Part 13 (1/2)
”Be sure, then, if your aim is happiness, to bring down, at all hazards, your style of living, and your responsibilities of business, to such a point that you shall easily be able to reach it. Do this, I say, at all hazards. If you cannot have money enough for your purpose in a house with two rooms, take a house with one. It is your only chance for happiness. For there is such a thing as happiness in a single room, with plain furniture and simple fare; but there is no such thing as happiness with responsibilities which cannot be met, and debts increasing without any prospect of their discharge.”
”After I had earned my first thousand dollars by the hardest kind of work,” said Commodore Vanderbilt, ”I felt richer and happier than when I had my first million. I was out of debt, every dollar was honestly mine, and I saw my way to success.”
CHAPTER XXII
A SOUND MIND IN A SOUND BODY.
Gibons, the historian, says: ”Every person has two educations--one which he receives from others, and one, the most important, which he gives to himself.”
”The best part of every man's education,” said Sir Walter Scott, ”is that which he gives to himself.” The late Sir Benjamin Brodie delighted to remember this saying, and he used to congratulate himself on the fact that professionally he was self-taught. But this is necessarily the case with all men who have acquired distinction in letters, science, or art. The education received at school or college is but a beginning, and is valuable mainly inasmuch as it trains the mind and habituates it to continuous application and study. That which is put into us by others is always far less ours than that which we acquire by our own diligent and persevering effort.
Knowledge conquered by labor becomes a possession--a property entirely our own. A greater vividness and permanency of impression is secured; and facts thus acquired become registered in the mind in a way that mere imparted information can never effect. This kind of self-culture also calls forth power and cultivates strength. The solution of one problem helps the mastery of another; and thus knowledge is carried into faculty. Our own active effort is the essential thing; and no facilities, no books, no teachers, no amount of lessons learnt by rote, will enable us to dispense with it.
The best teachers have been the readiest to recognize the importance of self-culture, and of stimulating the student to acquire knowledge by the active exercise of his own faculties. They have relied more upon _training_ than upon _telling_, and sought to make their pupils themselves active parties to the work in which they were engaged; thus making teaching something far higher than the mere pa.s.sive reception of the sc.r.a.ps and details of knowledge. This was the spirit in which the great Dr. Arnold worked; he strove to teach his pupils to rely upon themselves, and develop their powers by their own active efforts, himself merely guiding, directing, stimulating, and encouraging them. ”I would far rather,” he said, ”send a boy to Van Diemen's Laud, where he must work for his bread, than send him to Oxford to live in luxury, without any desire in his mind to avail himself of his advantages.” ”If there be one thing on earth,” he observed on another occasion, ”which is truly admirable, it is to see G.o.d's wisdom blessing an inferiority of natural powers, when they have been honestly, truly, and zealously cultivated.” Speaking of a pupil of this character, he said, ”I would stand to that man hat in hand.” Once at Laleham, when teaching a rather dull boy, Arnold spoke somewhat sharply to him, on which the pupil looked up in his face and said, ”Why do you speak angrily, sir? _indeed_, I am doing the best I can.” Years afterward, Arnold used to tell the story to his children, and added, ”I never felt so much ashamed in my life--that look and that speech I have never forgotten.”
From the numerous instances already cited of men of humble station who have risen to distinction in science and literature, it will be obvious that labor is by no means incompatible with the highest intellectual culture. Work in moderation is healthy as well as agreeable to the human const.i.tution. Work educates the body, as study educates the mind; and that is the best state of society in which there is some work for every man's leisure, and some leisure for every man's work. Even the leisure cla.s.ses are in a measure compelled to work, sometimes as a relief from _ennui_, but in most cases to gratify and instinct which they cannot resist. Some go fox-hunting in the English counties, others grouse shooting on the Scotch hills, while many wander away every summer to climb mountains in Switzerland. Hence the boating, running, cricketing, and athletic sports of the public schools in which our young men at the same time so healthfully cultivate their strength both of mind and body. It is said that the Duke of Wellington, when once looking on at the boys engaged in their sports in the playground at Eton, where he had spent many of his own younger days, made the remark, ”It was there that the battle of Waterloo was won!”
Daniel Malthus urged his son when at college to be most diligent in the cultivation of knowledge, but he also enjoined him to pursue manly sports as the best means of keeping up the full working power of his mind, as well as of enjoying the pleasures of intellect.
”Every kind of knowledge,” said he, ”every acquaintance with nature and art, will amuse and strengthen your mind, and I am perfectly pleased that cricket should do the same by your arms and legs; I love to see you excel in exercises of the body, and I think myself that the better half, and so much the most agreeable part, of the pleasures of the mind is best enjoyed while one is upon one's legs.”
