Autobiography
Constitution, the English law, and all parties and classes who
possessed any considerable influence in the country; he may have
expected reputation, but certainly not advancement in life, from its
publication; nor could he have supposed that it would raise up anything
but enemies for him in powerful quarters: least of all could he have
expected favour from the East India Company, to whose commercial
privileges he was unqualifiedly hostile, and on the acts of whose
government he had made so many severe comments: though, in various parts
of his book, he bore a testimony in their favour, which he felt to be
their just due, namely, that no Government had on the whole given so much
proof, to the extent of its lights, of good intention towards its subjects;
and that if the acts of any other Government had the light of publicity
as completely let in upon them, they would, in all probability, still less
bear scrutiny.
On learning, however, in the spring of 1819, about a year after the
publication of the History, that the East India Directors desired to
strengthen the part of their home establishment which was employed in
carrying on the correspondence with India, my father declared himself
a candidate for that employment, and, to the credit of the Directors,
successfully. He was appointed one of the Assistants of the Examiner
of India Correspondence; officers whose duty it was to prepare drafts
of despatches to India, for consideration by the Directors, in the
principal departments of administration. In this office, and in that
of Examiner, which he subsequently attained, the influence which his
talents, his reputation, and his decision of character gave him, with
superiors who really desired the good government of India, enabled him
to a great extent to throw into his drafts of despatches, and to carry
through the ordeal of the Court of Directors and Board of Control,
without having their force much weakened, his real opinions on Indian
subjects. In his History he had set forth, for the first time, many of
the true principles of Indian administration: and his despatches,
following his History, did more than had ever been done before to
promote the improvement of India, and teach Indian officials to
understand their business. If a selection of them were published, they
would, I am convinced, place his character as a practical statesman
fully on a level with his eminence as a speculative writer.
This new employment of his time caused no relaxation in his attention to
my education. It was in this same year, 1819, that he took me through a
complete course of political economy. His loved and intimate friend,
Ricardo, had shortly before published the book which formed so great an
epoch in political economy; a book which would never have been published
or written, but for the entreaty and strong encouragement of my father;
for Ricardo, the most modest of men, though firmly convinced of the
truth of his doctrines, deemed himself so little capable of doing them
justice in exposition and expression, that he shrank from the idea of
publicity. The same friendly encouragement induced Ricardo, a year or
two later, to become a member of the House of Commons; where, during the
remaining years of his life, unhappily cut short in the full vigour of
his intellect, he rendered so much service to his and my father's
opinions both on political economy and on other subjects.
Though Ricardo's great work was already in print, no didactic treatise
embodying its doctrines, in a manner fit for learners, had yet appeared.
My father, therefore, commenced instructing me in the science by a sort
of lectures, which he delivered to me in our walks. He expounded each
day a portion of the subject, and I gave him next day a written account
of it, which he made me rewrite over and over again until it was clear,
precise, and tolerably complete. In this manner I went through the whole
extent of the science; and the written outline of it which resulted from
my daily _compte rendu_, served him afterwards as notes from which to
write his _Elements of Political Economy_. After this I read Ricardo,
giving an account daily of what I read, and discussing, in the best
manner I could, the collateral points which offered themselves in our
progress.
On Money, as the most intricate part of the subject, he made me read
in the same manner Ricardo's admirable pamphlets, written during what
was called the Bullion controversy; to these succeeded Adam Smith; and
in this reading it was one of my father's main objects to make me
apply to Smith's more superficial view of political economy, the
superior lights of Ricardo, and detect what was fallacious in Smith's
arguments, or erroneous in any of his conclusions. Such a mode of
instruction was excellently calculated to form a thinker; but it
required to be worked by a thinker, as close and vigorous as my
father. The path was a thorny one, even to him, and I am sure it was
so to me, notwithstanding the strong interest I took in the subject.
He was often, and much beyond reason, provoked by my failures in cases
where success could not have been expected; but in the main his method
was right, and it succeeded. I do not believe that any scientific
teaching ever was more thorough, or better fitted for training the
faculties, than the mode in which logic and political economy were
taught to me by my father. Striving, even in an exaggerated degree,
to call forth the activity of my faculties, by making me find out
everything for myself, he gave his explanations not before, but after,
I had felt the full force of the difficulties; and not only gave me an
accurate knowledge of these two great subjects, as far as they were
then understood, but made me a thinker on both. I thought for myself
almost from the first, and occasionally thought differently from him,
though for a long time only on minor points, and making his opinion
the ultimate standard. At a later period I even occasionally convinced
him, and altered his opinion on some points of detail: which I state
to his honour, not my own. It at once exemplifies his perfect candour,
and the real worth of his method of teaching.
