The Young Man's Guide - William Andrus Alcott (best ebook reader for laptop TXT) 📗

some in mathematics, and so on. In all your conversation, then, it will be well to ascertain as nearly as you can wherein the skill and excellence of an individual lies, and put him upon his favorite subject. Nor is this difficult. Every one will, of his own accord, fall to talking on his favorite topic, if you will follow, and not attempt to lead him.

Except in a few rare cases, every one wishes to be the hero of the circle where he is conversing. If, therefore, you seek to improve in the greatest possible degree, from the conversation of those among whom you may be thrown, you will suffer a companion to take his own course, and 'out of the abundance of his heart,' let his 'mouth speak.' By this means you may easily collect the worth and excellence of every one you meet with; and be able to put it together for your own use upon future occasions.

The common objections to the views here presented, are, that they encourage dissimulation. But this does not appear to me to be the fact. In suffering a person, for the space of a single conversation, to be the hero of the circle, we do not of necessity concede his superiority generally; we only help him to be useful to the company. It often happens that you are thrown among persons whom you cannot benefit by becoming the hero of the circle yourself, for they will not listen to you; and perhaps will not understand your terms, if they do. If, however, there appear to be others in the company whose object, like your own, is improvement, you might expose yourself to the just charge of being selfish, should you refuse to converse upon your own favorite topics in your turn; and thus to let the good deed go round.

Never interrupt another, but hear him out. You will understand him the better for it, and be able to give him the better answer. If you only give him an opportunity, he may say something which you have not yet heard, or explain what you did not fully understand, or even mention something which you did not expect.

There are individuals with whom you may occasionally come in contact, from whose conversation you will hardly derive much benefit at all. Such are those who use wanton, or obscene, or profane language. For, besides the almost utter hopelessness of deriving any benefit from such persons, and the pain you must inevitably suffer in hearing them, you put your own reputation at hazard. 'A man is known by the company he keeps;' take care therefore how you frequent the company of the swearer or the sensualist. Avoid, too, the known liar, for similar reasons.

If you speak in company, it is not only modest but wise to speak late; for by this means, you will be able to render your conversation more acceptable, and to weigh beforehand the importance of what you utter; and you will be less likely to violate the good old rule, 'think twice before you speak once.' Let your words be as few as will express the sense which you wish to convey, especially when strangers or men of much greater experience than yourself are present; and above all, be careful that what you say be strictly true.

Do not suffer your feelings to betray you into too great earnestness, or vehemence; and never be overbearing. Avoid triumphing over an antagonist, even though you might reasonably do so. You gain nothing. On the contrary, you often confirm him in his erroneous opinions. At least, you prejudice him against yourself. Zimmerman insists that we should suffer an antagonist to get the victory over us occasionally, in order to raise his respect for himself. All finesse of this kind, however, as Christians, I think it better to avoid.

Section III. On Books, and Study.

It may excite some surprise that books, and study, do not occupy a more conspicuous place in this work. There are several reasons for this circumstance. The first is, a wish to counteract the prevailing tendency to make too much of books as a means of forming character. The second is, because the choice of these depends more upon parents and teachers than upon the individual himself; and if they have neglected to lay the foundation of a desire for mental improvement, there is less probability that any advice I may give on this subject will be serviceable, than on most others.

And yet, no young man, at any age, ought to despair of establishing such habits of body and mind as he believes would contribute to his usefulness. He hates the sight of a book perhaps; but what then? This prejudice may, in a measure, be removed. Not at once, it is true, but gradually. Not by compelling himself to read or study against his inclination; for little will be accomplished when it goes 'against the grain.' But there are means better and more effective than these; some of which I will now proceed to point out.

Let him attach himself to some respectable lyceum or debating society. Most young men are willing to attend a lyceum, occasionally; and thanks to the spirit of the times and those who have zealously labored to produce the present state of things, these institutions every where abound. Let him now and then take part in a discussion, if it be, at first, only to say a few words. The moment he can awaken an interest in almost any subject whatever, that moment he will, of necessity, seek for information in regard to it. He will seek it, not only in conversation, but in newspapers. These, if well selected, will in their turn refer him to books of travels. Gradually he will find histories, if not written in too dry a manner, sources of delight. Thus he will proceed, step by step, till he finds himself quite attached to reading of various descriptions.

