'I would not enter on my list of friendsThe man who needlessly sets foot upon a worm.'
'I would not enter on my list of friendsThe man who needlessly sets foot upon a worm.'
'I would not enter on my list of friends
The man who needlessly sets foot upon a worm.'
If the leading objects of field sports were to procure sustenance, I would not say a word. But the very termsports, implies something different. And shall we sport withlife—even that of the inferior animals? That which we cannot give, shall we presumptuously dare to take away, and as our only apology say, 'Am I not in sport?'
Besides, other amusements equally healthy, and if we are accustomed to them, equally pleasant, and much more rational, can be substituted. What they are, I have mentioned, at least in part. How a sensible man, and especially a Christian, can hunt or fish, when he would not do it, were it not for the pleasure he enjoys in the cruelty it involves;—how, above all, a wise father can recommend it to his children, or to others, I am utterly unable to conceive!
CHAPTER IV.
Improvement of the Mind.
Section I.Habit of Observation.
'Your eyes open, your thoughts close, will go safe through the world,' is a maxim which some have laid down; but it savors rather too much of selfishness. 'You may learn from others all you can, but you are to give them as little opportunity as possible for learning from you,' seems to be the language, properly interpreted. Suppose every one took the advice, and endeavored to keep his thoughts close, for fear he should either be misunderstood, or thought wanting in wisdom; what would become of the pleasures of conversation? Yet these make up a very considerable item of the happiness of human life.
I have sometimes thought with Dr. Rush, that taciturnity, though often regarded as a mark of wisdom, is rather the effect of a 'want of ideas.' The doctor mentions the taciturnity of the American Indians as a case in point. Even in civilized company, he believes that with one or two exceptions, an indisposition to join in conversation 'in nine cases out of ten, is a mark of stupidity,' and presently adds; 'Ideas, whether acquired from books or by reflection, produce aplethorain the mind, which can only be relieved by depletion from the pen or tongue.'
'Keep your eyes open,' however, is judicious advice. How many who have the eyes of their body open, keep the eyes of the soul perpetually shut up. 'Seeing, they see not.' Such persons, on arriving at the age of three or four score,maylay claim to superior wisdom on account of superior age, but their claims ought not to be admitted. A person who has the eyes both of his mind and body open, will derive more wisdom from one year's experience, than those who neglect to observe for themselves, from ten. Thus at thirty, with ten years acquaintance with men, manners and things, a personmaybe wiser than another at three times thirty, with seven times ten years of what he calls experience. Sound practical wisdom, cannot, it is true, be rapidly acquired any where but in the school of experience, but the world abounds with men who are old enough to be wise, and yet are very ignorant. Let it be your fixed resolution not to belong to this class.
But in order to have the mental eyes open, the external eyes should be active. We should, as a general rule, see what is going on around us. There are indeed seasons, occurring in the school or the closet, when abstraction is desirable; but speaking generally, we should 'keep our eyes open.'
It is hence easy to see why some men who are accounted learned, are yet in common life very great fools. Is it not because their eyes have been shut to every thing but books, and schools, and colleges, and universities?
The late Dr. Dwight was an eminent instance of keeping up an acquaintance both with books, and the world in which he lived and acted. In his walks, or wherever he happened to be, nothing could escape his eye. 'Not a bird could fly up,' says one of his students, 'but he observed it.' And he endeavored to establish the same habit of observation in others. Riding in a chaise, one day, with a student of his, who was apt to be abstracted from surrounding things, he suddenly exclaimed, almost indignant at his indifference, 'S—— keep your eyes open!' The lesson was not lost. It made a deep impression on the mind of the student. Though by no means distinguished in his class, he has outstripped many, if not the most of them, in actual and practical usefulness; and to this hour, he attributes much of his success to the foregoing circumstance.
There is a pedantry in these things, however, which is not only fulsome, but tends to defeat our very purpose. It is not quite sufficient that we merely bestow a passing glance on objects, they must strike deep. If they do not, they had better not have been seen at all; since the habit of 'seeing not,' while we appear to 'see,' has been all the while strengthening.
It cannot be denied that a person who shall take the advice I have given, may, with a portion of his fellow men, gain less credit than if he adopted a different course. There is a certain surgeon, in one of the New England States, who has acquired much popularity by reading as he travels along. Seldom or never, say his admirers, is he seen in his carriage without a book in his hand, or at his side. But such popularity is usually of a mushroom character. There may be pressing occasions which render it thedutyof a surgeon to consult his books, while in his carriage; but these occasions can never be of frequent occurrence. It is far better that he should be reading lessons from the great and open volume of nature.
