1) They liked his appearance.2) He often went for a walk with them.3) He organized competitions for them.4) They enjoyed listening to his stories. One of his favourite methods was to make us construct sentences out of our own heads to illustrate the rules he was trying to teach us.
When Sampson read it he got up and went to the man- tel-piece and stopped quite a long time without saying anything looking really embarrassed.Then he wanted to know why Mc Leod had put it down, and where his family lived, and if there was such a lake there, and things like that. We were told to make a conditional sentence, expressing a future consequence.We did it and showed up our bits of paper, and Sampson began looking through them.All at once he got up, made some odd sort of noise in his throat, and rushed out.I noticed that he hadn’t taken any of the papers with him, so we went to look at them on his desk.
The top paper on the desk was written in red ink — which no one used — and it wasn’t in anyone’s handwriting who was in the class. Then I thought of counting the bits of paper: there were seventeen of them on the desk, and sixteen boys in the form. The phrase on it was simple and harmless enough: ‘If you don’t come to me, I’ll come to you.’ That same afternoon I took it out of my bag — I know for certain it was the same bit of paper, for I made a fingermark on it — and there was no single piece of writing on it!The next day Sampson was in school again, much as usual.That night the third and last incident in my story happened.We — Mc Leod and I — slept in a bedroom the windows of which looked out at the main building of the school.Sampson slept in the main building on the first floor.At an hour which I can’t remember exactly, but some time between one and two, I was woken up by somebody shaking me.