Thomas County cat. [volume] (Colby, Kan.) 1885-1891, 1888-09-06
DISCIPLINE OF GENIUS.
A Able Recitation of . Mlschlevous aAd
Groundless Delusion.


A Able Retaliation Of . ldlschlevous and
Groundless Delusion.
It is still the fashion in certain
quarters to depreciate collegiate edu-
cation by citing the examples of men
who have risen to eminence in various
Intellectual callings without having
been trained in the schools. We are
hidden to observe that many OF the
worlds greatest orators, poets Eand
statesmen, as well as some men whose
| names stand high on the rolls OF art
and science, were 1.-THE untaught chill
dren of nature" Whence is drawn
the inference, expressed or implied.
that after all, elaborate mental train
ing is of doubtful value, even if it be
not positive hindrsnce in the strug-
gle for success. This kind of talk, at
all times sufficiently common, is es-
pecially rife each year Immediately
after the close of the commencement
season. The present, therefore, seems
to be good opportunity for stating q
few plain facts in refutation of q mis-
chievous and groundless delusion. Of
course no one denies that indi-
vidual instances of splendid mental
achievement by persons not literally
educated may be easily pointed out; but
to assume that, as rule, these men
were "untaught" is to commit an
egregious blunder. Whenever the
vail is lifted and the world gets q
glimpse of the inner life OF one of
these diamonds in the rough" it is
discovered that the diamond was most
assiduously polished. That the polish
ing was not done by professional
lapidaries in institutions established
for the purpose is a fact Of minor inn
portance. A favorite instance with
the decriers of culture is Patrick
Henry. But the most recent and au-
thentic biography of the famous rev.
dictionary orator shows that the popu-
lar impression about him is all wrong
in so far as it conceives Mr.. Henry to
have been an unframed prodigy Of
genius. In the first place, his school
ing was much more and better than
tradition has accounted it; and in the
second place, instead of leaping at a
bound into fame and fortune, he
climbed by slow, toilsome steps. In
stead of neglecting the books and
trusting to torrents of eloquence for
success at the bar, Patrick Henry was,
through all his early career. a patient,
plodding student, both of law
and general literature. A still
more familiar instance is that of Rob-
ert Burns. Certainly he affords q
wonderful example of genius triumph
ant over adverse conditions. His
schooling was indeed meager. Yet it
is doubtful whether any poet was ever
trained, even in the technicalities of
his art. It.is a thousand pities that
those who talk so glibly about Burns
as a poet of nature and nothing else do
not read his autobiography. In that
too brief story Of himself the immortal
Scottish bard lets US see the process
through which he went in learning to
do his work. 1t was process exactly
the same, In all essentials, as that
which is repeated year after year by
collegians of the present time. In the
deplored absence OF living teachers,
Robert Burns sought instruction from
books. He studied words, made lists
of rhymes, analysed sentences in prose
and verse, diligently gave heed to all
the printed directions for the formation
of style which came within his reach,
observed and investigated. with view
to avoiding like errors, specimens Of
poetry. and unsparingly criticised his
own productions in the light OF all the
knowledge gained by unwearied efforts.
Boston Advertiser.
|