A Sound Mind in a Sound Body : Part 3

How to Get on in the World: A Ladder to Practical Success
by Major A.R. Calhoon

(Page 24 of 28)

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 assiduous 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 noble thoughts, startling by their unexpectedness and elevating by their wisdom and truth, has learned his secret by patient repetition, and after many bitter disappointments."

Thoroughness and accuracy are two principal 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 quantity, 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 quantity 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 pushing 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 accomplishing 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.

Decision and promptitude are as requisite in self-culture as in business. The growth of these qualities may be encouraged by accustoming young people to rely upon their own resources, leaving them to enjoy as much freedom of action in early life as is practicable. Too much guidance and restraint hinder the formation of habits of self-help. They are like bladders tied under the arms of one who has not taught himself to swim. Want of confidence is perhaps a greater obstacle to improvement than is generally imagined. It has been said that half the failures in life arise from pulling in one's horse while he is leaping. Dr. Johnson was accustomed to attribute his success to confidence in his own powers. True modesty is quite compatible with a true estimate of one's own merits, and does not demand the abnegation of all merit. Though there are those who deceive themselves by putting a false figure before their ciphers, the want of confidence, the want of faith in one's self, and consequently the want of promptitude in action, is a defect of character which is found to stand very much in the way of individual progress; and the reason why so little is done, is generally because so little is attempted.

There is usually no want of desire on the part of most people to arrive at the results of self-culture, but there is a great aversion to pay the inevitable price for it, of hard work. Dr. Johnson held that "impatience of study was the mental disease of the present generation;" and the remark is still applicable. We may not believe that there is a royal road to learning, but we seem to believe very firmly in the "popular" one. In education, we invent labor-saving processes, seek short cuts to science, learn French and Latin "in twelve lessons," or "without a master."

We resemble the lady of fashion, who engaged a master to teach her on condition that he did not plague her with verbs and participles. We get our smattering of science in the same way; we learn chemistry by listening to a short course of lectures enlivened by experiments, and when we have inhaled laughing-gas, seen green water turned to red, and phosphorus burnt in oxygen, we have got our smattering, of which the most that can be said is, that though it may be better than nothing, it is yet good for nothing. Therefore we often imagine we are being educated while we are only being amused.

The facility with which young people are therefore induced to acquire knowledge, without study and labor, is not education. It occupies but does not enrich the mind. It imparts a stimulus for the time, and produces a sort of intellectual keenness and cleverness; but, without an implanted purpose and a higher object that mere pleasure, it will bring with it no solid advantage. In such cases knowledge produces but a passing impression; a sensation, gut no more; it is, in fact, the merest epicures of intelligence - sensuous, but certainly not intellectual. Therefore the best qualities of many minds, those which are evoked by vigorous effort and independent action, sleep a deep sleep, and are often never called to life, except by the rough awakening of sudden calamity or suffering, which, in such cases comes as a blessing, if it serves to rouse up a courageous spirit that, but for it, would have slept on.

Published by the Christian Herald, Louis Klopsch, Proprietor, Bible House, New York.
Copyright 1895 by Louis Klopsch.