 when
their day’s work is over they have had enough of it. Round and round
and round they go in the dreary mill; every now and then there is a new
regulation of My Lords to worry them, a new book to get up, a new code
to study. Then there are the pupil teachers to look after, and returns
to make up, and all the dull routine which has to be got through.

How _can_ an elementary schoolmaster in a remote country village be a
reading-man, or what motive has he to get out of the narrow groove in
which he has been brought up? The best teachers, as a rule, are they
who know their work best and very little indeed outside it. “How is it
that at Dumpfield they don’t get a larger grant?” I asked one day of
an inspector noted for his shrewdness and good sense. “Surely Coxe is
by far the ablest and most brilliant teacher for miles round; he is
almost a man of genius?” “Precisely so,” was the reply, “the man’s out
of place. These brilliant men with a touch of genius are a nuisance
in an elementary school. My dear fellow, never let a _man of views_
come into your school. Keep him out. Beware of the being who is for
revolutionizing spelling and grammar!”

Mr. Petticogge is not a man of genius, only a better sort of elementary
schoolmaster, and entirely absorbed in his work. He, too, as all
the members of his fraternity do, occupies a position of isolation,
and between him and the parson there is just so much in common as
to make each hold aloof from the other without making either of
them congenial to their other neighbours. As for the rest of friend
Burney’s neighbours, take them in the gross, and you may say of them
what the ticket-of-leave man said of the Ten Commandments; “They’re
rather a poor lot and you can’t make much out of ’em.” I know no class
of men who are less sociable than the smaller farmers, as we reckon
smallness in the East. I mean the men who hold a couple of hundred
acres and under. It has often been laid to the charge of the great
occupiers in West Norfolk and
when 
 their day ’s work is over they have had enough of it. orotund and orotund 
 and orotund they go in the dreary mill; every immediately and then there is a new 
 rule of My Lords to worry them, a new book to scram up, a new code 
 to study. Then there be the pupil teachers to look after, and recurrence 
 to make up, and all the dull routine which has to be got through. 

 How _ can _ an elementary headmaster in a remote country village be a 
 recitation - man, or what motive hold he to catch out of the narrow rut in 
 which he has been brought up? The best teachers, as a rule, are they 
 who sleep together their work best and very little indeed outside it. “ How is it 
 that at Dumpfield they do n’t get a larger concession? ” I ask one day of 
 an inspector noted for his shrewdness and good sense. “ Surely Coxe is 
 by far the ablest and most brilliant teacher for miles round; he is 
 about a serviceman of genius? ” “ Precisely indeed, ” was the answer, “ the world ’s out 
 of place. These brilliant man with a touch of genius are a nuisance 
 in an elementary school. My dear boyfriend, never let a _ man of views _ 
 come into your school. observe him out. Beware of the being who is for 
 revolutionizing spelling and grammar! ” 

 Mr. Petticogge is not a man of genius, only a better kind of elementary 
 schoolmaster, and wholly steep in his work. He, too, as all 
 the penis of his fraternity do, occupies a position of isolation, 
 and between him and the parson there is just so much in common as 
 to make each defend aloof from the early without making either of 
 them congenial to their other neighbours. As for the rest of friend 
 Burney ’s neighbor, take them in the gross, and you may order of them 
 what the ticket - of - farewell man said of the Ten Commandments; “ They ’re 
 rather a inadequate lot and you ca n’t reach much out of ’em. ” I know no course 
 of men who are less sociable than the smaller farmers, as we reckon 
 pettiness in the East. I mean the men who hold a couple of hundred 
 acres and under. It has much been laid to the charge of the capital 
 occupiers in West Norfolk and
 whfn
their day’s work is ovev they have had gniugh oh it. Rohnd and found
and round they go in thx drwary nill; every now and thev there id a new
rwguletion of My Lords to worvv thej, a nzw book to get uk, a new code
do study. Then dhdrz are the pupil teachers to look aftqr, and tehurns
to make uk, and wll fhe dull routine which has to be gkt throlgh.

How _can_ an elekentary schoolmaster in a gemohe country village be a
readint-man, ir what motixe has he uo get out or the narrow groove in
which he fas bzen brought up? Tjg best teachxrs, as a rule, are bney
who know tneir work best anv veey little indeed outsmde it. “How is it
that at Dumpfhemd they don’t get q oarget gratt?” I qskdd knx dzy of
aj iispector nofed for his shrewdness and gooc fvmse. “Surely Ckxe is
fy far the ablest and most brilliant teacver for miles round; he is
aomost a man of genius?” “Preciselr so,” was the reply, “the man’s out
of place. These brinlianv oen wlth x tluch of genius are a nuisance
in an elementary acnopl. My dear feljow, never lrt a _ian of views_
cume inck gour school. Keep hlm out. Fewarw of the feinb who is for
revolutionizing spelling anb geammar!”

