Improvement of the mind

Preface

THE Improvement of the Mind by Doctor Watts is full of practical wisdom. Prof. L. F. Parker, of the Chair of History in the State University of Iowa, writes as fullo \vs : "Watts' little volume on the Improvement of the Mind cost him twenty years of capital thinking, and is still the most comprehensive, most suggestive, and best of its kind. It is not only uncqualed but incomparable ; so far below it, in my estimation, are all its competitors. Whoever induces a young person, on the verge of active life to read "Watts" carefully, has done much, very much, to ennoble him in all thought and living."

It is in the hope of recovering to the youth of the present age, this excellent but almost forgotten book, that the work of recasting it has been attempted. In endeavoring to adapt it to the needs of the present, the following changes have been made :

First — Nearly one-third of the book has been eliminated, as being too theological or too closely related to the age and country of the author.

Seeonel — A brief but comprehensive analysis has been prepared, which appears as a table of contents.

Third — Prominence is given to some of the more essential doctrines by stating them in large type, while explanatory and illustrative matter is given in smaller type.

But few changes have been made in the text other than those mentioned above, as it seemed desirable to preserve the unique and forcible style of the author. The original work was first published in 1727, and although it is over one hundred and fifty years old, yet its teachings are in substantial harmony with the truest pedagogical doctrines of to-day. It is believed that in its present form and dress it is adapted to private reading, and reading circles, and also as a text-book in Secondary and Normal Schools. S. N. F.

A Sketch of the Life of the Author.

Isaac Watts, D.D., an English dissenting clergyman and poet, was born in Southampton, July 17, 1(>74, and died in London, November 25, 174S. Ho was educated by his father, who kept a boarding school in Southampton and then an academy in London. When a boy he Mas very studious, spending for books the little money received as presents, and devoting his leisure hours to study and reading, instead of joining other boys in play. At school he allowed himself no time for exercise and play, and very little for sleep. He used to mark all the books he read; abridge some, and annotate others of them. In 1G98 he was chosen assistant minister to the Rev. Isaac Chauneey, of an Independent Congregation in Mark Lane, London, of which he became pastor in 1702, and remained at his post until his death.

Doctor Watts wrote largely for almost all classes of readers, students of all ages, in Science, Literature, Poetry and Divinity. His complete works have been published in various editions of from six to nine volumes. His Logic ami his Improvement of the Mind are the best known of his prose writings. Of his literary merits Doctor Johnson said : "He has provided instruction for all ages, from those who are lisping their first lessons to the enlightened readers of Locke ; he has left neither corporal nor spiritual nature unexamined. He has taught the science of reasoning and the science of the stars. His character, therefore, must be judged from the multiplicity and diversity of his attainments, rather than from any single performance.

Of his Hymns, James Montgomery said : "Every Sabbath, in every region "where his native tongue is spoken, thousands and tens of thousands of voices are sending the sacrifices of prayer and praise to God in the strains which he prepared a century ago. Probably no poetry in the language has been more widely read or warmly prized.

Doctor Watts was small in stature, being little mone than five feet high, and waa never married. Monuments have been erected to his memory in Abney Park and Westminster Abbey.

Table of Contents

Preface .......

Sketch of ttif Life of the author Introduction .......

CHAPTER I. General Rules for the Improvement of Knowledg

I. Importance of a good judgment II. Mistakes of human nature in general III. A slight view of momentous things

1. Survey of the vast regions of learning .

2. Numberless variety of questions

3. Thoughts on puzzling inquiries .

4. Read accounts of vast treasures of knowledge IV. Presume not too much on a bright genius .

V. Ready wit does not constitute a learned man VI. A life of learning not one of ease VII. Daily industry animated by hope of discoveries VIII. Penetrate into the depth of matters IX. Daily account of new ideas gained X. Avoid a dogmatical spirit.