Nor does it add, in any degree, to the just respect due to the wisdom of either of the Plinys, that the elder 'never travelled without a book and a portable writing desk by his side,' and that the younger read upon all occasions, whether riding, walking, or sitting.' I cannot doubt that, wise as they were in books and philosophy, they would have secured a much greater fund of practical wisdom, had they left their books and writing desks at home, and 'kept their eyes open' to surrounding objects.
There is another thing mentioned of Pliny the elder, which is equally objectionable. It is said that a person read to him during his meals. I have given my views on this point in Chapter I.
Section II.Rules for Conversation.
The bee has the art of extracting honey from every flower which contains it, even from some which are not a little nauseous or poisonous. It has also been said that the conversation of every individual, whatever may be the condition of his mind or circumstances, may be made a means of improvement. How happy would it be, then, if man possessed the skill of the bee, and knew how to extract the good, and reject the bad or useless!
Something on this subject is, indeed, known. There are rules, by the observance of which we may derive much valuable information from the conversation of those among whom we live, even though it should relate to the most ordinary subjects and concerns. And not only so, we may often devise means tochangethe conversation, either directly, by gradually introducing other topics of discourse, or indirectly, by patient attempts to enlarge and improve and elevate the minds of our associates.
Every individual has excellences; and almost every person, however ignorant, has thought upon some one subject more than many,—perhapsmost—others. Some excel in the knowledge of husbandry, some in gardening, some in mechanics, or manufactures, some in mathematics, and so on. In all your conversation, then, it will be well to ascertain as nearly as you can wherein the skill and excellence of an individual lies, and put him upon his favorite subject. Nor is this difficult. Every onewill, of his own accord, fall to talking on his favorite topic, if you will follow, and not attempt toleadhim.
Except in a few rare cases, every one wishes to be the hero of the circle where he is conversing. If, therefore, you seek to improve in the greatest possible degree, from the conversation of those among whom you may be thrown, you will suffer a companion to take his own course, and 'out of the abundance of his heart,' let his 'mouth speak.' By this means you may easily collect the worth and excellence of every one you meet with; and be able to put it together for your own use upon future occasions.
The common objections to the views here presented, are, that they encourage dissimulation. But this does not appear to me to be the fact. In suffering a person, for the space of a single conversation, to be the hero of the circle, we do not of necessity concede his superiority generally; we only help him to be useful to the company. It often happens that you are thrown among persons whom you cannot benefit by becoming the hero of the circle yourself, for they will not listen to you; and perhaps will not understand your terms, if they do. If, however, there appear to be others in the company whose object, like your own, is improvement, you might expose yourself to the just charge of being selfish, should you refuse to converse upon your own favorite topics in your turn; and thus to let the good deed go round.
Never interrupt another, but hear him out. You will understand him the better for it, and be able to give him the better answer. If you only give him an opportunity, he may say something which you have not yet heard, or explain what you did not fully understand, or even mention something which you did not expect.
There are individuals with whom you may occasionally come in contact, from whose conversation you will hardly derive much benefit at all. Such are those who use wanton, or obscene, or profane language. For, besides the almost utter hopelessness of deriving any benefit from such persons, and the pain you must inevitably suffer in hearing them, you put your own reputation at hazard. 'A man is known by the company he keeps;' take care therefore how you frequent the company of the swearer or the sensualist. Avoid, too, the known liar, for similar reasons.
If you speak in company, it is not only modest but wise to speak late; for by this means, you will be able to render your conversation more acceptable, and to weigh beforehand the importance of what you utter; and you will be less likely to violate the good old rule, 'think twice before you speak once.' Let your words be as few as will express the sense which you wish to convey, especially when strangers or men of much greater experience than yourself are present; and above all, be careful that what you say be strictlytrue.
Do not suffer your feelings to betray you into too great earnestness, or vehemence; and never be overbearing. Avoid triumphing over an antagonist, even though you might reasonably do so. You gain nothing. On the contrary, you often confirm him in his erroneous opinions. At least, you prejudice him against yourself. Zimmerman insists that we should suffer an antagonist to get the victory over us occasionally, in order to raise his respect for himself. Allfinesseof this kind, however, as Christians, I think it better to avoid.
Section III.On Books, and Study.
It may excite some surprise that books, and study, do not occupy a more conspicuous place in this work. There are several reasons for this circumstance. The first is, a wish to counteract the prevailing tendency to make too much of books as a means of forming character. The second is, because the choice of these depends more upon parents and teachers than upon the individual himself; and iftheyhave neglected to lay the foundation of a desire for mental improvement, there is less probability that any advice I may give on this subject will be serviceable, than on most others.
