It is sometimes said that education spoils lads for hard work. As a teacher in after years, Garfield had often to argue this point with the fathers of his pupils, who feared lest the college should unfit their boys for the farm and the forest. But better than any argument was his own example.

His first duty on returning home from school was to build his mother a new barn. “It spoils some boys to go to school,” said his brother Thomas at the beginning of the first vacation, but it had not spoiled James Garfield.

With his brother’s help, he built the barn, and then set off to find work among the neighbouring farmers. Haymaking occupied him for several weeks, then a

It was this moral courage which gave Garfield his great influence over his companions all through life. And when, after his second term at Geauga; he felt himself able to undertake the charge of one of the winter schools, which were started for small settlers’ children, it was this quality, above all others, which made him a successful teacher.

He finished his second term at the top of his class. His mental powers were now thoroughly awakened, his mind was quick, his memory retentive, and he soon out-distanced all competitors. Every evening during the session he had found his way into the carpenter’s shop, and with such results, that he finished the term in good health, without debt, and with nearly a pound in his pocket.

Now he was resolved to try his hand at “keeping school.” But at first he had some difficulty in finding a school to keep. His youthful appearance frightened the managers at one place; they did not want “a boy to teach at their school.” His second and third applications were too late; the vacancies were filled up. At the next place he was even more discouraged, for, said the manager, “We had one fellow from Geauga Seminary, and he made such a botch of it, that we don’t want another.”

As frequently happens, the opportunity came just when hope was lowest. He reached home thoroughly discouraged with these repeated refusals, and almost too hopeless to respond to his mother’s kindly, cheerful words. But there was a purpose in all this apparent failure. At his own door lay the task which was to try the metal in the man, and it was here that young Garfield was to prove the master spirit that was in him.

At a place close by, called The Ledge, was a school without a teacher. And next morning one of the members of the committee of management came over to offer the post of master to young Garfield.

James was eager enough to secure a school, yet he hesitated to accept this offer. The Ledge was a district notorious for the roughness of its inhabitants, and for the unruly character of its young people. Besides, many of the youths in this school were old acquaintances of Garfield, and the young teacher naturally shrank from undertaking such a charge.

After duly considering the matter, however, Garfield accepted the post. His pupils were the sons and daughters of the neighbouring farmers, and many of them were quite grown up. They worked on the farm in the summer, and then attended school for a few months in the winter.

Garfield, of course, knew well enough that while among such a class there were a few like himself, anxious to get an education, a still larger number were quite indifferent, and looked upon the school as a place for unbridled fun. Two previous masters they had already driven out, and the committee had experienced as much difficulty in procuring a master, as Garfield had found in securing a school.

James feared that his scholars, knowing so much of his early history, would be likely to hold both his scholarship and his character somewhat lightly. He found, however, that this acquaintance was really his best recommendation.

His manly, straightforward character had an attraction for them; his skill and strength as an athlete, and his known courage, ensured him the respect even of the most turbulent among his scholars. The lads felt that their master was a boy who was making his way in life; they knew that he was no mere bookworm, but one of themselves, only stronger and abler.

His shrewd native wit saved him from many a mistake. He was prudent and firm, ready and resourceful, and his sharp tongue was a weapon they feared even more than his heavy hand. His wildest scholars admired him; while his sympathy with those pupils who, like himself, possessed no advantages save such as could be gained by their own hands, endeared him to the more thoughtful.

Thus, when his first season as a teacher was ended, he returned home with the reputation of one of the most successful common schoolmasters in the country.