But he would not be discouraged from his purpose. He had made up his mind to complete the course that the school offered; to take up the thread of his education at the point where he had dropped it more than forty years before. He had made up his mind, and it was easy to see that he was not a man to be deterred from a set purpose.

I shall not hide the fact that some of us were skeptical of the outcome. That a man of sixty-five should have a thirst for learning was not remarkable. But that a man whose life had been spent in scenes of excitement, who had been associated with deeds and events that stir the blood when we read of them to-day, a man who had lived almost every moment of his life in the open,--that such a man could settle down to the uneventful life of a student and a teacher, could shut himself up within the four walls of a classroom, could find anything to inspire and hold him in the dull presentation of facts or the dry elucidation of theories,--this seemed to be a miracle not to be expected in this realistic age. But, miracle or not, the thing actually happened. He remained nearly four years in the school, earning his living by work that he did in the intervals of study, and doing it so well that, when he graduated, he had not only his education and the diploma which stood for it, but also a bank account.

Craftsmanship in Teaching — Part 127

He lived in a little cabin by himself, for he wished to be where he would not disturb others when he sang or whistled over his work in the small hours of the night. But his meals he took at the college dormitory, where he presided at a table of young women students. Never was a man more popular with the ladies than this weather-beaten patriarch with the girls of his table. No matter how gloomy the day might be, one could always find sunshine from that quarter. No matter how grievous the troubles of work, there was always a bit of cheerful optimism from a man who had tasted almost every joy and sorrow that life had to offer. If one were in a blue funk of dejection because of failure in a class, he would lend the sympathy that came from his own rich experience in failures,--not only past but present, for some things that come easy at sixteen come hard at sixty-five, and this man who would accept no favors had to fight his way through "flunks" and "goose-eggs" like the younger members of the class. And even with it all so complete an embodiment of hope and courage and wholesome light-heartedness would be hard to find. He was an optimist because he had learned long since that anything but optimism is a crime; and learning this in early life, optimism had become a deeply seated and ineradicable prejudice in his mind. He could not have been gloomy if he had tried.

Craftsmanship in Teaching — Part 127