HE that reads to be amused, will be like him that eats to gratify his appetite—an epicure. But he who reads to obtain useful information, and to improve his mind, will be like him who eats to sustain nature—strong and healthy. The former will be satisfied with nothing but dainties—the latter will prefer plain strong food.
Sir William Jones rose to great eminence. When he was a mere child, he was very inquisitive. His mother was a superior woman of great intelligence, and he would apply to her for the information which he desired; but her constant reply was, “Read and you will know.” This gave him a passion for books, which was one of the principal means of making him what he was. But, it is not every one who reads that will become wise.
Robert Hall.
This great man, when he was a boy about six years of age, was sent to a boarding school, where he spent the week, coming home Saturday and returning Monday. When he went away on Monday morning, he would take with him two or three books from his father’s library to read at the intervals between the school hours. The books he selected, were not those of mere amusement, but such as required deep and serious thought. Before he was nine years old, he had read over and over again, with the deepest interest, Edwards on the Affections, Edwards on the Will, and Butler’s Analogy.
Robert Hall
Section II.—Love of Learning Encouraged.
T
THERE are many young persons, who have an ardent thirst for knowledge, and a strong desire to obtain an education; but their circumstances in life seem to forbid the attempt. There are many examples, which afford them encouragement to make the attempt. A large proportion of the men who have risen to the highest distinction, have struggled against the same difficulties which they have to encounter; and, when they see what has been done by others, they will perceive that it can be done by themselves.
Sir Isaac Newton.
When Sir Isaac Newton was a boy he was employed in servile labor. Sometimes he was sent to open the gates for the men that were driving the cattle to market. At other times, he carried corn to market, or attended the sheep. One day his uncle found him in a hay-loft, working out a mathematical problem, and he was sent to school. There he discovered his great and various talents. At the age of eighteen he was sent to the University at Cambridge, England, where he soon distinguished himself.
Benjamin West.
West, the celebrated painter, early manifested a genius for this art. His first attempt was made with pens, and red and black ink, upon a portrait of his sister’s child, lying in the cradle. For a long time he had no pencil. Having been told that they were made of camel’s hair, he pulled hairs out of the tail of a cat, of which he made his first brush.
Other eminent Persons.
Dr. Franklin was the son of a tallow-chandler, and served an apprenticeship to a printer; Rev. Dr. Scott, author of the Commentary, was employed in the most laborious work on a farm; William Gifford, one of the most celebrated literary men of his age, was an apprentice to a shoemaker, and wrought out his problems in algebra on a piece of sole-leather, with the point of an awl.
Section III.—Dislike of Study.
latin and labor.
J
JOHN ADAMS, the second President of the United States, used to relate the following anecdote:
“When I was a boy, I had to study the Latin grammar; but it was dull, and I hated it. My father was anxious to send me to college, and therefore I studied the grammar, till I could bear it no longer; and going to my father, I told him I did not like study, and asked for some other employment. It was opposing his wishes, and he was quick in his answer. ‘Well, John, if Latin grammar does not suit you, you may try ditching; perhaps that will; my meadow yonder needs a ditch, and you may put by Latin and try that.’
“This seemed a delightful change, and to the meadow I went. But I soon found ditching harder than Latin, and the first forenoon was the longest I ever experienced. That day I ate the bread of Labor, and glad was I when night came on. That night I made some comparison between Latin grammar and ditching, but said not a word about it. I dug next forenoon, and wanted to return to Latin at dinner; but it was humiliating, and I could not do it. At night, toil conquered pride; and though it was one of the severest trials I ever had in my life, I told my father that, if he chose, I would go back to Latin grammar. He was glad of it; and if I have since gained any distinction it has been owing to the two days labor in that abominable ditch.”
Boys may learn several important lessons from this story. It shows how little they oftentimes appreciate their privileges. Those who are kept at study frequently think it a hardship needlessly imposed on them. But they must do something; and if set to ditching, would they like that any better? The opportunity of pursuing a liberal course of study is what few enjoy; and they are ungrateful who drag themselves to it as to an intolerable task. You may also learn from this anecdote, how much better your parents are qualified to judge of these things than yourselves. If John Adams had continued his ditching instead of his Latin, his name would not probably have been known to us. But, in following the path marked out by his judicious parent, he rose to the highest honors which the country affords.