And yet, no young man, at any age, ought to despair of establishing such habits of body and mind as he believes would contribute to his usefulness. He hates the sight of a book perhaps; but what then? This prejudice may, in a measure, be removed. Not at once, it is true, but gradually. Not by compelling himself to read or study against his inclination; for little will be accomplished when it goes 'against the grain.' But there are means better and more effective than these; some of which I will now proceed to point out.
Let him attach himself to some respectable lyceum or debating society. Most young men are willing to attend a lyceum, occasionally; and thanks to the spirit of the times and those who have zealously labored to produce the present state of things, these institutions every where abound. Let him now and then take part in a discussion, if it be, at first, only to say a few words. The moment he can awaken an interest in almost any subject whatever, that moment he will, of necessity, seek for information in regard to it. He will seek it, not only in conversation, but in newspapers. These, if well selected, will in their turn refer him to books of travels. Gradually he will find histories, if not written in too dry a manner, sources of delight. Thus he will proceed, step by step, till he finds himself quite attached to reading of various descriptions.
There is one caution to be observed here, which is, not to read too long or too much at once. Whenever a book, or even a newspaper, begins to be irksome, let it be laid aside for the time. In this way you will return to it, at the next leisure moment, with increased pleasure.
A course not unlike that which I have been describing, faithfully and perseveringly followed, would in nine cases in ten, be successful. Indeed, I never yet knew of a single failure. One great point is, to be thoroughly convinced of its importance. No young man can reasonably expect success, unless he enters upon his work with his whole heart, and pursues it with untiring assiduity.
Of thenecessityof improvement, very few young men seem to have doubts. But there is a difficulty which many feel, which it will require no little effort to remove, because it is one of long standing, and wrought into all the arrangements of civilized society. I allude to the prevailing impression that very little can be done to improve the mind beyond a certain age, and the limit is often fixed at eighteen or twenty years. We hear it, indeed, asserted, that nothing can be done after thirty; but the general belief is that most men cannot do much after twenty: or at least that it will cost much harder effort and study.
Now, I would be the last to encourage any young person in wasting, or even undervaluing his early years; for youth is a golden period, and every moment well spent will be to the future what good seed, well planted in its season, is to the husbandman.
The truth is, that what we commonly call a course of education, is only a course which prepares a young man to educate himself. It is giving him the keys of knowledge. But who will sit down contentedly and cease to make effort, the moment he obtains the keys to the most valuable of treasures? It is strange, indeed, that we should so long have talked of finishing an education, when we have only just prepared ourselves to begin it.
If any young man at twenty, twenty-five, or thirty, finds himself ignorant, whether the fault is his own or that of others, let him not for one single moment regard his age as presenting a serious obstacle to improvement. Should these remarks meet the eye of any such individual, let me prevail with him, when I urge him to make an effort. Not a momentary effort, either; let himtake timefor his experiment. Even Rome was not built in a day; and he who thinks to build up a well regulated and highly enlightened mind in a few weeks, or even months, has yet to learn the depths of his own ignorance.
It would be easy to cite a long list of men who commenced study late in life, and yet finally became eminent; and this, too, with no instructors but themselves and their books. Some have met with signal success, who commenced after forty years of age. Indeed, no reason can be shown, why the mind may not improve as long, at least, as the body. But all experience goes to prove that with those whose habits are judicious, the physical frame does not attain perfection, in every respect, till thirty-five or forty.
It is indeed said that knowledge, if it could be acquired thus late in life, would be easily forgotten. This is true, if it be that kind of knowledge for which we have no immediate use. But if it be of a practical character, it will not fail to be remembered. Franklin was always learning, till death. And what he learned he seldom forgot, because he had an immediate use for it. I have said, it is a great point to be convinced of the importance of knowledge. I might add that it is a point of still greater consequence to feel our own ignorance. 'To know ourselves diseased, (morally) is half our cure.' To know our own ignorance is the first step to knowledge; and other things being alike, our progress in knowledge will generally be in proportion to our sense of the want of it.
The strongest plea which indolence is apt to put in, is, that we have notimefor study. Many a young man has had some sense of his own ignorance, and a corresponding thirst for knowledge, but alas! the idea was entertained that he had no time to read—no time to study—no time to think. And resting on this plea as satisfactory, he has gone down to the grave the victim not only of indolence and ignorance, but perhaps of vice;—vice, too, which he might have escaped with a little more general intelligence.
No greater mistake exists than that which so often haunts the human mind, that we cannot findtimefor things; things, too, which we have previously decided for ourselves that we ought to do. Alfred, king of England, though he performed more business than almost any of his subjects, found time for study. Franklin, in the midst of all his labors, found time to dive into the depths of philosophy, and explore an untrodden path of science. Frederick the Great, with an empire at his direction, in the midst of war, and on the eve of battles, found time to revel in all the charms of philosophy, and to feast himself on the rich viands of intellect. Bonaparte, with Europe at his disposal, with kings at his ante-chamber begging for vacant thrones, and at the head of thousands of men whose destinies were suspended on his arbitrary pleasure, had time to converse with books. Cæsar, when he had curbed the spirits of the Roman people, and was thronged with visitors from the remotest kingdoms, found time for intellectual cultivation. The late Dr. Rush, and the still later Dr. Dwight, are eminent instances of what may be done for the cultivation of the mind, in the midst of the greatest pressure of other occupation.
