Let the evils of retirement and obscurity, be fairly balanced with those of gratified ambition, and let the aspirant feel, that they are absolutely incompatible, the one with the other.--Let him then make his election, in view of the consequences, and not foolishly expect that he can unite incompatible advantages. If he chooses the dust and scramble of the arena, and the intoxicating pleasures at the goal, let him not repine, that he cannot unite with them those of repose, retirement and a tranquil mind. If, on the contrary, he prefers to hold on the noiseless tenor of his way, in peace and privacy, let not the serpents of envy sting him, when he sees the car of the fortunate aspirant drawn forward by the applauding million. Let not murmurs arise in his heart, when he hears, or reads of the rewards, honors and immortality of those whom he may believe to be endowed no higher than himself with talents or virtues. Let him say, ‘no one can show me the mind, or paint me the consciousness of that man. Fortune and my own choice have assigned me the shade. Let me not embitter its coolness and its satisfactions, by idle desires to unite advantages, that are, in their nature, incongruous. Let me remember, that mine is the condition of the million. My Creator cannot have doomed so vast a proportion of his creatures to a state, which is necessarily miserable. All that remains to me, is to make the best of the common lot.’
Severe strictures have, also, been passed upon this maxim. I well know, that the common rules proposed to the young, in commencing their serious and more advanced studies, lead them to look forward to happiness, as a garland suspended from the goal, an object only in remote expectation, the fruition of which should be hoped for only at a period of life, when few are capable of enjoyment, even if the means were in their power. To calculate on comfort and repose, early in life, has been considered as a sort of effeminate weakness.
These unphilosophic views of education have, more than almost any other, thrown over the whole course of preparatory discipline for life, a repulsive gloom, tending to fill the mind of the pupil with dismay and disgust in view of his studies.--The young should be early imbued with the sentiment, that God sent them here to be happy, not in indolence, intoxication, voluptuousness or insanity; but in earnest and vigorous discipline for coming duties. And at this bright epoch, when nature spreads a charm over existence, a philosophic teacher may easily train them to invest their studies, labors, and pursuits, and perhaps even their privations and severer toils, with a coloring of cheerfulness and gayety, when contemplated as the only means of discipline by which they may hope to reach a desired end. They should be trained to meet events, and brave the shock of adversity with a firm and searching purpose, to find either a way to mitigate the pressure, or to increase self-respect by the noble pride of manifesting to themselves, with how much calmness and patient endurance they can overcome the inevitable ills of their condition. In other words, they should make enjoyment a means, as well as an end, that they may carry onward, from their first days, an accumulating stock of happiness, with which courage and cheerfulness may paint future anticipations in the mellow lustre of past remembrances. In this way the bow of promise may be made to bend its brilliant arch over every period of this transient existence, connecting what has been, and what will be, in the same radiant span.