"Yes, he's been going to school all the term."

"Seems to me he's old enough to give up larnin' altogether. Don't he know how to read and write and cipher?"

"Yes, he's about the best scholar in school."

"Then, neighbor Walton, take my advice and don't send him any more. You need him at home, and he knows enough to get along in the world."

"I want him to learn as much as he can. I'd like to send him to school till he is sixteen."

"He's had as much schoolin' now as ever I had," said the squire, "and I've got along pooty well. I've been seleckman, and school committy, and filled about every town office, and I never wanted no more schoolin'. My father took me away from school when I was thirteen."

"It wouldn't hurt you if you knew a little more," thought Hiram, who remembered very well the squire's deficiencies when serving on the town school committee.

"I believe in learning," he said. "My father used to say, 'Live and learn.' That's a good motto, to my thinking."

"It may be carried too far. When a boy's got to be of the age of your boy, he'd ought to be thinking of workin.' His time is too valuable to spend in the schoolroom."

"I can't agree with you, squire. I think no time is better spent than the time that's spent in learning. I wish I could afford to send my boy to college."

"It would cost a mint of money; and wouldn't pay. Better put him to some good business."

That was the way he treated his own son, and for this and other reasons, as soon as he arrived at man's estate, he left home, which had never had any pleasant a.s.sociations with him. His father wanted to convert him into a money-making machine--a mere drudge, working him hard, and denying him, as long as he could, even the common recreations of boyhood--for the squire had an idea that the time devoted in play was foolishly spent, inasmuch as it brought him in no pecuniary return. He was willfully blind to the faults and defects of his system, and their utter failure in the case of his own son, and would, if could, have all the boys in town brought up after severely practical method. But, fortunately for Harry, Mr. Walton had very different notions. He was compelled to keep his son home the greater part of the summer, but it was against his desire.

"No wonder he's a poor man," thought the squire, after his visitor returned home. "He ain't got no practical idees. Live and learn! that's all nonsense. His boy looks strong and able to work, and it's foolish sendin' him school any longer. That wa'n't my way, and see where I am,"

he concluded, with complacent remembrance of bonds and mortgages and money out at interest. "That was a pooty good cow trade," he concluded.

"I didn't calc' late for to get more'n thirty-five dollars for the critter; but then neighbor Walton had to have a cow, and had to pay my price."

Now for Hiram Walton's reflections.

"I'm a poor man," he said to himself, as he walked slowly homeward, "but I wouldn't be as mean as Tom Green for all the money he's worth. He's made a hard bargain with me, but there was no help for it."

CHAPTER IV. A SUM IN ARITHMETIC

Harry kept on his way to school, and arrived just the bell rang. Many of my readers have seen a country schoolhouse, and will not be surprised to learn that the one in which our hero obtained his education was far from stately or ornamental, architecturally speaking. It was a one-story structure, about thirty feet square, showing traces of having been painted once, but standing greatly in need of another coat. Within were sixty desks, ranged in pairs, with aisles running between them. On one side sat the girls, on the other the boys. These were of all ages from five to sixteen. The boys' desks had suffered bad usage, having been whittled and hacked, and marked with the initials of the temporary occupants, with scarcely an exception. I never knew a Yankee boy who was not the possessor of a knife of some kind, nor one who could resist the temptation of using it for such unlawful purposes. Even our hero shared the common weakness, and his desk was distinguished from the rest by "H.

W." rudely carved in a conspicuous place.

The teacher of the school for the present session was Nathan Burbank, a country teacher of good repute, who usually taught six months in a year, and devoted the balance of the year to surveying land, whenever he could get employment in that line, and the cultivation of half a dozen acres of land, which kept him in vegetables, and enabled him to keep a cow.

Altogether he succeeded in making a fair living, though his entire income would seem very small to many of my readers. He was not deeply learned, but his education was sufficient to meet the limited requirements of a country school.

This was the summer term, and it is the usual custom in New England that the summer schools should be taught by females. But in this particular school the experiment had been tried, and didn't work. It was found that the scholars were too unruly to be kept in subjection by a woman, and the school committee had therefore engaged Mr. Burbank, though, by so doing, the school term was shortened, as he asked fifty per cent. higher wages than a female teacher would have done. However, it was better to have a short school than an unruly school, and so the district acquiesced.

Eight weeks had not yet pa.s.sed since the term commenced, and yet this was the last day but one. To-morrow would be examination day. To this Mr. Burbank made reference in a few remarks which he made at the commencement of the exercises.

He was rather a tall, spare man, and had a habit of brushing his hair upward, thus making the most of a moderate forehead. Probably he thought it made him look more intellectual.

"Boys and girls," he said, "to-morrow is our examination day. I've tried to bring you along as far as possible toward the temple of learning, but some of you have held back, and have not done as well as I should like--John Plympton, if you don't stop whispering I'll keep you after school--I want you all to remember that knowledge is better than land or gold. What would you think of a man who was worth a great fortune, and couldn't spell his name?--Mary Jones, can't you sit still till I get through?--It will be well for you to improve your opportunities while you are young, for by and by you will grow up, and have families to support, and will have no chance to learn--Jane Quimby, I wish you would stop giggling, I see nothing to laugh at--There are some of you who have studied well this term, and done the best you could. At the beginning of the term I determined to give a book to the most deserving scholar at the end of the term. I have picked out the boy, who, in my opinion, deserves it--Ephraim Higgins, you needn't move round in your seat. You are not the one."

There was a general laugh here, for Ephraim was distinguished chiefly for his laziness.

The teacher proceeded:

"I do not mean to tell you to-day who it is. To-morrow I shall call out his name before the school committee, and present him the prize. I want you to do as well as you can to-morrow. I want you to do yourselves credit, and to do me credit, for I do not want to be ashamed of you.

Peter Shelby, put back that knife into your pocket, and keep it there till I call up the cla.s.s in whittling."

There was another laugh here at the teacher's joke, and Peter himself displayed a broad grin on his large, good-humored face.

"We will now proceed to the regular lessons," said Mr. Burbank, in conclusion. "First cla.s.s in arithmetic will take their places."

The first cla.s.s ranked as the highest cla.s.s, and in it was Harry Walton.

"What was your lesson to-day?" asked the teacher.

"Square root," answered Harry.

"I will give you out a very simple sum to begin with. Now, attention all! Find the square root of 625. Whoever gets the answer first may hold up his hand."

The first to hold up his hand was Ephraim Higgins.

"Have you got the answer?" asked Mr. Burbank in some surprise. "Yes, sir."

"State it."

"Forty-five."

"How did you get it?"

Ephraim scratched his head, and looked confused. The fact was, he was entirely ignorant of the method of extracting the square root, but had slyly looked at the slate of his neighbor, Harry Walton, and mistaken the 25 for 45, and hurriedly announced the answer, in the hope of obtaining credit for the same.

"How did you get it?" asked the teacher again.

Ephraim looked foolish.

"Bring me your slate."

Ephraim reluctantly left his place, and went up to Mr. Burbank.

"What have we here?" said the teacher. "Why, you have got down the 625, and nothing else, except 45. Where did you get that answer?"

"I guessed at it," answered Ephraim, hard pressed for an answer, and not liking to confess the truth--namely, that he had copied from Harry Walton.

"So I supposed. The next time you'd better guess a little nearer right, or else give up guessing altogether. Harry Walton, I see your hand up.

What is your answer?"