There was then no Federal currency. Commerce was carried on with Spanish coin, and legal contracts were liquidated in "Spanish milled dollars." There were no postage stamps. Postmasters collected from writer or recipient ten cents for letters east of the Rocky Mountains and twenty-five cents for letters sent elsewhere. There were no envelopes. Letter paper had the fourth page unruled and was folded into an envelope, leaving the unruled page for the address. They were sealed with wax wafers. There were no matches in general use. A Kentucky flint-lock rifle hung over the mantel, and this, with powder in the pan, was used to start fires by flashing the powder against tow or fine shavings. All farmers' boys became experts with these Kentucky rifles. Squirrels were so numerous that when the corn was maturing they would ruin three or four rows of corn next the fence. Partly to procure fresh meat and partly to protect the corn, it was our business to destroy these squirrels. I remember one Saturday I killed over sixty squirrels. Carpenters learned their trade by five years' unpaid apprenticeship. A carpenter's chest of tools cost one hundred and twenty-five dollars, and contained approximately one hundred implements. My father provided me with a carpenter's bench and tools and, without serving an apprenticeship, I became an expert carpenter, repairing farm tools and making furniture, as well as toys for the children. I was put to work "dropping corn" when not over eight years old and, later, hoeing and cultivating, as were all the children of my time. We were healthy and strong. Few children wore glasses and few had bad teeth. I first went to school about 1840, when I was six. The school was a log house with a puncheon floor. Benches for the smaller scholars were saw-mill slabs, with four legs, without backs. The older boys had their bench facing the wall, with a broad plank on which to write fastened on pins in the logs. School teachers, employed by the farmers, "boarded around" for a week or two at a time with the parents. These schoolmasters were almost invariably Irish, and governed entirely by fear, punishing cruelly. Of course, the children became stupid, uninterested, and learned slowly. We were made to sit on the bench eight hours a day, holding a book in our hands, whether studying or not. Hearing of the New England method of "moral suasion," my father interested his neighbors and succeeded in engaging as teacher a young man from New Hampshire. He, Charlie Naylor, told us that he had come from afar, where the teachers tried to avoid corporal punishment, and that, unless it was absolutely forced upon him, he would never whip us. He was brilliant, active and industrious, and soon won the love of his sixty scholars.