On this point, it may be useful to mention the results of my own observation. At no period of my life am I conscious of having made greater progress than I have sometimes done while laboring in the summer; and almost incessantly too. It is true, I read but little; yet that little was well understood and thoroughly digested. Almost all the knowledge I possess of ancient history was obtained in this way, in one year. Of course, a particular knowledge could not be expected, under such circumstances; but the general impressions and leading facts which were imbibed, will be of very great value to me, as I trust, through life. And I am acquainted with one or two similar instances.
It is true that mechanics and manufacturers, as well as men of most other occupations, find fewer leisure hours than most farmers. The latter class of people are certainly more favorably situated than any other. But it is also true that even the former, almost without exception, can command a small portion of their time every day, for the purposes of mental improvement, if they are determined on it. Few individuals can be found in the community, who have not as much leisure as I had during the summer I have mentioned. The great point is to have the necessary disposition to improve it; and a second point, of no small importance, is to have at hand, proper means of instruction. Of the latter I shall speak presently.
The reason why laboring men make such rapid progress in knowledge, in proportion to the number of hours they devote to study, appears to me obvious. The mental appetite is keen, and they devour with a relish. What little they read and understand, is thought over, and perhaps conversed upon, during the long interval; and becomes truly the property of the reader. Whereas those who make study a business, never possess a healthy appetite for knowledge; they are always cloyed, nothing is well digested; and the result of their continued effort is either a superficial or a distorted view of a great many things, without a thorough or practical understanding of any.
I do not propose, in a work of this kind, to recommend to young men what particular books on any subject they ought to study. First, because it is a matter of less importance than many others, and I cannot find room to treat of every thing.
He who has the determination to make progress, will do so, either with or without books, though these are certainly useful. But an old piece of newspaper, or a straggling leaf from some book, or an inscription on a monument, or the monument itself—and works of nature as well as of art, will be books to him. Secondly, because there is such an extensive range for selection. But, thirdly, because it may often be left to the reader's own taste and discretion. He will probably soon discover whether he is deriving solid or permanent benefit from his studies, and govern himself accordingly. Or if he have a friend at hand, who will be likely to make a judicious selection, with a proper reference to his actual progress and wants, he would do wrong not to avail himself of that friend's opinion.
I will now mention afewof the particular studies to which he who would educate himself for usefulness should direct his attention.
1. GEOGRAPHY.
As it is presumed that every one whom I address reads newspapers more or less, I must be permitted to recommend that you read them with good maps of every quarter of the world before you, and a geography and correct gazetteer at hand. When a place is mentioned, observe its situation on the map, read an account of it in the gazetteer, and a more particular description in the geography. Or if you choose to go through with the article, and get some general notions of the subject, and afterwards go back and read it a second time, in the manner proposed, to this I have no objection.
Let me insist, strongly, on the importance of this method of reading. It may seem slow at first; but believe me, you will be richly repaid in the end. Even in the lyceum, where the subject seems to demand it, and the nature of the case will admit, it ought to be required of lecturers and disputants, to explain every thing in passing, either by reference to books themselves on the spot, or by maps, apparatus, diagrams, &c; with which, it is plain, that every lyceum ought to be furnished. The more intelligent would lose nothing, while the less so, would gain much, by this practice. The expense of these things, at the present time, is so trifling, that no person, or association of persons, whose object is scientific improvement, should, by any means, dispense with them.
No science expands the mind of a young man more, at the same time that it secures his cheerful attention, than geography—I mean if pursued in the foregoing manner. Its use is so obvious that the most stupid cannot fail to see it. Much is said, I know, of differences of taste on this, as well as every other subject; but I can hardly believe that any young person can be entirely without taste for geographical knowledge. It is next to actual travels; and who does not delight in seeing new places and new objects?
2. HISTORY.
Next in order as regards both interest and importance, will be a knowledge of history, with some attention at the same time to chronology. Here, too, the starting point will be the same as in the former case. Some circumstance or event mentioned at the lyceum, or in the newspaper, will excite curiosity, and lead the way to inquiry. I think it well, however, to have but one leading science in view at a time; that is, if geography be the object, let history and almost every thing else be laid aside for that time, in order to secure, and hold fast the geographical information which is needed. After a few weeks or months, should he wish to pursue history, let the student, for some time confine himself chiefly, perhaps exclusively, to that branch.
