New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1873-11-18
NEW PUBLICATIONS.
JOHN STUART MILL
AUTOBIOGRAPHY OF JOHN STUART MILL '1"o

I'D inc composition OF TIC plCroiib 49,
has departed in great measure, from 'ne usu'.
,,,o4hoa 90 ontob;ooraphical writer's in exhibiting
an ANALYSIS of his own intellectual character anu
thoinAnences which have contributed TO lts lorna
sion rather than constructing narrative Oh OK
tsrnal events Gibbon aud Hume nave conniie"
themselves chiefly toan account OK their literary pci
eor,no,ces and the studies which entered into their
,,reDaratiou. without engaging in any process OF
rnirirual anatomy, or revealing the mddch cohu,-
<ions which formed the essence OF their hdlV'oui-
ktv. Goethe and George Sand have been more COM
snunioahve in relating their experience IN luo
world of emotion but the autobiography of each of
chose ilnstrious writers is more largely occupied
with descriptive scenes than with subjective con-
feS,,ons Mr. Mill on the contrary, has little to do
with the recital of outward events. His work be-
longs less to the sphere of history than of phil
osophy. 1t shows the same calm and I'M
partial Judgment. the same insight into ao-
stract relations and the candOr and trankneSs
OF expression that are displayed in his writings on
logic aud ethics. The study Of himself which Is
embodied in the memoir is no less faithful and CON
scientious than his inquiries on the principles Oh
philosophy. 1t is nc less free from egotism imam IL
il had been the record CT auOthers life rather than
his own. But the process of mental ylylsectioh Is
ct once so intrepid and so dispassionate that II II
does not awaken a vivid sympathy 1T inspires
structiye lesson.
Mr.. Mills early education Of unique charae-
10, II WAS conducted exclusively by his father
man Of stronQ convictions obstinate preJudces anu
eccentric intellectual habits. The poftralture oi
this person, as presented by his son, ahords rare
study of human nature. He was deSigheu iot 'iio
ministry and after going through the usual course
was licensed to preach, but never followed tne pro
fessIon, having found that he could hoI MAINTAIN
any of the received doctrines of theology for new
wears he was n private tutor in various Scottish
families but afterwards took up his residence IN Lon
don, and devoted himself to authorship THIS was
his only means of support until he received an
appointment in the India House in 1879
His method with his son was rigid and uncom-
promising His aim was TO form and discipline the
Dind of the boy rather than to cram 1t with extra
neous knowledge. At the same time, the course OF
instruction was thorough and even severe. Young
Mil had no remembrance of the time when he be-
gan TO learn Greek, but it must have been soon
after he was three years old. Before ne was seven
he had read the whole of Herodotus, most of Keno
phon. and the first six dialogues of Plato. besides
telections from other Greek authors. Helearned no
LATIN until his eighth year. In his teaching, the
father had no regard to possibilities. He not only
demanded of his pupil the utmost he could do, but
much which under no circumstances he could have
done The evenings were devoted TO arithmetic,
which proved an eminently disagreeablo task. 1t
wa great relief to the boy to accompany his father
ia lis morning walks. While enjoying the green
fields and wild flowers he would give an account of
what he had read the day before. He thus went
over wide course of history, eagerly devouring the
principal works, together with an unlimited range
of travels and VOYAGES. From his eighth to his
twelfth year he read the principal Greek and Latin
authors windinQup with AriStOte's Rhetoric which
r.. &. oil hin, ctu with macmillan
containing many of the best observations of the
aneients on human life and conduct. During this
part OF his childhood. his favOrite amusement was
reading books on experimental science. He devoured
treatises on chemistry and physics before he ever
attended lecture OF saw an experiment.
From about the age of twelve he entered upon
amore advanced stage in his career Of study. The
main object was no longer the aids and appliances
of thought but the thoughts themselves. He con-
tinued the study of Aristotle, with the attempt TO
master his most profound works. He read several
of the Latin treatses ON the scholastic logic giving
70 bis father in their daily walks minute account
of what he had read and answering his numerous
and searching duestiOns Mr.. Mill attaches great
Yalue 10 his early familiarity with the school logic.
IL developed his power of thinking and taught him
the nature of argument. In his opinion, nothing IN
modern education tends so much to form exact
thinkers who attach a precise meaning to words,
and arc not imposed upon by loose and ambiguous
terms Tho boosted influence of mathematical
studies is lar inferior since they present none Of the
real difficulties Of correct ratiocination.
When he was about fourteen years old the lessons
of the young scholarl were brought to a close He
left England for more than year, and after his
turn, although his studies went on under the gen.
rral direction of his father he could no longer be
called his sehoolmaster Upon reviewing the course
of instruction which he had pursued Mr. Mill refers
20 ono OF tic prominent points that of giving, IN the
years of childhood, an amount of knowledge IN the
higher branches of education which is seldom &C
ouited. IL acquired at all, until tho age Of man
hood The result of the experiment. shows the
ease with which this may be done, and thus
prevent the wretched waste of so many precious
years IN acquiring the mOdicun of Greek and Latin
commonly taught to school-boys. He remarks that
# ne had been exceptionally quick of apprehension
by nature OF of an unusually active and energetic
temperament the trial would not be conclusive
But he adds with exemplary nsivete that in these
natural gifts he was rather below than above par
that what he did could be done by any healthy boy
of average capacity; and that if he has accomplished
ANYTHING in life he it manlyto the early train
ing bestowed upon hiIu by his father which gave
him the advantage of start of at least quarter of
acentury beyond his cOtemporanes.
One feature Of this training is pointed out as the
cause Of whatever good it elected. Most young peo
ple who have had much knowledge drilled into
them have their mental capacities not strengthened
INT oyerlaid by it, 1t is the education Of cram But
tbis was not the case with Mr.. Mill. His father
never permitted anything which he learned to de-
generate into mere exercise of memory. He stTovC
to make the understanding go along with every ster
Of the teaching. The pupil was never told anything
which could be found out by thinking until he had
exhausted every effort to find it out for himself