But a still more important use of active employment is that referred to by the great divine, Jeremy Taylor. ”Avoid idleness,” he says, ”and fill up all the s.p.a.ces of they time with severe and useful employment; for l.u.s.t easily creeps in at those emptinesses where the soul is unemployed and the body is at ease; for no easy, healthful, idle person was ever chaste, if he could be tempted; but of all employments bodily labor is the most useful, and of the greatest benefit for driving away the devil.”
Practical success in life depends more upon physical health than is generally imagined. Hodson, of Hodson's Horse, writing home to a friend in England, said, ”I believe if I get on well in India, it will be owing, physically speaking, to a sound digestion.” The capacity for continuous working in any calling must necessarily depend in a great measure upon this; and hence the necessity for attending to health, even as a means of intellectual labor. It is perhaps to the neglect of physical exercise that we find amongst students so frequent a tendency toward discontent, unhappiness, inaction, and reverie--displaying itself in contempt for real life and disgust at the beaten tracks of men--a tendency which in England has been called Byronism, and in Germany Wertherism. Dr. Channing noted the same growth in our land, which led him to make the remark, that ”too many of our young men grow up in a school of despair.” The only remedy for this green-sickness in youth is physical exercise-- action, work and bodily occupation.
The use of early labor in self-imposed mechanical employments may be ill.u.s.trated by the boyhood of Sir Isaac Newton. Though comparatively a dull scholar, he was very a.s.siduous in the use of his saw, hammer, and hatchet--”knocking and hammering in his lodging room”--making models of windmills, carriages, and machines of all sorts; and as he grew older, he took delight in making little tables and cupboards for his friends. Smeaton, Watt, and Stephenson were equally handy with tools when mere boys; and but for such kind of self-culture in their youth it is doubtful whether they would have accomplished so much in their manhood. Such was also the early training of the great inventors and mechanics described in the preceding pages, whose contrivance and intelligence were practically trained by the constant use of their hands in early life. Even where men belonging to the manual labor cla.s.s have risen above it, and become more purely intellectual laborers, they have found the advantages of their early training in their later pursuits. Elihu Burritt says he found hard labor _necessary_ to enable him to study with effect; and more than once he gave up school teaching and study, and taking to his leather ap.r.o.n again, went back to his blacksmith's forge and anvil for the health of his body and mind's sake.
The training of young men in the use of tools would at the same time that it educated them in ”common things,” teach them the use of their hands and arms, familiarize them with healthy work, exercise their faculties upon things tangible and actual, give them some practical acquaintance with mechanics, impart to them the ability of being useful, and implant in them the habit of persevering physical effort.
This is an advantage which the working cla.s.ses, strictly so called, certainly possess over the leisure cla.s.ses--that they are in early life under the necessity of applying themselves laboriously to some mechanical pursuit or other--thus acquiring manual dexterity, and the use of their physical powers. The chief disadvantage attached to the calling of the laborious cla.s.ses is, not that they are employed in physical work, but that they are too exclusively so employed, often to the neglect of their moral and intellectual faculties. While the youths of the leisure cla.s.ses, having been taught to a.s.sociate labor with servility, have shunned it, and been allowed to grow up practically ignorant, the poorer cla.s.ses, confining themselves within the circle of their laborious callings, have been allowed to grow up, in a large proportion of cases, absolutely illiterate. It seems, possible, however, to avoid both these evils by combining physical training or physical work with intellectual culture; and there are various signs abroad which seem to mark the gradual adoption of this healthier system of education.
The success of even professional men depends in no slight degree on their physical health; and a public writer has gone so far as to say that ”the greatness of our great men is quite as much a bodily affair as a mental one.” A healthy breathing apparatus is as indispensable to the successful lawyer or politician as a well-cultured intellect.
The thorough aeration of his blood by free exposure to a large breathing surface in the lungs is necessary to maintain that vital power on which the vigorous working of the brain in so large a measure depends. The lawyer has to climb the heights of his profession through close and heated courts, and the political leader has to bear the fatigue and excitement of long and anxious debates in a crowded House. Hence the lawyer in full practice and the parliamentary leader in full work are called upon to display powers of physical endurance and activity even more extraordinary than those of the intellect--such powers as have been exhibited in so remarkable a degree by Brougham, Lyndhurst and Campbell; by Peel, Graham and Palmerston--all full-chested men.
Though Sir Walter Scott, when at Edinburgh College, went by the name of ”The Greek Blockhead,” he was, notwithstanding his lameness, a remarkably healthy youth; he could spear a salmon with the best fisher on the Tweed, and ride a wild horse with any hunter in Yarrow.
