CHAPTER XV. EDUCATION OF THE MIND.

The term Mind is often employed to signify all the faculties¹ of the soul. But I shall use it in application to the intellectual faculties, in distinction from the moral; as I have employed heart to denote the moral, in distinction from the intellectual. I shall not undertake to give a strictly² philosophical³ distinction of the mental faculties, but shall comprehend them in the following division, which is sufficient for my purpose, to wit: Perception, Reason or Understanding, Judgment⁴, Memory, and Imagination. Perception is the faculty⁵ that receives ideas into the mind; as, when you look at a tree, immediately the idea of a tree is impressed on the mind through the sense of sight; or, when you touch an object, the idea of that object is impressed on your mind through the sense of touch; or, you may receive the idea of a spirit, from the explanations which you hear or read.

The Reason or Understanding, is the faculty that considers, analyzes⁶, and compares ideas[146] received into the mind, and forms conclusions concerning them. For example, suppose you had never seen a watch: one is presented to you, and, as soon as your eye rests upon it, you form an idea respecting it. Perhaps this idea is no more than that it is a very curious object. But, immediately, your understanding is employed in considering what it is, the perceptive⁸ faculty still being occupied in further discoveries. From the fact that there is motion, you conclude there must be some power within it; for motion is not produced without power. Here is consideration and conclusion, which is a regular operation of reason. But, to make further discoveries, you open the watch, to examine its parts. This is analyzing⁹. You examine all the parts that you can see, on removing the case. You still see motion—all the wheels moving in regular order; but the cause of the motion, the power that moves, is yet unseen. You perceive a chain wound around a wheel, and attached to another wheel, around which it is slowly winding¹⁰ itself; and this chain appears to regulate the whole movement. You conclude that the power must be in this last-named wheel. Here is a conclusion from analyzing, or examining the parts separately.

The Judgment is the same as what is popularly[147] styled common sense. It is that faculty which pronounces a decision, in view of all the information before the mind, in any given case. For example, if you wish to determine what school you will attend, you first obtain all the information you can respecting the different schools that claim your attention. You consider and compare the advantages of each; and you decide according to your impression of their comparative merits. The faculty which forms this decision is called the judgment. You will readily perceive how very important this faculty is; for a person may be very learned, and yet a very great dunce in every thing of a practical nature, if he fails in judgment or common sense. His learning will be of very little use to him, because he has not sense to use it to advantage.

The Memory is the faculty which retains the knowledge that is received into the mind. It is a wonderful faculty. It may be compared to an immense closet, with a countless¹¹ number and variety of shelves, drawers, and cells, in which articles are stored away for future use, only one of which can be examined by the proprietor¹² at the same time, and yet so arranged that he knows just where to look for the article he wants. It is supposed that no impression, once made upon the memory, can be obliterated¹³; and yet the impression[148] may not be called up for years. It lies there, till some association of ideas brings it up again; the faculty not being able to present more than one object distinctly before the mind at the same instant.

The Imagination is that faculty which forms pictures in the mind of real or unreal scenes. It is the faculty that you exercise in your fanciful plays, and when your mind runs forward to the time that you expect to be engaged in the busy scenes of life, and you picture to yourself pleasures and enjoyments¹⁴ in prospect¹⁵. It is the faculty chiefly exercised by the poet and the writer of fiction.

You will, perhaps, be tired of this explanation; but it was necessary, in order to prepare the way for what I have to say on the education of the mind. From the definition of education already given, you will perceive that my ideas differ very much from those entertained by most young people. Ask a young person what he is going to school for, and he will answer, “To learn.” And his idea of learning is, simply, to acquire knowledge. This, however, is but a small part of the object of education. And this idea often leads youth to judge that much of what they are required to study is of no value to them; because they think they shall have no use for the[149] particular science they are studying, in practical life. The chief objects of mental education are, to cultivate and discipline the mind, and to store it with those great facts and principles which compose the elements of all knowledge. The studies to be pursued, then, are to be chosen with reference to these objects, and not merely for the purpose of making the mind a vast store-house of knowledge. This may be done, and yet leave it a mere¹⁶ lumber¹⁷-room. For without the capacity to analyze⁷, and turn it to account, all the knowledge in the world is but useless lumber. It is of great importance that young people should understand and appreciate this principle, because it is intimately connected with their success in acquiring a good education. To this end, it is necessary that they should co?perate with their parents and teachers. This they will never be ready to do, if they suppose the only object of study is, to acquire a knowledge of the particular branches they are set to learn; for they cannot see the use of them. But, understanding the design of education to be, to discipline the mind, and furnish it with the elements of knowledge, there is no science, no branch of learning, but what is useful for these objects; and the only question, where education cannot be liberal, is, What branches will best secure these ends?
 