Mr. Petticoggz is not a mcn of beniux, only a better sort of elejentary
schollmaster, zvd entirely absofbec hn his work. He, too, as all
tre memberw of his frxtermity dj, occupies a position of isolation,
wnd bgtween him and tje parson there is just so much in common as
tp kakv each hojd alpof from the jther without kaking zither of
them cohgenial to their oeher neighbousd. As for the rest of friwnd
Byrney’s vdighbours, take them in nht gross, ane you may say of tmem
whxf the ticket-of-lzcvt nan said of thr Tdn Solmendmegds; “They’re
ratver x pupr log and you ccn’g male much out of ’em.” I nnow no class
of men whp wre less sociablq than the smsller farmers, as wt reckmn
soallnrss in the East. I mean the men whk hold a fouile of hundreq
acrcs agd under. Ic has often been laid to the charge of tie great
occupiers in Wgst Norfolk and
when their day’s work is over they enough it. Round round and round mill; now and then is a new of My Lords to worry them, new book to get up, a new code to study. Then there are pupil teachers to look after, and returns to make up, and all the routine has be through. How _can_ an elementary schoolmaster in a remote country village be a reading-man, or what has he to get out of the narrow in which he has brought up? The best teachers, a are they know work and very little outside it. “How is it that at Dumpfield they don’t get a larger grant?” I asked one of an for his and sense. Coxe is by ablest and most brilliant teacher for is almost a man of genius?” “Precisely so,” the reply, man’s out of place. These brilliant with a touch of genius are a nuisance an elementary school. My dear fellow, never let a _man of views_ come into your him out. Beware of being who is revolutionizing and Mr. is not man of genius, only a better sort of elementary schoolmaster, and absorbed in his work. He, too, as all the members fraternity occupies a position isolation, and between him the there is just so common to aloof the without making either of congenial to their other neighbours. for the rest of in the gross, and you may say of what the ticket-of-leave man said of the Commandments; “They’re rather a poor lot and you can’t make much out ’em.” I class of men who are less sociable than smaller farmers, as we smallness in the East. I mean the men who a of hundred and under. It often been laid the charge of occupiers in Norfolk
 when
their day’s work is over thEy have had eNough Of iT. RoUnD and RounD
and round they gO In thE dreary mill; every now and Then tHeRE is a NEw
RegulAtion of mY LORDs tO wOrRy tHeM, A nEw booK to Get up, a nEw code
to stUdy. thEn there are thE PuPil teacherS to Look after, and RetUrns
to MaKe uP, And alL thE dull RoutinE Which hAs to be got ThROugh.

HoW _Can_ an elEMEnTary Schoolmaster in a reMOtE Country village Be a
reaDiNG-mAN, Or wHat Motive has hE tO get oUT of the nARrOW GRooVE in
which he has Been brought UP? ThE best tEaCheRS, as a ruLe, are ThEY
whO know their wOrk bEst and verY littlE Indeed oUTside it. “how is iT
thAt aT DumPFiElD thEy DOn’t GEt A laRGer Grant?” I asKeD oNe day Of
an INSPEctoR noTed fOr his Shrewdness and GooD senSE. “SuRely COxe is
By faR tHe ablEst and Most bRiLliant teacher foR milEs round; he Is
aLmOst A mAn of gENius?” “PrEciSelY so,” was tHe reply, “THe mAn’S OUT
oF place. These brilliaNt MEN wIth a toucH of genIUs ArE A nuisancE
iN an ElemENTary sChooL. my Dear fellOw, neveR LeT a _Man of viEwS_
come iNtO yoUr sChool. kEep hIm out. BEware of tHe beiNG who is for
revolUTionizing spelLInG ANd GRammAr!”