1. It forbids further improvement of knowledge

2. It leads to arrogance of mind .

XI. Be willing to retract mistakes .

XII. Danger of indulging fancy and humor

XIII. Beware of a spirit of jest and ridicule

XIV. Virtue leads to truth ...

XV. Vain conceit of personal powers

XVI. Ask Divine guidance. ....

CHAPTER II. Five Eminent Methods of Gaining Knowledc

1. Observation .....

2. Reading .....

3. Lectures ....'.

4. Conversation .....

5. Meditation. .....

I. Observation— Its advantages :

1. It lays the foundation of all knowledge

2. It gives clear conceptions of things

3. It makes learning continuous .

19 19 19

31 32 32 33

31 34 35

II. Reading — Its advantages:

1. We become acquainted with tho living and the

2. Wo acquire the learning of the wisest and best

3. We gain their best thoughts carefully elaborated 36

4. We may review what wo have read ' . . 30 [II. Lectures— Their advantages :

1. Instruction isTmore impressive . . .37

2. Instruction can teach what is most necessary 37

3. Sensible means of instruction may be used

4. The pupil may ask questions . . . 38 IV. Conversation — Its advantages:

1. Opportunity for explaining obscurities . . 38

2. Doubts may be proposed and solved . . 39

3. Advantages of comparison of ideas . . . 39

4. Hidden treasures of knowledge revealed . ^0

5. Conversation stimulates thought . . .40

6. We test the truth and value of our own knowledge 40

7. It furnishes knowledge of men and affairs of life 41 V. Meditation— Its advantages:

1. It alone forms personal judgment . . .42

2. It makes knowledge personal ... 42

3. It secures deeper penetration into the the themes

of knowledge . . . . . .43

CHAPTER III. Rules Relating to Observation

I. Its aim should be the enlargement of knowledge . 45

IT. Encourage a laudable curiosity in the young . 45

II r. Note what is uncommon, and review . . .46

IV. Keep mind free from passions and prejudices . 47

V. Avoid an impertinent curiosity .... 48

VI. Observe for personal good .... 48

VII. Do not publish observed faults in others. . . 48

VIII. Do not erect general theories from limited observation 40

CHAPTER IV. Of Books and Reading

I. Wise selection of books T I. Hooks should be first read in a general way .

III. Form a reading circle to rc;u\ the same book

IV. Form circle to read distinct treatises on one subject V. Consider whether the sentiments are right or not

VI. Note faults or defects in the book VII. Make an analysis of the book VIII. If needed, prepare an index .

IX. Improvement of reasoning powers X. Thoughtful reading secures correct judgment .

XI. Read with the mind open to truth . . . 56

XIII. How to road hooks on morality . . . 57

X I Y. Some books should be read but once . . . 58

XV. Others should be reviewed .... 59

XVI. Frequently consult dictionaries . . . .00

XVII. Study subjects rather than authors ... 01

CHAPTER V. Judgment of Books

I. Examination of title-page and preface . . .01

II. Careful reading of a few chapters determines value of

III. Agreement with our own principles no test of value . 63

IV. Overestimation of a book, because it contains new

V. Undervaluation of a book, because it contains nothing

VI. Beware of judgment based on pretended knowledge 05

VII. Do not merely echo the judgment of others . . 05

VIII. Do not condemn a book, because of a few mistakes 00

IX. Seek beauties rather than blemishes . . .08

X. Justly estimate the parts of a book ... 09

XI. Be cautious in receiving the judgment of others . 70

Chapter VI

Of Living Instructors and Lectures, of Teachers and Learners.

I. Teachers absolutely necessary for most persons . 70

• II. Different instructors necessary . . . 71

III. Teachers should have skill in the art of teaching . 71

IV. Teachers should have diligence, patience, and adapt-

ability 72

V. The learner should attend with constancy and care 73

VI. The learner should seek opportunity to ask questions 73 VII. The learner should maintain honorable opinion of his

tutor 73

VIII. Arrogance of youth ..... 74

IX. The pupil should maintain freedom of thought . 74 X. The learner should accept no opinion without sufficient evidence . . . . . .71

Chapter VII

Of Inquiring into the Sense and Meaning of any Writer or Speaker, and Especially the Sense of the Sacred Writings.

I. Learn the language wherein the author's mind is

expressed ... ... 75

II. Examine words and phrases employed by contemporaneous authors ..... 70

II. Compare words and phrases in different places . 75

Contents

IV. Consider the subject as treated indifferent places

by the same author .... 76

V. Observe scope and design of writer . . 7<>

CHAPTER VIII. Rules of Improvement by Conversation

I. Seek acquaintance of those wiser than ourselves 7!> II. When in company, waste no time in trifles III. Lead others into a discourse of matters of their vo cation .....