This understanding of the objects of education is also necessary, to stimulate¹⁸ the young to prosecute¹⁹ their studies in the most profitable manner. If their object were merely to acquire knowledge, the more aid they could get from their teachers the better, because they would thus obtain information the more rapidly. But the object being to discipline the mind, call forth²⁰ its energies, and obtain a thorough knowledge of elementary principles, what is studied out, by the unaided efforts of the pupil, is worth a hundred times more than that which is communicated by an instructor²¹. The very effort of the mind which is requisite²² to study out a sum in arithmetic, or a difficult sentence in language, is worth more than it costs, for the increased power which it imparts to the faculties so exercised. The principles involved in the case will, also, by this effort, be more deeply impressed upon the mind. Such efforts are also exceedingly valuable, for the confidence which they inspire in one’s power of accomplishment²³. I do not mean to commend self-confidence in a bad sense. For any one to be so confident of his own power as to think he can do things which he cannot, or to fancy himself qualified²⁴ for stations which he is not able to fill, is foolish and vain. But, to know one’s own ability to[151] do, and have confidence in it, is indispensable to success in any undertaking²⁵. And this confidence is inspired by unaided efforts to overcome difficulties in the process of education. As an instance of this, I recollect²⁶, when a boy, of encountering a very difficult sum in arithmetic. After spending a considerable time on it, without success, I sought the aid of the school teacher, who failed to render me any assistance. I then applied²⁷ to several other persons, none of whom could give me the desired information. Thus I was thrown back upon my own resources. I studied upon it several days without success. After worrying my head with it one evening, I retired²⁸ to rest, and dreamed out the whole process. I do not suppose there was any thing supernatural in my dream; but the sum was the absorbing subject of my thoughts, and when sleep had closed the senses, they still ran on the same subject. Rising in the morning with a clear head, and examining the question anew, it all opened up to my mind with perfect clearness; all difficulty vanished, and in a few moments the problem was solved. I can scarcely point to any single event, which has had more influence upon the whole course of my life than this. It gave me confidence in my ability to succeed in any reasonable undertaking. But[152] for this confidence, I should never have thought of entering upon the most useful undertakings²⁹ of my life. But for this, you would never have seen this book, nor any other of the numerous works which I have been enabled to furnish for the benefit of the young. I mention this circumstance here, for the purpose of encouraging you to independent mental effort. In prosecuting³⁰ your studies, endeavor always, if possible, to overcome every difficulty without the aid of others. This practice, besides giving you the confidence of which I have spoken, will give you a much better knowledge of the branches you are pursuing, and enable you, as you advance, to proceed much more rapidly. Every difficulty you overcome, by your own unaided efforts, will make the next difficulty less. And though at first you will proceed more slowly, your habit of independent investigation³¹ will soon enable you to outstrip³² all those who are still held in the leading-strings of their teachers. A child will learn to walk much sooner by being let alone, than to be provided with a go-cart. Your studies, pursued in this manner, will be much more interesting; for you are interested in any study just in proportion to the effort of mind it costs you.

The perceptive faculty is developed first of[153] all. It begins to be exercised by the child before it can speak, or even understand language. Reason and judgment are more slow in their development, though they begin to be exercised at a very early period. Memory is exercised as soon as ideas are received into the mind. The imagination, in the natural course of things, is developed latest of all; but it is often forced out too early, like flowers in a hot-bed, in which case it works great injury to the mind.

You will perceive the great importance of bringing out the several faculties of the mind in their due proportion. If the memory is chiefly cultivated, you will have a great amount of knowledge floating loosely in your mind, but it will be of very little use. But the proper cultivation³³ of the memory is indispensable, in order to render your knowledge available. Nor will it do for you to adopt the notion that nothing is to be committed to the keeping of the memory which is not fully³⁴ understood. The memory is a servant, which must consent to do some things without knowing the reason why. The imagination is the beautiful flower that crowns the top of the plant. But if forced out too early, or out of due proportion, it will cover the stalk with false blossoms, which, in a little time, will wither³⁵, and leave it dry and useless. The perception,[154] reason, and judgment, require a long course of vigorous exercise and severe training, in order to lay a solid foundation of character.

