Page:Experimental researches in chemistry and.djvu/490

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1856]
On Mental Education.
475

appear to preponderate extremely in favour of a certain decision, it is wise and proper to hear a counter-statement. You can have no idea how often and how much, under such an impression, I have desired that the marvellous descriptions which have reached me might prove, in some points, correct; and how frequently I have submitted myself to hot fires, to friction with magnets, to the passes of hands, &c., lest I should be shutting out discovery;—encouraging the strong desire that something might be true, and that I might aid in the development of a new force of nature.

Among those points of self-education which take up the form of mental discipline, there is one of great importance, and, moreover, difficult to deal with, because it involves an internal conflict, and equally touches our vanity and our ease. It consists in the tendency to deceive ourselves regarding all we wish for, and the necessity of resistance to these desires. It is impossible for any one who has not been constrained, by the course of his occupation and thoughts, to a habit of continual self-correction, to be aware of the amount of error in relation to judgment arising from this tendency. The force of the temptation which urges us to seek for such evidence and appearances as are in favour of our desires, and to disregard those which oppose them, is wonderfully great. In this respect we are all, more or less, active promoters of error. In place of practising wholesome self-abnegation, we ever make the wish the father to the thought: we receive as friendly that which agrees with, we resist with dislike that which opposes us; whereas the very reverse is required by every dictate of common sense. Let me illustrate my meaning by a case where the proof being easy, the rejection of it under the temptation is the more striking. In old times, a ring or a button would be tied by a boy to one end of a long piece of thread, which he would then hold at the other end, letting the button hang within a glass, or over a piece of slate-pencil, or sealing-wax, or a nail; he would wait and observe whether the button swung, and whether, in swinging, it tapped the glass as many times as the clock struck last, or moved along or across the slate-pencil, or in a circle or oval. In late times, parties in all ranks of life have renewed and repeated the boy's experiment. They have sought to ascertain a very simple