but he took Doddle by the shoulder, and drawing him towards his chair, looked earnestly into his face. Then he said quietly, ‘That will do, Thompson; go to your seat.’
“This was all that occurred at that time. During a whole week the master tried by every means to get Doddle to learn something; but Doddle could learn nothing. Yet he seemed to try. He pored over his book, and muttered with his lips, and sometimes looked anxiously up at the ceiling, with an expression of agony on his face that seemed to indicate a tremendous mental effort. Every species of inducement was tried, and occasionally punishment was resorted to. He was kept in at play-hours, and put in a corner during school-hours; and once, the master having lost patience with him, he was flogged. But it was all one to Doddle. All the methods tried proved utterly unavailing. He could not be got to acquire a single lesson, and often gave such remarkable answers that we all believed him to be mad.
“On the Monday forenoon of his second week at the school, the master called him up again for examination.
“‘Now, Thompson,’ he began, ‘you have been a long time over that lesson; let us see how much of it you have learned. What is etymology?’