At this point concluded what can properly be called my lessons: when I
was about fourteen I left England for more than a year; and after my
return, though my studies went on under my father's general direction,
he was no longer my schoolmaster. I shall therefore pause here, and
turn back to matters of a more general nature connected with the part
of my life and education included in the preceding reminiscences.
In the course of instruction which I have partially retraced, the
point most superficially apparent is the great effort to give, during
the years of childhood, an amount of knowledge in what are considered
the higher branches of education, which is seldom acquired (if
acquired at all) until the age of manhood. The result of the experiment
shows the ease with which this may be done, and places in a strong
light the wretched waste of so many precious years as are spent in
acquiring the modicum of Latin and Greek commonly taught to schoolboys;
a waste which has led so many educational reformers to entertain the
ill-judged proposal of discarding these languages altogether from
general education. If I had been by nature extremely quick of
apprehension, or had possessed a very accurate and retentive memory,
or were of a remarkably active and energetic character, the trial
would not be conclusive; but in all these natural gifts I am rather
below than above par; what I could do, could assuredly be done by any
boy or girl of average capacity and healthy physical constitution: and
if I have accomplished anything, I owe it, among other fortunate
circumstances, to the fact that through the early training bestowed on
me by my father, I started, I may fairly say, with an advantage of a
quarter of a century over my contemporaries.
There was one cardinal point in this training, of which I have already
given some indication, and which, more than anything else, was the
cause of whatever good it effected. Most boys or youths who have had
much knowledge drilled into them, have their mental capacities not
strengthened, but overlaid by it. They are crammed with mere facts,
and with the opinions or phrases of other people, and these are
accepted as a substitute for the power to form opinions of their own;
and thus the sons of eminent fathers, who have spared no pains in
their education, so often grow up mere parroters of what they have
learnt, incapable of using their minds except in the furrows traced
for them. Mine, however, was not an education of cram. My father never
permitted anything which I learnt to degenerate into a mere exercise
of memory. He strove to make the understanding not only go along with
every step of the teaching, but, if possible, precede it. Anything
which could be found out by thinking I never was told, until I had
exhausted my efforts to find it out for myself. As far as I can trust
my remembrance, I acquitted myself very lamely in this department; my
recollection of such matters is almost wholly of failures, hardly ever
of success. It is true the failures were often in things in which
success, in so early a stage of my progress, was almost impossible.
I remember at some time in my thirteenth year, on my happening to
use the word idea, he asked me what an idea was; and expressed some
displeasure at my ineffectual efforts to define the word: I recollect
also his indignation at my using the common expression that something
was true in theory but required correction in practice; and how, after
making me vainly strive to define the word theory, he explained its
meaning, and showed the fallacy of the vulgar form of speech which I
had used; leaving me fully persuaded that in being unable to give a
correct definition of Theory, and in speaking of it as something which
might be at variance with practice, I had shown unparalleled ignorance.
In this he seems, and perhaps was, very unreasonable; but I think, only
in being angry at my failure. A pupil from whom nothing is ever demanded
which he cannot do, never does all he can.
One of the evils most liable to attend on any sort of early proficiency,
and which often fatally blights its promise, my father most anxiously
guarded against. This was self-conceit. He kept me, with extreme
vigilance, out of the way of hearing myself praised, or of being led
to make self-flattering comparisons between myself and others. From
his own intercourse with me I could derive none but a very humble
opinion of myself; and the standard of comparison he always held up to
me, was not what other people did, but what a man could and ought to
do. He completely succeeded in preserving me from the sort of influences
he so much dreaded. I was not at all aware that my attainments were
anything unusual at my age. If I accidentally had my attention drawn to
the fact that some other boy knew less than myself--which happened less
often than might be imagined--I concluded, not that I knew much, but that
he, for some reason or other, knew little, or that his knowledge was of
a different kind from mine. My state of mind was not humility, but neither
was it arrogance. I never thought of saying to myself, I am, or I can do,
so and so. I neither estimated myself highly nor lowly: I did not estimate
myself at all. If I thought anything about myself, it was that I was
rather backward in my studies, since I always found myself so, in
comparison with what my father expected from me. I assert this with
confidence, though it was not the impression of various persons who saw
me in my childhood. They, as I have since found, thought me greatly and
disagreeably self-conceited; probably because I was disputatious, and did