I shall leave this subject here, without suggesting any particular means of cultivating the mind, leaving you to apply the principles here laid down to your ordinary studies. But in several subsequent chapters, I shall have some reference to what I have said here.

1 faculties   

n.能力( faculty的名词复数 )；全体教职员；技巧；院

参考例句：

• Although he's ninety, his mental faculties remain unimpaired. 他虽年届九旬，但头脑仍然清晰。
• All your faculties have come into play in your work. 在你的工作中，你的全部才能已起到了作用。 来自《简明英汉词典》

2 strictly   

adv.严厉地，严格地；严密地

参考例句：

• His doctor is dieting him strictly.他的医生严格规定他的饮食。
• The guests were seated strictly in order of precedence.客人严格按照地位高低就座。

3 philosophical   

adj.哲学家的，哲学上的，达观的

参考例句：

• The teacher couldn't answer the philosophical problem.老师不能解答这个哲学问题。
• She is very philosophical about her bad luck.她对自己的不幸看得很开。

4 judgment   

n.审判；判断力，识别力，看法，意见

参考例句：

• The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
• He's a man of excellent judgment.他眼力过人。

5 faculty   

n.才能；学院，系；(学院或系的)全体教学人员

参考例句：

• He has a great faculty for learning foreign languages.他有学习外语的天赋。
• He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。

6 analyzes   

v.分析( analyze的第三人称单数 )；分解；解释；对…进行心理分析

参考例句：

• This approach analyzes management by studying experience usually through cases. 这个学派通常从实例获得经验，用以分析管理。 来自辞典例句
• The econometrician analyzes statistical data. 经济计量学者要分析统计材料。 来自辞典例句

7 analyze   

vt.分析，解析 (=analyse)

参考例句：

• We should analyze the cause and effect of this event.我们应该分析这场事变的因果。
• The teacher tried to analyze the cause of our failure.老师设法分析我们失败的原因。

8 perceptive   

adj.知觉的，有洞察力的，感知的

参考例句：

• This is a very perceptive assessment of the situation.这是一个对该情况的极富洞察力的评价。
• He is very perceptive and nothing can be hidden from him.他耳聪目明，什么事都很难瞒住他。

9 analyzing   

v.分析；分析( analyze的现在分词 )；分解；解释；对…进行心理分析n.分析

参考例句：

• Analyzing the date of some socialist countries presents even greater problem s. 分析某些社会主义国家的统计数据，暴露出的问题甚至更大。 来自辞典例句
• He undoubtedly was not far off the mark in analyzing its predictions. 当然，他对其预测所作的分析倒也八九不离十。 来自辞典例句

10 winding   

n.绕，缠，绕组，线圈

参考例句：

• A winding lane led down towards the river.一条弯弯曲曲的小路通向河边。
• The winding trail caused us to lose our orientation.迂回曲折的小道使我们迷失了方向。

11 countless   

adj.无数的，多得不计其数的

参考例句：

• In the war countless innocent people lost their lives.在这场战争中无数无辜的人丧失了性命。
• I've told you countless times.我已经告诉你无数遍了。

12 proprietor   

n.所有人；业主；经营者

参考例句：

• The proprietor was an old acquaintance of his.业主是他的一位旧相识。
• The proprietor of the corner grocery was a strange thing in my life.拐角杂货店店主是我生活中的一个怪物。

13 obliterated   

v.除去( obliterate的过去式和过去分词 )；涂去；擦掉；彻底破坏或毁灭

参考例句：

• The building was completely obliterated by the bomb. 炸弹把那座建筑物彻底摧毁了。
• He began to drink, drank himself to intoxication, till he slept obliterated. 他一直喝，喝到他快要迷糊地睡着了。 来自《简明英汉词典》

14 enjoyments   

愉快( enjoyment的名词复数 )； 令人愉快的事物； 享有； 享受

参考例句：

• He is fond of worldly enjoyments. 他喜爱世俗的享乐。
• The humanities and amenities of life had no attraction for him--its peaceful enjoyments no charm. 对他来说，生活中的人情和乐趣并没有吸引力——生活中的恬静的享受也没有魅力。

15 prospect   

n.前景，前途；景色，视野

参考例句：

• This state of things holds out a cheerful prospect.事态呈现出可喜的前景。
• The prospect became more evident.前景变得更加明朗了。

16 mere   

adj.纯粹的；仅仅，只不过

参考例句：

• That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
• It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。

17 lumber   

n.木材，木料；v.以破旧东西堆满；伐木；笨重移动

参考例句：

• The truck was sent to carry lumber.卡车被派出去运木材。
• They slapped together a cabin out of old lumber.他们利用旧木料草草地盖起了一间小屋。