Thenaturalorder of commencing and pursuing this branch without an instructor, and I think in schools also, is the following. For example, you take up a book, or it may be a newspaper, since these are swarming every where at the present time, and read that a person has just deceased, who was atYorktown, in Virginia, during the wholesiege, in the Americanrevolution. I am supposing here that you have already learned where Yorktown is; for geography, to some extent at least, should precede history; but if not, I would let it pass for the moment, since we cannot do every thing at once, and proceed to inquire about the siege, and revolution. If you have any books whatever, on history, within your reach, do not give up the pursuit till you have attained a measure of success. Find out,whenthesiegein questionhappened, bywhom, and byhow many thousand troopsit was carried on; andwhoandhow manythe besieged were.
He who follows out this plan, will soon find his mind reaching beyond the mere events alluded to in the newspaper, both forward and backward. As in the example already mentioned, for I cannot think of a better;—What were the consequences of this siege?—Did it help to bring about peace, and how soon?—And did the two nations ever engage in war afterward?—If so, how soon, and with what results? What became of the French troops and of the good La Fayette? This would lead to the study of French history for the last forty years. On the other hand, Where had Washington and La Fayette and Cornwallis been employed, previous to the siege of Yorktown? What battles had they fought, and with what success? What led to the quarrel between Great Britain and the United States? &c. Thus we should naturally go backward, step by step, until we should get much of modern history clustered round this single event of the siege of Yorktown. The same course should be pursued in the case of any other event, either ancient or modern. If newspapers are not thus read, they dissipate the mind, and probably do about as much harm as good.
It is deemed disgraceful—and ought to be—for any young man at this day to be ignorant of the geography and history of the country in which he lives. And yet it is no uncommon occurrence. However it argues much against the excellence of our systems of education, that almost every child should be carried apparently through a wide range of science, and over the whole material universe, and yet know nothing, or next to nothing, practically, of his own country.
3. ARITHMETIC.
No young man is excusable who is destitute of a knowledge of Arithmetic. It is probable, however, that no individual will read this book, who has not some knowledge of the fundamental branches; numeration, addition, subtraction, multiplication, and division. But with these, every person has the key to a thorough acquaintance with the whole subject, so far as his situation in life requires. To avail himself of these keys to mathematical knowledge, he must pursue a course not unlike that which I have recommended in relation to geography and history. He must seize on every circumstance which occurs in his reading, where reckoning is required, and if possible, stop at once and compute it. Or if not, let the place be marked, and at the first leisure moment, let him turn to it, and make the estimates.
Suppose he reads of a shipwreck. The crew is said to consist of thirty men besides the captain and mate, with three hundred and thirteen passengers, and a company of sixty grenadiers. The captain and mate, and ten of the crew escaped in the long boat. The rest were drowned, except twelve of the grenadiers, who clung to a floating fragment of the wreck till they were taken off by another vessel. Now is there a single person in existence, who would read such an account, without being anxious to know how many persons in the whole were lost? Yet nine readers in ten wouldnotknow; and why? Simply because they will not stop to use what little addition and subtraction they possess.
I do not say that, in reading to a company, who did not expect it, a young man would be required to stop and make the computation; but I do say that in all ordinary cases, no person is excusable who omits it, for it is a flagrant wrong to his own mind. Long practice, it is true, will render it unnecessary for an individual topause, in order to estimate a sum like that abovementioned. Many, indeed most persons who are familiar with figures, might compute these numbers while reading, and without the slightest pause; but it certainly requires some practice. And the most important use of arithmetical studies (except as a discipline to the mind) is to enable us to reckon without slates and pencils. He has but a miserable knowledge of arithmetic, who is no arithmetician without a pen or pencil in his hand. These are but the ladders upon which he should ascend to the science, and not the science itself.
4. CHEMISTRY AND OTHER NATURAL SCIENCES.
If I were to name one branch, as more important to a young man than any other,—next to the merest elements of reading and writing—it would be chemistry. Not a mere smattering of it, however; for this usually does about as much harm as good. But a thorough knowledge of a few of the simple elements of bodies, and some of their most interesting combinations, such as are witnessed every day of our lives, but which, for want of a little knowledge of chemistry, are never understood, would do more to interest a young man in the business in which he may be employed, than almost any thing I could name. For there is hardly a single trade or occupation whatever, that does not embrace a greater or less number of chemical processes. Chemistry is of very high importance even to the gardener and the farmer.
There are several other branches which come under the general head ofNatural Science, which I recommend to your attention. Such areBotany, or a knowledge of plants;Natural History, or a knowledge of animals; andGeology, or a general knowledge of the rocks and stones of which the earth on which we live is composed. I do not think these are equally important with the knowledge of chemistry, but they are highly interesting, and by no means without their value.
