JOHN ERICSSON. 375 



In the industrial disturbances occasioned by the war with 

 Russia Ericsson's father lost all his property and was thrown 

 out of business. In 1811 he obtained a responsible position in 

 connection with the construction of the Gotha Canal, in which 

 he gradually rose. John in the meantime was improving in 

 the exercise of his rare talents. In the deep forests, to which 

 his father had removed, drawing tools were hard to get. He 

 had a pen and pencil. He made compasses of wood with 

 needles for the points ; contrived a drawing pen out of a pair 

 of tweezers ; and made brushes of the hairs of his mother's 

 sable cloak. With these home-made instruments he executed 

 the drawings for a pumping engine to be operated by a wind- 

 mill. 



The best use was made for the Ericsson boys of the limited 

 educational advantages which the region afforded. A govern- 

 ess was furnished them in the years 1811 and 1812. A 

 draughtsman, connected with the work on the canal, taught 

 them how to finish their drawings in a style which rivalled that 

 of engraving. They were given access to the draughtsman's 

 office of the canal company. John exhibited his first drawing 

 to the scale when eight years old, and he learned to sketch 

 maps. One of the superintending constructors of the canal 

 was engaged to teach the boys algebra and architectural 

 drawing. Another tutor " plagued them with lessons in Latin 

 grammar," from whom also John learned " chemistry and 

 many other things," he says, " of great use to me ; for in- 

 stance, how to make and mix colours for my drawings out 

 of materials bought at the druggists for a few cents." The 

 curate at Fredsberg on the Lefsang was engaged to teach 

 them French. The most distinguished mechanical draughts- 

 man in the country gave them further perfection in his art ; 

 and other instructors, drawn also from the professional men 

 engaged on the canal, taught them algebra, field drawing, 

 geometry, and English. While John was naturally disposed 

 to think and act for himself, these lessons tended to promote 

 and encourage his intellectual self-reliance. When a friend 

 spoke to him with regret of his not having been graduated 

 from some technological institute, he answered that the fact, 

 on the other hand, was very fortunate. If he had taken a 

 course at such an institution, he would have acquired such a 

 belief in authorities that he would never have been able to 



