On my first appearance in the neighborhood, the elders there seemed distinctly disappointed in the selection made. They knew the school history of the district. They remembered that the last three masters had been "licked" by stalwart and unruly boys, the last one so badly that he had abandoned the school in the middle of the term. They strongly felt the need, therefore, of a master of mature years, strong arms, and ponderous fists as the person chosen to inaugurate the new system. When a beardless boy of sixteen presented himself instead, they shook their heads in apprehension. But the appointment had been made by higher authority, and they had no choice but to accept it. Appreciating the nature of their fears, I told the grave and reverend seigniors that my schoolboy experience had shown my arms to be stronger, my fists heavier, and my nimbleness greater perhaps than they imagined, but that in the conduct of the school I should depend far more upon the diplomatic nimbleness of my wits than upon physical prowess, and that I thought I should manage to get on.
There was silence for a time. Then one wise old patriarch said:
"Well, may be so. But there's Charley Grebe. You wouldn't make a mouthful for him. Anyhow, we'll see, we'll see."
Charley Grebe was the youth who had thrashed the last master so disastrously.
Thus encouraged, I went to my task.
The neighborhood was in no sense a bad one. There were none of the elements in it that gave character to "Flat Creek" as depicted in "The Hoosier Schoolmaster." The people were all quiet, orderly, entirely reputable folk, most of them devotedly pious. They were mainly of "Pennsylvania Dutch" extraction, stolid on the surface but singularly emotional within. But the school traditions of the region were those of the old time, when the master was regarded as the common enemy, who must be thwarted in every possible way, resisted at every point where resistance was possible, and "thrashed" by the biggest boy in school if the biggest boy could manage that.
There was really some justification for this attitude of the young Americans in every such district. For under the old system, as I very well remember it, the government of schools was brutal, cruel, inhuman in a degree that might in many cases have excused if it did not justify a homicidal impulse on the part of its victims. The boys of the early time would never have grown into the stalwart Americans who fought the Civil War if they had submitted to such injustice and so cruel a tyranny without making the utmost resistance they could.
XVII
I began my work with a little friendly address to the forty or fifty boys and girls who presented themselves as pupils. I explained to them that my idea of a school was quite different from that which had before that time prevailed in that region; that I was employed by the authorities to teach them all I could, by way of fitting them for life, and that I was anxious to do that in the case of every boy and girl present. I expressed the hope that they in their turn were anxious to learn all I could teach them, and that if any of them found their studies 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.