"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, meekly followed by the two refractory 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 testimony 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 schooling by doing janitor's work, sweeping the floor and ringing the bell. I can see him even now standing 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 witty and quick at repartee, but his jokes, though brilliant and sparkling, were always harmless, and he never would willingly hurt another's feelings. "Afterward 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 disposition to shirk. With scholars who were slow of comprehension, or to whom recitations were a burden, on account of their modest or retiring dispositions, he was specially attentive, and by encouraging words and gentle assistance would manage to put all at their ease, and awaken in them a confidence in themselves. He was not much given to amusements or the sports of the playground. He was too industrious, and too anxious to make the utmost of his opportunities to study.