in the direction of “Holy Mother Church.” In this particular item his services were gratuitous; but he was unsuccessful in all he undertook, whether publicly or privately. He lacked every qualification for a successful emissary in the charitable designs of the good father. Mr. O’Cafferty made slow progress in retailing science and literature during the six months he engaged to teach school on Flat Creek, and such was the turmoil among his subjects, and so much whiskey did he punish weekly, that he found it economical to accept the compromise proposed by his employers and be off, on half pay for the last term. CHAPTER IX. Schoolmaster Equity in 1796.--New Customs introduced.--Mr. Birch Discarded.--Enrolment.--Books Used.--New ones Procured.-- Astonishing Effects.--Colloquy with Uncle Jesse.--The New School-House.--A Christmas Frolic.--Shocking Affair by the Irish Master.--A Political Convention.--Young Democracy.-- A Stump Speech.--New Customs.--A True Missionary.--Trouble about Money.--Mr. Clark leaves Kentucky. The relation of the teacher and the pupils heretofore in most instances had been that of belligerents. It was his prerogative to rule and compel obedience, and hence “fighting,” as the customary whippings were called, was the order of the day. Those pupils who were from fifteen to twenty years of age, thought themselves young men, and their proud spirits could be easily aroused to a state of rebellion. They descended from a hardy race, and had learned the tactics of warfare on the frontiers, where their fathers and mothers had to contend with untamed savages, and it would have been a dangerous business for even a brawny Irishman to flog such spirits into submission with a full supply of bone, sinew and muscle. Hence the boys from eight to fourteen, who had no brothers and cousins among these stout youngsters, had to bear their own share of flaggellation, and also the amount that in equity belonged to their older neighbors. The school house had remained vacant for six or eight months previous to Mr. Clark’s entrance, and the youngsters gathered around him as we have narrated. Instead of the expected order, in a surly voice, and corrupt dialect that was any thing else than the English language, Mr. Clark opened school by a friendly conversation with each scholar; beginning with the eldest. Divers questions were asked, in a pleasant, musical tone of voice, as “How far have you made progress in studies?” “What branches do you wish to learn?” etc. He addressed the young men as though they were gentlemen, and as if he was desirous of consulting their interests, and do the best to serve them. Instead of their usual boisterous manner of reply, their voices were subdued, and they felt what they never before realized, sentiments of reverence and respect to a schoolmaster.