Till, by broad-spreading, it disperse to naught."
I pass from this digression to the statement that the chief means of self-improvement are five: Observation, Conversation, Reading, Memory, and Reflection.
It is an art to observe well—to go through the world with our eyes open—to see what is before us. All men do not see alike, nor see the same things. Our powers of observation take on the hues of daily life. The artist, in a strange city or foreign land, observes only the specimens of taste and beauty or their opposites; the mechanic studies anew the principles of his science as applied to the purposes of life; the architect transfers to his own mind the images of churches, cathedrals, temples, and palaces; while the philanthropist rejoices in cellars and lanes, that he may know how poverty and misery change the face and heart of man.
An American artist, following the lead of Mr. Jefferson, has beautifully illustrated the nature of the power of observation. We do not see even the faces of our common friends alike. The stranger observes a family likeness which is invisible to the familiar acquaintance. The former sees only the few points of agreement, and decides upon them; while the latter has observed and studied the more numerous points of difference, until he is blind to all others. Hence a portrait may appear true to a stranger, which, to an intimate acquaintance, is barren in expression, and destitute of character. Therefore, the artist wisely and properly esteemed himself successful when his work was approved by the wife or the mother. The world around us is full of knowledge. We should so behold it as to be instructed by all that is. The distant star paints its image on our eye with a ray of light sent forth thousands of years ago; yet its lesson is not of itself, but of the universe and its mysteries, and of the Creator out of whose divine hand all things have come.
Conversation is at once an art, an accomplishment, and a science. It leads to valuable practical results. It has a place, and by no means an inferior place, in the schools. Facts stated, questions proposed, or theories illustrated, in conversation, are permanently impressed upon the mind. It is in the power of the teacher to communicate much information in this way, and it is in the power of us all to make conversation a means of improvement.
But, when the pupil leaves the school, reading, so systematic and thorough as to be called study, is, no doubt, the best culture he can enjoy. In the first place, books are accessible to all, and they may be had at all times. They can be used in moments of leisure, in solitude, in the hours when sleep is too proud to wait on us, and when friends are absent or indifferent to our lot. Conversation may be patronizing, or it may leave us a debtor; when the book-seller's bill is settled, we have no account with the author.
If I am permitted to speak to all, pupils as well as teachers, I am inclined to say, "Do not consider your education finished when you leave home and the school." Your labors of a practical sort ought then to commence. With system and care, you may read works of literature and history, or devote yourself to mathematics in the higher departments of science. As a general thing, however, it is not wise to attempt too much at once. The custom of the schools is to require each pupil to attend to several branches at the same time; but this course cannot be recommended to adult persons with disciplined minds. It seems better to select one subject, and make it the leading topic, for a time, of our studies and thoughts. It may also be proper to suggest that works of fiction, poetry, and romance, ought not to be read until the mind is well disciplined, and a good foundation of solid learning is laid. Such works tend to make one's style of thought and writing easy, flowing, and agreeable; but they are also calculated to make us dissatisfied with the more substantial labors of intellectual life. Having obtained the elements of learning, one thing is absolutely essential—system in study. I fancy that there are two prevalent errors among us. First, that men often attain intellectual eminence without study; and, secondly, that exclusive devotion to books is the price of success. Whoever neglects study, whatever his natural abilities, will find himself distanced by inferior men; and, on the other hand, whoever will devote three hours each day to the systematic improvement of his mind will finally be numbered among the leading persons of the age. But, while we observe, converse, and read, the power of memory and the habit of reflection should be cultivated. The habit of reflection is a great aid to the memory, and together they enable us to use the knowledge we daily acquire.
No previous age of the world has offered so great encouragement, whether in fame or money, to men of science and literature, as the present. Formerly, authors flourished under the patronage of princes, or withered by their neglect; but now they are encouraged and paid by the people, and reap where they have sown, whether kings will or not. The poverty of authors was once proverbial; but now the only authors who are poor are poor authors. Good learning, integrity, and ability, are well compensated in all the professions. Some one remarked to Mr. Webster, "That the profession of the law was crowded."—"Yes," said he, "rather crowded below, but there is plenty of room above." Littleness and mediocrity always seek the paths worn by superior men; and the truly illustrious in literature and science are few in number compared with those who attempt to tread in the footsteps of their illustrious predecessors; but none of these things ought to deter young men of ability, industry, and integrity, from boldly entering the lists, without fear of failure. The world is usually just, and it will ultimately award the tokens of its approbation to those who deserve success.
And there is a happy peculiarity in talent,—the variety is so great that the competition is small. Of all the living authors, are there two so alike that they can be considered competitors or rivals? The nation has applauded and set the seal of its approbation upon the eloquence of Henry, Otis, Adams, Ames, Pinckney, Wirt, Calhoun, Clay, and Webster, not because these men resembled one another, but because each had peculiarities and excellences of his own. The same variety of excellence is seen in living orators, and in all the eloquence and learning of antiquity which time has spared and history has transmitted to us. It is said that when Aristides wrote the sentence of his own banishment for a humble and unknown enemy, the only reason given by the peasant was that he was "tired with hearing him called the Just." And the world sometimes appears to be restive under the influence of men of talent; but that influence, whether always agreeable or not, is both permanent and beneficial.
Not only does each generation respect its own leading minds, but it is submissive to the learning and intellect of other days. The influence of ancient Greece still remains. We copy her architecture, borrow from her philosophy, admire her poetry, and bow with humility before the remnants of her majestic literature. So the policy of Rome is perceptible in the civilization of every European country, and it is a potent element in the laws and jurisprudence of America. The eloquence of Demosthenes has been impressed upon every succeeding generation of civilized men; the genius of Hannibal has stimulated the ambition of warriors from his own time to that of Napoleon; while Shakspeare's power has been the wonder of all modern authors and readers. It is a great representative fact in mental philosophy, which we cannot too much contemplate, that Demosthenes and Cicero not only enchained the thousands of Greece and Rome in whose presence they stood, but that their eloquence has had a controlling influence over myriads to whom the language in which they spoke was unknown. The words that the houseless Homer sung in the streets of Smyrna have commanded the admiration of all later times; and even the mud walls around Plato's garden, on which are preserved the fragments of statuary with which the garden was once adorned, attract and instruct the wanderers and students about Athens.