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fifty-three. It used to be said of him by his contemporaries, that
if the course had been for ten years instead of four, Jackson would
have graduated at the head of his class.” {34}
John Howard, the philanthropist, was another illustrious dunce,
learning next to nothing during the seven years that he was at
school. Stephenson, as a youth, was distinguished chiefly for his
skill at putting and wrestling, and attention to his work. The
brilliant Sir Humphry Davy was no cleverer than other boys: his
teacher, Dr. Cardew, once said of him, “While he was with me I
could not discern the faculties by which he was so much
distinguished.” Indeed, Davy himself in after life considered it
fortunate that he had been left to “enjoy so much idleness” at
school. Watt was a dull scholar, notwithstanding the stories told
about his precocity; but he was, what was better, patient and
perseverant, and it was by such qualities, and by his carefully
cultivated inventiveness, that he was enabled to perfect his steam-engine.
What Dr. Arnold said of boys is equally true of men—that the
difference between one boy and another consists not so much in
talent as in energy. Given perseverance and energy soon becomes
habitual. Provided the dunce has persistency and application he
will inevitably head the cleverer fellow without those qualities.
Slow but sure wins the race. It is perseverance that explains how
the position of boys at school is so often reversed in real life;
and it is curious to note how some who were then so clever have
since become so commonplace; whilst others, dull boys, of whom
nothing was expected, slow in their faculties but sure in their
pace, have assumed the position of leaders of men. The author of
this book, when a boy, stood in the same class with one of the
greatest of dunces. One teacher after another had tried his skill
upon him and failed. Corporal punishment, the fool’s cap, coaxing,
and earnest entreaty, proved alike fruitless. Sometimes the
experiment was tried of putting him at the top of his class, and it
was curious to note the rapidity with which he gravitated to the
inevitable bottom. The youth was given up by his teachers as an
incorrigible dunce—one of them pronouncing him to be a “stupendous
booby.” Yet, slow though he was, this dunce had a sort of dull
energy of purpose in him, which grew with his muscles and his
manhood; and, strange to say, when he at length came to take part
in the practical business of life, he was found heading most of his
school companions, and eventually left the greater number of them
far behind. The last time the author heard of him, he was chief
magistrate of his native town.
The tortoise in the right road will beat a racer in the wrong. It
matters not though a youth be slow, if he be but diligent.
Quickness of parts may even prove a defect, inasmuch as the boy who
learns readily will often forget as readily; and also because he
finds no need of cultivating that quality of application and
perseverance which the slower youth is compelled to exercise, and
which proves so valuable an element in the formation of every
character. Davy said “What I am I have made myself;” and the same
holds true universally.
To conclude: the best culture is not obtained from teachers when
at school or college, so much as by our own diligent self-education
when we have become men. Hence parents need not be in too great
haste to see their children’s talents forced into bloom. Let them
watch and wait patiently, letting good example and quiet training
do their work, and leave the rest to Providence. Let them see to
it that the youth is provided, by free exercise of his bodily
powers, with a full stock of physical health; set him fairly on the
road of self-culture; carefully train his habits of application and
perseverance; and as he grows older, if the right stuff be in him,
he will be enabled vigorously and effectively to cultivate himself.
“Ever their phantoms rise before us,
Our loftier brothers, but one in blood;
By bed and table they lord it o’er us,
With looks of beauty and words of good.”—John Sterling.
“Children may be strangled, but Deeds never; they have an
indestructible life, both in and out of our consciousness.”—George
Eliot.
“There is no action of man in this life, which is not the beginning
of so long a chain of consequences, as that no human providence is
high enough to give us a prospect to the end.”—Thomas of
Malmesbury.
Example is one of the most potent of instructors, though it teaches
without a tongue. It is the practical school of mankind, working
by action, which is always more forcible than words. Precept may
point to us the way, but it is silent continuous example, conveyed
to us by habits, and living with us in fact, that carries us along.
Good advice has its weight: but without the accompaniment of a
good example it is of comparatively small influence; and it will be
found that the common saying of “Do as I say, not as I do,” is
usually reversed in the actual experience of life.
All persons are more or less apt to learn through the eye rather
than the ear; and, whatever is seen in fact, makes a far deeper
impression than anything that is merely read or heard. This is
especially the case in early youth, when the eye is the chief inlet
of knowledge. Whatever children see they unconsciously imitate.
