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 disease of the present generation;" and the remark is still applicable. We may not believe that there is a royal road to learning, but we seem to believe very firmly in a "popular" one. In education, we invent labour-saving processes, seek short cuts to science, learn French and Latin "in twelve lessons," or "without a master." We rеsemble the lady of fashion, who engaged a master to teach her on condition that he did not plague her with verbs and participles. We get our smattering of science in the same way; we learn chemistry by listening to a short course of lectures enlivened by experiments, and when we have inhaled laughing gas, seen green water turned to red, and phosphorus burnt in oxygen, we have got our smattering, of which the most that can be said is, that though it may be better than nothing, it is yet good for nothing. Thus we often imagine we are being educated while we are only being amused.

The facility with which young people are thus induced to acquire knowledge, without study and labour, is not education. It occupies but does not enrich the mind. It imparts a stimulus for the time, and produces a sort of intellectual keenness and cleverness; but, without an implanted purpose and a higher object than mere pleasure, it will bring with it no solid advantage. In such cases knowledge produces but a passing impression; a sensation, but no more; it is, in fact, the merest epicurism of intelligence—sensuous, but certainly not intellectual. Thus the best qualities of many minds, those which are evoked by vigorous effort and independent action, sleep a deep sleep, and are often never called to life, except by the rough