There is one caution to be observed here, which is, not to read too long or too much at once. Whenever a book, or even a newspaper, begins to be irksome, let it be laid aside for the time. In this way you will return to it, at the next leisure moment, with increased pleasure.

A course not unlike that which I have been describing, faithfully and perseveringly followed, would in nine cases in ten, be successful. Indeed, I never yet knew of a single failure. One great point is, to be thoroughly convinced of its importance. No young man can reasonably expect success, unless he enters upon his work with his whole heart, and pursues it with untiring assiduity.

Of the necessity of improvement, very few young men seem to have doubts. But there is a difficulty which many feel, which it will require no little effort to remove, because it is one of long standing, and wrought into all the arrangements of civilized society. I allude to the prevailing impression that very little can be done to improve the mind beyond a certain age, and the limit is often fixed at eighteen or twenty years. We hear it, indeed, asserted, that nothing can be done after thirty; but the general belief is that most men cannot do much after twenty: or at least that it will cost much harder effort and study.

Now, I would be the last to encourage any young person in wasting, or even undervaluing his early years; for youth is a golden period, and every moment well spent will be to the future what good seed, well planted in its season, is to the husbandman.

The truth is, that what we commonly call a course of education, is only a course which prepares a young man to educate himself. It is giving him the keys of knowledge. But who will sit down contentedly and cease to make effort, the moment he obtains the keys to the most valuable of treasures? It is strange, indeed, that we should so long have talked of finishing an education, when we have only just prepared ourselves to begin it.

If any young man at twenty, twenty-five, or thirty, finds himself ignorant, whether the fault is his own or that of others, let him not for one single moment regard his age as presenting a serious obstacle to improvement. Should these remarks meet the eye of any such individual, let me prevail with him, when I urge him to make an effort. Not a momentary effort, either; let him take time for his experiment. Even Rome was not built in a day; and he who thinks to build up a well regulated and highly enlightened mind in a few weeks, or even months, has yet to learn the depths of his own ignorance.

It would be easy to cite a long list of men who commenced study late in life, and yet finally became eminent; and this, too, with no instructors but themselves and their books. Some have met with signal success, who commenced after forty years of age. Indeed, no reason can be shown, why the mind may not improve as long, at least, as the body. But all experience goes to prove that with those whose habits are judicious, the physical frame does not attain perfection, in every respect, till thirty-five or forty.

It is indeed said that knowledge, if it could be acquired thus late in life, would be easily forgotten. This is true, if it be that kind of knowledge for which we have no immediate use. But if it be of a practical character, it will not fail to be remembered. Franklin was always learning, till death. And what he learned he seldom forgot, because he had an immediate use for it. I have said, it is a great point to be convinced of the importance of knowledge. I might add that it is a point of still greater consequence to feel our own ignorance. 'To know ourselves diseased, (morally) is half our cure.' To know our own ignorance is the first step to knowledge; and other things being alike, our progress in knowledge will generally be in proportion to our sense of the want of it.

The strongest plea which indolence is apt to put in, is, that we have no time for study. Many a young man has had some sense of his own ignorance, and a corresponding thirst for knowledge, but alas! the idea was entertained that he had no time to read—no time to study—no time to think. And resting on this plea as satisfactory, he has gone down to the grave the victim not only of indolence and ignorance, but perhaps of vice;—vice, too, which he might have escaped with a little more general intelligence.

No greater mistake exists than that which so often haunts the human mind, that we cannot find time for things; things, too, which we have previously decided for ourselves that we ought to do. Alfred, king of England, though he performed more business than almost any of his subjects, found time for study. Franklin, in the midst of all his labors, found time to dive into the depths of philosophy, and explore an untrodden path of science. Frederick the Great, with an empire at his direction, in the midst of war, and on the eve of battles, found time to revel in all the charms of philosophy, and to feast himself on the rich viands of intellect. Bonaparte, with Europe at his disposal, with kings at his ante-chamber begging for vacant thrones, and at the head of thousands of men whose destinies were suspended on his arbitrary pleasure, had time to converse with books. Cæsar, when he had curbed the spirits of the Roman people, and was thronged with visitors from the remotest kingdoms, found time for intellectual cultivation. The late Dr. Rush, and the still later Dr. Dwight, are eminent instances of what may be done for the cultivation of the mind, in the midst of the