Young Garfield would probably have enjoyed the novel sensation of being well dressed, but he had never had the opportunity of knowing how it seemed. That ease and polish of manner which come from mingling4 in society he entirely5 lacked. He was as yet a rough diamond, but a diamond for all that.
Among his classmates were men from the cities, who stared in undisguised amazement6 at the tall, lanky7 young man who knocked at the doors of the college for admission.
"Who is that rough-looking fellow?" asked a member of a lower class, pointing out Garfield, as he was crossing the college campus.
"Oh, that is Garfield; he comes from the Western Reserve."
"I suppose his clothes were made by a Western Reserve tailor."
"Probably," answered his classmate, smiling.
"That is true, but there is something in him. I am in his division, and I can tell you that he has plenty of talent."
"His head is big enough."
"Yes, he has a large brain—a sort of Websterian intellect. He is bound to be heard of."
"It is a pity he is so awkward."
"Oh, that will wear off. He has a hearty9, cordial way with him, and though at first we were disposed to laugh at him, we begin to like him."
"He's as old as the hills. At any rate, he looks so."
"How old are you?"
"Seventeen."
"Compared with you he is, for he is nearly twenty-three. However, it is never too late to learn. He is not only a good scholar, but he is very athletic10, and there are few in college who can equal him in athletic sports."
"Why didn't he come to college before? What made him wait till he was an old man?"
"I understand that he has had a hard struggle with poverty. All the money he has he earned by hard labor11. Dr. Hopkins seems to have taken a liking12 to him. I saw him walking with the doctor the other day."
This conversation describes pretty accurately13 the impression made by Garfield upon his classmates, and by those in other classes who became acquainted with him. At first they were disposed to laugh at the tall, awkward young man and his manners, but soon his real ability, and his cordial, social ways won upon all, and he was installed as a favorite. The boys began to call him Old Gar, and regarded him with friendship and increasing respect, as he grew and developed intellectually, and they began to see what manner of man he was.
Perhaps the readiest way for a collegian to make an impression upon his associates is to show a decided3 talent for oratory15. They soon discovered at Williams that Garfield had peculiar16 gifts in this way. His speaking at clubs, and before the church of his communion in Hiram, had been for him a valuable training. He joined a society, and soon had an opportunity of showing that he was a ready and forcible speaker.
One day there came startling news to the college. Charles Sumner had been struck down in the Senate chamber17 by Preston S. Brooks18, of South Carolina, for words spoken in debate. The hearts of the students throbbed20 with indignation—none more fiercely than young Garfield's. At an indignation meeting convened21 by the students he rose and delivered, so says one who heard him, "one of the most impassioned and eloquent22 speeches ever delivered in old Williams."
It made a sensation.
"Did you hear Old Gar's speech at the meeting?" asked one of another.
"No, I did not get in in time."
"It was great. I never heard him speak better. Do you know what I think?"
"Well?"
"I shouldn't wonder myself if you were right. If he ever reaches Congress he will do credit to old Williams."
James had given up his trade as a carpenter. He was no longer obliged to resort to it, or, at any rate, he preferred to earn money in a different way. So one winter he taught penmanship at North Pownal, in Vermont, a post for which he was qualified23, for he had a strong, bold, handsome hand.
"Did you know Mr. Arthur, who taught school here last winter?" asked one of his writing pupils of young Garfield.
"No; he was not a student of Williams."
"He graduated at union College, I believe."
"Was he a good teacher?"
"Yes, he was very successful, keeping order without any trouble, though the school is considered a hard one."
This was Chester A. Arthur, whose name in after years was to be 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 Providence24 had for them both. It was one of those remarkable25 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 possessed26 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 pedagogue27 to take charge of the school, until a young man, slender as a May-pole and six feet high in his stockings, applied28 for the place. He was engaged at once, although he was previously29 informed of the kind of timber he would be obliged to hew30.
"Promptly31 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 forfeit32 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 school could be governed. He spoke19 thus and feelingly at times, yet with perfect dignity he displayed that executive ability which in after years made him such a prominent man. Of course the people, especially the boys, had heard fine words spoken before, and at once a little smile seemed to flit across the faces of the leading spirits in past rebellions.
"The work of the forenoon began, when a lad of sixteen placed a marble between his thumb and finger, and, with a snap, sent it rolling across the floor. As the tall and handsome teacher saw this act, he arose from his seat, and, without a word, walked toward the lad.
"'Get up, sir,' he said.
"The lad looked at him to see if he was in earnest; then he cast his eyes toward the large boys to see if they were not going to take up his defense33.
"'Get up, sir,' said the teacher a second time, and he took him by the collar of his jacket as if to raise him. The lad saw he had no common man to deal with, and he rose from his seat.
"'Follow me, sir,' calmly spoke the teacher, and he led the way toward the hall, while the boy began to tremble, wondering if the new teacher was going to take him out and kill him. The primary department was presided over by a sister of the new teacher, and into this room he led the young transgressor34.
"Turning to his sister he said: 'I have a pupil for you; select a seat for him, and let him remain here. If he makes any disturbance35 whatever, inform me.' Turning to the boy he said: 'Young man, mind your teacher, and do not leave your seat until I give permission,' and he was gone.
"The lad sat there, feeling very sheepish, and as misery36 loves company, it was not long before he was gratified to see the door open and observe his seat-mate enter with the new teacher, who repeated the previous orders, when he quietly and with dignity withdrew.
