similes and metaphors, which make up so large a part of language. Here perception largely depends upon the power of reflection. Weakness often comes from neglect, or inability to hold the mind steadily to the thought. If you would be convinced of the general feebleness of perception 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 upon maturity of mind and amount of experience. But it is the vigorous exercise of observation and perception, and not length of days, which gives maturity and experience.
Another faculty, and the foundation of all, upon which good reading 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 complete 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 contents. 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 without 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 matter 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 attention; that we must always read and study with interest. Good counsel, 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 great 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
