The young teacher took charge of his first school at the age of fifteen, and taught two terms, but in different schools, as he never failed to observe in later years in an attempt to belittle his professional ability. His first experience as a teacher was in the home school at Alto, and in the winter of ’66-7 he taught in what is still popularly known as “the old Dyar school house,” about three miles east of Alto, in the country. The John Kern of this period is described by one of the students as “tall, straight, boyish in appearance, not particular in his personal appearance, usually having his trousers over a boot strap.” Those still living who knew the future senator as a country school teacher take issue with his own estimate of his success. His methods of instruction were those of an original thinker, and ignoring the hard and fast rules, he succeeded in creating an interest among the students with gratifying results. I am indebted to Albert B. Kirkpatrick, one of his students who was in later years to cross swords with him at the bar, for some interesting recollections which reflect light on the character of the youthful pedagogue: “The school (Dyar) was large for a country school, about sixty, some boys and girls larger than the teacher. On the playgrounds Kern was one of the boys, and you would scarcely know from his conduct that he was a teacher. One day he ordered a large boy to stand upon the floor and on his refusal Kern told him he could do that or take a whipping. After school he kept the stubborn rebel, together with two other boys as witnesses, and proceeded to administer the castigation which, according to report, was quite severe. One day a dispute arose as to the ownership of a rabbit some boy had caught. Kern acted as presiding judge and found that the boy in possession of the rabbit was not the rightful owner, and fixed as his punishment the restoration of the rabbit and the infliction of lashes, which he proceeded to lay on. “Kern was good in the common school branches, and he especially delighted to read in McGuffey’s Sixth Reader from Patrick Henry and other oratorical notables. He was fine in the school house debates and generally covered about half the school house in his orations, gesticulating wildly and speaking at the top of his voice. “He was not methodical in his teaching, but original, and the students seemed to learn rapidly. They liked him, as a rule, although he did not then possess those remarkable social qualities that characterized him in after years.”