CHAPTER XII.

WHO SHALL BE MASTER?

With as much dignity as was possible under the circumstances, James
stepped to the teacher's desk and rang the bell.

This was hardly necessary, for out of curiosity all the scholars had
promptly followed the young teacher into the school-room and taken their
seats.

After the introductory exercises, James made a brief address to the
scholars:

"I don't need any introduction to you," he said, "for you all know me. I
see before me many who have been my playfellows and associates, but
to-day a new relation is established between us. I am here as your
teacher, regularly appointed by the committee, and it is my duty to
assist you as far as I can to increase your knowledge. I should hardly
feel competent to do so if I had not lately attended Geauga Seminary,
and thus improved my own education. I hope you will consider me a
friend, not only as I have been, but as one who is interested in
promoting your best interests. One thing more," he added, "it is not
only my duty to teach you, but to maintain good order, and this I mean
to do. In school I wish you to look upon me as your teacher, but outside
I shall join you in your sports, and be as much a boy as any of you. We
will now proceed to our daily lessons."

This speech was delivered with self-possession, and favorably impressed
all who heard it, even the boys who meant to make trouble, but they
could not give up their contemplated fun. Nevertheless, by tacit
agreement, they preserved perfect propriety for the present. They were
not ready for the explosion.

The boy teacher was encouraged by the unexpected quiet.

"After all," he thought, "everything is likely to go smoothly. I need
not have troubled myself so much."

He knew the usual routine at the opening of a school term. The names of
the children were to be taken, they were to be divided into classes, and
lessons were to be assigned. Feeling more confidence in himself, James
went about this work in business fashion, and when recess came, the
comments made by the pupils in the playground were generally favorable.

"He's going to make a good teacher," said one of the girls, "as good as
any we've had, and he's so young too."

"He goes to work as if he knew how," said another. "I didn't think Jimmy
Garfield had so much in him."

"Oh, he's smart!" said another. "Just think of brother Ben trying to
keep school, and he's just as old as James."

Meanwhile Tom Basset