LITMIR.BIZ

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too difficult, I would gladly give my time out of school hours to the task of discovering the cause of the difficulty and remedying it. I explained that in my view government in a school should have no object beyond that of giving every pupil opportunity to learn all he could, and the teacher opportunity to teach all he could. I frankly abolished the arbitrary rule that had before made of whispering a grave moral offense, and substituted for it a request that every pupil should be careful not to disturb the work of others in any way, so that we might all make the most of our time and opportunity.

      It was a new gospel, and in the main it fell upon deaf ears. A few of the pupils were impressed by its reasonableness and disposed to meet the new teacher half way. The opinion of the majority was expressed by one boy whom I overheard at recess when he said to one of his fellows:

      The Biggest Boy

      "He's skeered o' Charley Grebe, an' he's a-tryin' to soft-sawder us."

      The first day or two of school were given to the rather perplexing work of classifying pupils whose previous instruction had been completely at haphazard. During that process I minutely observed the one foe against whom I had received more than one warning—Charley Grebe. He was a young man of nearly twenty-one, six feet, one or two inches high, broad-shouldered, muscular, and with a jaw that suggested all the relentless determination that one young man can hold.

      When I questioned him with a view to his classification, he was polite enough in his uninstructed way, but exceedingly reserved. On the whole he impressed me as a young man of good natural ability, who had been discouraged by bad and incapable instruction. After he had told me, rather grudgingly I thought, what ground his studies had covered, he suddenly changed places with me and became the questioner.

      "Say," he broke out, interrupting some formal question of mine, "Say, do you know anything in fact? Do you know Arithmetic an' Algebra an' Geometry and can you really teach me? or are you just pretending, like the rest?"

      I thought I understood him and I guessed what his experience had been. I assured him that there was nothing in Arithmetic that I could not teach him, that I knew my Algebra, Geometry, and Trigonometry, and could help him to learn them, if he really desired to do so. Then adopting something of his own manner I asked:

      "What is it you want me to do, Charley? Say what you have to say, like a man, and don't go beating about the bush."

      For reply, he said:

      "I want to talk with you. It'll be a long talk. I want you to go home with me to-night. Father said I might invite you. Will you come?"

      There was eager earnestness in his questions, but there was also a note of discouragement, if not quite of despair in his tone. I agreed at once to go with him for the night, and, taking the hand he had not thought of offering, I added:

      "If there is any way in which I can help you, Charley, I'll do it gladly."

      Whether it was the unaccustomed courtesy, or the awakening of a new hope, or something else, I know not, but the awkward, overgrown boy seemed at once to assume the dignity of manhood, and while he had never been taught to say "thank you" or to use any other conventionally polite form of speech, he managed to make me understand by his manner that he appreciated my offer, and a few minutes later, school having been dismissed, he and I set out for his home.

      There he explained his case to me. He wanted to become a shipwright—a trade which, in that time of multitudinous steamboat building on the Western rivers, was the most inviting occupation open to a young man of energy. He had discovered that a man who wished to rise to anything like a mastery in that trade must have a good working knowledge of Arithmetic, elementary Algebra, Geometry, and at least the rudiments of Trigonometry. He had wanted to learn these things and some of his previous schoolmasters had undertaken to teach them, with no result except presently to reveal to him their own ignorance. His father permitted him six months more of schooling. He had "sized me up," he said, and he believed I could teach him what he wanted to learn. But could he learn it within six months? That was what he wanted me to tell him. I put him through a close examination in Arithmetic that night—consuming most of the night—and before morning I had satisfied myself that he was an apt pupil who, with diligence and such earnest determination as he manifested, could learn what he really needed of mathematics within the time named.

      A Vigorous Volunteer Monitor

      "You can do it, Charley, if you work hard, and I'll help you, in school hours and out," was my final verdict.

      "It's a bargain," he said, and that was all he said. But a day or two later a boy in school—a great, hulking fellow whose ugliness of disposition I had early discerned—made a nerve-racking noise by dragging his pencil over his slate in a way that disturbed the whole school. I bade him cease, but he presently repeated the offense. Again I rebuked him, but five minutes or so later he defiantly did the thing again, "just to see if the master dared," he afterward explained. Thereupon Charley Grebe arose, seized the fellow by the ear, twisted that member until its owner howled with pain, and then, hurling him back into his seat, said:

      "You heard the master! You'll mind him after this or I'll make you."

      The event fairly appalled the school. The thought that Charley Grebe was on the master's side, and actively helping him to maintain discipline, seemed beyond belief. But events soon confirmed it. There was a little fellow in the school whom everybody loved, and whose quaint, childish ways afterwards suggested the character of "Shocky" in "The Hoosier Schoolmaster." There was also a cowardly brute there whose delight it was to persecute the little fellow on the playground in intolerable ways. I sought to stop the thing. To that end I devised and inflicted every punishment I could think of, short of flogging, but all to no purpose. At last I laid aside my convictions with my patience, and gave the big bully such a flogging as must have impressed his mind if he had had anything of the kind about his person.

      That day, at the noon recess, the big bully set to work to beat the little boy unmercifully in revenge for what I had done for his protection. I was looking out through a Venetian blind, with intent to go to the rescue, when suddenly Charley Grebe, who was playing town ball threw down the bat, seized the fellow, threw him across his knees, pinioned his legs with one of his own, and literally wore out a dozen or more thick blue ash shingles over that part of his victim's body which was made for spanking.

      When at last he released the blubbering object of his wrath he slapped his jaws soundly and said:

      "Don't you go a-whining to the master about this. If you do it'll be a good deal wuss for you. I'm a-takin' this here job off the master's hands."

      I gave no hint that I had seen or heard. But from that hour forth no boy in the school ever gave me the smallest trouble by misbehavior. The school perfectly understood that Charley Grebe was "a-takin' this here job off the master's hands," and the knowledge was sufficient.

      After that only the big girls—most of them older than I was—gave me trouble. I met it with the explanation that I could never think of punishing a young woman, and that I must trust to their honor and courtesy, as girls who expected presently to be ladies, for their behavior. The appeal was a trifle slow in eliciting a response, but in the end it answered its purpose.

XVIII

       Table of Contents

      What's in a Name?

      While I was enrolling and classifying the pupils, I encountered a peculiarly puzzling case. There were five John Riddels in the school, and I found that all of them were sons of the same man, whose name also was John Riddel. No one of them had a middle name or any other sort of name by which he might be distinguished from his brothers. On the playground they were severally known as "Big John Riddel," "John Riddel," "Johnny Riddel," "Little John Riddel," and "Little Johnny Riddel," while their father was everywhere known as "Old John Riddel," though he was a man under fifty, I should say. He lived near, in a stone house, with stone barns and out-houses,

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