Truly he had a grave time that first winter. The rod of power was new to him, and he felt it his “duty” to use it more frequently than might have been thought necessary by those upon whose sense the privilege had palled. Tears and sulky faces, and impotent fists doubled fiercely when his back was turned, were the rewards of his conscientiousness; and the boys—and girls too—were glad when working time came round again, and the master went home to help his father on the farm. But with the autumn came Master Horner again, dropping among us as quietly as the faded leaves, and awakening at least as much serious reflection. Would he be as self-sacrificing as before, postponing his own ease and comfort to the public good, or would he have become more sedentary, and less fond of circumambulating the school-room with a switch over his shoulder? Many were fain to hope he might have learned to smoke during the summer, an accomplishment which would probably have moderated his energy not a little, and disposed him rather to reverie than to action. But here he was, and all the broader-chested and stouter-armed for his labors in the harvest-field. Let it not be supposed that Master Horner was of a cruel and ogrish nature—a babe-eater—a Herod—one who delighted in torturing the helpless. Such souls there may be, among those endowed with the awful control of the ferule, but they are rare in the fresh and natural regions we describe. It is, we believe, where young gentlemen are to be crammed for college, that the process of hardening heart and skin together goes on most vigorously. Yet among the uneducated there is so high a respect for bodily strength, that it is necessary for the schoolmaster to show, first of all, that he possesses this inadmissible requisite for his place. The rest is more readily taken for granted. Brains he _may_ have—a strong arm he _must_ have: so he proves the more important claim first. We must therefore make all due allowance for Master Horner, who could not be expected to overtop his position so far as to discern at once the philosophy of teaching. He was sadly brow-beaten during his first term of service by a great broad-shouldered lout of some eighteen years or so, who thought he needed a little more “schooling,” but at the same time felt quite competent to direct the manner and measure of his attempts. “You’d ought to begin with large-hand, Joshuay,” said Master Horner to this youth. “What should I want coarse-hand for?” said the disciple, with great contempt; “coarse-hand won’t never do me no good. I want a fine-hand copy.” The master looked at the infant giant, and did as he wished, but we say not with what secret resolutions.