When devoting himself in after life to literary pursuits, Sir Walter never lost his taste for field sports, but while writing ”Waverley”
in the morning he would in the afternoon course hares. Professor Wilson was a very athlete, as great at throwing the hammer as in his flights of eloquence and poetry; and Burns, when a youth, was remarkable chiefly for his leaping, putting, and wrestling. Some of the greatest divines were distinguished in their youth for their physical energies. Isaac Barrow, when at the Charterhouse School, was notorious for his pugilistic encounters, in which he got many a b.l.o.o.d.y nose; Andrew Fuller, when working as a farmer's lad at Soham, was chiefly famous for his skill in boxing; and Adam Clarke, when a boy, was only remarkable for the strength displayed by him in ”rolling large stones about”--the secret, possibly, of some of the power which he subsequently displayed in rolling forth large thoughts in his manhood.
While it is necessary, then, in the first place to secure this solid foundation of physical health, it must also be observed that the cultivation of the habit of mental application is quite indispensable for the education of the student. The maxim that ”labor conquers all things” holds especially true in the case of the conquest of knowledge. The road into learning is alike free to all who will give the labor and the study requisite to gather it; nor are there any difficulties so great that the student of resolute purpose may not surmount and overcome them. It was one of the characteristic expressions of Chatterton, that G.o.d had sent his creatures into the world with arms long enough to reach anything if they chose to be at the trouble. In study, as in business, energy is the great thing.
There must be ”fervet opus;” we must not only strike the iron while it is hot, but strike it till it is made hot. It is astonis.h.i.+ng how much may be accomplished in self-culture by the energetic and the persevering, who are careful to avail themselves of opportunities, and use up the fragments of spare time which the idle permit to run to waste. Thus Ferguson learnt astronomy from the heavens while wrapped in a sheepskin on the highland hills. Thus Stone learnt mathematics while working as a journeyman gardener; thus Drew studied the highest philosophy in the intervals of cobbling shoes; and thus Miller taught himself geology while working as a day laborer in a quarry.
Sir Joshua Reynolds, as we have already observed, was so earnest a believer in the force of industry that he held that all men might achieve excellence if they would but exercise the power of a.s.siduous and patient working. He held that drudgery lay on the road to genius, and that there was no limit to the proficiency of an artist except the limit of his own painstaking. He would not believe in what is called inspiration, but only in study and labor. ”Excellence,” he said, ”is never granted to man but as the reward of labor. If you have great talents, industry will improve them; if you have but moderate abilities, industry will supply their deficiency. Nothing is denied to well-directed labor; nothing is to be obtained without it.”
Sir Fowell Buxton was an equal believer in the power of study; and he entertained the modest idea that he could do as well as other men if he devoted to the pursuit double the time and labor that they did. He placed his great confidence in ordinary means and extraordinary application.
”I have known several men in my life,” says Dr. Ross, ”who may be recognized in days to come as men of genius, and they were all plodders, hard-working _intent_ men. Genius is known by its works; genius without works is a blind faith, a dumb oracle. But meritorious works are the result of time and labor, and cannot be accomplished by intention or by a wish . . . Every great work is the result of vast preparatory training. Facility comes by labor. Nothing seems easy, not even walking, that was not difficult at first. The orator whose eye flashes instantaneous fire, and whose lips pour out a flood of n.o.ble thoughts, startling by their unexpectedness and elevating by their wisdom and truth, has learned his secret by patient repet.i.tion, and after many bitter disappointments.”
Thoroughness and accuracy are two princ.i.p.al points to be aimed at in study. Francis Horner, in laying down rules for the cultivation of his mind, placed great stress upon the habit of continuous application to one subject for the sake of mastering it thoroughly; he confined himself with this object to only a few books, and resisted with the greatest firmness ”every approach to a habit of desultory reading.” The value of knowledge to any man consists, not in its quant.i.ty, but mainly in the good uses to which he can apply it. Hence a little knowledge of an exact and perfect character is always found more valuable for practical purposes than any extent of superficial learning.
It is not the quant.i.ty of study that one gets through, or the amount of reading, that makes a wise man; but the appositeness of the study to the purpose for which it is pursued; the concentration of the mind, for the time being, on the subject under consideration; and the habitual discipline by which the whole system of mental application is regulated. Abernethy was even of opinion that there was a point of saturation in his own mind, and that if he took into it something more than it could hold, it only had the effect of pus.h.i.+ng something else out. Speaking of the study of medicine, he said: ”If a man has a clear idea of what he desires to do, he will seldom fail in selecting the proper means of accomplis.h.i.+ng it.”
The most profitable study is that which is conducted with a definite aim and object. By thoroughly mastering any given branch of knowledge we render it more available for use at any moment. Hence it is not enough merely to have books, or to know where to read for information as we want it. Practical wisdom, for the purposes of life, must be carried about with us, and be ready for use at call. It is not sufficient that we have a fund laid up at home, but not a farthing in the pocket: we must carry about with us a store of the current coin of knowledge ready for exchange on all occasions, else we are comparatively helpless when the opportunity for using it occurs.