5. GRAMMAR AND COMPOSITION.
The foundation of a knowledge of Grammar is, in my view, Composition; and composition, whether learned early or late, is best acquired byletter writing. This habit, early commenced, and judiciously but perseveringly followed, will in time, ensure the art not only of composing well, but also grammatically. I know this position is sometimes doubted, but the testimony is so strong, that the point seems to me fully established.
It is related in Ramsay's Life of Washington, that many individuals, who, before the war of the American Revolution, could scarcely write their names, became, in the progress of that war, able to compose letters which were not only intelligible and correct, but which would have done credit to a profound grammarian. The reason of this undoubtedly was, that they were thrown into situations where they were obliged to write much and often, and in such a manner as to be clearly understood. Perhaps the misinterpretation of a single doubtful word or sentence might have been the ruin of an army, or even of thecause. Thus they had a motive to write accurately; and long practice, with a powerful motive before them, rendered them successful.
Nor is it necessary that motives so powerful should always exist, in order to produce this result;—it is sufficient that there be a motive towrite well, and toperseverein writing well. I have known several pedlars and traders, whose business led to the same consequences.
6. LETTER WRITING.
But what I have seen most successful, is, the practice of commonletter writing, from friend to friend, on any topic which happened to occur, either ordinary, or extraordinary; with the mutual understanding and desire that each should criticise freely on the other's composition. I have known more than one individual, who became a good writer from this practice, with little aid from grammatical rules; and without any direct instruction at all.
These remarks are not made to lessen the value which any young man may have put upon the studies of grammar and composition, as pursued in our schools; but rather to show that a course at school is not absolutely indispensable; and to encourage those who are never likely to enjoy the latter means, to make use of means not yet out of their reach, and which have often been successful. But lest there should be an apparent contradiction in some of my remarks, it will be necessary to say that I think the practice of familiar letter writing from our earliest years, even at school, should, in every instance, have a much more prominent place than is usually assigned it; and the study of books on Grammar and Composition one muchlessprominent.
7. VOYAGES, TRAVELS, AND BIOGRAPHY.
For merereading, well selectedVoyagesandTravelsare among the best works for young men; particularly for those who find little taste for reading, and wish to enkindle it; and whose geographical knowledge is deficient.
Well writtenbiographyis next in importance, and usually so in interest; and so improving to the character is this species of composition, that it really ought to be regarded as a separate branch of education, as much as history or geography; and treated accordingly. In the selection of both these species of writing the aid of an intelligent, experienced and judicious friend would be of very great service; and happy is he who has such a treasure at hand.
8. NOVELS.
As tonovelsit is difficult to say what advice ought to be given. At first view they seem unnecessary, wholly so; and from this single consideration. They interest and improve just in proportion as the fiction they contain is made to resemble reality; and hence it might be inferred, and naturally enough, too, that reality would in all cases be preferable to that which imitates it. But to this it may be replied, that we have few books of narrative and biography, which are written with so much spirit as some works of fiction; and that until those departments are better filled, fiction, properly selected, should be admissible. But if fiction be allowable at all, it is only under the guidance of age and experience;—and here there is even a more pressing need of a friend than in the cases already mentioned.
On the whole, it is believed to be better for young men who have little leisure for reading, and who wish to make the most they can of that little, to abandon novels wholly. If they begin to read them, it is difficult to tell to what an excess they may go; but if they never read one in their whole lives, they will sustain no great loss. Would not the careful study of a single chapter of Watts's Improvement of the Mind, be of more real practical value than the perusal of all that the best novel writers,—Walter Scott not excepted,—have ever written?
9. OF NEWSPAPERS.
Among other means both of mental and moral improvement at the present day, are periodical publications. The multiplicity and cheapness of these sources of knowledge renders them accessible to all classes of the community. And though their influence were to be as evil as the frogs of Egypt we could not escape it.
Doubtless they produce much evil, though their tendency on the whole is believed to be salutary. But wisdom is necessary, in order to derive the greatest amount of benefit from them; and here, perhaps, more than any where else, do the young need the counsels of experience. I am not about to direct what particular newspapers and magazines they ought to read; this is a point which their friends and relatives must assist them in determining. My purpose is simply to point to a few principles which should guide both the young and those who advise them, in making the selection.
1. In the first place, do not seek for your guide a paper which is just commencing its existence, unless you have reason to think the character of its conductors is such as you approve.
2. Avoid, unless your particular occupation requires it, abusinesspaper. Otherwise your head will become so full of 'arrivals' and 'departures,' and 'prices current,' and 'news,' that you will hardly find room for any thing else.
