This description is furnished by the same correspondent of the Boston Herald to whom I am already indebted for Henry Boynton’s reminiscences contained in the last chapter.

When James came in sight, and slowly ascended the hill in sight of the motley crew of boys and girls who were assembled in front of the school-house on the first morning of the term, it was one of the most trying moments of his life.  He knew instinctively that the boys were anticipating the fun in store for them in the inevitable conflict which awaited him, and he felt constrained and nervous.  He managed, however, to pass through the crowd, wearing a pleasant smile and greeting his scholars with a bow.  There was trouble coming, he was convinced, but he did not choose to betray any apprehension.

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.