And that is saying a great deal."
Young Richard De Vries, the professor's favorite nephew and adopted
son, whose chief interest was athletics, but who had a very pretty
side taste for verbal bouts, was sitting with the older men before
a cheerful fire of logs in the chilly spring of 1917. He tucked
one leg comfortably underneath him and leaned forward in his chair,
lighting a fresh cigarette. He foresaw a brisk encounter, and was
delighted, as one who watches from the side-lines the opening of
a lively game.
"Well played, sir," he ejaculated; "well played, indeed. Score one
for you, Uncle."
"The approbation of the young is the consolation of the aged,"
murmured the professor sententiously, as if it were a quotation
from Plutarch. "But let us hear what our friend Hardman has to say
about the German language and the Germanic theory of education. It
is his turn."
"I throw you in the German language," answered Hardman, rather
tartly. "I don't profess to admire it or defend it. But nobody
can deny its utility for the things that are taught in it.
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