David J. Kent

“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.

Lincoln took a scientific approach to military strategy. The Anaconda plan’s focus was on securing the coastlines and the Mississippi River. Recognizing New Orleans as the hub of the cotton trade and commerce, Lincoln saw it as the first port to be targeted for blockade. He also hoped to block southern ship traffic from Charleston, South Carolina to cut off Confederate attempts to woo Great Britain and France to their side. Helping him make this happen was Alexander Dallas Bache and the Coast Survey. The Coast Survey had been authorized by Thomas Jefferson, and Bache, who was Benjamin Franklin’s great-grandson, was quick to send nautical charts of the Chesapeake Bay to Lincoln. He also forwarded two terrestrial maps produced by the Survey that had far-reaching influence on Lincoln’s decisions on emancipation and military strategy.

The first map was of the state of Virginia. A relatively new technique of color-coded shading was used to show the percentage of enslaved population in each county based on the 1860 census. The darker shaded counties reflecting higher percentages of enslaved persons were primarily in the tidewater region and toward the southern part of the state. The mountainous western counties held only small percentages of enslaved. That told Lincoln the western counties were less likely to support the insurrection, and indeed, those counties rejoined the Union as the new state of West Virginia.

The second map showed the entire slaveholding portion of the country. Lincoln quickly recognized that the four “border” states—Missouri, Kentucky, Maryland, and Delaware—had relatively few slaves in most of their counties. That fact helped inform Lincoln’s strategies to retain the border states in the Union, including proposals for gradual compensated emancipation in an effort to stimulate the process of freeing the enslaved. The map also clearly showed that eastern Tennessee had relatively few slaves, which again allowed him to target that region for initial military and diplomatic forays in the hope many of the residents would retain their Union sentiments. Also clear was that the highest densities of enslaved populations were in the cotton belt of the deep South and along the Mississippi River borders of Louisiana, Mississippi, and Arkansas, where over 90 percent of the populations of some counties were enslaved. The map reinforced the importance of capturing New Orleans to cut off the main supply and transport line for the Confederate economy. Controlling the Mississippi was the key to the war, which “could never be brought to a close until that key is in our pocket.” It also reinforced the belief that the deep South was so dependent on slavery it would never willingly give it up. Lincoln found this second map especially fascinating, according to Francis Carpenter, who spent six months at the White House preparing his famous painting, “First Reading of the Emancipation Proclamation by President Lincoln.” Carpenter added the southern slavery map to the lower right corner of his painting, reflecting its significance to the decision-making process.

But there is more…much more!

[Adapted from my book, The Fire of Genius, coming from Rowman & Littlefield in 2022]

David J. Kent is President of the Lincoln Group of DC and the author of Lincoln: The Man Who Saved America, in Barnes and Noble stores now. His previous books include Tesla: The Wizard of Electricity and Edison: The Inventor of the Modern World and two specialty e-books: Nikola Tesla: Renewable Energy Ahead of Its Time and Abraham Lincoln and Nikola Tesla: Connected by Fate.

Check out my Goodreads author page. While you’re at it, “Like” my Facebook author page for more updates!

On June 23, 1854, Abraham Lincoln draws on his account at the Illinois Central Railroad. The ICRR had been a repeat source of work for the Lincoln, who had been focusing on his legal career after being relegated to the sidelines politically. He would not be in an elected position for eleven years. He did a variety of work for several railroads, but the ICRR by far was the most prolific and profitable. Still, he wasn’t making much money per case.

In this particular letter, Lincoln writes the ICRR attorney Mason Brayman in Chicago to indicate that he is collecting payment for a slew of small cases done for the railroad. He writes:

This is the last day of court here, and being about to leave, I have drawn on the I.C. R R Co or rather on you on their account, for $100, which the McLean County Bank have negociated for me. I have directed them to have the draft presented to you. Will you please see that it shall be honored?

The reason I have taken this liberty is, that since last fall, by your request I have declined all new business against the road, and out of which I suppose I could have realized several hundred dollars; have attended, both at DeWitt and here to a great variety of little business for the Co, most of which, however, remains unfinished, and have received nothing. I wish now to be charged with this sum, to be taken into account on settlement. Truly Yours &c A. LINCOLN

P.S. The draft is in favor of Mr. Pardee, who is Cashier of the Bank.

The other key element of the above letter is that he gave up opportunities to make money from individuals suing the ICRR. There were other cases in which Lincoln did work against the railroad, but these were outside of the retainer agreement.

And then there was the time that Lincoln sued the ICRR railroad directly for the sum of $5000. [Click on the link for that story]

Overall, railroad cases made up only four percent of Lincoln’s caseload overall, about 160 cases, but they were some of the most lucrative of his career. He tried cases for or against fourteen separate railroad companies, with some railroad names changing as lines merged or were replaced. Some of these cases set important precedents, both for railroad rights and worker rights. He would also be instrumental in the final determination of the transcontinental railroad route.

I look more at Lincoln’s work for, and against, the railroads in my forthcoming book, due out in 2022.

David J. Kent is an avid science traveler and the author of Lincoln: The Man Who Saved America, in Barnes and Noble stores now. His previous books include Tesla: The Wizard of Electricity and Edison: The Inventor of the Modern World and two specialty e-books: Nikola Tesla: Renewable Energy Ahead of Its Time and Abraham Lincoln and Nikola Tesla: Connected by Fate.

Check out my Goodreads author page. While you’re at it, “Like” my Facebook author page for more updates!