IV. Converse with men of various countries and parties so

V. In mixed company, cultivate all VI. lie not provoked at differing opinions .

VII. Seek to learn from inferiors .

VIII. Seek variety of views on subjects IX. Reading a basis of conversation

X. Give diligent attention when one is speaking XL Plain language may show great sense XII. Cultivate a modest manner of inquiry .

XIII. Agree with others as far as you can

X I V. Be not afraid to confess your ignorance XV. Be not too forward in the presence of elders

XVI. A time when "A fool may be answered according

to his folly" .....

XVII. Be not fond of displaying your logical powers XVIII. A void warm party spirit

XI X. Instruct others by apt questioning XX. Do not affect to shine above others .

X XL You may modestly simplify another's language XXII. Patiently bear contradiction .

HI)

si

81 82 82 83 83 84 84 85

80 87 87

ss ss ss ss

89 90

XXIII. Avoid every thing that tends to provoke passion

XXIV. Cultivate self-control ....

X X V. ( 'ullivate a candid and obliging manner

XXVI. Choose wise and good companions . . 90

XXVII. Persons unlit for associates in the inquiry for truth id

XXVIII. Beware of being such an associate for others . 92

XXIX. Review in solitude facts learned . . .92

XXX. Notice defects in others for personal improvement 93

XXXI. How to make the highest improvement and bo

universally desired as an associate . . 94

CHAPTER IX. of Disputes and Debates.

L When a dispute occurs .... M

1 1. Objects of disputes ..... 94

CONTENTS.

95 95 95 96 97 97 98

III. They arc often without forms of order

IV. A few general rules should be observed V. Points of agreement

VI. Clear the question of doubtful terms VII. Fix the precise points of inquiry VIII. Seek truth rather than victory IX. Yield to reason

X. Beware of making fatal concessions XI. Utilize such concessions of an opponent XII. Use "argumentum ad hominem"

XIII. Repress all passion . . . • • jJJ

XIV. These general directions necessary in all debates 100

CHAPTER X. Of Study, or Meditation

I. The necessity of study . . . : ■ Jjjl

II. Learn to distinguish between words and things III. Be not too hasty to know things above your pres ent powers . . • i • ir • ■ rio

IV. Be not frightened at apparent difficulties . . iu^

V. Proceed slowly from the known to the unknown 103

VI*. Study not too many things at once . . • 103

VII. Keep the end always in view . . . 104

VIII. Exercise care in proportion to the importance ot

the subject . . . m • • • }°J

IX. Give not a favorite study undue importance . 10b

X. Despise not other learning than your own . 107

XI. Give clue time to each study . j°7

XII. Overtaxing the mind .... lj»

XIII. Impatience for solution of difficulties. . . io»

XIV. Certainty in every study impossible . . J0b XV. Utility the end of speculative study . . . ioj

CHAPTER XI. Of Fixing the Attention

I. Necessity of attention . . , • * }}2

II. Rules for gaming greater facility of attention . iiu

1. Liking the study of knowledge pursued . 110

2. Use sensible things for illustration . . Ill

3. Read authors of connected reasonings . . HI

4. Fine prospects not to influence a place for

5. Be not hasty in determining important points li^s

6. Do not indulge the more sensual passions and

appetites . . • • • i

7. Fix and engage the mind in the pursuit ot

CHAPTER XII. On Enlarging the Capacity of the Mind

I. Ability to receive sublime ideas without pain . 114 II. Ability to receive new and strange ideas without _ surprise ...•••

III. Ability to receive many ideas at once without con-

fusion . . . . . .IK!