18 stimulate   

vt.刺激，使兴奋；激励，使…振奋

参考例句：

• Your encouragement will stimulate me to further efforts.你的鼓励会激发我进一步努力。
• Success will stimulate the people for fresh efforts.成功能鼓舞人们去作新的努力。

19 prosecute   

vt.告发；进行；vi.告发，起诉，作检察官

参考例句：

• I am trying my best to prosecute my duties.我正在尽力履行我的职责。
• Is there enough evidence to prosecute?有没有起诉的足够证据？

20 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

21 instructor   

n.指导者，教员，教练

参考例句：

• The college jumped him from instructor to full professor.大学突然把他从讲师提升为正教授。
• The skiing instructor was a tall,sunburnt man.滑雪教练是一个高高个子晒得黑黑的男子。

22 requisite   

adj.需要的，必不可少的；n.必需品

参考例句：

• He hasn't got the requisite qualifications for the job.他不具备这工作所需的资格。
• Food and air are requisite for life.食物和空气是生命的必需品。

23 accomplishment   

n.完成，成就，（pl.）造诣，技能

参考例句：

• The series of paintings is quite an accomplishment.这一系列的绘画真是了不起的成就。
• Money will be crucial to the accomplishment of our objectives.要实现我们的目标，钱是至关重要的。

24 qualified   

adj.合格的，有资格的，胜任的，有限制的

参考例句：

• He is qualified as a complete man of letters.他有资格当真正的文学家。
• We must note that we still lack qualified specialists.我们必须看到我们还缺乏有资质的专家。

25 undertaking   

n.保证，许诺，事业

参考例句：

• He gave her an undertaking that he would pay the money back with in a year.他向她做了一年内还钱的保证。
• He is too timid to venture upon an undertaking.他太胆小，不敢从事任何事业。

26 recollect   

v.回忆，想起，记起，忆起，记得

参考例句：

• He tried to recollect things and drown himself in them.他极力回想过去的事情而沉浸于回忆之中。
• She could not recollect being there.她回想不起曾经到过那儿。

27 applied   

adj.应用的；v.应用，适用

参考例句：

• She plans to take a course in applied linguistics.她打算学习应用语言学课程。
• This cream is best applied to the face at night.这种乳霜最好晚上擦脸用。

28 retired   

adj.隐退的，退休的，退役的

参考例句：

• The old man retired to the country for rest.这位老人下乡休息去了。
• Many retired people take up gardening as a hobby.许多退休的人都以从事园艺为嗜好。

29 undertakings   

企业( undertaking的名词复数 )； 保证； 殡仪业； 任务

参考例句：

• The principle of diligence and frugality applies to all undertakings. 勤俭节约的原则适用于一切事业。
• Such undertakings require the precise planning and foresight of military operations. 此举要求军事上战役中所需要的准确布置和预见。

30 prosecuting   

检举、告发某人( prosecute的现在分词 )； 对某人提起公诉； 继续从事（某事物）； 担任控方律师

参考例句：

• The witness was cross-examined by the prosecuting counsel. 证人接受控方律师的盘问。
• Every point made by the prosecuting attorney was telling. 检查官提出的每一点都是有力的。

31 investigation   

n.调查，调查研究

参考例句：

• In an investigation,a new fact became known, which told against him.在调查中新发现了一件对他不利的事实。
• He drew the conclusion by building on his own investigation.他根据自己的调查研究作出结论。

32 outstrip   

v.超过，跑过

参考例句：

• He can outstrip his friend both in sports and in studies.他能在体育和学习方面胜过他的朋友。
• It is possible for us to outstrip the advanced countries in the world.我们能超过世界上先进的国家。

33 cultivation   

n.耕作，培养，栽培（法），养成

参考例句：

• The cultivation in good taste is our main objective.培养高雅情趣是我们的主要目标。
• The land is not fertile enough to repay cultivation.这块土地不够肥沃，不值得耕种。

34 fully   

adv.完全地，全部地，彻底地；充分地

参考例句：

• The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气，然后全部呼出。
• They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。

35 wither   

vt.使凋谢，使衰退，(用眼神气势等)使畏缩；vi.枯萎，衰退，消亡

参考例句：

• She grows as a flower does-she will wither without sun.她象鲜花一样成长--没有太阳就会凋谢。
• In autumn the leaves wither and fall off the trees.秋天，树叶枯萎并从树上落下来。