My ambition was to get some land. I had heard there was a forty-acre tract in Hendricks County (Indiana) yet to be entered at $1.25 per acre, and as soon as I could get $50.00 together I meant to hunt up that land and secure it. I used to dream about that land day times as well as at night. I sawed wood and cut each stick twice for twenty-five cents a cord, and enjoyed the experience, for at night I could add to my treasure. It was because my mind did not run on school work and because of my restless disposition that my mother allowed me to do this instead of compelling me to attend school, and which cut down my real schoolboy days to less than six months. It was, to say the least, a dangerous experiment and one which only a mother (who knows her child better than all others) dare take, and I will not by any means advise other mothers to adopt such a course. Then when did you get your education? the casual reader may ask. I will tell you a story. When in 1870 I wrote my first book (long since out of print), "Washington Territory West of the Cascade Mountains," and submitted the work to the Eastern public, a copy fell into the hands of Jay Cooke, who then had six power presses running advertising the Northern Pacific railroad, and he at once took up my whole edition. Mr. Cooke, whom I met, closely questioned me as to where I was educated. After having answered his many queries about my life on the frontier he would not listen to my disclaimer that I was not an educated man, referring to the work in his hand. The fact then dawned on me that it was the reading of the then current literature of the day that had taught me. I answered that the New York Tribune had educated me, as I had then been a close reader of that paper for eighteen years, and it was there I got my pure English diction, if I possessed it. We received mails only twice a month for a long time, and sometimes only once a month, and it is needless to say that all the matter in the paper was read and much of it re-read and studied in the cabin and practiced in the field. However, I do not set my face against school training, but can better express my meaning by the quaint saying that "too much of a good thing is more than enough," a phrase in a way senseless, which yet conveys a deeper meaning than the literal words express. The context will show the lack of a common school education, after all, was not entirely for want of an opportunity, but from my aversion to confinement and preference for work to study.