"The number was subsequently increased to three, the teacher returning each time without a word to the other scholars concerning the disposition37 made of the refractory38 lads. The effect upon the rest of the school was remarkable. As no intimation of the disposition of the boys was given, not a shade of anger displayed on the countenance39 of the new teacher, nor any appearances of blood were noticeable upon his hands, speculation40 was rife41 as to what he had done with the three chaps. He spoke kindly to all, smiled upon the scholars who did well in their classes, and seemed to inspire all present with the truth of his remarks uttered at the opening of the session.
"At recess42 the mystery that had enveloped43 the school was cleared away, for the three lads in the primary department were seen as the rest of the scholars filed by the door. While all the rest enjoyed the recess, the three lads were obliged to remain in their seats, and when school was dismissed for the forenoon, the new teacher entered the primary-room, and was alone with the young offenders44. He sat down by them, and like a father talked kindly and gave good advice. No parent ever used more fitting words nor more impressed his offspring with the fitness thereof than did the new teacher. Dismissing them, he told them to go home, and when they returned to school to be good boys.
"That afternoon the boys were in their seats, and in two weeks' time there was not a scholar in the room who would not do anything the teacher asked. He was beloved by all, and his quiet manner and cool, dignified45 ways made him a great favorite. He only taught two terms, and every reasonable inducement was offered to prevail upon him to remain, but without avail. His reply was: "I have accomplished46 all I intended, namely, conquered what you thought was a wild lot of boys, and received the discipline that I required. I regret leaving my charge, for I have learned to love them, but I am to enter a law office at once."
"That teacher was Chester A. Arthur, now President of the United States; the teacher of the primary department was his sister, now Mrs. Haynesworth, and the first of the three refractory boys was the writer. When it was announced that our beloved teacher was to leave us, many tears were shed by his scholars, and as a slight token of our love, we presented him with an elegant volume of poems."
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1
erect
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| n./v.树立，建立，使竖立；adj.直立的，垂直的 | |
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kindly
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| adj.和蔼的，温和的，爽快的；adv.温和地，亲切地 | |
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decided
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| adj.决定了的，坚决的；明显的，明确的 | |
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mingling
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| adj.混合的 | |
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entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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amazement
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| n.惊奇，惊讶 | |
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lanky
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| adj.瘦长的 | |
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8
rustic
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| adj.乡村的，有乡村特色的；n.乡下人，乡巴佬 | |
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9
hearty
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| adj.热情友好的；衷心的；尽情的，纵情的 | |
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athletic
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| adj.擅长运动的，强健的；活跃的，体格健壮的 | |
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labor
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| n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦 | |
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12
liking
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| n.爱好；嗜好；喜欢 | |
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accurately
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| adv.准确地，精确地 | |
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14
orator
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| n.演说者，演讲者，雄辩家 | |
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oratory
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| n.演讲术；词藻华丽的言辞 | |
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16
peculiar
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| adj.古怪的，异常的；特殊的，特有的 | |
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17
chamber
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| n.房间，寝室；会议厅；议院；会所 | |
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18
brooks
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| n.小溪( brook的名词复数 ) | |
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spoke
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| n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说 | |
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20
throbbed
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| 抽痛( throb的过去式和过去分词 )； （心脏、脉搏等）跳动 | |
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21
convened
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| 召开( convene的过去式 )； 召集； （为正式会议而）聚集； 集合 | |
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22
eloquent
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| adj.雄辩的，口才流利的；明白显示出的 | |
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23
qualified
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| adj.合格的，有资格的，胜任的，有限制的 | |
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24
providence
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| n.深谋远虑，天道，天意；远见；节约；上帝 | |
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25
remarkable
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| adj.显著的，异常的，非凡的，值得注意的 | |
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26
possessed
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| adj.疯狂的；拥有的，占有的 | |
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27
pedagogue
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| n.教师 | |
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28
applied
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| adj.应用的；v.应用，适用 | |
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29
previously
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| adv.以前，先前（地） | |
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30
hew
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| v.砍；伐；削 | |
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31
promptly
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| adv.及时地，敏捷地 | |
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32
forfeit
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| vt.丧失；n.罚金，罚款，没收物 | |
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33
defense
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| n.防御，保卫；[pl.]防务工事；辩护，答辩 | |
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34
transgressor
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| n.违背者 | |
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disturbance
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| n.动乱，骚动；打扰，干扰；(身心)失调 | |
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misery
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| n.痛苦，苦恼，苦难；悲惨的境遇，贫苦 | |
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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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refractory
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| adj.倔强的，难驾驭的 | |
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countenance
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| n.脸色，面容；面部表情；vt.支持，赞同 | |
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40
speculation
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| n.思索，沉思；猜测；投机 | |
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41
rife
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| adj.(指坏事情)充斥的，流行的，普遍的 | |
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42
recess
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| n.短期休息，壁凹（墙上装架子，柜子等凹处） | |
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43
enveloped
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| v.包围，笼罩，包住( envelop的过去式和过去分词 ) | |
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44
offenders
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| n.冒犯者( offender的名词复数 )；犯规者；罪犯；妨害…的人（或事物） | |
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45
dignified
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| a.可敬的，高贵的 | |
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46
accomplished
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| adj.有才艺的；有造诣的；达到了的 | |
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