Self Help, Samuel Smiles [good romance books to read .txt] 📗
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service, but failed. He was however informed that a surgeon’s
assistant’s commission was open to him. But he was no surgeon, and
knew no more of the profession than a child. He could however
learn. Then he was told that he must be ready to pass in six
months! Nothing daunted, he set to work, to acquire in six months
what usually required three years. At the end of six months he
took his degree with honour. Scott and a few friends helped to fit
him out; and he sailed for India, after publishing his beautiful
poem ‘The Scenes of Infancy.’ In India he promised to become one
of the greatest of oriental scholars, but was unhappily cut off by
fever caught by exposure, and died at an early age.
The life of the late Dr. Lee, Professor of Hebrew at Cambridge,
furnishes one of the most remarkable instances in modern times of
the power of patient perseverance and resolute purpose in working
out an honourable career in literature. He received his education
at a charity school at Lognor, near Shrewsbury, but so little
distinguished himself there, that his master pronounced him one of
the dullest boys that ever passed through his hands. He was put
apprentice to a carpenter, and worked at that trade until he
arrived at manhood. To occupy his leisure hours he took to
reading; and, some of the books containing Latin quotations, he
became desirous of ascertaining what they meant. He bought a Latin
grammar, and proceeded to learn Latin. As Stone, the Duke of
Argyle’s gardener, said, long before, “Does one need to know
anything more than the twenty-four letters in order to learn
everything else that one wishes?” Lee rose early and sat up late,
and he succeeded in mastering the Latin before his apprenticeship
was out. Whilst working one day in some place of worship, a copy
of a Greek Testament fell in his way, and he was immediately filled
with the desire to learn that language. He accordingly sold some
of his Latin books, and purchased a Greek Grammar and Lexicon.
Taking pleasure in learning, he soon mastered the language. Then
he sold his Greek books, and bought Hebrew ones, and learnt that
language, unassisted by any instructor, without any hope of fame or
reward, but simply following the bent of his genius. He next
proceeded to learn the Chaldee, Syriac, and Samaritan dialects.
But his studies began to tell upon his health, and brought on
disease in his eyes through his long night watchings with his
books. Having laid them aside for a time and recovered his health,
he went on with his daily work. His character as a tradesman being
excellent, his business improved, and his means enabled him to
marry, which he did when twenty-eight years old. He determined now
to devote himself to the maintenance of his family, and to renounce
the luxury of literature; accordingly he sold all his books. He
might have continued a working carpenter all his life, had not the
chest of tools upon which he depended for subsistence been
destroyed by fire, and destitution stared him in the face. He was
too poor to buy new tools, so he bethought him of teaching children
their letters,—a profession requiring the least possible capital.
But though he had mastered many languages, he was so defective in
the common branches of knowledge, that at first he could not teach
them. Resolute of purpose, however, he assiduously set to work,
and taught himself arithmetic and writing to such a degree as to be
able to impart the knowledge of these branches to little children.
His unaffected, simple, and beautiful character gradually attracted
friends, and the acquirements of the “learned carpenter” became
bruited abroad. Dr. Scott, a neighbouring clergyman, obtained for
him the appointment of master of a charity school in Shrewsbury,
and introduced him to a distinguished Oriental scholar. These
friends supplied him with books, and Lee successively mastered
Arabic, Persic, and Hindostanee. He continued to pursue his
studies while on duty as a private in the local militia of the
county; gradually acquiring greater proficiency in languages. At
length his kind patron, Dr. Scott, enabled Lee to enter Queen’s
College, Cambridge; and after a course of study, in which he
distinguished himself by his mathematical acquirements, a vacancy
occurring in the professorship of Arabic and Hebrew, he was
worthily elected to fill the honourable office. Besides ably
performing his duties as a professor, he voluntarily gave much of
his time to the instruction of missionaries going forth to preach
the Gospel to eastern tribes in their own tongue. He also made
translations of the Bible into several Asiatic dialects; and having
mastered the New Zealand language, he arranged a grammar and
vocabulary for two New Zealand chiefs who were then in England,
which books are now in daily use in the New Zealand schools. Such,
in brief, is the remarkable history of Dr. Samuel Lee; and it is
but the counterpart of numerous similarly instructive examples of
the power of perseverance in self-culture, as displayed in the
lives of many of the most distinguished of our literary and
scientific men.
