The mind of an uneducated man, however strong in itself, is like an army of undisciplined men--a crowd of chaotic, shapeless, and often misdirected elements. To bring these into proper subjection--to enable him to bind them, with anything like their native force, to a given purpose--a prescribed "training" is necessary; and it is this which education supplies. If you can give a mind the _habit of attention_, all the power it has will be made available: and it is through this faculty, that even dull minds are so frequently able to mount the car of triumph, and ride swiftly past so many, who are immeasurably their superiors. The first element of the discipline which develops this power, is submission to control; and without such subordination, a school can not exist. Thus, the first lesson that children learn from the schoolmaster, is the most valuable acquisition they can make. But it was no easy task to teach this principle to the sturdy children of the early Western "settler;" in this, as in all other things, the difficulty of the labor was in exact proportion to its necessity. The peculiarities of the people, and the state of the country, were not favorable to the establishment of the limited monarchy, requisite to successful teaching. In the first place, the parents very generally undervalued, what they called "mere book-learning." For themselves, they had found more use for a rifle than a pen; and they naturally thought it a much more valuable accomplishment, to be able to scalp a squirrel with a bullet, at a hundred paces, than to read the natural history of the animal in the "picture-book." They were enthusiastic, also, upon the subject of independence; and, though they could control their children sternly enough at home, they were apt to look, with a jealous eye, upon any attempt to establish dominion elsewhere. The children partook largely of the free, wild spirit of their fathers. They were very prompt to resist anything like encroachment upon their privileges or rights, and were, of course, pretty certain to consider even salutary control an attempt to assert a despotism. I believe history contains no record, whatever the annals of fiction may display, of a boy, with much spirit, submitting without a murmur to the authority of the schoolmaster: if such a prodigy of enlightened humility ever existed, he certainly did not live in the west. But a more important difficulty than either of these, was the almost entire want of money in the country; and without this there was but little encouragement for the effort to overcome other obstacles. Money _may_ be only a _representative_ of value, but its absence operates marvellously like the want of the value itself, and the primitive people of those days, and especially that class to which the schoolmaster belonged, had a habit, however illogical, of considering it a desirable commodity, _per se_.