hiram, the seat of the eclectic institute, was not a place of any pretension. it was scarcely a village, but rather a hamlet. yet the advantages which the infant institution offered drew together a considerable number of pupils of both sexes, sons and daughters of the western reserve farmers, inspired with a genuine love of learning, and too sensible to waste their time on mere amusement.

this is the account given of it by president b.a. hinsdale, who for fifteen years has ably presided over its affairs: "the institute building, a plain but substantially built brick structure, was put on the top of a windy hill, in the middle of a cornfield. one of the cannon that general scott's soldiers dragged to the city of mexico in 1847, planted on the roof of the new structure, would not have commanded a score of farm houses.

"here the school opened at the time garfield was closing his studies at chester. it had been in operation two terms when he offered himself for enrollment. hiram furnished a location, the board of trustees a building and the first teacher, the surrounding country students, but the spiritual hiram made itself. everything was new. society, traditions, the genius of the school, had to be evolved from the forces of the teachers and pupils, limited by the general and local environment. let no one be surprised when i say that such a school as this was the best of all places for young garfield. there was freedom, opportunity, a large society of rapidly and eagerly opening young minds, instructors who were learned enough to instruct him, and abundant scope for ability and force of character, of which he had a superabundance.

"few of the students who came to hiram in that day had more than a district-school education, though some had attended the high schools and academies scattered over the country; so that garfield, though he had made but slight progress in the classics and the higher mathematics previous to his arrival, ranked well up with the first scholars. in ability, all acknowledged that he was the peer of any; soon his superiority to all others was generally conceded."

so james entered upon his duties as janitor and bell-ringer. it was a humble position for the future president of the united states; but no work is humiliating which is undertaken with a right aim and a useful object. of one thing my boy-reader may be sure—the duties of the offices were satisfactorily performed. the school-rooms were well cared for, and the bell was rung punctually. this is shown by the fact that, after the two weeks of probation, he was still continued in office, though doubtless in the large number of students of limited means in the institute there was more than one that would have been glad to relieve him of his office.

it will hardly be supposed, however, that the position of janitor and bell-ringer could pay all his expenses. he had two other resources. in term-time he worked at his trade of carpenter as opportunity offered, and in the winter, as at chester, he sought some country town where he could find employment as a teacher.

the names of the places where he taught are not known to me, though doubtless there is many an ohio farmer, or mechanic, or, perchance, professional man, who is able to boast that he was partially educated by a president of the united states.

as characteristic of his coolness and firmness, i am tempted to record an incident which happened to him in one of his winter schools.

there were some scholars about as large as himself, to whom obedience to the rules of the school was not quite easy—who thought, in consideration of their age and size, that they might venture upon acts which would not be tolerated in younger pupils.

the school had commenced one morning, when the young teacher heard angry words and the noise of a struggle in the school-yard, which chanced to be inclosed. the noise attracted the attention of the scholars, and interfered with the attention which the recitation required.

james garfield stepped quietly outside of the door, and saw two of his oldest and largest pupils engaged in a wrestling match. for convenience we will call them brown and jones.

"what are you about, boys?" asked the teacher

the two were so earnestly engaged in their conflict that neither returned an answer.

"this must be stopped immediately," said james, decisively. "it is disrespectful to me, and disturbs the recitations."

he might as well have spoken to the wind. they heard, but they continued their fight.

"this must stop, or i will stop it myself," said the teacher.

the boys were not afraid. each was about as large as the teacher, and they felt that if he interfered he was likely to get hurt.

james thought he had given sufficient warning. the time had come to act. he stepped quickly forward, seized one of the combatants, and with a sudden exertion of strength, threw him over the fence. before he had time to recover from his surprise his companion was lifted over in the same manner.

"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.

"he was a constant attendant at the regular meetings for prayer, and his vigorous exhortations and apt remarks upon the bible lessons were impressive and interesting. there was a cordiality in his disposition which won quickly the favor and esteem of others. he had a happy habit of shaking hands, and would give a hearty grip which betokened a kind-hearted feeling for all. he was always ready to turn his mind and hands in any direction whereby he might add to his meagre store of money.

"one of his gifts was that of mezzotint drawing, and he gave instruction in this branch. i was one of his pupils in this, and have now the picture of a cross upon which he did some shading and put on the finishing touches. upon the margin is written, in the name of the noted teacher, his own name and his pupil's. there are also two other drawings, one of a large european bird on the bough of a tree, and the other a church yard scene in winter, done by him at that time. in those days the faculty and pupils were wont to call him 'the second webster,' and the remark was common, 'he will fill the white house yet.' in the lyceum he early took rank far above the others as a speaker and debater.

"during the month of june the entire school went in carriages to their annual grove meeting at randolph, some twenty-five miles away. on this trip he was the life of the party, occasionally bursting out in an eloquent strain at the sight of a bird or a trailing vine, or a venerable giant of the forest. he would repeat poetry by the hour, having a very retentive memory.

"at the institute the members were like a band of brothers and sisters, all struggling to advance in knowledge. then all dressed plainly, and there was no attempt or pretence at dressing fashionably or stylishly. hiram was a little country place, with no fascinations or worldly attractions to draw off the minds of the students from their work."

such is an inside view—more graphic than any description i can give—of the life of james garfield at hiram institute.