or clever; for then they would nudge each other and giggle.
No doubt it was a surprise to the parents to see how well the children conducted themselves throughout the examination. But Sexton Blackie was a remarkable man. He could make them do almost anything.
As for Jan of Ruffluck, he was beginning to feel embarrassed and troubled. He no longer knew whether it was his own little girl who sat there or somebody else's. Of a sudden he left his place among the School Commissioners and moved nearer the door.
At last the teacher was done examining the older pupils. Now came the turn of the little ones, those who had barely learnt their letters. They had not acquired any vast store of learning, to be sure, but a few questions had to be put to them, also. Besides, they were to give some account of the Story of the Creation.
First they were asked to tell who it was that created the world. That they knew of course. And then, unhappily, the teacher asked them if they knew of any other name for God.
Now all the little A-B-C-ers were stumped! Their cheeks grew hot and the skin on their foreheads was drawn into puckers, but they could not for the life of them think out the answer to such a profound question.
Among the larger children, over on the right, there was a general waving of hands, and whispering and tittering; but the eight small beginners held their mouths shut tight and not a sound came from them. Glory Goldie was as mum as the rest.
"There is a prayer which we repeat every day," said the teacher.
"What do we call God there?"
Now Glory Goldie had it! She knew the teacher wanted them to say they called God Father—and raised her hand.
"What do we call God, Glory Goldie?" he asked.
Glory Goldie jumped to her feet, her cheeks aflame, her little yellow pigtail of a braid pointing straight out from her neck.
"We call him Jan," she answered in a high, penetrating voice.
Immediately a laugh went up from all parts of the room. The gentry, the School Board, parents and children all chuckled. Even the schoolmaster appeared to be amused.
Glory Goldie went red as a beet and her eyes filled up. The teacher rapped on the floor with the end of his pointer and shouted "Silence!" Whereupon he said a few words to explain the matter.
"It was Father Glory Goldie wanted to say, of course, but said Jan instead because her own father's name is Jan. We can't wonder at the little girl, for I hardly know of another child in the school who has so kind a father as she has. I have seen him stand outside the schoolhouse in rain and bluster, waiting for her, and I've seen him come carrying her to school through blizzards, when the snow was knee-deep in the road. So who can wonder at her saying Jan when she must name the best she knows!"
The teacher patted the little girl on the head. The people all smiled, but at the same time they were touched.
Glory Goldie sat looking down, not knowing what she should do with herself; but Jan of Ruffluck felt as happy as a king, for it had suddenly become clear to him that the little girl had been his the whole time.
THE CONTEST
It was strange about the little girl of Ruffluck and her father! They seemed to be so entirely of one mind that they could read each other's thoughts.
In Svartsjö lived another schoolmaster, who was an old soldier. He taught in an out-of-the-way corner of the parish and had no regular schoolhouse, as had the sexton; but he was greatly beloved by all children. The youngsters themselves hardly knew they went to school to him, but thought they came together just to play.
The two schoolmasters were the best of friends. But sometimes the younger teacher would try to persuade the older one to keep abreast of the times, and wanted him to go in for phonetics and other innovations. The old soldier generally regarded such things with mild tolerance. Once, however, he lost his temper.
"Just because you've got a schoolhouse you think you know it all, Blackie!" he let fly. "But I'll have you understand that my children know quite as much us yours, even if they do have only farmhouses to sit in."
"Yes, I know," returned the sexton, "and have never said anything to the contrary. I simply mean that if the children could learn a thing with less effort—"
"Well, what then?" bristled the old soldier.
The sexton knew from the old man's tone that he had offended him, and tried to smooth over the breach.
"Anyhow you make it so easy for your pupils that they never complain about their lessons."
"Maybe I make it too easy for them?" snapped the old man. "Maybe I don't teach them anything?" he shouted, striking the table with his hand.
"What on earth has come over you, Tyberg?" said the sexton. "You seem to resent everything I say."
"Well, you always come at me with so many allusions!"
Just then other people happened in, and soon all was smooth between the schoolmasters; when they parted company they were as good friends as ever. But when old man Tyberg was on his way home, the sexton's remarks kept cropping up in his mind, and now he was even angrier than before.
"Why should that strippling say I could teach the children more if I kept abreast of the times?" he muttered to himself. "He probably thinks I'm too old, though he doesn't say it in plain words." Tyberg could not get over his exasperation, and as soon as he reached home he told it all to his wife.
"Why should you mind the sexton's chatter?" said the wife. "'Youth is elastic, but age is solid,' as the saying goes. You're excellent teachers both of you."
"Little good your saying it!" he grunted. "Others will think what they like just the same."
The old man went about for days looking so glum that he quite distressed his wife.
"Can't you show them they are in the wrong?" she finally suggested.
"How show them? What do you mean?"
"I mean that if you know your pupils to be just as clever as the sexton's—"
"Of course they are!" he struck in.
"—then you must see that your pupils and his get together for a test examination."
The old man pretended not to be interested in her proposition, but all the same it caught his fancy. And some days later the sexton received a letter from him wherein he proposed that the children of both schools be allowed to test their respective merits.
The sexton was not averse to this, of course, only he wanted to have the contest held some time during the Christmas holidays, so that it could be made a festive occasion for the children.
"That was a happy conceit," thought he. "Now I shan't have to review any lessons this term."
Nor was it necessary. It was positively amazing the amount of reading and studying that went on just then in the
