"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."
"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 a.s.sociates 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 compa.s.s, the two princ.i.p.al 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.
"a.s.sisted 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 compa.s.s, 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.
"Whose daughter was she, then?"
"She was Powhattan"s daughter; and her father was going to kill Captain Smith."
"No, she was not Powhattan"s daughter; I tell you that Opechancanough was her father," rejoined the other with some warmth.
"And I tell you that Powhattan was her father, and Opechancanough was her uncle. If you can"t recite history more correctly than that you had better keep still. Anybody knows that Pocahontas was the daughter of Powhattan; and he was the greatest Indian chief in Virginia."
"And you are a conceited, ignorant fellow, to suppose that n.o.body knows anything but yourself."
And so the dispute became more heated, until both parties were greatly excited; whereupon a listening school-mate called out:
"Leave it to George; he will settle it."
"Agreed!" responded one.
"Agreed!" shouted the other.
And George was called in to settle the controversy, both parties acquiescing in his decision.
George often acted as umpire among the boys in Mr. Williams" school.
Sometimes, as in the above instance, both parties chose him for umpire.
Their confidence in his word and judgment led them to submit cases of trial or controversy to him, whether relating to studies or games. Many disputes were thus brought to a speedy termination by his discriminating and candid judgment.
Mr. Weems says of him at this time:
"He carried with him his virtues, his zeal for unblemished character, his love of truth and detestation of whatever was false and base. A gilt chariot with richest robes and liveried servants could not have befriended him so well; for, in a short time, so completely had his virtues secured the love and confidence of the boys, his _word_ was just as current among them as a _law_. A very aged gentleman, formerly a school-mate of his, has often a.s.sured me that nothing was more common, when the boys were in high dispute about a question of fact, than for some little shaver among the mimic heroes, to call out:
""Well, boys, George Washington was there; George Washington was there; he knows all about it; and if he don"t say it was so, why, then we will give it up."
""Done," exclaimed the adverse party.
"Then away they would run to hunt for George. Soon as his verdict was heard, the difficulty was settled, and all hands would return to play again."
Another biographer, Mrs. Kirkland, says, "It is recorded of his school days that he was always head boy; and whether this report be authentic or not, we can easily imagine the case to have been so, not exclusively by means of scholarship, perhaps, but by the aid of certain other qualities, very powerful in school as elsewhere, and which he so exhibited in after life. His probity, courage, ability and high sense of justice were probably evident, even then, for there is every reason to believe their foundations were laid very early. The boys would, therefore, respect him, and choose him for an umpire in their little troubles, as they are said to have done.... He was famous for hindering quarrels, and perhaps his early taste for military manoeuvers was only an accidental form of that love of mathematical combinations (the marked trait of Napoleon"s earlier years) and the tendency to order, promptness and thoroughness, which characterized him so strikingly in after life.
The good soldier is by no means a man with a special disposition to fight."
George was such an example of order, neatness, thorough scholarship and exact behavior in Mr. Williams" school that we shall devote the next chapter to these qualities.
IV.
METHOD AND THOROUGHNESS.
"These are finely done," remarked Lawrence Washington to George, after an examination of the maps, copy-books, and writing-books, which George brought with him from Mr. Williams" school. "It would be difficult for any one to excel them."
"It takes considerable time to do them," remarked George.
"It takes time to do anything _well_," responded Lawrence, "but the habit is worth everything to you."
"That is what Mr. Williams says," answered George. "He talks to the boys often about doing things well."
"And no matter what it is that a boy is doing, if it is nothing more than chopping wood, it pays to do it as well as he can," added Lawrence.
"Mr. Williams is an excellent teacher."
"I think so," responded George. "He makes everything so plain that we can understand him; and he makes us feel that we shall need all we learn most when we become men."
"Well, if you learn that last lesson thoroughly it will be of great service to you every day," remarked Lawrence. "Many boys never stop to think that they will soon be men, and so they are not fitted for the duties of manhood when it comes."
"Mr. Williams talks much about method in study and work," continued George. "He says that many persons accomplish little or nothing in life because they are neither systematic nor thorough in what they do. "A place for everything and everything in its place," is one of his frequent remarks."
"And you must have produced these maps and copy-books under that rule,"
suggested Lawrence. "They are as excellent in orderly arrangement as they are in neatness."
George spent his vacation with Lawrence, who really had charge of his education after Mr. Washington died. Lawrence married the daughter of William Fairfax three months after the death of his father, and settled on the plantation which his father bequeathed to him, near Hunting Creek, and to which Lawrence gave the name of Mount Vernon, in honor of Admiral Vernon, under whom he did military service in the West Indies, and for whom he cherished profound respect.