Youth: Its Education, Regimen, and HygieneHall, G. Stanley (Granville Stanley)
Science
Youth: Its Education, Regimen, and Hygiene
Hall, G. Stanley (Granville Stanley)
Adolescence; Children -- Health and hygiene; Educational psychology
He now saw what had hitherto seemed incredible, that the habit of
analysis tends to wear away the feelings. He felt "stranded at the
commencement of my voyage, with a well-equipped ship and a rudder, but
no sail; without any real desire for the ends which I had been so
carefully fitted out to work for: no delight in virtue, or the general
good, but also just as little in anything else. The fountains of
vanity and ambition seemed to have dried up within me as completely as
those of benevolence." His vanity had been gratified at too early an
age, and, like all premature pleasures, they had caused indifference,
until he despaired of creating any fresh association of pleasure with
any objects of human dire. Meanwhile, dejected and melancholy as he
was through the winter, he went on mechanically with his tasks;
thought he found in Coleridge the first description of what he was
feeling; feared the idiosyncrasies of his education had made him a
being unique and apart. "I asked myself if I could or if I was bound
to go on living, when life must be passed in this manner. I generally
answered to myself that I did not think I could possibly bear it
beyond a year." But within about half that time, in reading a pathetic
page of how a mere boy felt that he could save his family and take the
place of all they had lost, a vivid conception of the scene came over
him and he was moved to tears. From that moment, his burden grew
lighter. He saw that his heart was not dead and that he still had some
stuff left of which character and happiness are made; and although
there were several later lapses, some of which lasted many months, he
was never again as miserable as he had been.
These experience left him changed in two respects. He had a new theory
of life, having much in common with the anti-consciousness theory of
Carlyle. He still held happiness the end of life, but thought it must
be aimed at indirectly and taken incidentally. The other change was
that for the first time he gave its proper place to internal culture
of the individual, especially the training of the feelings which
became now cardinal. He relished and felt the power of poetry and art;
was profoundly moved by music; fell in love with Wordsworth and with
nature, and his later depressions were best relieved by the power of
rural beauty, which wrought its charm not because of itself but by the
states and feelings it aroused. His ode on the intimations of
immortality showed that he also had felt that the first freshness of
youthful joy was not lasting, and had sought and found compensation.
He had thus come to a very different standpoint from that of his
father, who had up to this time formed his mind and life, and
developed on this basis his unique individuality.
Public-domain text, read in full here on John Shaqi.
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