3. Do not take a paper which dwells on nothing but the details of human depravity. It will indeed, for a time, call forth a sensibility to the woes of mankind; but the final result will probably be a stupidity and insensibility to human suffering which you would give much to remove.
4. Avoid those papers which, awed by the cry forshortandlightarticles, have rendered their pages mere columns of insulated facts or useless scraps, or what is still worse, of unnatural and sickening love stories.
Lastly, do not take a paper which sneers at religion. It is quite enough that many periodicals do, in effect, take a course which tends to irreligion, by leaving this great subject wholly out of sight. But when they openly sneer at and ridicule the most sacred things, leave them at once. 'Evil communications corrupt' the best 'manners;' and though the sentiment may not at once be received, I can assure my youthful readers that there are no publications which have more direct effect upon their lives, than these unpretending companions; and perhaps the very reason is because we least suspect them. Against receiving deep or permanent impressions from the Bible, the sermon, or thebookof any kind, we are on our watch, but who thinks of having his principles contaminated, or affected much in any way, merely by the newspaper? Yet I am greatly mistaken, if these very monitors do not have more influence, after all, in forming the minds, the manners, and the morals (shall I add, thereligious character, even?) of the rising generation, than all the other means which I have mentioned, put together.
How important, in this view, it becomes, that your newspaper reading should be well selected. Let me again repeat the request, that in selecting those papers which sustain an appropriate character, you will seek the advice of those whom you deem most able and judicious; and so far as you think them disinterested, and worthy of your confidence, endeavor to follow it.
Politics.As to the study of politics, in the usual sense of the term, it certainly cannot be advisable. Nothing appears to me more disgusting than to see young men rushing into the field of political warfare, and taking sides as fiercely as if they laid claim to infallibility, where their fathers and grandfathers modestly confess ignorance.
At the same time, in a government like ours, where the highest offices are in the gift of the people, and within the reach of every young man of tolerable capacity, it would be disgraceful not to study the history and constitution of our own country, and closely to watch all legislative movements, at least in the councils of the nation. The time is not far distant, it is hoped, when these will be made every day subjects in our elementary schools; and when no youth will arrive at manhood, as thousands, and, I was going to say, millions now do, without understanding clearly a single article in the Constitution of the United States, or even in that of the State in which he resides: nor even how his native state is represented in Congress.
Again, most young men will probably, sooner or later, vote for rulers in the town, state, and nation to which they belong. Should they vote at random? Or what is little better, take their opinions upon trust? Or shall they examine for themselves; and go to the polls with their eyes open? At a day like the present, nothing appears to me more obvious than that young men ought to understand what they are doing when they concern themselves with public men or public measures.
10. KEEPING A JOURNAL.
I have already spoken of the importance of letter writing. The keeping of a journal is scarcely less so, provided it be done in a proper manner. I have seen journals, however, which, aside from the fact that they improve thehandwriting, and encouragemethod, could have been of very little use. A young agriculturist kept a journal for many years, of which the following is a specimen.
1813.July 2. Began our haying. Mowed in the forenoon, and raked in the afternoon. Weather good.3. Continued haying. Mowed. Got in one load. Cloudy.4. Independence. Went, in the afternoon, to ——.5. Stormy. Did nothing out of doors.
1813.
July 2. Began our haying. Mowed in the forenoon, and raked in the afternoon. Weather good.
3. Continued haying. Mowed. Got in one load. Cloudy.
4. Independence. Went, in the afternoon, to ——.
5. Stormy. Did nothing out of doors.
This method of keeping a journal was continued for many years; and only discontinued, because it was found useless. A better and more useful sort of journal for these four days, would have read something like the following.
1813.July 2. Our haying season commenced. How fond I am of this employment! How useful an article hay is, too, especially in this climate, during our long and cold winters! We have fine weather to begin with, and I hope it will continue.I think a very great improvement might be made in our rakes. Why need they be so heavy for light raking? We could take up the heavier ones when it became necessary.July 3. To-day I have worked rather too hard in order to get in some of our hay, for there is a prospect of rain. I am not quite sure, however, but I hurt myself more by drinking too much cold water than by over-working. Will try to do better to-morrow.4. Have heard a few cannon fired, and a spouting oration delivered, and seen a few toasts drank; and what does it all amount to? Is this way of keeping the day of independence really useful? I doubt it. Who knows but the value of the wine which has been drank, expended among the poor, would have done more towardsrealindependence, than all this parade?5. Rainy. Would it not have been better had I staid at home yesterday, while the weather was fair, and gone on with haying? Several acres of father's grass want cutting very much. I am more and more sick of going to independence. If I live till another year, I hope I shall learn to 'make hay while the sun shines.'
1813.
