“Try to get better, sir; and let me write to you now and then,” I answered. “Indeed, indeed, I want nothing more.”
“You will accept a little present, at least?” With those words he took from the breast-pocket of his dressing-gown an enameled cross attached to a gold chain. “Think of me sometimes,” he said, as he put the chain round my neck. He drew me to him gently, and kissed my forehead. It was too much for me. “Don’t cry, my dear,” he said; “don’t remind me of another sad young face—”
Once more he stopped; once more he was thinking of the lost wife. I pulled down my veil, and ran out of the room.
IV.
THE next day I was on my way to the north. My narrative brightens again—but let us not forget Sir Gervase Damian.
I ask permission to introduce some persons of distinction:—Mrs. Fosdyke, of Carsham Hall, widow of General Fosdyke; also Master Frederick, Miss Ellen, and Miss Eva, the pupils of the new governess; also two ladies and three gentlemen, guests staying in the house.
Discreet and dignified; handsome and well-bred—such was my impression of Mrs. Fosdyke, while she harangued me on the subject of her children, and communicated her views on education. Having heard the views before from others, I assumed a listening position, and privately formed my opinion of the schoolroom. It was large, lofty, perfectly furnished for the purpose; it had a big window and a balcony looking out over the garden terrace and the park beyond—a wonderful schoolroom, in my limited experience. One of the two doors which it possessed was left open, and showed me a sweet little bedroom, with amber draperies and maplewood furniture, devoted to myself. Here were wealth and liberality, in the harmonious combination so seldom discovered by the spectator of small means. I controlled my first feeling of bewilderment just in time to answer Mrs. Fosdyke on the subject of reading and recitation—viewed as minor accomplishments which a good governess might be expected to teach.
“While the organs are young and pliable,” the lady remarked, “I regard it as of great importance to practice children in the art of reading aloud, with an agreeable variety of tone and correctness of emphasis. Trained in this way, they will produce a favorable impression on others, even in ordinary conversation, when they grow up. Poetry, committed to memory and recited, is a valuable means toward this end. May I hope that your studies have enabled you to carry out my views?”
Formal enough in language, but courteous and kind in manner. I relieved Mrs. Fosdyke from anxiety by informing her that we had a professor of elocution at school. And then I was left to improve my acquaintance with my three pupils.
They were fairly intelligent children; the boy, as usual, being slower than the girls. I did my best—with many a sad remembrance of the far dearer pupils whom I had left—to make them like me and trust me; and I succeeded in winning their confidence. In a week from the time of my arrival at Carsham Hall, we began to understand each other.