This is the account given of it by President B.A. Hinsdale, who for fifteen years has ably presided over its affairs: "The institute building, a plain but substantially built brick structure, was put on the top of a windy hill, in the middle of a cornfield. One of the cannon3 that General Scott's soldiers dragged to the City of Mexico in 1847, planted on the roof of the new structure, would not have commanded a score of farm houses.
"Here the school opened at the time Garfield was closing his studies at Chester. It had been in operation two terms when he offered himself for enrollment4. Hiram furnished a location, the Board of Trustees a building and the first teacher, the surrounding country students, but the spiritual Hiram made itself. Everything was new. Society, traditions, the genius of the school, had to be evolved from the forces of the teachers and pupils, limited by the general and local environment. Let no one be surprised when I say that such a school as this was the best of all places for young Garfield. There was freedom, opportunity, a large society of rapidly and eagerly opening young minds, instructors5 who were learned enough to instruct him, and abundant scope for ability and force of character, of which he had a superabundance.
"Few of the students who came to Hiram in that day had more than a district-school education, though some had attended the high schools and academies scattered6 over the country; so that Garfield, though he had made but slight progress in the classics and the higher mathematics previous to his arrival, ranked well up with the first scholars. In ability, all acknowledged that he was the peer of any; soon his superiority to all others was generally conceded."
So James entered upon his duties as janitor7 and bell-ringer. It was a humble8 position for the future President of the United States; but no work is humiliating which is undertaken with a right aim and a useful object. Of one thing my boy-reader may be sure—the duties of the offices were satisfactorily performed. The school-rooms were well cared for, and the bell was rung punctually. This is shown by the fact that, after the two weeks of probation9, he was still continued in office, though doubtless in the large number of students of limited means in the institute there was more than one that would have been glad to relieve him of his office.
It will hardly be supposed, however, that the position of janitor and bell-ringer could pay all his expenses. He had two other resources. In term-time he worked at his trade of carpenter as opportunity offered, and in the winter, as at Chester, he sought some country town where he could find employment as a teacher.
The names of the places where he taught are not known to me, though doubtless there is many an Ohio farmer, or mechanic, or, perchance, professional man, who is able to boast that he was partially10 educated by a President of the United States.
As characteristic of his coolness and firmness, I am tempted11 to record an incident which happened to him in one of his winter schools.
There were some scholars about as large as himself, to whom obedience12 to the rules of the school was not quite easy—who thought, in consideration of their age and size, that they might venture upon acts which would not be tolerated in younger pupils.
The school had commenced one morning, when the young teacher heard angry words and the noise of a struggle in the school-yard, which chanced to be inclosed. The noise attracted the attention of the scholars, and interfered13 with the attention which the recitation required.
James Garfield stepped quietly outside of the door, and saw two of his oldest and largest pupils engaged in a wrestling match. For convenience we will call them Brown and Jones.
"What are you about, boys?" asked the teacher
The two were so earnestly engaged in their conflict that neither returned an answer.
"This must be stopped immediately," said James, decisively. "It is disrespectful to me, and disturbs the recitations."
He might as well have spoken to the wind. They heard, but they continued their fight.
"This must stop, or I will stop it myself," said the teacher.
The boys were not afraid. Each was about as large as the teacher, and they felt that if he interfered he was likely to get hurt.
James thought he had given sufficient warning. The time had come to act. He stepped quickly forward, seized one of the combatants, and with a sudden exertion14 of strength, threw him over the fence. Before he had time to recover from his surprise his companion was lifted over in the same manner.
"Now, go on with your fighting if you wish," said the young teacher; "though I advise you to shake hands and make up. When you get through come in and report."
The two young men regarded each other foolishly. Somehow all desire to fight had been taken away.
"I guess we'll go in now," said Brown.
"I'm with you," said Jones, and Garfield entered the school-room, meekly15 followed by the two refractory16 pupils. There was not much use in resisting the authority of a teacher who could handle them with such ease.
James did not trouble them with any moral lecture. He was too sensible. He felt that all had been said and done that was required.
But how did he spend his time at the new seminary, and how was he regarded? Fortunately we have the testimony17 of a lady, now residing in Illinois, who was one of the first students at Hiram.
"When he first entered the school," she writes, "he paid for his schooling18 by doing janitor's work, sweeping19 the floor and ringing the bell. I can see him even now standing20 in the morning with his hand on the bell-rope, ready to give the signal, calling teachers and scholars to engage in the duties of the day. As we passed by, entering the school-room, he had a cheerful word for every one. He was probably the most popular person in the institution. He was always good-natured, fond of conversation, and very entertaining. He was witty21 and quick at repartee22, but his jokes, though brilliant and sparkling, were always harmless, and he never would willingly hurt another's feelings.
"Afterward23 he became an assistant teacher, and while pursuing his classical studies, preparatory to his college course, he taught the English branches. He was a most entertaining teacher—ready with illustrations, and possessing in a marked degree the power of exciting the interest of the scholars, and afterward making clear to them the lessons. In the arithmetic class there were ninety pupils, and I can not remember a time when there was any flagging in the interest. There were never any cases of unruly conduct, or a disposition24 to shirk. With scholars who were slow of comprehension, or to whom recitations were a burden, on account of their modest or retiring dispositions25, he was specially26 attentive27, and by encouraging words and gentle assistance would manage to put all at their ease, and awaken28 in them a confidence in themselves. He was not much given to amusements or the sports of the playground. He was too industrious29, and too anxious to make the utmost of his opportunities to study.
