The next year, or the next quarter, maybe, there was a new teacher; they seem to have followed each other somewhat as people do in a dream; they were not there, and then they were there; but, however the new one came, the boys were some time in getting used to his authority. It appeared to them that several of his acts were distinctly tyrannical, and were encroachments upon rights of theirs which the other teacher, with all his severity, had respected. My boy was inspired by the common mood to write a tragedy which had the despotic behavior of the new teacher for its subject, and which was intended to be represented by the boys in the hayloft of a boy whose father had a stable without any horse in it. The tragedy was written in the measure of the "Lady of the Lake," which was the last poem my boy had heard his father reading aloud; it was very easy kind of verse. At the same time, the boys were to be dressed as Roman conspirators, and one of them was to give the teacher a petition to read, while another plunged a dagger into his vitals, and still another shouted, "Strike, Stephanos, strike!" It seemed to my boy that he had invented a situation which he had lifted almost bodily out of Goldsmith's history; and he did not feel that his lines,
"Come one, come all! This rock shall flee
From its firm base as soon as we,"
were too closely modelled upon Scott's lines,
"Come one, come all! This rock shall fly
From its firm base as soon as I."
The tragedy was never acted. There may have been some trouble about the hayloft; for the boy whose father owned the stable was to have got the use of it without his father's knowing it; and the poet found that the boys themselves scarcely entered into the spirit of his work. But after that there came a real tragedy, which most of them had part in without realizing it, and that was their persecution of a teacher until he had to give up the school. He must have come next after that usurper, but at any rate the word had been passed round, even before school took up the first morning he began, that he was to be resisted to the death. He could not have had any notion of what was in the air, for in that opening speech to the school which a new teacher always used to make, he talked to the boys in the friendliest manner, and with more sense and reason than they could feel, though I hope they felt some secret shame for the way they meant to behave. He took up some old, dry rods, which he had lying on his desk, and which he said he had found in it, and he told them he hoped never to use such a thing as a rod in that school, and never to strike any boy a blow. He broke the rods into small pieces and put them into the stove, and called the school to order for the studies before it. But the school never came to order, either then or afterwards. As soon as the teacher took his seat, the whispering and giggling, the scuffling and pushing began. The boys passed notes to the girls and held up their slates with things written on them to make the girls laugh; and they threw chewed-paper balls at one another. They asked to go out, and they stayed out as long as they pleased, and came back with an easy air, as if they had done nothing. They would not study; they did not care how much they missed in the class, and they laughed when they had to go to the foot. They made faces at the teacher and mocked him when his back was turned; they even threw paper wads at him.
It went on day after day till the school became a babel. The teacher tried reasoning, and such mild punishment as standing up in the middle of the floor, and keeping in after school. One big boy whom he stood up winked at the girls and made everybody titter; another whom he bade stay after school grabbed his hat and ran out of the room. The fellows played hookey as much as they wanted to, and did not give any excuse for being late, or for not coming at all. At last, when the teacher was driven desperate, and got in a rod (which he said he was ashamed to use, but they left him no hope of ruling them by reason), the big boys fought him, and struck back when he began to whip them. This gentle soul had not one friend among all those little savages, whom he had given no cause to hate, but only cause to love him. None of them could have told why they used him so ill, for nobody knew; only, the word had gone out that you were not to mind him, but to mock him and fight him; nobody knew where the word first came from.
Not even my boy, I grieve to say, was the poor man's friend, though he too had received only kindness from him. One day, when the teacher had set him his copy, and found him doing it badly as he came by, he gave him a slight tap on his head with his penknife, and addressed him some half-joking reproof. This fired my boy's wicked little heart with furious resentment; he gathered up his books after school, and took them home; a good many other boys had done it, and the school was dwindling. He was sent back with his books the next morning, and many other parents behaved as wisely as his. One of the leading men in the town, whose mere presence in the schoolroom sent a thrill of awe through the fellows, brought his son in after such an escapade, and told the teacher that he had just given him a sound thrashing, and he hoped the teacher would give him another. But the teacher took the hand of the snivelling wretch, and called him affectionately by name, and said they would try to get along without that, and sent him to his seat forgiven. It ought to have touched a heart of stone, but in that barbarous republic of boys there was no gratitude. Sometimes they barred the teacher out by nailing the doors and windows; and at last he gave up the school.
But even then his persecution did not end. The word went out that you were not to speak to him if you met him; and if he spoke to you, you were not to say anything back. One day he came up to my boy where he sat fishing for crawfish in the Hydraulic, with his bare legs dangling over the edge of a culvert, and, unawed by this august figure, asked him pleasantly what luck he had. The boy made no sign of seeing or hearing him, and he ignored some other kindly advances. I hope the teacher thought it merely his shyness. The boy went home and told, gleefully, how he had refused to speak to Old Manton; but here he met his reward. He was made to feel how basely rude he had been, and to tingle with a wholesome shame. There was some talk of sending him to the teacher, to ask his forgiveness; but this was given up for fear of inflicting pain where possibly none had been felt. I wish now the boy could have gone to him, for perhaps the teacher is no longer living.