BEADING AS AN INTELLECTUAL PROCESS. 217 



similes and metaphors, which make up so large a part of language. 

 Here perception largely depends upon the power of reflection. Weak- 

 ness often conies from neglect, or inability to hold the mind steadily 

 to the thought. If you would be convinced of the general feebleness 

 of percej)tion of analogies and of their appreciation, experiment with 

 a simple and beautiful couplet like this from Goldsmith : 



" To husband out life's taper at its close, 

 And keep the flame from wasting by repose." 



Or, this most perfect metaphor from Grattan on the failure of the 

 Irish Government : 



" I sat by its cradle, I followed its hearse." 



It is true that this power depends very largely ujion maturity of mind 

 and amount of experience. But it is the vigorous exercise of observa- 

 tion and perception, and not length of days, which gives maturity and 

 experience. 



Another faculty, and the foundation of all, upon which good read- 

 ing depends, is the power of attention. Upon it directly depend the 

 powers of association, of perception, and of memory. It is said that 

 Sir Isaac Newton attributed his discoveries entirely to his habit of com- 

 plete concentration of mind, and not to any superior quality of mind. 



It is not a rare experience to most persons to find that they have 

 read a passage, and yet that they are entirely unconscious of its con- 

 tents. The physical man seems to have done its part perfectly; but 

 the mind was employed upon other errands. Years are wasted before 

 many of us discover that most of our ordinary reading is performed 

 with not more than one-half of the mind, without real mental activity. 

 There are persons who have been hard of hearing all their lives with- 

 out realizing it, simply because experience has not given them an idea 

 of a power more acute than their own. It is somewhat so in the mat- 

 ter of attention. It is rather a discovery to us when we first realize 

 what may be accomplished by concentration of force ; when we feel 

 that attention is not passivity, but energy. It is a fortunate day for 

 us when this awakening comes, and we begin the earnest endeavor to 

 hold our mind to its work as though it were a truant school-boy. 



We are told that we must appeal to curiosity to arouse this atten- 

 tion ; that we must always read and study with interest. Good coun- 

 sel, so far as it goes. But mere curiosity is quite inadequate to. the 

 great work of education. It may lead through " Nicholas Nickleby," 

 but it rarely carries us through algebra or geometry. Something 

 more reliable than a mere impulse is needed to make a strong mind. 

 Back of all must stand a strong will, with the ability and disposition 

 to use it. M. Marcel well says, " The gi-eat secret of education lies 

 in exciting and directing the will." In later mental acquirements we 

 realize the omnipotence of will. It is the want of this prime element 



