horses, learned to milk and chop kindling. He recalls that his principal objection to such work was that it was always interrupting some interesting occupation he had discovered for himself in the shop. He liked to handle tools, to make something. The chores were an endless repetition of the same task, with no concrete object created.
In the winter he went to the district school, walking two miles and back every day through the snow, and enjoying it. He did not care for school especially, although he got fair marks in his studies, and was given to helping other boys "get their problems." Arithmetic was easy for him. His mind was already developing its mechanical trend.
"I always stood well with the teacher," he says with a twinkle. "I found things ran more smoothly that way." He was not the boy to create unnecessary friction in his human relations, finding it as wasteful of energy there as it would have been in any of the mechanical contrivances he made. He "got along pretty well" with everyone, until the time came to fight, and then he fought, hard and quick.
Under his leadership, for he was popular with the other boys, the Greenfield school saw strange things done. Henry liked to play as well as any boy, but somehow in his thrifty ancestry there had been developed a strong desire to have something to show for time spent. Swimming, skat-