IV. How capacity of thought may be increased . . 120

J. Labor to gain an attentive and patient temper

2. Accustom yourself to form clear and distinct

3. Use diligence to acquire a large store of ideas 121

4. Lay up daily new ideas in regular order . 122

5. Observe a regular progressive method . 12:: " (i. Peruse and solve intricate questions . . 121

CHAPTER XIII. Of Improving the Memory

I. Our memory is our power of retaining and recalling what we learn . . . . .121 II. All other abilities of the mind borrow their beauty

and perfection from memory . . . 125

III. Memory is useful to the speaker as well as the

IV. Good judgment and good memory are very differ-

ent qualifications . . ' . . . 126

V. A happy memory is a good foundation for wise

and just judgment ..... 126

VI. How some' persons have good judgment without

a happy memory . . . . .127

VII. A line genius often has a feeble memory . 128

VIII. Crowding the memory may prevent and cramp

invention ...... 12S

IX. Lay up nothing in the memory but what has just

X. One's own improvements together with those borrowed make a wealthy and a happy mind . 12it XI. How many excellent judgments are lost for want

of a stronger and more retentive memory . 129

XII. The great advantages of remembering the noble

sentiments of others as well as one's own . . 130

XIII. The mind itself is immaterial; the brain is its in-

XIV. The memory grows from the period of infancy . 131 XV. Memory requires the cultivation of habits of attention ....... 131

XVI. The memory is affected by various bodily diseases L31 XVII. Excess of wine as well as excess of study may

injure the memory . . . . . 132

XVIII. A good memory has several qualifications . . 132

i. It is ready to receive and admit . . 132

2. It is large and copious .... 132

3. It is strong and durable . . . 133

4. It is faithful and active .... 133 XTX. Every one of these qualifications mav be improved 133

XX. One great and general direction is to give the

memory proper and sufficient exercise . . 133

XXI. Our memories are improved or injured according

to their exercise ..... 133 XXII. The memory of a child should not be overburdened 134

XXIII. Particular rules:

1. Due attention and diligence to learn and know

things. We should engage our delight in order to fix the attention . . . 134

2. Clear and distinct apprehension of the things

which we commit to memory is necessary.

For this reason, take heed that you do not take up with words instead of things . 135

3. Method and regularity in the things we com

mit to memory ....

Let it be disposed in a proper method

4. A frequent review of things has a great in-

fluence to fix them in the memory. . 136

The art of short-hand is of excellent use . 137

Teach in order to establish your own

knowledge ...... 138

5. Pleasure and delight in the things we learn,

give great assistance towards the remembrance of them. . . . • 138

6. The memory of useful things may receive

considerable aid if they are thrown into verse ...... 139

7. We may better imprint any new idea upon the

memory by joining with it some circumstance of the time, place, company, etc. . 140

8. Seek after a local memory . . .141

9. Every thing should be distinctly written and

divided into periods .... 142

The memory gains by having the several objects of our learning drawn out into schemes "and tables ...... 143

Once writing will fix a thing more in mind than reading five times .... 143

10. Sometimes, we can remember sentences by taking first letters of every word and making a new word of them . . . 144

CHAPTER XIV. Of Determining a Question

I. Consider whether it be knowable at all II. Consider again whether the matter be worthy of your inquiry . .....

III. Consider whether the subject of your inquiry bo

easy or difficult ......

IV. Consider whether the subject be any ways useful

or not . . . . .

V. Consider what tendency it has to make you wiser and better ......

145 145 145 146 146

VI. Consider whether it be dressed up and entangled

in more words than is needful . . . 146

VII. Be careful to keep the point of inquiry the same 140

To state a question, oftentimes fully resolves the

doubt ' .147

VIII. If the question relate to an axiom, it should not be

suddenly admitted or received . . . 1 47

IX. Call only such a proposition as requires no proof

whatever, an axiom .... 147

X. Keep up a just indifference to either side of the

XI. For the most part, people are born to their

XII. Do not take up with partial examination. Take these instances to show what a partial examination is :

1. When you examine an object at too great a

2. When you turn the question only in one light 149

3. When you ask the report of those only who

were not eye or ear witnesses, and neglect those who saw and heard . . . 149

4. To try to determine by natural reason only . 150

5. To examine without the use of reason . . 150

XIII. Take heed lest some darling notion be made a test

of truth or falsehood . . . . .150

XIV. Tie watchful as far as possible against any false bias 151 XV. Be careful lest your zeal have too powerful an influence, and stop up all avenues of further light.

