Wonderful Tales for Children (Illustrated). Nathaniel Hawthorne

when there was wood enough in the forests to keep people warm without their digging into the bowels of the earth for coal.

      It is a winter’s day when we take our peep into the schoolroom. See what great logs of wood have been rolled into the fireplace, and what a broad, bright blaze goes leaping up the chimney! And every few moments a vast cloud of smoke is puffed into the room, which sails slowly over the heads of the scholars, until it gradually settles upon the walls and ceiling. They are blackened with the smoke of many years already.

      Next look at our old historic chair! It is placed, you perceive, in the most comfortable part of the room, where the generous glow of the fire is sufficiently felt without being too intensely hot. How stately the old chair looks, as if it remembered its many famous occupants, but yet were conscious that a greater man is sitting in it now! Do you see the venerable schoolmaster, severe in aspect, with a black skullcap on his head, like an ancient Puritan, and the snow of his white beard drifting down to his very girdle? What boy would dare to play; or whisper, or even glance aside from his book; while Master Cheever is on the lookout behind his spectacles? For such offenders, if any such there be, a rod of birch is hanging over the fireplace, and a heavy ferule lies on the master’s desk.

      And now school is begun. What a murmur of multitudinous tongues, like the whispering leaves of a wind-stirred oak, as the scholars con over their various tasks! Buzz! buzz! buzz! Amid just such a murmur has Master Cheever spent above sixty years; and long habit has made it as pleasant to him as the hum of a beehive when the insects are busy in the sunshine.

      Now a class in Latin is called to recite. Forth steps a rowel queer-looking little fellows, wearing square-skirted coats and smallclothes, with buttons at the knee. They look like so many grandfathers in their second-childhood. These lads are to be sent to Cambridge and educated for the learned professions. Old Master Cheever had lived so long, and seen so many generations of schoolboys grow up to be men, that now he can almost prophesy what sort of a man each boy will be. One urchin shall hereafter be a doctor, and administer pills and potions, and stalk gravely through life, perfumed with assafoetida. Another shall wrangle at the bar, and fight his way to wealth and honors and, in his declining age, shall be a worshipful member of his Majesty’s council. A third-and he is the master’s favorite — shall be a worthy successor to the old Puritan ministers now in their graves; he shall preach with great unction and effect, and leave volumes of sermons, in print and manuscript, for the benefit of future generations.

      But, as they are merely schoolboys now, their business is to construe Virgil. Poor Virgil! whose verses, which he took so much pains to polish, have been misscanned, and misparsed, and misinterpreted by so many generations of idle schoolboys. There, sit down, ye Latinists. Two or three of you, I fear, are doomed to feel the master’s ferule.

      Next comes a class in arithmetic. These boys are to be the merchants, shopkeepers, and mechanics of a future period. Hitherto they have traded only in marbles and apples. Hereafter some will send vessels to England for broadcloths and all sorts of manufactured wares, and to the West Indies for sugar, and rum, and coffee. Others will stand behind counters, and measure tape, and ribbon, and cambric by the yard. Others will upheave the blacksmith’s hammer, or drive the plane over the carpenter’s bench, or take the lapstone and the awl and learn the trade of shoemaking. Many will follow the sea, and become bold, rough sea-captains.

      This class of boys, in short, must supply the world with those active, skilful hands, and clear, sagacious heads, without which the affairs of life would be thrown into confusion by the theories of studious and visionary men. Wherefore, teach them their multiplication-table, good Master Cheever, and whip them well when they deserve it; for much of the country’s welfare depends on these boys.

      But, alas! while, we have been thinking of other matters, Master Cheever’s watchful eye has caught two boys at play. Now we shall see awful times. The two malefactors are summoned before the master’s chair, wherein he sits with the terror of a judge upon his brow. Our old chair is now a judgment-seat. Ah, Master Cheever has taken down that terrible birch rod! Short is the trial, — the sentence quickly passed, — and now the judge prepares to execute it in person. Thwack! thwack! thwack! In these good old times, a schoolmaster’s blows were well laid on.

      See, the birch rod has lost several of its twigs, and will hardly serve for another execution. Mercy on his, what a bellowing the urchins make! My ears are almost deafened, though the clamor comes through the far length of a hundred and fifty years. There, go to your seats, poor boys; and do not cry, sweet little Alice, for they have ceased to feel the pain a long time since.

      And thus the forenoon passes away. Now it is twelve o’clock. The master looks at his great silver watch, and then, with tiresome deliberation, puts the ferule into his desk. The little multitude await the word of dismissal with almost irrepressible impatience.

      “You are dismissed,” says Master Cheever.

      The boys retire, treading softly until they have passed the threshold; but, fairly out of the schoolroom, lo, what a joyous shout! what a scampering and trampling of feet! what a sense of recovered freedom expressed in the merry uproar of all their voices! What care they for the ferule and birch rod now? Were boys created merely to study Latin and arithmetic? No; the better purposes of their being are to sport, to leap, to run, to shout, to slide upon the ice, to snowball.

      Happy boys! Enjoy your playtime now, and come again to study and to feel the birch rod and the ferule tomorrow; not till tomorrow; for to-day is Thursday lecture; and, ever since the settlement of Massachusetts, there has been no school on Thursday afternoons. Therefore sport, boys, while you may, for the morrow cometh, with the birch rod and the ferule; and after that another morrow, with troubles of its own.

      Now the master has set everything to rights, and is ready to go home to dinner. Yet he goes reluctantly. The old man has spent so much of his life in the smoky, noisy, buzzing schoolroom, that, when he has a holiday, he feels as if his place were lost and himself a stranger in the world. But forth he goes; and there stands our old chair, vacant and solitary, till good Master Cheever resumes his seat in it tomorrow morning.

      “Grandfather,” said Charley, “I wonder whether the boys did not use to upset the old chair when the schoolmaster was out.”

      “There is a tradition,” replied Grandfather, “that one of its arms was dislocated in some such manner. But I cannot believe that any schoolboy would behave so naughtily.”

      As it was now later than little Alice’s usual bedtime, Grandfather broke off his narrative, promising to talk more about Master Cheever and his scholars some other evening.

      CHAPTER IV. COTTON MATHER

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      Accordingly, the next evening, Grandfather resumed the history of his beloved chair.

      “Master Ezekiel Cheever,” said he, “died in 1707, after having taught school about seventy years. It would require a pretty good scholar in arithmetic to tell how many stripes he had inflicted, and how many birch rods he had worn out, during all that time, in his fatherly tenderness for his pupils. Almost all the great men of that period, and for many years back, had been whipped into eminence by Master Cheever. Moreover, he had written a Latin Accidence, which was used in schools more than half a century after his death; so that the good old man, even in his grave, was still the cause of trouble and stripes to idle schoolboys.”

      Grandfather proceeded to say, that, when Master Cheever died, he bequeathed the chair to the most learned man that was educated at his school, or that had ever been born in America. This was the renowned Cotton Mather, minister of the Old North Church in Boston.

      “And author of the Magnalia, Grandfather, which we sometimes see you reading,” said Laurence.

      “Yes, Laurence,” replied Grandfather. “The Magnalia is a strange, pedantic history, in which true events and real personages move before