Every bit of education or culture is of great advantage in the struggle for existence. The microscope does not create anything new, but it reveals marvels. To educate the eye adds to its magnifying power until it sees beauty where before it saw only ugliness. It reveals a world we never suspected, and finds the greatest beauty even in the commonest things. The eye of an Agassiz could see worlds of which the uneducated eye never dreamed. The cultured hand can do a thousand things the uneducated hand can not do. It becomes graceful, steady of nerve, strong, skilful, indeed it almost seems to think, so animated is it with intelligence. The cultured will can seize, grasp, and hold the possessor, with irresistible power and nerve, to almost superhuman effort. The educated touch can almost perform miracles. The educated taste can achieve wonders almost past belief. What a contrast between the cultured, logical, profound, masterly reason of a Gladstone and that of the hod-carrier who has never developed or educated his reason beyond what is necessary to enable him to mix mortar and carry brick!
Be careful to avoid that over-intellectual culture which is purchased at the expense of moral vigor. An observant professor of one of our colleges has remarked that "the mind may be so rounded and polished by education, and so well balanced, as not to be energetic in any one faculty. In other men not thus trained, the sense of deficiency and of the sharp, jagged corners of their knowledge leads to efforts to fill up the chasms, rendering them at last far better educated men than the polished, easy-going graduate who has just knowledge enough to prevent consciousness of his ignorance. While all the faculties of the mind should be cultivated, it is yet desirable that it should have two or three rough-hewn features of massive strength. Young men are too apt to forget the great end of life, which is to be and do, not to read and brood over what other men have been and done."
"I repeat that my object is not to give him knowledge, but to teach him how to acquire it at need," said Rousseau.
All learning is self-teaching. It is upon the working of the pupil's own mind that his progress in knowledge depends. The great business of the master is to teach the pupil to teach himself.
"Thinking, not growth, makes manhood," says Isaac Taylor. "Accustom yourself, therefore, to thinking. Set yourself to understand whatever you see or read. To join thinking with reading is one of the first maxims, and one of the easiest operations."
"How few think justly of the thinking few:
How many never think who think they do."
CHAPTER XXXI
THE SELF-IMPROVEMENT HABIT
If you want knowledge you must toil for it.—RUSKIN.