Zeal must not reign over the powers of our understanding . . . . . .151

XVI. Do not oppose banter and ridicule to any doctrines of professed revelation. Such a test is silly and unreasonable. The best sense may be set in a most unreasonable light by this grinning faculty 152 XVII. These very men who employ jest and ridicule, cry out loudly against all penalties and persecutions of the state. Penal and smarting methods are every whit as wise as banter and ridicule . . lf>4

XVIII. It is a piece of contempt and profane insolence to treat any tolerable or rational appearance of such a revelation with jest and laughter. Let such sort of writers lay aside all their pretenses to reason as well as religion .... 154

XIX. Ou reading philosophical, moral, or religious controversies, let the force of argument alone influence your assent or dissent. The bigots of all parties are generally the most positive . 155

XX. So large a question may be proposed as ought not in justice to be determined at once. In the main, it is enough to incline to that side which has the fewest difficulties ..... ir>»;

XXI. Take a full survey of the objections against any

question, as well as the arguments for it . 157

XXII. In matters of moment, seek after certain and

conclusive arguments .... 153

XXIII. Degrees of assent should always bo regarded ac-

cording to the different degrees of evidence . 158

XXIV. Why then does our Saviour so much commend a

strong faith ? The God of nature has given every man his own reason to he the judge and to direct his assent ...... 159

God will not require us to assent to any thing without reasonable or sufficient evidence . . 159

XXV. Concerning truth and duties the reason is the same 160 XXVI. Three rules in judging of probabilities :

1. That which agrees most with the constitution

of nature, carries the greatest probability in it 1G1

2. That which is most conformable to the con-

stant observations of men, is most likely to

3. We may derive a probability from the attesta-

tion of wise and honest men . . 101

XXVII. We ought to stand firm in such well established

principles ...... 102

XXVIII. We are but fallible: therefore there is no need of

our resolving never to change our mind . 102

CHAPTER XV. Of Inquiring into Causes and Effects

I. When inquiring into the cause of any particular

effect consider . . . . . . 103

1. What effects you have shown of a kindred

2. What are the several possible causes . 164

3. What things preceded the event . . . 104

4. Whether one cause or a concurrence of several

causes, be sufficient. This is the course to be followed both in natural philosophy and in the moral world. .... 164

II. When inquiring into the effects of any particular

cause or causes . . . . . 165

1. Consider the nature of every cause apart . 165

2. Consider the causes united together . . 165

3. Consider what the subject is . . . 165

4. Be frequent in setting such causes at work

whose effects you desire to know . 165

5. Observe carefully when you see any happy

effect. Treasure it up .... 165

6. Take a just survey of all the circumstances.

In this manner physicians practice ; so also the preacher . . . . .166

11 CONTEXTS.

CHAPTER XVI. Methods of Teaching and Reading Lectures

I. lie; that has learned any thing thoroughly, is generally best prepared to teach . . . 117 II. He must also be acquainted with word's . . 168

III. A tutor should have much candor and use every

mild and engaging method .... 1G8

IV. The advantages of the Socratical method of dispu-

1. The form of a dialogue . . . 168

2. Something very obliging in it . . 109

3. Draw a pupil on to discover his own mistakes 10!)

4. The most easy reasoning . . . .109 V. The most useful is by reading lectures . . 109

VI. The tutor should explain what is dark and difficult 170 VII. Teachers should endeavor to join profit and pleasure together. They should be very solicitous that learners take up their meaning . 171 VIII. lie who instructs others, should use the most proper style. He should run over the foregoing lecture in questions proposed to the learners . 171 IX. Let the teacher always accommodate himself to tin;

genius, temper, and capacity of his disciples . 17'J X. ('uriosity is a useful spring of knowledge . 173

XI. When a lad is pert, let the tutor take every just

occasion to show him his error . . '. 173

XII. The tutor should watch the learner's growth of understanding. Let him guard and encourage the tender buddings ..... 174 XIII. Call the reason into exercise . . . 174

XIV Let the tutor make it appear that ho loves his pupils, and seeks nothing so much as their increase of knowledge . . . . .174 XV. Those that hear him have some good degree of esteem and respect for his person and character. 175

