Autobiography - John Stuart Mill (motivational books for men txt) 📗
- Author: John Stuart Mill
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questions. After this, I went in a similar manner through the _Computatio
sive Logica_ of Hobbes, a work of a much higher order of thought than the
books of the school logicians, and which he estimated very highly; in my
own opinion beyond its merits, great as these are. It was his invariable
practice, whatever studies he exacted from me, to make me as far as
possible understand and feel the utility of them: and this he deemed
peculiarly fitting in the case of the syllogistic logic, the usefulness
of which had been impugned by so many writers of authority. I well
remember how, and in what particular walk, in the neighbourhood of Bagshot
Heath (where we were on a visit to his old friend Mr. Wallace, then one
of the Mathematical Professors at Sandhurst) he first attempted by
questions to make me think on the subject, and frame some conception of
what constituted the utility of the syllogistic logic, and when I had
failed in this, to make me understand it by explanations. The
explanations did not make the matter at all clear to me at the time;
but they were not therefore useless; they remained as a nucleus for my
observations and reflections to crystallize upon; the import of his
general remarks being interpreted to me, by the particular instances
which came under my notice afterwards. My own consciousness and
experience ultimately led me to appreciate quite as highly as he did,
the value of an early practical familiarity with the school logic.
I know of nothing, in my education, to which I think myself more
indebted for whatever capacity of thinking I have attained. The first
intellectual operation in which I arrived at any proficiency, was
dissecting a bad argument, and finding in what part the fallacy lay:
and though whatever capacity of this sort I attained, was due to the
fact that it was an intellectual exercise in which I was most
perseveringly drilled by my father, yet it is also true that the
school logic, and the mental habits acquired in studying it, were
among the principal instruments of this drilling. I am persuaded that
nothing, in modern education, tends so much, when properly used, to
form exact thinkers, who attach a precise meaning to words and
propositions, and are not imposed on by vague, loose, or ambiguous
terms. The boasted influence of mathematical studies is nothing to
it; for in mathematical processes, none of the real difficulties of
correct ratiocination occur. It is also a study peculiarly adapted to
an early stage in the education of philosophical students, since it
does not presuppose the slow process of acquiring, by experience and
reflection, valuable thoughts of their own. They may become capable
of disentangling the intricacies of confused and self-contradictory
thought, before their own thinking faculties are much advanced; a
power which, for want of some such discipline, many otherwise able
men altogether lack; and when they have to answer opponents, only
endeavour, by such arguments as they can command, to support the
opposite conclusion, scarcely even attempting to confute the
reasonings of their antagonists; and, therefore, at the utmost,
leaving the question, as far as it depends on argument, a balanced one.
During this time, the Latin and Greek books which I continued to read
with my father were chiefly such as were worth studying, not for the
language merely, but also for the thoughts. This included much of the
orators, and especially Demosthenes, some of whose principal orations
I read several times over, and wrote out, by way of exercise, a full
analysis of them. My father's comments on these orations when I read
them to him were very instructive to me. He not only drew my attention
to the insight they afforded into Athenian institutions, and the
principles of legislation and government which they often illustrated,
but pointed out the skill and art of the orator--how everything
important to his purpose was said at the exact moment when he had
brought the minds of his audience into the state most fitted to
receive it; how he made steal into their minds, gradually and by
insinuation, thoughts which, if expressed in a more direct manner,
would have roused their opposition. Most of these reflections were
beyond my capacity of full comprehension at the time; but they left
seed behind, which germinated in due season. At this time I also read
the whole of Tacitus, Juvenal, and Quintilian. The latter, owing to
his obscure style and to the scholastic details of which many parts
of his treatise are made up, is little read, and seldom sufficiently
appreciated. His book is a kind of encyclopaedia of the thoughts of
the ancients on the whole field of education and culture; and I have
retained through life many valuable ideas which I can distinctly trace
to my reading of him, even at that early age. It was at this period
that I read, for the first time, some of the most important dialogues
of Plato, in particular the _Gorgias_, the _Protagoras_, and the
_Republic_. There is no author to whom my father thought himself more
indebted for his own mental culture, than Plato, or whom he more
frequently recommended to young students. I can bear similar testimony
in regard to myself. The Socratic method, of which the Platonic
dialogues are the chief example, is unsurpassed as a discipline for
correcting the errors, and clearing up the confusions incident to the
_intellectus sibi permissus_, the understanding which has made up all
its bundles of associations under the guidance of popular phraseology.
The close, searching _elenchus_ by which the man of vague generalities
is constrained either to express his meaning to himself in definite
terms, or to confess that he does not know what he is talking about;
the perpetual testing of all general statements by particular instances;
the siege in form which is laid to the meaning of large abstract terms,
by fixing upon some still larger class-name which includes that and more,
and dividing down to the thing sought--marking out its limits and
definition by a series of accurately drawn distinctions between it and
each of the cognate objects which are successively parted off from it
--all this, as an education for precise thinking, is inestimable, and
all this, even at that age, took such hold of me that it became part of
my own mind. I have felt ever since that the title of Platonist belongs
by far better right to those who have been nourished in and have
endeavoured to practise Plato's mode of investigation, than to those
who are distinguished only by the adoption of certain dogmatical
conclusions, drawn mostly from the least intelligible of his works, and
which the character of his mind and writings makes it uncertain whether
he himself regarded as anything more than poetic fancies, or philosophic
conjectures.