"He was a constant attendant at the regular meetings for prayer, and his vigorous exhortations30 and apt remarks upon the Bible lessons were impressive and interesting. There was a cordiality in his disposition which won quickly the favor and esteem31 of others. He had a happy habit of shaking hands, and would give a hearty32 grip which betokened33 a kind-hearted feeling for all. He was always ready to turn his mind and hands in any direction whereby he might add to his meagre store of money.
"One of his gifts was that of mezzotint drawing, and he gave instruction in this branch. I was one of his pupils in this, and have now the picture of a cross upon which he did some shading and put on the finishing touches. Upon the margin34 is written, in the name of the noted35 teacher, his own name and his pupil's. There are also two other drawings, one of a large European bird on the bough36 of a tree, and the other a church yard scene in winter, done by him at that time. In those days the faculty37 and pupils were wont38 to call him 'the second Webster,' and the remark was common, 'He will fill the White House yet.' In the Lyceum he early took rank far above the others as a speaker and debater.
"During the month of June the entire school went in carriages to their annual grove39 meeting at Randolph, some twenty-five miles away. On this trip he was the life of the party, occasionally bursting out in an eloquent40 strain at the sight of a bird or a trailing vine, or a venerable giant of the forest. He would repeat poetry by the hour, having a very retentive41 memory.
"At the Institute the members were like a band of brothers and sisters, all struggling to advance in knowledge. Then all dressed plainly, and there was no attempt or pretence42 at dressing43 fashionably or stylishly44. Hiram was a little country place, with no fascinations45 or worldly attractions to draw off the minds of the students from their work."
Such is an inside view—more graphic46 than any description I can give—of the life of James Garfield at Hiram Institute.
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1
pretension
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| n.要求；自命，自称；自负 | |
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mere
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| adj.纯粹的；仅仅，只不过 | |
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3
cannon
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| n.大炮，火炮；飞机上的机关炮 | |
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enrollment
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| n.注册或登记的人数；登记 | |
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5
instructors
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| 指导者，教师( instructor的名词复数 ) | |
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6
scattered
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| adj.分散的，稀疏的；散步的；疏疏落落的 | |
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7
janitor
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| n.看门人，管门人 | |
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8
humble
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| adj.谦卑的，恭顺的；地位低下的；v.降低，贬低 | |
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probation
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| n.缓刑(期)，(以观后效的)察看；试用(期) | |
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10
partially
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| adv.部分地，从某些方面讲 | |
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11
tempted
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| v.怂恿（某人）干不正当的事；冒…的险（tempt的过去分词） | |
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12
obedience
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| n.服从，顺从 | |
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interfered
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| v.干预( interfere的过去式和过去分词 )；调停；妨碍；干涉 | |
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14
exertion
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| n.尽力，努力 | |
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meekly
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| adv.温顺地，逆来顺受地 | |
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16
refractory
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| adj.倔强的，难驾驭的 | |
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testimony
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| n.证词；见证，证明 | |
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18
schooling
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| n.教育；正规学校教育 | |
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sweeping
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| adj.范围广大的，一扫无遗的 | |
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20
standing
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| n.持续，地位；adj.永久的，不动的，直立的，不流动的 | |
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witty
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| adj.机智的，风趣的 | |
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repartee
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| n.机敏的应答 | |
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afterward
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| adv.后来；以后 | |
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disposition
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| n.性情，性格；意向，倾向；排列，部署 | |
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dispositions
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| 安排( disposition的名词复数 )； 倾向； （财产、金钱的）处置； 气质 | |
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specially
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| adv.特定地；特殊地；明确地 | |
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attentive
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| adj.注意的，专心的；关心(别人)的，殷勤的 | |
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awaken
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| vi.醒，觉醒；vt.唤醒，使觉醒，唤起，激起 | |
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29
industrious
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| adj.勤劳的，刻苦的，奋发的 | |
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30
exhortations
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| n.敦促( exhortation的名词复数 )；极力推荐；（正式的）演讲；（宗教仪式中的）劝诫 | |
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31
esteem
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| n.尊敬，尊重；vt.尊重，敬重；把…看作 | |
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32
hearty
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| adj.热情友好的；衷心的；尽情的，纵情的 | |
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33
betokened
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| v.预示，表示( betoken的过去式和过去分词 ) | |
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margin
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| n.页边空白；差额；余地，余裕；边，边缘 | |
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noted
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| adj.著名的，知名的 | |
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bough
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| n.大树枝，主枝 | |
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faculty
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| n.才能；学院，系；(学院或系的)全体教学人员 | |
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wont
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| adj.习惯于；v.习惯；n.习惯 | |
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39
grove
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| n.林子，小树林，园林 | |
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40
eloquent
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| adj.雄辩的，口才流利的；明白显示出的 | |
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41
retentive
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| v.保留的，有记忆的；adv.有记性地，记性强地；n.保持力 | |
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42
pretence
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| n.假装，作假；借口，口实；虚伪；虚饰 | |
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43
dressing
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| n.(食物)调料；包扎伤口的用品，敷料 | |
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44
stylishly
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| adv.时髦地，新式地 | |
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45
fascinations
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| n.魅力( fascination的名词复数 )；有魅力的东西；迷恋；陶醉 | |
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46
graphic
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| adj.生动的，形象的，绘画的，文字的，图表的 | |
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