They insensibly come to resemble those who are about them—as
insects take the colour of the leaves they feed on. Hence the vast
importance of domestic training. For whatever may be the
efficiency of schools, the examples set in our Homes must always be
of vastly greater influence in forming the characters of our future
men and women. The Home is the crystal of society—the nucleus of
national character; and from that source, be it pure or tainted,
issue the habits, principles and maxims, which govern public as
well as private life. The nation comes from the nursery. Public
opinion itself is for the most part the outgrowth of the home; and
the best philanthropy comes from the fireside. “To love the little
platoon we belong to in society,” says Burke, “is the germ of all
public affections.” From this little central spot, the human
sympathies may extend in an ever widening circle, until the world
is embraced; for, though true philanthropy, like charity, begins at
home, assuredly it does not end there.
Example in conduct, therefore, even in apparently trivial matters,
is of no light moment, inasmuch as it is constantly becoming
inwoven with the lives of others, and contributing to form their
natures for better or for worse. The characters of parents are
thus constantly repeated in their children; and the acts of
affection, discipline, industry, and self-control, which they daily
exemplify, live and act when all else which may have been learned
through the ear has long been forgotten. Hence a wise man was
accustomed to speak of his children as his “future state.” Even
the mute action and unconscious look of a parent may give a stamp
to the character which is never effaced; and who can tell how much
evil act has been stayed by the thought of some good parent, whose
memory their children may not sully by the commission of an
unworthy deed, or the indulgence of an impure thought? The veriest
trifles thus become of importance in influencing the characters of
men. “A kiss from my mother,” said West, “made me a painter.” It
is on the direction of such seeming trifles when children that the
future happiness and success of men mainly depend. Fowell Buxton,
when occupying an eminent and influential station in life, wrote to
his mother, “I constantly feel, especially in action and exertion
for others, the effects of principles early implanted by you in my
mind.” Buxton was also accustomed to remember with gratitude the
obligations which he owed to an illiterate man, a gamekeeper, named
Abraham Plastow, with whom he played, and rode, and sported—a man
who could neither read nor write, but was full of natural good
sense and mother-wit. “What made him particularly valuable,” says
Buxton, “were his principles of integrity and honour. He never
said or did a thing in the absence of my mother of which she would
have disapproved. He always held up the highest standard of
integrity, and filled our youthful minds with sentiments as pure
and as generous as could be found in the writings of Seneca or
Cicero. Such was my first instructor, and, I must add, my best.”
Lord Langdale, looking back upon the admirable example set him by
his mother, declared, “If the whole world were put into one scale,
and my mother into the other, the world would kick the beam.” Mrs.
Schimmel Penninck, in her old age, was accustomed to call to mind
the personal influence exercised by her mother upon the society
amidst which she moved. When she entered a room it had the effect
of immediately raising the tone of the conversation, and as if
purifying the moral atmosphere—all seeming to breathe more freely,
and stand more erectly. “In her presence,” says the daughter, “I
became for the time transformed into another person.” So much does
she moral health depend upon the moral atmosphere that is breathed,
and so great is the influence daily exercised by parents over their
children by living a life before their eyes, that perhaps the best
system of parental instruction might be summed up in these two
words: “Improve thyself.”
There is something solemn and awful in the thought that there is
not an act done or a word uttered by a human being but carries with
it a train of consequences, the end of which we may never trace.
Not one but, to a certain extent, gives a colour to our life, and
insensibly influences the lives of those about us. The good deed
or word will live, even though we may not see it fructify, but so
will the bad; and no person is so insignificant as to be sure that
his example will not do good on the one hand, or evil on the other.
The spirits of men do not die: they still live and walk abroad
among us. It was a fine and a true thought uttered by Mr. Disraeli
in the House of Commons on the death of Richard Cobden, that “he
was one of those men who, though not present, were still members of
that House, who were independent of dissolutions, of the caprices
of constituencies, and even of the course of time.”
There is, indeed, an essence of immortality in the life of man,
even in this world. No individual in the universe stands alone; he
is a component part of a system of mutual dependencies; and by his
several acts he either increases or diminishes the sum of human
good now and for ever. As the present is rooted in the past, and
the lives and examples of our forefathers still to a great extent
influence us, so are we by our daily acts contributing to form the
condition and character of the future. Man is a fruit formed and
ripened by the culture of all the foregoing centuries; and the
living generation continues the magnetic current of action and
example destined to bind the remotest past with the most distant
future. No man’s acts die utterly; and though his body may resolve
into dust and air, his good or his bad deeds will still be bringing
forth fruit after their kind, and influencing future
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