July 2. Our haying season commenced. How fond I am of this employment! How useful an article hay is, too, especially in this climate, during our long and cold winters! We have fine weather to begin with, and I hope it will continue.
I think a very great improvement might be made in our rakes. Why need they be so heavy for light raking? We could take up the heavier ones when it became necessary.
July 3. To-day I have worked rather too hard in order to get in some of our hay, for there is a prospect of rain. I am not quite sure, however, but I hurt myself more by drinking too much cold water than by over-working. Will try to do better to-morrow.
4. Have heard a few cannon fired, and a spouting oration delivered, and seen a few toasts drank; and what does it all amount to? Is this way of keeping the day of independence really useful? I doubt it. Who knows but the value of the wine which has been drank, expended among the poor, would have done more towardsrealindependence, than all this parade?
5. Rainy. Would it not have been better had I staid at home yesterday, while the weather was fair, and gone on with haying? Several acres of father's grass want cutting very much. I am more and more sick of going to independence. If I live till another year, I hope I shall learn to 'make hay while the sun shines.'
I selected a common agricultural employment to illustrate my subject, first, because I suppose a considerable proportion of my readers are farmers, and secondly, because it is an employment which is generally supposed to furnish little or nothing worth recording. The latter, however, is a great mistake. Besides writing down the real incidents that occur, many of which would be interesting, and some of them highly important facts, thethoughts, which the circumstances and incidents of an agricultural life are calculated to elicit, are innumerable. And these should always be put down. They are to the mere detail of facts and occurrences, what leaves and fruit are to the dry trunk and naked limbs of a tree. The above specimen is very dry indeed, being intended only as a hint. Pages, instead of a few lines, might sometimes be written, when our leisure permitted, and thoughts flowed freely.
One useful method of improving the mind, and preparing ourselves for usefulness, would be, to carry a small blank book and pencil in our pockets, and when any interesting fact occurred, embrace the first spare moment to put it down, say on the right hand page; and either then, or at some future time, place on the left hand page, our own reflections about it. Some of the most useful men in the world owe much of their usefulness to a plan like this, promptly and perseveringly followed. Quotations from books or papers might also be preserved in the same manner.[10]
Perhaps it may be thought, at first, that this advice is not in keeping with the caution formerly given, not to read as we travel about; but if you reflect, you will find it otherwise. Reading as we travel, and at meals, and the recording of facts and thoughts which occur, are things as different as can well be conceived. The latter creates and encourages a demand for close observation, the former discourages and even suppresses it.
11. PRESERVATION OF BOOKS AND PAPERS.
Let books be covered as soon as bought. Never use them without clean hands. They show the dirt with extreme readiness, and it is not easily removed. I have seen books in which might be traced the careless thumbs and fingers of the last reader, for half a dozen or a dozen pages in succession.
I have known a gentleman—quite a literary man, too—who, having been careful of his books in his earlier years, and having recently found them occasionally soiled, charged the fault on those who occasionally visited his library. At last he discovered that the coal dust (for he kept a coal fire) settled on his hands, and was rubbed off upon his book leaves by the slight friction of his fingers upon the leaves in reading.
Never wet your finger or thumb in order to turn over leaves. Many respectable people are addicted to this habit, but it is a vulgar one. Besides, it is entirely useless. The same remarks might be applied to the habit of suffering the corners of the leaves to turn up, in 'dog's ears.' Keep every leaf smooth, if you can. Never hold a book very near the fire, nor leave it in the hot sun. It injures its cover materially, and not a few books are in one or both of these ways entirely ruined.
It is a bad practice to spread out a book with the back upwards. It loosens the leaves, and also exposes it in other respects. You will rarely find a place to lay it down which isentirelyclean, and the least dust on the leaves, is readily observed.
The plan of turning down a leaf to enable us to remember the place, I never liked. It indulges the memory in laziness. For myself, if I take much interest in a book, I can remember where I left off and turn at once to the place without a mark. If a mark must be used at all, however, a slip of paper, or a piece of tape or ribbon is the best.
When you have done using a book for the time, have a place for it, and put it in its place. How much time and patience might be saved if this rule were universally followed! Many find it the easiest thing in the world to have a place for every book in their library, and to keep it in its place. They can put their hands upon it in the dark, almost as well as in the light.
Never allow yourselves to use books for any other purpose but reading. I have seen people recline after dinner and at other times, with books under their heads for a pillow. Others will use them to cover a tumbler, bowl, or pitcher. Others again will raise the window, and set them under the sash to support it; and next, perhaps, the book is wet by a sudden shower of rain, or knocked out of the window, soiled or otherwise injured, or lost. I have seen people use large books, such as the family-bible, or encyclopedia, to raise a seat, especially for a child at table.