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Book, page 32 / 313 himself a good carpenter when he chose to work at his trade; a walnut table made by him is still preserved as part of the furniture of the church to which he belonged. [Sidenote: MS. letter from the Rev. T.V. Robertson, pastor of the Little Pigeon Baptist church.] Such a woman as Sarah Bush could not be careless of so important a matter as the education of her children, and they made the best use of the scanty opportunities the neighborhood afforded. "It was a wild region," writes Mr. Lincoln, in one of those rare bits of autobiography which he left behind him, "with many bears and other wild animals still in the woods. There were some schools so-called, but no qualification was ever required of a teacher beyond 'readin', writin', and cipherin' to the Rule of Three.' If a straggler supposed to understand Latin happened to sojourn in the neighborhood, he was looked upon as a wizard. There was absolutely nothing to excite ambition for education." But in the case of this ungainly boy there was no necessity of any external incentive. A thirst for knowledge as a means of rising in the world was innate in him. It had nothing to do with that love of science for its own sake which has been so often seen in lowly savants, who have sacrificed their lives to the pure desire of knowing the works of God. All the little learning he ever acquired he seized as a tool to better his condition. He learned his letters that he might read books and see how men in the great world outside of his woods had borne themselves in the fight for which he longed. He learned to write, first, that he might have an accomplishment his playmates had not; then that he might help his elders by writing their letters, and enjoy the feeling of usefulness which this gave him; and finally that he might copy what struck him in his reading and thus make it his own for future use. He learned to cipher certainly from no love of mathematics, but because it might come in play in some more congenial business than the farm-work which bounded the horizon of his contemporaries. Had it not been for that interior spur which kept his clear spirit at its task, his schools could have done little for him; for, counting his attendance under Riney and Hazel in Kentucky, and under Dorsey, Crawford, and Swaney in Indiana, it amounted to less than a year in all. The schools were much alike. They were held in deserted cabins of round logs, with earthen floors, and small holes for windows, sometimes illuminated by as much
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