I came to the school in a September

I came to the school in a September, soon after the year 1870; and among
the boys who arrived on the same day was one whom I took to: a Highland boy,
whom I will call McLeod. I needn't spend time in describing him: the main
thing is that I got to know him very well. He was not an exceptional boy in
any way - not particularly good at books or games - but he suited me.

"The school was a large one: there must have been from 120 to 130 boys
there as a rule, and so a considerable staff of masters was required, and
there were rather frequent changes among them.

"One term - perhaps it was my third or fourth - a new master made his
appearance. His name was Sampson. He was a tallish, stoutish, pale,
black-bearded man. I think we liked him: he had travelled a good deal, and
had stories which amused us on our school walks, so that there was some
competition among us to get within earshot of him. I remember too - dear me,
I have hardly thought of it since then - that he had a charm on his
watch-chain that attracted my attention one day, and he let me examine it.
It was, I now suppose, a gold Byzantine coin; there was an effigy of some
absurd emperor on one side; the other side had been worn practically smooth,
and he had had cut on it - rather barbarously - his own initials, G.W.S.,
and a date, 24 July, 1865. Yes, I can see it now: he told me he had picked
it up in Constantinople: it was about the size of a florin, perhaps rather
smaller.

"Well, the first odd thing that happened was this. Sampson was doing
Latin grammar with us. One of his favourite methods - perhaps it is rather a
good one - was to make us construct sentences out of our own heads to
illustrate the rules he was trying to make us learn. Of course that is a
thing which gives a silly boy a chance of being impertinent: there are lots
of school stories in which that happens - or any-how there might be. But
Sampson was too good a disciplinarian for us to think of trying that on with
him. Now, on this occasion he was telling us how to express remembering in
Latin: and he ordered us each to make a sentence bringing in the verb
memini, 'I remember.' Well, most of us made up some ordinary sentence such
as 'I remember my father,' or 'He remembers his book,' or something equally
uninteresting: and I dare say a good many put down memino librum meum, and
so forth: but the boy I mentioned - McLeod - was evidently thinking of
something more elaborate than that. The rest of us wanted to have our
sentences passed, and get on to something else, so some kicked him under the
desk, and I, who was next to him, poked him and whispered to him to look
sharp. But he didn't seem to attend. I looked at his paper and saw he had
put down nothing at all. So I jogged him again harder than before and
upbraided him sharply for keeping us all waiting. That did have some effect.
He started and seemed to wake up, and then very quickly he scribbled about a
couple of lines on his paper, and showed it up with the rest. As it was the
last, or nearly the last, to come in, and as Sampson had a good deal to say
to the boys who had written meminiscimus patri meo and the rest of it, it
turned out that the clock struck twelve before he had got to McLeod, and
McLeod had to wait afterwards to have his sentence corrected. There was
nothing much going on outside when I got out, so I waited for him to come.
He came very slowly when he did arrive, and I guessed there had been some
sort of trouble. 'Well,' I said, 'what did you get?' 'Oh, I don't know,'
said McLeod, 'nothing much: but I think Sampson's rather sick with me.'

Hasil (Bahasa Indonesia) 2:

