[Sidenote: Spit-balls]
The effective treatment for such a case was adopted by George Levenson,
who taught a school in the same neighborhood and met the same problem.
In his case the offender was a fiery young Irishman, Tim McCarthy, who
had an uncontrolled sense of humor which delighted in breaking up school
sessions with all sorts of mischief.
He was amusing himself one day by hitting his chum, Jim McClure, on the
ear with spit-balls. Mr. Levenson caught him throwing one, and told him
to go out into the hall.
“Go yourself!” sang out Tim, who was in a very cocky and exultant humor
that day.
“Tim, will you go at once into the hall? I don’t want to make you do
it.”
“I should say you don’t want to make me do it. If you try I’ll wipe up
the floor with ye, and there’ll be nothing but a grease-spot left.”
“I don’t intend to make you do it, now. You have committed a very
serious offense, Tim. I shall have to leave it to the authorities to
settle.”
“What is that ‘serious offense’?” demanded Tim.
“You threatened me. Of course I know I could whip you if I wanted to,
but I am here to teach school, not to fight. I don’t know what Mr.
Pearson will do; I shall have to report it to him.”
“You’d better not!” Tim muttered; but he was visibly impressed, and
threw no more spit-balls.
That night Mr. Levenson called on the district superintendent and had a
confidential talk with him. The superintendent was a clever man and knew
just what was needed. He spent a half of each day in the school and kept
a firm hand on discipline.
[Sidenote: A Striking Incident]
In the conversation that followed Mr. Pearson narrated a similar
incident in his early experience. After the offenses became numerous he
decided to call in the county superintendent. “In the conversation on
the telephone with Mr. Aldrich I asked him to come; in conclusion I
said,
“‘And by the way, you and the sheriff are good friends, aren’t you? Why
not bring him along with you? It would clinch matters.’
“‘Capital. Depend upon us if I can find him. If I can’t, it may be day
after tomorrow when we come.’
“They came the next day, however. When Mr. Aldrich’s familiar Ford drew
up before the schoolhouse there was a flutter of excitement among the
pupils, and when a second man followed him it became intense. They
entered, warmed themselves, and then Mr. Aldrich turned to me.
“‘I understand that you have a pupil who has threatened your person and
your authority here,’ he said. ‘Which boy is it, and what is his name?’
“Fred was pointed out. He had quite ceased to be a hero, and his face
was almost white. Very impressively Mr. Aldrich inquired the details of
the incident from the teacher, securing corroboration from Fred and
other pupils. The sheriff stood by like an avenging spirit.
“‘I wonder if you realize, my boy, that you committed an offense
punishable by law in threatening Mr. Pearson? As long as you attend this
school you are absolutely under his direction, and you must do as he
says if we have to call the state superintendent up here. However, this
is your first offense, I believe. Have you anything to say for
yourself?’
“‘I didn’t mean no harm,’ Fred parried.
“‘Yes, you did mean harm, but the point is you can’t _do harm_. The
whole state will prevent your _doing_ harm, but something’s going to
happen if you ever make any such threats again. What do you say,
Sheriff?’
“The sheriff considered gravely, cleared his throat, and finally
suggested that the young man be put on probation. This, after more
consideration, was agreed upon, and the subdued and puzzled Fred was
left in peace and to the digestion of several new ideas, chief of which
was the idea that a teacher does not depend upon unsupported authority
in his requirements.”
Mr. Pearson went on to say that he saw the complete folly of such a way
of dealing with the case.
[Sidenote: A Better Method]
“I have told you this story to show you how not to proceed with this
boy. I think you have made a mistake in not getting Tim tied up to you
in some way. Leave him to me. We’ll see what can be done.”
The superintendent met Tim the next morning early. The following
interview occurred:
“Tim, I’ve been looking over the batting averages made in our league
games. I see you stand next to the head of the list. I’m mighty proud of
this.”
“I’m glad I done it, Mr. Pearson. I wish I could ’a done better.”
“Well, Tim, you have a strong right arm. The next thing I want to do in
athletics is to get an outfit of boxing gloves. I want you boys to have
a chance to learn boxing.”
“Bully thing! Won’t we go to it, though!”
“I find that Mr. Levenson is a good hand with the gloves. He’s agreed to
coach you fellows, if the boys want to take up a new sport.”
“Well, I guess we do. I’ll see.” Tim spoke with less enthusiasm because
he would need to make some readjustments in his attitude toward Mr.
Levenson before taking boxing lessons.
In a short time Mr. Levenson was at work with the boys. The gloves
proved an effective medicine for Tim and all who chummed with him.