When we have learned to love work, to love honest work, work well done, excellently well done, we have within ourselves the most fruitful principle of education.
Who shall speak ill of bodily health and vigor? Herbert Spencer affirms that it is man's first duty to be a good animal. But since we cannot all be athletes or be well even, let us not refuse to find consolation in the fact that much of what is greatest, whether in the world of thought or action, has been wrought by mighty souls in feeble and suffering bodies; and since men gladly risk health and life to acquire gold, shall we not be willing, if need be, to be "sicklied o'er with the pale cast of thought," if so we may attain to truth and love?
Great things are accomplished only by concentration. What we ourselves think, love, and do, until it becomes a habit, is the form and substance of our life.
To live in the company of those who have or seek culture is to breathe the vital air of mental health and vigor.
The scientific investigator gives his whole attention to the facts before him; but the discipline of close observation, however favorable it may be to accuracy, weakens capacity for wide and profound views. On the other hand, the speculative thinker is apt to grow heedless or oblivious of facts. Hence a minute observer is seldom a great philosopher, a great philosopher rarely a careful observer.
"Employment," says Ruskin, "is the half, and the primal half of education, for it forms the habits of body and mind, and these are the constitution of man." Tell me at and in what thou workest, and I will tell thee what thou art. The secret of education lies in the words of Christ,—He that hath eyes to see, let him see; he that hath ears to hear, let him hear. The soul must flow through the channels of the senses until it meets the universe and clothes it with the beauty and meaning which reveal God.
When I think of all the truth which still remains for me to learn, of all the good I yet may do, of all the friends I still may serve, of all the beauty I may see, life seems as fresh and fair, as full of promise, as is to loving souls the dawn of their bridal day. Animals, children, savages, the thoughtless and frivolous, live in the present alone; they consequently lead a narrow, ephemeral, and superficial existence. They strike no deep roots into the past, they forebode no divine future, they enter not behind the veil where the soul finds ever-during truth and power.
"The world is too much with us; late and soon,
Getting and spending, we lay waste our powers."
Whatever sets the mind in motion may lead us to secret worlds, though it be a falling apple, as with Newton, or the swing of the pendulum, as with Galileo, or a boy's kite, as with Franklin, or throwing pebbles into the water, as with Turner. Watt sat musing by the fire, and noticed the rise and fall of the lid of the boiling kettle, and the steam engine, like a vision from unknown spheres, rose before his imagination. A child, carelessly playing with the glasses that lay on the table of a spectacle-maker, gave the clew to the invention of the telescope. The pestle, flying from the hand of Schwarz, told him he had found the explosive which has transformed the world. Drifting plants, of a strange species, whispered to Columbus of a continent that lay across the Atlantic. Patient observation and work are the mightiest conquerors.
Among the maxims, called triads, which have come down to us from the Celtic bards, we find this: "The three primary requisites of genius,—an eye that can see nature; a heart that can feel nature; and boldness that dares follow nature." He who has no philosophy and no religion, no theory of life and the world, has nothing which he finds it greatly important to say or do. He lacks the impulse of genius, the educator's energy and enthusiasm. Having no ideal, he has no end to which he may point and lead. To do well it is necessary to believe in the worth of what we do. The power which upholds and leads us on is faith,—faith in God, in ourselves, in life, in education.