SELF-CULTURE - FACILITIES AND DIFFICULTIES.
"Every person has two educations, one which he receives from others, and one, more important, which he gives to himself." -Gibbon.
"Is there one whom difficulties dishearten - who bends to the storm? He will do little. Is there one who will conquer? That kind of man never fails." - John Hunter.
"The wise and active conquer difficulties, By daring to attempt them: sloth and folly Shiver and shrink at sight of toil and danger, And MAKE the impossibility they fear." - Rowe.
"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 labour 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 passive reception of the scraps 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 Land, 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 God'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 afterwards, Arnold used to tell the story to his children, and added, "I never felt so much 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 labour is by no means incompatible with the highest intellectual culture. Work in moderation is healthy, as well as agreeable to the human constitution. 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 classes are in a measure compelled to work, sometimes as a relief from ENNUI, but in most cases to gratify an instinct which they cannot resist. Some go foxhunting 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 play-ground 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.
