associated with that of the writing-teacher, who was occupying the same
room as his Presidential successor. But to James Garfield, at that time,
the name meant nothing, and it never occurred to him what high plans
Providence had for them both. It was one of those remarkable cases in
which the paths of two men who are joined in destiny traverse each
other. Was it not strange that two future occupants of the Presidential
chair should be found teaching in the same school-room, in an obscure
Vermont village, two successive winters?

As the reader, though this is the biography of Garfield, may feel a
curiosity to learn what sort of a teacher Arthur was, I shall, without
apology, conclude this chapter with the story of a pupil of his who, in
the year 1853, attended the district school at Cohoes, then taught by
Chester A. Arthur. I find it in the Troy _Times_:

"In the year 1853 the writer attended the district school at Cohoes. The
high department did not enjoy a very enviable reputation for being
possessed of that respect due from the pupils to teacher. During the
year there had been at least four teachers in that department, the last
one only remaining one week. The Board of Education had found it
difficult to obtain a pedagogue to take charge of the school, until a
young man, slender as a May-pole and six feet high in his stockings,
applied for the place. He was engaged at once, although he was
previously informed of the kind of timber he would be obliged to hew.

"Promptly at nine o'clock A.M. every scholar was on hand to welcome the
man who had said that he would 'conquer the school or forfeit his
reputation.' Having called the morning session to order, he said that he
had been engaged to take charge of the school. He came with his mind
prejudiced against the place. He had heard of the treatment of the
former teachers by the pupils, yet he was not at all embarrassed, for he
felt that, with the proper recognition of each other's rights, teacher
and scholars could live together in harmony. He did not intend to
threaten, but he intended to make the scholars obey him, and would try
and win the good-will of all present. He had been engaged to take
charge of that room, and he wished the co-operation of every pupil in so
doing. He had no club, ruler, or whip, but appealed directly to the
hearts of every young man and young lady in the room. Whatever he should
do, he would at least show to the people of this place that this sch