Day: December 2, 2021

“Upon the subject of education,” Abraham Lincoln wrote in his Communication to the People of Sangamo County in 1832, “I can only say that I view it as the most important subject which we as a people can be engaged in.”

True to his word, on December 2, 1840, during his tenure in the Illinois state legislature, Lincoln offered a resolution: “That the committee on education…inquire into the expediency of providing by law for examination as to qualifications of persons offering themselves as school-teachers, that no teacher shall receive any part of the public school fund who shall not have successfully passed an examination.” This resolution is embodied in sec. 81 of common school code adopted at this session.

Up to that point, teachers on the frontier weren’t required to have any qualifications beyond “readin, writin, and cipherin’ to the Rule of Three.” The state of education on the frontier was so limited that “if a straggler supposed to understand Latin, happened to so-journ in the neighborhood, he was looked upon as a wizzard.” Even with his limited access to formal education, Lincoln quickly outclassed his occasional teachers in capability, mostly because he did what he could to “pick up from time to time under the pressure of necessity” any other education. To give him proper credit, that included teaching himself English grammar, Euclid geometry, surveying, and the law.

In fact, a closer look at Lincoln’s ciphering book (often referred to as his “sum book”) shows that Lincoln was less than forthcoming about his educational achievements, intentionally downplaying his expertise for political expediency. The ciphering book includes an additional page covering his practice with the double rule of three, a slightly more complicated skill than he suggested. There are also several fragmented pages in which he practices both simple and compound interest, and calculation of a discount rate. Based on these few entries, only a fraction of the original 100-page volume, Lincoln clearly gained more intense mathematical knowledge than suggested in his biographical sketch. Early twentieth century researcher M.L. Houser went so far as to suggest Lincoln received a “collegiate education” before he was 18 years old. Taking Lincoln at his word that he ciphered clear through Pike’s Arithmetick, with additional study in Daboll’s book, he would have covered more advanced skills such as reduction (converting unlike numbers), vulgar (simple) fractions, decimals (called decimal fractions), duodecimals, and the inverse rule of three. He likely studied square and cube roots (and their extraction), permutations, and involutions. The two books also provided instruction in practical mathematics that he would find useful in his later life as a store clerk, including gauging the volume of casks used for liquid goods, ways to calculate payments, and general bookkeeping skills. Pike’s provides information on mechanical powers of levers, an introduction to physics that Lincoln would have found useful in loading and unloading flatboats. From Daboll’s he could have learned geometrical progression, or how to determine the sum of the terms in any series of numbers increasing or decreasing by one common multiplier.

But there is so much more about Lincoln’s education that I discuss in my book, Lincoln: The Fire of Genius.