In going through Plato and Demosthenes, since I could now read these
authors, as far as the language was concerned, with perfect ease, I
was not required to construe them sentence by sentence, but to read
them aloud to my father, answering questions when asked: but the
particular attention which he paid to elocution (in which his own
excellence was remarkable) made this reading aloud to him a most
painful task. Of all things which he required me to do, there was none
which I did so constantly ill, or in which he so perpetually lost his
temper with me. He had thought much on the principles of the art of
reading, especially the most neglected part of it, the inflections of
the voice, or _modulation_, as writers on elocution call it (in
contrast with _articulation_ on the one side, and _expression_ on the
other), and had reduced it to rules, grounded on the logical analysis
of a sentence. These rules he strongly impressed upon me, and took me
severely to task for every violation of them: but I even then remarked
(though I did not venture to make the remark to him) that though he
reproached me when I read a sentence ill, and _told_ me how I ought to
have read it, he never by reading it himself, _showed_ me how it ought
to be read. A defect running through his otherwise admirable modes of
instruction, as it did through all his modes of thought, was that of
trusting too much to the intelligibleness of the abstract, when not
embodied in the concrete. It was at a much later period of my youth,
when practising elocution by myself, or with companions of my own age,
that I for the first time understood the object of his rules, and saw
the psychological grounds of them. At that time I and others followed
out the subject into its ramifications, and could have composed a very
useful treatise, grounded on my father's principles. He himself left
those principles and rules unwritten. I regret that when my mind was
full of the subject, from systematic practice, I did not put them, and
our improvements of them, into a formal shape.
A book which contributed largely to my education, in the best sense of
the term, was my father's _History of India_. It was published in the
beginning of 1818. During the year previous, while it was passing
through the press, I used to read the proof sheets to him; or rather,
I read the manuscript to him while he corrected the proofs. The number
of new ideas which I received from this remarkable book, and the
impulse and stimulus as well as guidance given to my thoughts by its
criticism and disquisitions on society and civilization in the Hindoo
part, on institutions and the acts of governments in the English part,
made my early familiarity with it eminently useful to my subsequent
progress. And though I can perceive deficiencies in it now as compared
with a perfect standard, I still think it, if not the most, one of the
most instructive histories ever written, and one of the books from
which most benefit may be derived by a mind in the course of making up
its opinions.
The Preface, among the most characteristic of my father's writings, as
well as the richest in materials of thought, gives a picture which may
be entirely depended on, of the sentiments and expectations with which
he wrote the History. Saturated as the book is with the opinions and
modes of judgment of a democratic radicalism then regarded as extreme;
and treating with a severity, at that time most unusual, the English
Constitution, the English law, and all parties and classes who
possessed any considerable influence in the country; he may have
expected reputation, but certainly not advancement in life, from its
publication; nor could he have supposed that it would raise up anything
but enemies for him in powerful quarters: least of all could he have
expected favour from the East India Company, to whose commercial
privileges he was unqualifiedly hostile, and on the acts of whose
government he had made so many severe comments: though, in various parts
of his book, he bore a testimony in their favour, which he felt to be
their just due, namely, that no Government had on the whole given so much
proof, to the extent of its lights, of good intention towards its subjects;
and that if the acts of any other Government had the light of publicity
as completely let in upon them, they would, in all probability, still less
bear scrutiny.
On learning, however, in the spring of 1819, about a year after the
publication of the History, that the East India Directors desired to
strengthen the part of their home establishment which was employed in
carrying on the correspondence with India, my father declared himself
a candidate for that employment, and, to the credit of the Directors,
successfully. He was appointed one of the Assistants of the Examiner
of India Correspondence; officers whose duty it was to prepare drafts
of despatches to India, for consideration by the Directors, in the
principal departments of administration. In this office, and in that
of Examiner, which he subsequently attained, the influence which his
talents, his reputation, and his decision of character gave him, with
superiors who really desired the good government of India, enabled him
to a great extent to throw into his drafts of despatches, and to carry
through the ordeal of the Court of Directors and Board of Control,
without having their force much weakened, his real opinions on Indian
subjects. In his History he had set forth, for the first time, many of
the true principles of Indian administration: and his despatches,
following his History, did more than had ever been done before to
promote the improvement of India, and teach Indian officials to
understand their business. If a selection of them were published, they
would, I am convinced, place his character as a practical statesman
fully on a level with his eminence as a speculative writer.
This new employment of his time caused no relaxation in his attention to
my education. It was in
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