The Young Man's Guide, William Andrus Alcott [best business books of all time txt] 📗

On this point, it may be useful to mention the results of my own observation. At no period of my life am I conscious of having made greater progress than I have sometimes done while laboring in the summer; and almost incessantly too. It is true, I read but little; yet that little was well understood and thoroughly digested. Almost all the knowledge I possess of ancient history was obtained in this way, in one year. Of course, a particular knowledge could not be expected, under such circumstances; but the general impressions and leading facts which were imbibed, will be of very great value to me, as I trust, through life. And I am acquainted with one or two similar instances.

It is true that mechanics and manufacturers, as well as men of most other occupations, find fewer leisure hours than most farmers. The latter class of people are certainly more favorably situated than any other. But it is also true that even the former, almost without exception, can command a small portion of their time every day, for the purposes of mental improvement, if they are determined on it. Few individuals can be found in the community, who have not as much leisure as I had during the summer I have mentioned. The great point is to have the necessary disposition to improve it; and a second point, of no small importance, is to have at hand, proper means of instruction. Of the latter I shall speak presently.

The reason why laboring men make such rapid progress in knowledge, in proportion to the number of hours they devote to study, appears to me obvious. The mental appetite is keen, and they devour with a relish. What little they read and understand, is thought over, and perhaps conversed upon, during the long interval; and becomes truly the property of the reader. Whereas those who make study a business, never possess a healthy appetite for knowledge; they are always cloyed, nothing is well digested; and the result of their continued effort is either a superficial or a distorted view of a great many things, without a thorough or practical understanding of any.

I do not propose, in a work of this kind, to recommend to young men what particular books on any subject they ought to study. First, because it is a matter of less importance than many others, and I cannot find room to treat of every thing.

He who has the determination to make progress, will do so, either with or without books, though these are certainly useful. But an old piece of newspaper, or a straggling leaf from some book, or an inscription on a monument, or the monument itself—and works of nature as well as of art, will be books to him. Secondly, because there is such an extensive range for selection. But, thirdly, because it may often be left to the reader's own taste and discretion. He will probably soon discover whether he is deriving solid or permanent benefit from his studies, and govern himself accordingly. Or if he have a friend at hand, who will be likely to make a judicious selection, with a proper reference to his actual progress and wants, he would do wrong not to avail himself of that friend's opinion.

I will now mention a few of the particular studies to which he who would educate himself for usefulness should direct his attention.

1. GEOGRAPHY.

As it is presumed that every one whom I address reads newspapers more or less, I must be permitted to recommend that you read them with good maps of every quarter of the world before you, and a geography and correct gazetteer at hand. When a place is mentioned, observe its situation on the map, read an account of it in the gazetteer, and a more particular description in the geography. Or if you choose to go through with the article, and get some general notions of the subject, and afterwards go back and read it a second time, in the manner proposed, to this I have no objection.

Let me insist, strongly, on the importance of this method of reading. It may seem slow at first; but believe me, you will be richly repaid in the end. Even in the lyceum, where the subject seems to demand it, and the nature of the case will admit, it ought to be required of lecturers and disputants, to explain every thing in passing, either by reference to books themselves on the spot, or by maps, apparatus, diagrams, &c; with which, it is plain, that every lyceum ought to be furnished. The more intelligent would lose nothing, while the less so, would gain much, by this practice. The expense of these things, at the present time, is so trifling, that no person, or association of persons, whose object is scientific improvement, should, by any means, dispense with them.

No science expands the mind of a young man more, at the same time that it secures his cheerful attention, than geography—I mean if pursued in the foregoing manner. Its use is so obvious that the most stupid cannot fail to see it. Much is said, I know, of differences of taste on this, as well as every other subject; but I can hardly believe that any young person can be entirely without taste for geographical knowledge. It is next to actual travels; and who does not delight in seeing new places and new objects?

2. HISTORY.

Next in order as regards both interest and importance, will be a knowledge of history, with some attention at the same time to chronology. Here, too, the starting point will be the same as in the former case. Some circumstance or event mentioned at the lyceum, or in the newspaper, will excite curiosity, and lead the way to inquiry. I think it well, however, to have but one leading science in view at a time; that is, if geography be the object, let history and almost every thing else be laid aside for that time, in order to secure, and hold fast the geographical information which is needed. After a few weeks or months, should he wish to pursue history, let the student, for some time confine himself chiefly, perhaps exclusively, to that branch.

