"In den heitern Regionen
Wo die reinen Formen wohnen."[57]
From this reverie Leonard did not seek to rouse himself, till the bell at the garden gate rang loud and shrill; and then starting up and hurrying into the hall, his hand was grasped in Harley's.
CHAPTER XVI.
A full and happy hour passed away in Harley's questions and Leonard's answers; the dialogue that naturally ensued between the two, on the first interview after an absence of years so eventful to the younger man.
The history of Leonard during this interval was almost solely internal, the struggle of intellect with its own difficulties, the wanderings of imagination through its own adventurous worlds.
The first aim of Norreys, in preparing the mind of his pupil for its vocation, had been to establish the equilibrium of its powers, to calm into harmony the elements rudely shaken by the trials and passions of the old hard outer life.
The theory of Norreys was briefly this. The education of a superior human being is but the development of ideas in one for the benefit of others. To this end, attention should be directed—1st, To the value of the ideas collected; 2dly, To their discipline; 3dly, To their expression. For the first, acquirement is necessary; for the second, discipline; for the third, art. The first comprehends knowledge, purely intellectual, whether derived from observation, memory, reflection, books or men, Aristotle or Fleet Street. The second demands training, not only intellectual, but moral; the purifying and exaltation of motives; the formation of habits; in which method is but a part of a divine and harmonious symmetry—a union of intellect and conscience. Ideas of value, stored by the first process; marshalled into force, and placed under guidance, by the second; it is the result of the third, to place them before the world in the most attractive or commanding form. This may be done by actions no less than words; but the adaptation of means to end, the passage of ideas from the brain of one man into the lives and souls of all, no less in action than in books, requires study. Action has its art as well as literature. Here Norreys had but to deal with the calling of the scholar, the formation of the writer, and so to guide the perceptions towards those varieties in the sublime and beautiful, the just combination of which is at once CREATION. Man himself is but a combination of elements. He who combines in nature, creates in art.
Such, very succinctly and inadequately expressed, was the system upon which Norreys proceeded to regulate and perfect the great native powers of his pupil; and though the reader may perhaps say that no system laid down by another can either form genius or dictate to its results, yet probably nine-tenths at least of those in whom we recognise the luminaries of our race, have passed, unconsciously to themselves, (for self-education is rarely conscious of its phases,) through each of these processes. And no one who pauses to reflect will deny, that according to this theory, illustrated by a man of vast experience, profound knowledge, and exquisite taste, the struggles of genius would be infinitely lessened; its vision cleared and strengthened, and the distance between effort and success notably abridged.
Norreys, however, was far too deep a reasoner to fall into the error of modern teachers, who suppose that education can dispense with labour. No mind becomes muscular without rude and early exercise. Labour should be strenuous, but in right directions. All that we can do for it is to save the waste of time in blundering into needless toils.
The master had thus first employed his neophyte in arranging and compiling materials for a great critical work in which Norreys himself was engaged. In this stage of scholastic preparation, Leonard was necessarily led to the acquisition of languages, for which he had great aptitude—the foundations of a large and comprehensive erudition were solidly constructed. He traced by the plough-share the walls of the destined city. Habits of accuracy and of generalisation became formed insensibly; and that precious faculty which seizes, amidst accumulated materials, those that serve the object for which they are explored,—(that faculty which quadruples all force, by concentrating it on one point)—once roused into action, gave purpose to every toil and quickness to each perception. But Norreys did not confine his pupil solely to the mute world of a library, he introduced him to some of the first minds in arts, science, and letters—and active life. "These," said he, "are the living ideas of the present, out of which books for the future will be written: study them; and here, as in the volumes of the past, diligently amass and deliberately compile."