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“A single teacher — who was often a man or a woman incapable of teaching much, even if they imparted all they knew — would have thirty or forty scholars, male and female, from the infant learning the A B C, up to the young lady of eighteen and the boy of twenty studying the highest branches taught — the three R's. I never saw an algebra, or other mathematical work higher than the arithmetic, until after I was appointed to West Point. I then bought a work on algebra in Cincinnati; but, having no teacher, it was Greek to me.”

This schooling is unlike that of our young gentlemen preparing for Sandhurst or Woolwich, but still more unlike theirs is Grant's life out of school-hours. He has told us how regularly he attended his school, such as it was. He proceeds:

This did not exempt me from labour. In my early days, every one laboured more or less in the region where my youth was spent, and more in proportion to their private means. It was only the very poor who were exempt. While my father carried on the manufacture of leather and worked at the trade himself, he owned and tilled considerable land. I detested the trade, preferring almost any other labour; but I was fond of agriculture and of all employments in

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