From Farm House to the White House - 912 Freedom Library

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Farm House to the White House, by William M. Thayer 28 "How would you like to go to Mr. Williams' school at Bridge's Creek, George?" his mother inquired. "Mr. Williams is an excellent teacher, I suppose, the very best there is in Virginia." "I should like it," George answered. "Can I go?" "I have been thinking of it," his mother responded. "You can live with your brother Augustine; the school is not far from his house." "Shall I go soon?" asked George. "Yes, as soon as you can get ready. You are at an age now when you must attend to the higher branches of knowledge, if ever." "What shall I study?" inquired George. "Arithmetic, of course, and I have been thinking of book-keeping and surveying, very important studies for planters and everybody else in these parts." "Then you mean I shall be a planter?" George inquired. "Yes, there is not much but a planter that you can be in this State; and a good planter may be as useful and honored as a good merchant or lawyer." "I would as soon be a planter as anything else," continued George "and I will try to make a good one." "That is the main thing," responded his mother. "Planter, merchant or lawyer, become the best there is, and you will be both prospered and honored. You have learned about all you can at Mr. Hobby's school; it is time to go up higher." "That will suit me as well as it will you," replied George. "I do not object to going up higher." "Some boys act as if they do," rejoined Mrs. Washington; "but I hope you will never belong to that class. Do the best you can in every place, and you will never be ashamed of your conduct." Within a few weeks George found himself a member of Mr. Williams' school, and a resident of his brother Augustine's family. Arithmetic and book-keeping engaged his attention at once, and, after a few months, surveying was added to his regular studies. Mr. Williams was a thorough instructor, and believed that scholars should master one branch of study before they took up another. He paid much attention to reading, spelling and penmanship, encouraging his pupils to place a high value upon these common, but fundamental, studies. "You are a good mathematician, George, and surveying will come easy to you," remarked Mr. Williams. "Surveyors will be in great demand in this country before it is many years older." "I should like to understand it," replied George, "and I mean to understand it before I have done going to school." "And the sooner you commence the study of it the better it will be for you," added Mr. Williams. "You are old enough, and sufficiently advanced to pursue it successfully. By and by you can survey the fields about here, by way of practising the art; and you will enjoy it hugely. It will be better than play."
Farm House to the White House, by William M. Thayer 29 "Better than playing soldier?" said George inquiringly, and in a tone of pleasantry. He had already organized the boys in Mr. William's school into two armies, and more than one mimic battle had been fought. "Yes, better than any sham thing," answered Mr. Williams. "It will be study and diversion together--work and play--improving mind and body at the same time." "I see, I see," responded George. "I can abandon soldiering for that." But he never did. There was too great fascination about military tactics to allow of that. He devoted himself to surveying with commendable application and rapid progress; but he continued, to some extent, the chief sport of his school-days--mimic war. George was not more than thirteen or fourteen years of age when he surveyed the land about the school-house. He was the first pupil in Mr. Williams' school who had performed such a practical piece of work, and his school-mates were deeply interested in his exploit. He ranked high as a scholar, and his manly bearing made him appear several years older than he was. He led Mr. Williams' school, as he did that of Mr. Hobby, in scholarship, behavior and physical prowess. He seemed born to lead, and his associates were content to have it so. One of his biographers speaks as follows of his first efforts at surveying: "When he had advanced so far in his study as to give him some idea of the proper use and handling of the chain and compass, the two principal instruments employed in this art, he began to put his knowledge into practice by taking surveys of the farms lying in the immediate neighborhood of his school-house. "Assisted by his school-mates, he would follow up and measure off, with the help of his long steel chain, the boundary lines between the farms, such as fences, roads, and water-courses; then those dividing the different parts of the same farm; determining at the same time, with the help of his compass, their various courses, their crooks and windings, and the angles formed at their points of meeting or intersection. This would enable him to get at the shape and size not only of each farm, but of every meadow, field and wood composing it. This done, he would make a map or drawing on paper of the land surveyed, whereon would be clearly traced the lines dividing the different parts with the name and number of acres of each attached, while on the opposite page he would write down the long and difficult tables of figures by which these results had been reached. All this he would execute with as much neatness and accuracy as if it had been left with him to decide thereby some gravely disputed land-claim." Irving says of him as a surveyor: "In this he schooled himself thoroughly; making surveys about the neighborhood, and keeping regular field-books, in which the boundaries and measurements of the fields surveyed were carefully entered, and diagrams made with a neatness and exactness, as if the whole related to important land transactions instead of being mere school exercises. Thus, in his earliest days, there was perseverance and completeness in all his undertakings. Nothing was left half done, or done in a hurried and slovenly manner. The habit of mind thus cultivated continued through life; so that however complicated his tasks and overwhelming his cares, in the arduous and hazardous situations in which he was often placed, he found time to do everything, and to do it well. He had acquired the magic of method, which of itself works wonders." One day a dispute arose between two pupils respecting a chapter of Virginia's early history--Captain Smith and Pocahontas. "She saved his life," exclaimed one. "Very true; but she was not the daughter of King Opechancanough, as you say," replied the other.
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