Saya datang ke sekolah di September, segera setelah tahun 1870; dan di antara
anak laki-laki yang tiba pada hari yang sama adalah salah satu yang saya ambil untuk: a boy Highland,
yang akan saya sebut McLeod. Saya tidak perlu menghabiskan waktu dalam menggambarkan dirinya: utama
hal adalah bahwa aku harus tahu dia sangat baik. Dia bukan seorang anak yang luar biasa dalam
cara apapun - tidak terlalu baik pada buku atau permainan - tapi dia cocok saya. "Sekolah itu besar satu: pasti ada 120-130 anak laki-laki di sana sebagai aturan, dan staf yang cukup master diperlukan, dan ada perubahan lebih sering di antara mereka. "Satu istilah - mungkin itu ketiga atau keempat saya - master baru membuat nya penampilan. Namanya Sampson. Dia adalah seorang, stoutish, pucat, agak tinggi pria kulit hitam berjanggut. Saya pikir kita menyukainya: ia telah melakukan perjalanan banyak, dan memiliki cerita yang geli kami di jalan-jalan sekolah kami, sehingga ada beberapa kompetisi di antara kita untuk mendapatkan dalam pendengaran dirinya. Saya ingat juga - sayang saya, saya hampir tidak memikirkan hal itu sejak saat itu - bahwa ia memiliki pesona pada-Nya . jam-rantai yang menarik perhatian saya satu hari, dan ia membiarkan saya memeriksanya itu, sekarang saya kira, emas Bizantium uang logam; ada patung beberapa kaisar masuk akal di satu sisi; sisi lain telah dipakai secara praktis halus, dan ia telah memotong di atasnya - bukan barbarously - inisial namanya sendiri, GWS, dan tanggal, 24 Juli 1865. Ya, saya bisa melihatnya sekarang: dia bilang dia telah mengambil itu di Konstantinopel: itu tentang ukuran florin, mungkin agak lebih kecil. "Nah, hal aneh pertama yang terjadi adalah ini Sampson lakukan. tata bahasa Latin dengan kami Salah satu metode favoritnya - mungkin itu lebih merupakan. bagus - adalah untuk membuat kita membangun kalimat keluar dari kepala kita sendiri untuk . menggambarkan aturan ia berusaha untuk membuat kita belajar Tentu saja itu merupakan hal yang memberikan anak laki-laki konyol kesempatan menjadi kurang ajar: ada banyak cerita sekolah di mana yang terjadi - atau-bagaimana mungkin ada Tapi. Sampson terlalu bagus disiplin bagi kita untuk memikirkan mencoba yang pada dengan dia Sekarang, pada kesempatan ini ia mengatakan kepada kita bagaimana mengekspresikan mengingat dalam. Latin: dan dia memerintahkan kami masing-masing untuk membuat kalimat membawa verba memini, "Aku ingat." Nah, sebagian besar dari kita membuat beberapa kalimat biasa seperti seperti "Aku ingat ayah saya, 'atau' Dia ingat bukunya, 'atau sesuatu yang sama menarik: dan saya berani mengatakan banyak baik meletakkan memino librum meum, dan sebagainya, tetapi anak itu saya sebutkan - McLeod - itu jelas memikirkan sesuatu yang lebih rumit dari itu Sisanya dari kita ingin memiliki kita. kalimat berlalu, dan melanjutkan ke sesuatu yang lain, sehingga beberapa menendangnya di bawah meja, dan saya, yang sebelah dia, menusuk dia dan berbisik kepadanya untuk melihat tajam. Tapi dia tampaknya tidak hadir. Aku menatap kertas dan melihat ia meletakkan apa-apa. Jadi aku berlari lagi lebih keras dari sebelumnya dan mencela dia tajam untuk menjaga kita semua menunggu. Itu memang memiliki beberapa efek. Dia mulai dan tampaknya bangun, dan kemudian sangat cepat ia menulis tentang beberapa garis di atas kertas, dan menunjukkannya dengan sisanya. Seperti itu terakhir, atau hampir terakhir, untuk datang, dan sebagai Sampson memiliki banyak untuk mengatakan kepada anak-anak yang telah menulis meminiscimus patri meo dan sisanya, itu ternyata jam berdentang dua belas sebelum dia sampai ke McLeod, dan McLeod harus menunggu setelah itu telah hukumannya diperbaiki. Ada tidak banyak terjadi di luar ketika aku keluar, jadi aku menunggu dia datang. Dia datang sangat lambat ketika dia tiba, dan saya menduga ada beberapa jenis masalah. "Yah," kataku, "apa yang kau dapatkan?" "Oh, saya tidak tahu," kata McLeod, 'tidak banyak: tapi saya pikir Sampson agak sakit dengan saya. "