The natural order of commencing and pursuing this branch without an instructor, and I think in schools also, is the following. For example, you take up a book, or it may be a newspaper, since these are swarming every where at the present time, and read that a person has just deceased, who was at Yorktown, in Virginia, during the whole siege, in the American revolution. I am supposing here that you have already learned where Yorktown is; for geography, to some extent at least, should precede history; but if not, I would let it pass for the moment, since we cannot do every thing at once, and proceed to inquire about the siege, and revolution. If you have any books whatever, on history, within your reach, do not give up the pursuit till you have attained a measure of success. Find out, when the siege in question happened, by whom, and by how many thousand troops it was carried on; and who and how many the besieged were.

He who follows out this plan, will soon find his mind reaching beyond the mere events alluded to in the newspaper, both forward and backward. As in the example already mentioned, for I cannot think of a better;—What were the consequences of this siege?—Did it help to bring about peace, and how soon?—And did the two nations ever engage in war afterward?—If so, how soon, and with what results? What became of the French troops and of the good La Fayette? This would lead to the study of French history for the last forty years. On the other hand, Where had Washington and La Fayette and Cornwallis been employed, previous to the siege of Yorktown? What battles had they fought, and with what success? What led to the quarrel between Great Britain and the United States? &c. Thus we should naturally go backward, step by step, until we should get much of modern history clustered round this single event of the siege of Yorktown. The same course should be pursued in the case of any other event, either ancient or modern. If newspapers are not thus read, they dissipate the mind, and probably do about as much harm as good.

It is deemed disgraceful—and ought to be—for any young man at this day to be ignorant of the geography and history of the country in which he lives. And yet it is no uncommon occurrence. However it argues much against the excellence of our systems of education, that almost every child should be carried apparently through a wide range of science, and over the whole material universe, and yet know nothing, or next to nothing, practically, of his own country.

3. ARITHMETIC.

No young man is excusable who is destitute of a knowledge of Arithmetic. It is probable, however, that no individual will read this book, who has not some knowledge of the fundamental branches; numeration, addition, subtraction, multiplication, and division. But with these, every person has the key to a thorough acquaintance with the whole subject, so far as his situation in life requires. To avail himself of these keys to mathematical knowledge, he must pursue a course not unlike that which I have recommended in relation to geography and history. He must seize on every circumstance which occurs in his reading, where reckoning is required, and if possible, stop at once and compute it. Or if not, let the place be marked, and at the first leisure moment, let him turn to it, and make the estimates.

Suppose he reads of a shipwreck. The crew is said to consist of thirty men besides the captain and mate, with three hundred and thirteen passengers, and a company of sixty grenadiers. The captain and mate, and ten of the crew escaped in the long boat. The rest were drowned, except twelve of the grenadiers, who clung to a floating fragment of the wreck till they were taken off by another vessel. Now is there a single person in existence, who would read such an account, without being anxious to know how many persons in the whole were lost? Yet nine readers in ten would not know; and why? Simply because they will not stop to use what little addition and subtraction they possess.

I do not say that, in reading to a company, who did not expect it, a young man would be required to stop and make the computation; but I do say that in all ordinary cases, no person is excusable who omits it, for it is a flagrant wrong to his own mind. Long practice, it is true, will render it unnecessary for an individual to pause, in order to estimate a sum like that abovementioned. Many, indeed most persons who are familiar with figures, might compute these numbers while reading, and without the slightest pause; but it certainly requires some practice. And the most important use of arithmetical studies (except as a discipline to the mind) is to enable us to reckon without slates and pencils. He has but a miserable knowledge of arithmetic, who is no arithmetician without a pen or pencil in his hand. These are but the ladders upon which he should ascend to the science, and not the science itself.

4. CHEMISTRY AND OTHER NATURAL SCIENCES.

If I were to name one branch, as more important to a young man than any other,—next to the merest elements of reading and writing—it would be chemistry. Not a mere smattering of it, however; for this usually does about as much harm as good. But a thorough knowledge of a few of the simple elements of bodies, and some of their most interesting combinations, such as are witnessed every day of our lives, but which, for want