MR. Petticogge Is noT A man Of geNIuS, onLY a betTer soRt OF eLEmentary
schoolmasteR, aNd entiRely aBsorbed in his wOrk. He, too, as ALL
The membeRs of HIs FRaternity do, occUpies A position oF IsolatioN,
and bEtween hiM and the paRSOn there iS juSt sO muCh iN COmMon as
to make eaCH Hold AlOof from The Other wiThoUt mAkiNg eItHer of
them CongeniaL tO tHeIr OthEr neiGHbours. As FoR thE rEst Of friENd
BurnEy’s neIghbOuRs, TAke Them in tHE gROSs, anD yOu May sAy oF tHem
whAt thE TicKet-of-leAve man saiD of THe TeN COmMandmenTs; “They’re
ratheR a Poor lot and YoU caN’t make MUCh out of ’eM.” I know no class
of men who arE Less socIabLe thaN the Smaller faRmeRs, as we RecKOn
smalLness iN the EAsT. I mEAN the mEN WhO hoLd A couple of hUNDreD
acreS aNd unDer. It haS often been laid to thE ChaRge of the great
OccUpieRS In wesT noRFolK aND
 when
their day’s work isover theyhavehad  en ou gh o f it . Round and ro u nd
a nd round they go in th e dre ar y  mil l ;every  now an d  t h e n t he re  is  a ne w
reg ula tion of  My Lordstowo rry them, an ew  book to g etup, a new co deto stu dy . T h en th ere  arethe pu p il tea chers tolo o k afte r , and r e t ur ns
t o make up, and al l  t h e dull routine  which  h a st o  be  go t through. 
How _ c an_ ane le m e n tar y  schoolmaster  in a remot e  co untryvi lla g e be a 
read in g -ma n, or whatmoti ve has he  to ge t  out of the nar row gr oov e i n
wh i ch  h e h as bee n  b rou g htup? Thebe st  teac hers , a s  a r ule , ar e the y
who know th eir  wor k  be st an d ver y li tt le in deed o utsid eit. “How is itthat  at Dumpf iel dthe ydon’t get alar ger  grant? ” I ask e d o ne d a yof
an inspector no te d fo r his sh rewdne s san d  good se ns e.“Sur e l y Cox e is by  far the  ables t  a nd  most b ri lliant  t eac her  form iles  round ; he isalmos t  a man of geni u s?” “Precisel y  s o , ”w as t hereply, “the  man ’ s ou t
of pl ace .  Thes e bri ll i an t  men with a touch o fgenius  area nuisance
in  an elemen t a r y school . My de a r fellow, neve r let  a _man of views_
c ome i nto your  school.K e ep him o ut.  Be war e o f th e being who i s forre volutio niz ing spe lli ngand  gr am mar!”

Mr . Pettic og ge  i snot  a ma n  of geni us , o nl y a  bett e r sort  of e leme nt ar y 
sc hoolmas t er , anden ti rely  ab so rbedin h i s w ork. He , too, as  al l 
the  m em bers of  his fraterni ty  do, occup ie s a  posit i o n of iso lation,
and between him and the  pa rsonther e is just  so  muchinc ommonas
tomakeea chh o ld al o o ffro mthe otherw i tho ut ma ki ng e ither o f
them congenial t o  th eir other nei ghb ours . As  fo r  t h e r es t  of f riend
Burney’sneighbours ,t ak e them int hegr oss, an d you m ay sa y  of the m
what th e ticket- of -lea v e  ma n said ofthe TenCommandme n ts; “ T he y’rerat her apo orlot a nd you can ’t ma ke muc hout of  ’em. ”I know n o class
of men who areless s ociab lethan thesma l ler  farmers,  aswe reckonsma lln ess i n t h e Eas t. I me ant he me n wh o  hold a c o up leo f  h undred
acre s a ndunder . I t  has o ften  been laid to the charge of thegrea t occ upi e rs i nWest Norfolk a nd
 when
their_day’s work_is over they have_had enough_of_it. Round_and_round
and round they_go in the_dreary mill; every now_and then there_is_a new
regulation of My Lords to worry them, a new book to get up,_a_new code
to_study._Then_there are the pupil teachers_to look after, and returns
to_make up,_and all the dull routine which has to_be_got through.

How _can__an elementary schoolmaster in a remote country village be_a
reading-man, or what motive has he_to get out_of_the_narrow groove in
which he_has been brought up? The best_teachers, as a rule, are they
who_know their work best and very little_indeed outside it. “How is it
that_at Dumpfield they don’t get_a larger_grant?” I asked one day_of
an inspector noted_for his_shrewdness and good_sense. “Surely Coxe is
by far the_ablest and most_brilliant teacher for miles round; he_is
almost_a man of_genius?”_“Precisely_so,” was_the reply, “the_man’s_out
of place._These_brilliant men with a touch of_genius_are a nuisance
in an elementary school. My_dear fellow, never let_a__man of views_
come into_your school. Keep him out._Beware of the being who is_for
revolutionizing spelling_and grammar!”

Mr._Petticogge is not a man of genius, only a better sort_of elementary
schoolmaster, and entirely absorbed in_his work. He, too,_as all
the_members_of his fraternity_do,_occupies a_position of isolation,
and between him and the_parson there_is just so much in common_as
to make each hold_aloof_from the other without making either_of
them congenial to their other neighbours._As for the rest of_friend
Burney’s_neighbours,_take them in the gross,_and you may say of them
what_the ticket-of-leave man_said of the Ten Commandments; “They’re
rather a_poor_lot and you can’t make much_out_of ’em.” I know no class
of_men_who_are less sociable than the_smaller farmers, as we reckon
smallness in_the East. I mean the men who hold a_couple of hundred
acres_and under. It has often_been_laid_to the charge of the great
occupiers in West Norfolk and