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He decided to go first on the mountain and set his traps for rabbits; also to mark the bounds for the “chase,” so that they could gather on time at the island and go on with the second canto. If they didn’t “do” two cantos a day they wouldn’t finish; for Friday must be given to school. As it was some of them had to be at the school house each day at three to rehearse for the “last day” exercises.,

“Yes, I seen them an’ smelt them, too; they shore ’d delight the heart of an Eskermo, Betty.”,

“No matter, Billy. I think she was sent to us; and we shall find a way. Are the chickens fed?”,

“Anyhow, Mar, that fust punkin pie Par got was a howlin’ success.”

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If he was more thoughtful, quiet, at home, his hours of play were more keenly enjoyed as they grew daily fewer. He had found a “dandy job” that would not take him away from home; he could still mow the lawn, and do the chores. He was glad now that he had learned various parts of the housework, for he was to be janitor and messenger at one of the banks, a fact to be told his mother as a surprise on the last day of school.,

And Billy, suddenly remembering who was being cheered, slid to his seat sheepishly, a cold feeling down his back, uncomfortable heat in his cheeks.,

She stooped and kissed him.,

Perhaps the fact that Mannel came from a home where Russian was the language in use and that he knew little English, accounted for his abnormal seriousness during school hours. He could not be absolutely sure what was being said or what might be done to him. Perhaps some cruel elder brother, before Mannel had even started his education, had explained to him in voluble Russian that dreadful pains and penalties were likely to follow the slightest deviation from the paths of virtue. Certain it is that he kept a close watch on the teacher, and that none of her slightest movements escaped him. Though his general appearance might cause mirth in others, he himself seldom smiled. Day by day he sat in his little front seat grasping slate and pencil in chubby hands, gazing earnestly at the sums on the blackboard as he copied them down. Afterward he worked these with fitting solemnity. To him they appeared to be of the greatest difficulty and of national importance. Sometimes he wrote endless rows of letters on his slate. Sometimes he made nondescript figures out of plasticine or drew patterns on his slate or counted beads. At other times, grievous to relate, when he felt sure the teacher was otherwise engaged and could not possibly see him, he drew fierce triangular cats with four or perhaps five stiff, geometrical legs and rampant tails.