2i8 THE POPULAR SCIENCE MONTHLY. 



which makes our attention so weak in the period of immaturity. In 

 childhood, attention is a direct product of curiosity. As we grow 

 older, curiosity is sated, and becomes weak as a motor. Nothing 

 takes its place until we discover that attention is under the control 

 of the will, and until, by perseverance, we acquire the power of thus 

 controlling it. It is only then that we make rapid conquests, and 

 that genuine mental discipline shows itself. There is no reason why 

 it should be so late in life before this force becomes a substitute, as it 

 were, for curiosity. From want of this mastery of the will over at- 

 tention, the great majority of our youth close their school-life without 

 realizing of what they are really capable. 



Instead of aiding to impart this power, ordinary school-work does 

 positively the reverse. Humdrum repetition is made a substitute for 

 attention. By dint of drilling and memorizing, recitations are pre- 

 pared, but without concentration of thought. Our children simply 

 mark time ; they do not advance. They know of no means of acqui- 

 sition but " study," in the school-room sense. To them it is not 

 quality of effort, but quantity. They can appreciate exertion only 

 in the bulk. They know little of intensity of labor, or of its rewards. 

 To them simple reading means a very feeble, unsatisfactory hold upon 

 the matter read. With the mind only thus half awake, comprehen- 

 sion of the author is very feeble ; and, as a consequence, we find sub- 

 stantial, profitable reading a dull exercise to many who, by their 

 training, as we think, ought to find pleasure in it. 



It is to be observed that just in proportion to the intensity of our 

 mental action in grappling the thought, just to that extent does the 

 language vanish from our view, and the thought only remain. The 

 mind is not conscious of having seen words, but only of having per- 

 ceived ideas. Any one must realize, upon reflection, that, when study- 

 ing with a purpose of verbal reproduction, there is a diversion of effort 

 from the thought. Ordinary memorizing, instead of aiding, is the 

 direct enemy of thought. As we are impressed by the peculiarities 

 of language, the vigor of the sentiment loses. The best reader, so far 

 as seeing the author's mind is concerned, is the poorest proof-reader 

 in regard to mere typographical errors attention to the vehicle is 

 so much withdrawn from the content. Hence, that study or reading 

 is not entirely worthless which fails to give us the power to reproduce. 

 The power of expression generally lags behind the power of thought. 

 The slightest observation of a child will convince that he often thinks 

 and feels what he cannot declare. Unquestionably there may be 

 good ground for the remark, "I know, but cannot tell." He is to 

 be pitied who, even in mature years, never finds his soul pregnant 

 with a thought, while he feels that the words adequate to convey 

 it are wanting. There may be mental perception without the power 

 to reflect it. This is a dangerous fact with which to allow children 

 to become impressed, because of the universal proneness to find refuge 



