hint as to plans, and some suggestion that Jim was relying on the aid and comfort of that particular boy. Newt Bronson, especially, was leaned on as a strong staff and a very present help in time of trouble. As for Raymond Simms, it was clearly best to leave him alone. All this talk of corn selection and related things was new to him, and he drank it in thirstily. He had an inestimable advantage over Newt in that he was starved, while Newt was surfeited with “advantages” for which he had no use.
“Jennie,” said Colonel Woodruff, after the party had broken up, “I’m losing the best hand I ever had, and I’ve been sorry.”
“I’m glad he’s leaving you,” said Jennie. “He ought to do something except work in the field for wages.”
“I’ve had no idea he could make good as a teacher – and what is there in it if he does?”
“What has he lost if he doesn’t?” rejoined Jennie. “And why can’t he make good?”
“The school board’s against him, for one thing,” replied the colonel. “They’ll fire him if they get a chance. They’re the laughing-stock of the country for hiring him by mistake, and they’re irritated. But after seeing him perform to-night, I wonder if he can’t make good.”
“If he could feel like anything but an underling he’d succeed,” said Jennie.
“That’s his heredity,” stated the colonel, whose live-stock operations were based on heredity. “Jim’s a scrub, I suppose; but he acts as if he might turn out to be a Brown Mouse.”
“What do you mean, pa,” scoffed Jennie – “a Brown Mouse!”
“A fellow in Edinburgh,” said the colonel, “crossed the Japanese waltzing mouse with the common white mouse. Jim’s pedling father was a waltzing mouse, no good except to jump from one spot to another for no good reason. Jim’s mother is an albino of a woman, with all the color washed out in one way or another. Jim ought to be a mongrel, and I’ve always considered him one. But the Edinburgh fellow every once in a while got out of his variously-colored, waltzing and albino hybrids, a brown mouse. It wasn’t a common house mouse, either, but a wild mouse unlike any he had ever seen. It ran away, and bit and gnawed, and raised hob. It was what we breeders call a Mendelian segregation of genetic factors that had been in the waltzers and albinos all the time – their original wild ancestor of the woods and fields. If Jim turns out to be a Brown Mouse, he may be a bigger man than any of us. Anyhow, I’m for him.”
“He’ll have to be a big man to make anything out of the job of a country school-teacher,” said Jennie.
“Any job’s as big as the man who holds it down,” said her father.
Next day, Jim received a letter from Jennie.
“Dear Jim,” it ran. “Father says you are sure to have a hard time – the school board’s against you, and all that. But he added, ‘I’m for Jim, anyhow!’ I thought you’d like to know this. Also he said, ‘Any job’s as big as the man who holds it down,’ And I believe this also, and I’m for you, too! You are doing wonders even before the school starts in getting the pupils interested in a lot of things, which, while they don’t belong to school work, will make them friends of yours. I don’t see how this will help you much, but it’s a fine thing, and shows your interest in them. Don’t be too original. The wheel runs easiest in the beaten track. Yours. Jennie.”
Jennie’s caution made no impression on Jim – but he put the letter away, and every evening took it out and read the italicized words, “I’m for you, too!” The colonel’s dictum, “Any job’s as big as the man who holds it down,” was an Emersonian truism to Jim. It reduced all jobs to an equality, and it meant equality in intellectual and spiritual development. It didn’t mean, for instance, that any job was as good as another in making it possible for a man to marry – and Jennie Woodruff’s “Humph!” returned to kill and drag off her “I’m for you, too!”
CHAPTER IV
THE FIRST DAY OF SCHOOL
I suppose every reader will say that genius consists very largely in seeing Opportunity in the set of circumstances or thoughts or impressions that constitute Opportunity, and making the best of them.
Jim Irwin would have said so, anyhow. He was full of his Emerson’s Representative Men, and his Carlyle’s French Revolution, and the other old-fashioned, excellent good literature which did not cost over twenty-five cents a volume; and he had pored long and with many thrills over the pages of Matthews’ Getting on in the World– which is the best book of purely conventional helpfulness in the language. And his view of efficiency was that it is the capacity to see opportunity where others overlook it, and make the most of it.
All through his life he had had his own plans for becoming great. He was to be a general, hurling back the foes of his country; he was to be the nation’s master in literature; a successful drawing on his slate had filled him with ambition, confidently entertained, of becoming a Rubens – and the story of Benjamin West in his school reader fanned this spark to a flame; science, too, had at times been his chosen field; and when he had built a mousetrap which actually caught mice, he saw himself a millionaire inventor. As for being president, that was a commonplace in his dreams. And all the time, he was barefooted, ill-clad and dreamed his dreams to the accompaniment of the growl of the plow cutting the roots under the brown furrow-slice, or the wooshing of the milk in the pail. At twenty-eight, he considered these dreams over.
As for this new employment, he saw no great opportunity in it. Of any spark of genius he was to show in it, of anything he was to suffer in it, of those pains and penalties wherewith the world pays its geniuses, Jim Irwin anticipated nothing. He went into the small, mean, ill-paid task as a part of the day’s work, with no knowledge of the stirring of the nation for a different sort of rural school, and no suspicion that there lay in it any highway to success in life. He was not a college man or even a high-school man. All his other dreams had found rude awakening in the fact that he had not been able to secure the schooling which geniuses need in these days. He was unfitted for the work geniuses do. All he was to be was a rural teacher, accidentally elected by a stupid school board, and with a hard tussle before him to stay on the job for the term of his contract. He could have accepted positions quite as good years ago, save for the fact that they would have taken him away from his mother, their cheap little home, their garden and their fowls. He rather wondered why he had allowed Jennie’s sneer to sting him into the course of action which put him in this new relation to his neighbors.
But, true to his belief in honest thorough work, like a general preparing for battle, he examined his field of operations. His manner of doing this seemed to prove to Colonel Woodruff, who watched it with keen interest as something new in the world, that Jim Irwin was possibly a Brown Mouse. But the colonel knew only a part of Jim’s performances. He saw Jim clothed in slickers, walking through rainstorms to the houses in the Woodruff District, as greedy for every moment of rain as a haymaker for shine; and he knew that Jim made a great many evening calls.
But he did not know that Jim was making what our sociologists call a survey. For that matter, neither did Jim; for books on sociology cost more than twenty-five cents a volume, and Jim had never seen one. However, it was a survey. To be sure, he had long known everybody in the district, save the Simmses – and he was now a friend of all that exotic race; but there is knowing and knowing. He now had note-books full of facts about people and their farms. He knew how many acres each family possessed, and what sort of farming each husband was doing – live stock, grain or mixed. He knew about the mortgages, and the debts. He knew whether the family atmosphere was happy and contented, or the reverse. He knew which boys and girls were wayward and insubordinate. He made a record of the advancement in their studies of all the children, and what they liked to read. He knew their favorite amusements. He talked with their mothers and sisters – not about the school, to any extent, but on the weather, the horses, the automobiles, the silo-filling machinery and the profits of farming.
I suppose that no person who has undertaken the management of the young people of any school in all the history of education, ever did so much work of this sort before his school opened. Really, though