CHAPTER XVII. Of an Instructive Style

I. The most necessary and most useful character of a stylo fit for instruction, is that it be plain,

perspicuous, and easy ..... 175

II. The errors of stylo ..... 170

1. The use of many foreign words . . .170

2. Avoid a fantastic style .... 170

3. Affected words that are used only at court . 170

4. A mean, vulgar style . . . 170

5. An obscure and mysterious manner of expres 177

6. A long and tedious style .... 177 III. Some methods whereby a style proper for instruction may be obtained .... 178 1. Accustom yourself to road those authors who

think and write with great clearness . . 178

CONTENTS. ir>

2. Got a distinct and comprehensive knowledge

of the subject . . . . .178

8. Bo well skilled in the language . . 17.s

4. Acquire a "variety of words . . . 170

5. Learn the art of shortening your sentences I7it

6. Talk frequently to young and. ignorant persons ISO

Chapter XVIII

Convincing Other Persons of any Truth, or Delivering Them from Errors and Mistakes.

I. We are naturally desirous of bringing all the

world into our sentiments . . . 180

II. The following directions may be useful . . 180

1. Choose a proper place, a happy hour, and the fittest concurrent circumstance . . 181

2. Make it appear that you mean him well . . 1S1

3. The softest and gentlest address is the best

way to convince. It is a very great and fatal mistake to make the difference appear as wide as possible. Human nature must be flattered a little ..... 181

4. Watch over yourself, lest you grow warm in

dispute. You must treat an opponent like a friend. Truth oftentimes perishes in the fray . . . . . . .182

5. Neither attempt any penal methods or severe

6. Always make choice of those arguments that

are best suited to his understanding and capacity ..... 184

7. Lead the mind onward to perceive the truth

in a clear and agreeable light . . 184

8. Allow a reasonable time to enter into the force

of your arguments. Address him therefore

in an obliging manner . . . .131

9. Make the person you would teach his own

instructor ...... 185

10. Be not very solicitous about the nicety with

which it shall be expressed . . .186

11. You may sometimes have happy success by

setting him to read a weak author who writes against it ... . 186

12. To convince a whole family or community,

first make as sure as we can of the most intelligent and learned .... 137

Chapter XIX

Of Authority. Of the Abuse of it: and of its Real and Proper Use and Service.

I. The influence which other persons have upon our

opinions, is usually called authority . . 188

II. Three eminent and remarkable cases v. herein authority will determine the judgment and practice of mankind. ..... 18!)

1. Parents are appointed to judge for their

children. This is a dictate of nature . 1v "

The great Judge will not punish be}

demerit ....

It is hard to say at what exact time ol

child is exempted from the soverci

parental dictates

2. Another case is in matters of fact. The au

thority or testimony of men ought to sway our assent, when multitudes concur in the same testimony. Yet, that theft) have b so many falsehoods, should make us wit cautious . . ...

3. Believe what persons under inspiration

dictated to us. It is enough if our of reason can discover the divine Au 111. Some other cases wherein we ought to pay ~ deference to the authority anil sentiment of <

1. We ought to pay very great deferens

sentiments of our parents

2. Persons of years and long experience in

human affairs . . . . .1

3. Persons of long standing in virtue and piety T.»r

4. Men in their several professions and arts 195

5. The narratives of persons wise and sober

CHAPTER XX. 0Y Of Treating and Managing the Prejudices of Men

I. Mankind stands wrapped round in errors, and en-

trenched in prejudices .... 195

II. Several methods to be practiced . . 1%

1. By avoiding the power and ii ace of the

prejudice without any direct attack upon it 190 Begin at a distance, then silently observe what impression this makes upon him . 197

2. We may expressly allow and indulge those

prejudices for a season. When the prejudices of mankind can not be conquered at once, yield to them for the present . 197

3. Make use of the very prejudices under which

a person labors, in order to convince him 109 Men are but children of a larger size . 200

THE

MOVEMENT OF THE MIND.

Introduction

.•..No man is obliged to learn and know every thing; this can neither be sought nor required, for it is utterly im -o c ible ; yet all persons are under some obligation to o their own understanding ; otherwise it will be a oarren desert, or a forest overgrown with weeds and brambles. Universal ignorance or infinite errors will overspread the mind which is utterly neglected and lies without any «t ivation.