This was something new. They marched into the big room and sat down in blocks of seats assigned to each class: they sat with a seat between each of them. In a moment the door of the principal’s office on the left—where little boys were beaten—was opened, and the principal came out. He walked around the corner of the big room and stepped softly up on the platform. He began to talk.
He was a new principal. Young Armstrong, who had smelled the flower so delicately, and who had visited Daisy, and who once had almost beaten Eugene because of the smutty rhymes, was gone. The new principal was older. He was about thirty-eight years old. He was a strong rather heavy man a little under six feet tall; he was one of a large family who had grown up on a Tennessee farm. His father was poor but he had helped his children to get an education. All this Eugene knew already, because the principal made long talks to them in the morning and said he had never had their advantages. He pointed to himself with some pride. And he urged the little boys, playfully but earnestly, to “be not like dumb driven cattle, be a hero in the strife.” That was poetry, Longfellow.
The principal had thick powerful shoulders; clumsy white arms, knotted with big awkward country muscles. Eugene had seen him once hoeing in the schoolyard; each of them had been given a plant to set out. He got those muscles on the farm. The boys said he beat very hard. He walked with a clumsy stealthy tread—awkward and comical enough, it is true, but he could be up at a boy’s back before you knew it. Otto Krause called him Creeping Jesus. The name stuck, among the tough crowd. Eugene was a little shocked by it.
The principal had a white face of waxen transparency, with deep flat cheeks like the Pentlands, a pallid nose, a trifle deeper in its color than his face, and a thin slightly-bowed mouth. His hair was coarse, black, and thick, but he never let it grow too long. He had short dry hands, strong, and always coated deeply with chalk. When he passed near by, Eugene got the odor of chalk and of the schoolhouse: his heart grew cold with excitement and fear. The sanctity of chalk and school hovered about the man’s flesh. He was the one who could touch without being touched, beat without being beaten. Eugene had terrible fantasies of resistance, shuddering with horror as he thought of the awful consequences of fighting back: something like God’s fist in lighting. Then he looked around cautiously to see if anyone had noticed.
The principal’s name was Leonard. He made long speeches to the children every morning, after a ten-minute prayer. He had a high sonorous countrified voice which often trailed off in a comical drawl; he got lost very easily in revery, would pause in the middle of a sentence, gaze absently off with his mouth half-open and an expression of stupefaction on his face, and return presently to the business before him, his mind still loose, with witless distracted laugh.
He talked to the children aimlessly, pompously, dully for twenty minutes every morning: the teachers yawned carefully behind their hands, the students made furtive drawings, or passed notes. He spoke to them of “the higher life” and of “the things of the mind.” He assured them that they were the leaders of tomorrow and the hope of the world. Then he quoted Longfellow.
He was a good man, a dull man, a man of honor. He had a broad streak of coarse earthy brutality in him. He loved a farm better than anything in the world except a school. He had rented a big dilapidated house in a grove of lordly oaks on the outskirts of town: he lived there with his wife and his two children. He had a cow—he was never without a cow: he would go out at night and morning to milk her, laughing his vacant silly laugh, and giving her a good smacking kick in the belly to make her come round into position.
He was a heavy-handed master. He put down rebellion with good cornfield violence. If a boy was impudent to him he would rip him powerfully from his seat, drag his wriggling figure into his office, breathing stertorously as he walked along at his clumsy rapid gait, and saying roundly, in tones of scathing contempt: “Why, you young upstart, we’ll just see who’s master here. I’ll just show you, my sonny, if I’m to be dictated to by every two-by-four whippersnapper who comes along.” And once within the office, with the glazed door shut, he published the stern warning of his justice by the loud exertion of his breathing, the cutting swish of his rattan, and the yowls of pain and terror that he exacted from his captive.
He had called the school together that day to command it to write him a composition. The children sat, staring dumbly up at him as he made a rambling explanation of what he wanted. Finally he announced a prize. He would give five dollars from his own pocket to the student who wrote the best paper. That aroused them. There was a rustle of interest.
They were to write a paper on the meaning of a French picture called The Song of the Lark. It represented a French peasant girl, barefooted, with a sickle in one hand, and with face upturned in the morning-light of the fields as she listened to the birdsong. They were asked to describe what they saw in the expression of the girl’s face. They were asked to tell what the picture meant to them. It had been reproduced in one of their readers. A larger print was now hung up on the platform for their inspection. Sheets of yellow paper were