There are many other illustrious names which might be cited to
prove the truth of the common saying that “it is never too late to
learn.” Even at advanced years men can do much, if they will
determine on making a beginning. Sir Henry Spelman did not begin
the study of science until he was between fifty and sixty years of
age. Franklin was fifty before he fully entered upon the study of
Natural Philosophy. Dryden and Scott were not known as authors
until each was in his fortieth year. Boccaccio was thirty-five
when he commenced his literary career, and Alfieri was forty-six
when he began the study of Greek. Dr. Arnold learnt German at an
advanced age, for the purpose of reading Niebuhr in the original;
and in like manner James Watt, when about forty, while working at
his trade of an instrument maker in Glasgow, learnt French, German,
and Italian, to enable himself to peruse the valuable works on
mechanical philosophy which existed in those languages. Thomas
Scott was fifty-six before he began to learn Hebrew. Robert Hall
was once found lying upon the floor, racked by pain, learning
Italian in his old age, to enable him to judge of the parallel
drawn by Macaulay between Milton and Dante. Handel was forty-eight
before he published any of his great works. Indeed hundreds of
instances might be given of men who struck out an entirely new
path, and successfully entered on new studies, at a comparatively
advanced time of life. None but the frivolous or the indolent will
say, “I am too old to learn.” {31}
And here we would repeat what we have said before, that it is not
men of genius who move the world and take the lead in it, so much
as men of steadfastness, purpose, and indefatigable industry.
Notwithstanding the many undeniable instances of the precocity of
men of genius, it is nevertheless true that early cleverness gives
no indication of the height to which the grown man will reach.
Precocity is sometimes a symptom of disease rather than of
intellectual vigour. What becomes of all the “remarkably clever
children?” Where are the duxes and prize boys? Trace them through
life, and it will frequently be found that the dull boys, who were
beaten at school, have shot ahead of them. The clever boys are
rewarded, but the prizes which they gain by their greater quickness
and facility do not always prove of use to them. What ought rather
to be rewarded is the endeavour, the struggle, and the obedience;
for it is the youth who does his best, though endowed with an
inferiority of natural powers, that ought above all others to be
encouraged.
An interesting chapter might be written on the subject of
illustrious dunces—dull boys, but brilliant men. We have room,
however, for only a few instances. Pietro di Cortona, the painter,
was thought so stupid that he was nicknamed “Ass’s Head” when a
boy; and Tomaso Guidi was generally known as “Heavy Tom” (Massaccio
Tomasaccio), though by diligence he afterwards raised himself to
the highest eminence. Newton, when at school, stood at the bottom
of the lowest form but one. The boy above Newton having kicked
him, the dunce showed his pluck by challenging him to a fight, and
beat him. Then he set to work with a will, and determined also to
vanquish his antagonist as a scholar, which he did, rising to the
top of his class. Many of our greatest divines have been anything
but precocious. Isaac Barrow, when a boy at the Charterhouse
School, was notorious chiefly for his strong temper, pugnacious
habits, and proverbial idleness as a scholar; and he caused such
grief to his parents that his father used to say that, if it
pleased God to take from him any of his children, he hoped it might
be Isaac, the least promising of them all. Adam Clarke, when a
boy, was proclaimed by his father to be “a grievous dunce;” though
he could roll large stones about. Dean Swift was “plucked” at
Dublin University, and only obtained his recommendation to Oxford
“speciali gratia.” The well-known Dr. Chalmers and Dr. Cook {32}
were boys together at the parish school of St. Andrew’s; and they
were found so stupid and mischievous, that the master, irritated
beyond measure, dismissed them both as incorrigible dunces.
The brilliant Sheridan showed so little capacity as a boy, that he
was presented to a tutor by his mother with the complimentary
accompaniment that he was an incorrigible dunce. Walter Scott was
all but a dunce when a boy, always much readier for a “bicker,”
than apt at his lessons. At the Edinburgh University, Professor
Dalzell pronounced upon him the sentence that “Dunce he was, and
dunce he would remain.” Chatterton was returned on his mother’s
hands as “a fool, of whom nothing could be made.” Burns was a dull
boy, good only at athletic exercises. Goldsmith spoke of himself,
as a plant that flowered late. Alfieri left college no wiser than
he entered it, and did not begin the studies by which he
distinguished himself, until he had run half over Europe. Robert
Clive was a dunce, if not a reprobate, when a youth; but always
full of energy, even in badness. His family, glad to get rid of
him, shipped him off to Madras; and he lived to lay the foundations
of the British power in India. Napoleon and Wellington were both
dull boys, not distinguishing themselves in any way at school. {33}
Of the former the Duchess d’Abrantes says, “he had good health, but
was in other respects like other boys.”
Ulysses Grant, the Commander-in-Chief of the United States, was
called “Useless Grant” by his mother—he was so dull and unhandy
when a boy; and Stonewall Jackson, Lee’s greatest lieutenant, was,
in his youth, chiefly noted for his slowness. While a pupil at
West Point Military Academy he was, however, equally remarkable for
his indefatigable application and perseverance. When a task was
set him, he never left it until he had mastered it; nor did he ever
feign to possess knowledge which he had not entirely acquired.
“Again and again,” wrote one who knew him, “when called upon to
answer questions in the recitation of the day, he would reply, ‘I
have not yet looked at it; I have been engaged in mastering the
recitation of yesterday or the day before.’ The result was that he
graduated seventeenth in a class of seventy. There was probably in
the whole class not a boy to whom Jackson at the outset was not
inferior in knowledge and attainments; but at the end of the race
he had only sixteen before him, and had outstripped no
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