Every individual has excellences; and almost every person, however ignorant, has thought upon some one subject more than many,--perhaps _most_--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 one _will_, of his own accord, fall to talking on his favorite topic, if you will follow, and not attempt to _lead_ him.

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 s.p.a.ce 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 strictly _true_.

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. All _finesse_ of 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 circ.u.mstance. 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 if _they_ have 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 inst.i.tutions 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 a.s.siduity.

Of the _necessity_ of 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, a.s.serted, 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 him _take time_ for 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 no _time_ for 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 find _time_ for 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. Caesar, 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 circ.u.mstances; 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 cla.s.s 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 appet.i.te 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 appet.i.te 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 a _few_ of 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 pa.s.sing, 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 a.s.sociation 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 circ.u.mstance 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.

The _natural_ order 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 at _Yorktown_, in Virginia, during the whole _siege_, in the American _revolution_. 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 pa.s.s 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, _when_ the _siege_ in question _happened_, by _whom_, and by _how many thousand troops_ it was carried on; and _who_ and _how many_ the 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 cl.u.s.tered 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 dest.i.tute 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 circ.u.mstance 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 pa.s.sengers, 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 would _not_ know; 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 to _pause_, 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.