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lishment, you may, in time, obtain employment in other seminaries, and thus turn your vacant moments to profitable account." I thought this very kind, and indeed I found afterwards that the terms on which M. Pelet had engaged me were really liberal for Brussels; instruction being extremely cheap there on account of the number of teachers. It was further arranged that I should be installed in my new post the very next day, after which M. Pelet and I parted. Well, and what was he like? and what were my impressions concerning him? He was a man of about forty years of age, of middle size, and rather emaciated figure; his face was pale, his cheeks were sunk, and his eyes hollow; his features were pleasing and regular, they had a French turn (for M. Pelet was no Fleming, but a Frenchman both by birth and parentage), yet the degree of harshness inseparable from Gallic lineaments was, in his case, softened by a mild blue eye, and a melancholy, almost suffering, expression of countenance; his physiognomy was "fine et spirituelle." I use two French words because they define better than any English terms the species of intelligence with which his features were imbued. He was altogether an interesting and prepossessing personage. I wondered only at the utter absence of all the ordinary characteristics of his profession, and almost feared he could not be stern and resolute enough for a schoolmaster. Externally at least M. Pelet presented an absolute contrast to my late master, Edward Crimsworth. Influenced by the impression I had received of his gentleness, I was a good deal surprised when, on arriving the next day at my new employer's house, and being admitted to a first view of what was to be the sphere of my future labours, namely the large, lofty, and well lighted schoolrooms, I beheld a numerous assemblage of pupils, boys of course, whose collective appearance showed all the signs of a full, flourishing, and well-disciplined seminary. As I traversed the classes in company with M. Pelet, a profound silence reigned on all sides, and if by chance a murmur or a whisper arose, one glance from the pensive eye of this most gentle pedagogue stilled it instantly. It was astonishing, I thought, how so mild a check could prove so effectual. When I had perambulated the length and breadth of the classes, M. Pelet turned and said to me-- "Would you object to taking the boys as they are, and testing their proficiency in English?" T
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