“I intend to try my hand at it next winter, if I can get a school,” answered James. “My mother has always said that I could get an education if I would qualify myself to teach school.”

“A good plan, James; I agree with your mother, exactly. Glad to see that you mind your mother, for such boys usually come out all right.” Mr. Branch was in a happy frame of mind when he said this, and his real kindness to James appeared in every word.

“Then,” he continued, “what is better than all, you can do a great deal of good by teaching school. You will not only find it the best way to help yourself, but you will find it the best way to help others; and that is the highest of all considerations. We don’t live for ourselves in this world, or ought not to live for ourselves alone. That is too selfish and contemptible to be tolerated.”

“Do you think I can obtain a school, without any doubt?” inquired James.

“Unquestionably,” answered Mr. Branch. “Teachers are more numerous than they were ten years ago, and so it is with schools. More than that, I think you will succeed in the business. Every one will not be successful in the calling.”

“Why do you think I shall succeed?” asked James, who was curious to understand what particular qualities would win in the school-house.

“You will be well qualified; that is one thing. You possess ability to express your thoughts readily; that is very important for a teacher. Your mind is discriminating and sharp to analyze and see the reason of things; that is also an indispensable qualification for a successful teacher. You will govern a school well, I think, without much trouble. A young man who is popular with associates in study usually makes a good teacher.” This was the honest reply of the principal to the last inquiry of James; all of which was a substantial encouragement to the latter. He began to look forward to the new occupation with much pleasure.

One incident occurred at this term of school, relating to its discipline, in which James played a conspicuous part. At that time there were about as many rogues in a school of one hundred pupils as there are to- day. Human nature averaged about as it does now among pupils. There was the same need of wise government and watchfulness, on the part of the principal, to maintain order. In this respect the principal was well qualified for his position; and roguish pupils could not rebel against his government with impunity. This was quite well understood; and still there were occasional scrapes, in which a class of pupils engaged as the best way, in their estimation, to dispose of a surplus fund of animal spirits.

A youth of considerable pertness insulted one of the townspeople, and it came to the ear of the principal. Indeed, the citizen entered a complaint against the pupil, rehearsing the facts to Mr. Branch. The credit of the school, and the credit of the principal himself, demanded that he should take notice of the matter, rebuke the act, and lecture the whole school, that there might not be a repetition of the act.

As often happens in large schools, the pupils took sides with the author of the naughty deed. The sympathies of young people, especially in school, unite them together as by strong cords. Without regard to the merits of the case, they decide for the accused party, and sustain him.

“If Bell goes, I go,” exclaimed one of the boys, meaning, that if the principal expelled Bell, he would be one to leave the school also. The fact shows that feeling played a more prominent part in the affair than judgment.

“And I’ll be another to go,” answered a smart young fellow; that is, smart in his own estimation.

“Will you take me along with you?” asked a third, who was more disposed to show humour than passion. “I’ll add one to the company.”