Written by
WILLIAM CHASTERSON
Chapter 1
In the beginning the schoolmaster formulated a principle. For years he tested the principle until he was satisfied of its soundness. After the testing period the schoolmaster wrote down the principle in a book and read it aloud. The principle was perfect. The schoolmaster was filled with joy every time he read and meditated on the beauty and perfection of the principle. He was happy. He lacked nothing but he wanted others to feel the way he felt. He wanted others to benefit from the principle and appreciate it as much as he did. “How can I introduce my principle into the world?” thought the schoolmaster. “I know. I will shape young minds. I will make sure they understand the sacred secret from a young age.” The schoolmaster decided this was the best method to ensure they lived happy lives.
The first step would be to find the right location. He scouted out various tracts of land but when he tested their quality using his principle none were good enough. Finally the schoolmaster came upon a tract of land in an isolated area. He had a good feeling about this area. He tested the land using his principle and discovered his initial belief was correct. The land passed all of the necessary conditions the principle imposed upon it. “I have found it,” reflected the schoolmaster. “This is the location where the schoolhouse will be constructed.” The schoolmaster buys the land and marks off the limits of his property.
Standing in the middle of his newly acquired property the schoolmaster opens the book and begins to read the principle. He closes the book and begins stroking his white beard while reflecting. The average person perhaps would jump right in and begin construction. However the schoolmaster is not the average person. He decides to first choose his faculty. This decision was in perfect harmony with the principle. The schoolmaster set up a table and two chairs in the middle of the tract of land. When the applicants arrived the schoolmaster could always tell right away if they we’re right for the schoolhouse. Some were distracted by the unusual location selected to conduct the interview. They were dismissed immediately. “If they can not appreciate the perfection of this location,” reasoned the schoolmaster. “They will not appreciate the beauty of the principle.” During the interview process he noted the applicant’s initial reaction to the principle. The schoolmaster would then spend the majority of the interview process explaining the intricacies of the principle and answering questions. At the end of each interview he shook hands with the applicant and told them he would contact them after the entire interview process was completed. The schoolmaster already knew however whether or not he had found his faculty member. The decision was absolute. It was determined by the principle. After the necessary period of time the schoolmaster contacted all of the candidates and hired twelve teachers, the school principal, and the supporting staff. Afterward he looked over his faculty and sensed his emotions being stirred. The schoolmaster couldn’t stop himself from smiling joyously.
Now that his faculty was chosen the schoolmaster decided the next step was to hire an architect. From this point on his faculty would be present to witness every step of the building process. They were there when he interviewed hundreds of architects and finally made his choice. The architects that were rejected didn’t understand the importance of the principle. They always asked for more details on what exactly the schoolmaster wanted. But after having the principle explained to him once the architect that was chosen had no follow up questions. He knew exactly what was required by the principle. The faculty observed this and agreed that he was the perfect architect for this particular project. He swiftly but thoroughly drew up the blue print. The speed in which the plans were designed was not out of haste but rather out of a sense of certainty in what was required. The plans were approved and construction began on schedule. The schoolmaster, architect and faculty were present every day of construction. Everyone observed how in sync the blueprint was with the principle. Some days the architect would leave the blueprint at home and work directly from the book that he had borrowed from the schoolmaster. Finally the work was completed and a single story wooden schoolhouse painted white with green trim stood erect in the middle of the isolated tract of land. The faculty along with the architect and his workers slowly walked around and throughout the structure. Finally they all congregated around the schoolmaster. A spontaneous burst of applause and joyful shouting rang out across the land, the like of which had never been heard before.
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William Chasterson 