Herald of the times. [volume] (Newport, R.I.) 1830-1846, 1831-12-08
With the most bitter

WhIen learning Is Ill Sieat uoSioc icq- II
uisite, men, generally, have been unable
TO conquer that incidence, love of ease,
and want of mental discipline, which are
bars to the progress of knowledge, with
ont tho removal Of which nothing can be
done. Men have suffered actual evil
from this very cause, and have aroused
themselves to avert it. But, while the
insutea spirit of the oppressed has burn
ed with revenge and the fetters ofthe en-
shaved have been broken in the mighty
struggle for freedom while the priest has
been inundated upon his own dcsecrated
altar, and the blood OF the monarch has
crinsoned the throne, the very means by
which they might have been raised above
the power OF superstition, and been made
invulnerable by the attacks of tyranny-
have been forgotten. That general in
tclligence, that interest in public affairs,
that enlightened patriotism, which arc al
most inevitable results Of proper mental
culture, have been wanting, and the de-
fciency has been deplorably felt. His
tory is full of examples Of it. Happy
shall it be for the generations to come, it
men, on making the terrible retrospect,
shall say, it is enongh-let the past sui-
flee. 1t may suffice and the tragic
scenes of olden time AYE, and of recent
time, may not be acted over again, If
men will learn the great truth, that virtue
and intelligence are the only safeguards
of liberty, and firmly resolve to act on
that conviction. But for neglecting this
object, all important as it is, men excuse
themselves by saying, there is no time to
| spare. How causelessly the excuse is
urged, little reflection will show.
| 1t is a common mistake on this subject
to suppose that by inducing disposition
to study, you engender distaste for the
necessary occupations of life. Nothing
il farther from the truth. 1t is true, that
by associating the idea of learning with
that of perfect leisure, investing It with
an entirely tactiious character, allowing
il no sympathy with common things, one
may become disgusted with the common
lot Of humanity, and be unhappy, because
unable to gain this chimera OF his morbid
desires But let such an one get right
view Of the matter, and things will wear
to him different aspect. Let him wish
to study because he feels that al! things
around him are objects of enquiry, that,
in the ply seal and moral world there is
enough to claim his attention--that his
happiness, as "A creature Of God and as
brother oi the human race-his duty to
himself aud to mankind, require that he
should respect and cherish the mind that
is within him,-and with cheerfulness he
will pursue the path Of duty, regarding
labor AS the appointment CT Heaven, and
sedulously, aye, rehgiOusly devoting the
intervals between his working time and
needful repose, to the cultivation Of his
mind. Who does not feel bound TO do so
who wants leisure for the performance
OF this duty i
/ Nor is the common remark, that very Il
little can be done by such cfforts, worthy II
OF serious consideration. If it were es-
scniia TO any purpose, that every student
should be critical scholar, and that the
range OF his studies should be extensive,
this objection might be Of some weight.
But this is neither demanded by necessi-
,ty, nor essential to enjoyment. One
may employ his mind with profit, on ma
ny interesting subjects without being able
profoundly to answer all questions about
them. The pleasure of study, and, we
may add the good effects of it, are not, in
most cases, derived .am the amount of
information acquired, so much as from
progressive improvement. And who is
unable to keep his mind employed so as
that his hours of labor may be cheered,
not only by the thought of rest, but by
"a hope of returning to his studies at the
appointed hour Of cessation from toll /?
Many eminent men have pursued such a
course. would not hold them up as ex-
amples for universal imitation but | say
they are proofs of how much may be el-
iected by determined perseverance,. If
such men found time, amid avocations as
pressing as those OF others, to devote
their talents to study, who shall urge as
an excuse for the neglect Of self educa-
.tion, the want ofleisure. Self education
is not to be regarded as phenomenon to
gaze at and admire, but as duty impos-
ed upon all men. Education is another
name for happiness. Happiness is the
right use OF our capacitIes. Education
is the training ofthem to be rightly used. !
However unwilling to confess neg
lect OF duty, men are ready to aclsnowl-
edge truth, when they do not perceive
that they are asserting to laws Inch are
binding upon them, aud which they have
violated. Thus, the correctness Of the
position which | have taken, is often ad-
mitted in the censures which are 80 freely
passed upon the misapplication of talent.
II is often said, and Justly, that il pety