p. 334 | The Use of Learning

Pacific Seventh-day Adventist Publishing Association · Oakland, California · Nov 1, 1877

The Use of Learning.

“I am tired of going to school,” said Herbert Allen to William Wheeler, the boy who sat next to him. “I don’t see any great use, for my part, in studying geometry, and navigation, and surveying, and mensuration, and the dozen other things that I am expected to learn. They will never do me any good. I am not going to get my living as a surveyor, or measurer, or sea captain.”

“How are you going to get your living, Herbert?” his young friend asked, in a quiet tone, as he looked up into his face.

“Why, I am going to learn a trade; or, at least, my father says that I am.”

“And so am I,” replied William; “and yet my father wishes me to learn everything that I can; for he says that it will all be useful some time or other in my life.”

“I’m sure I can’t see what use I am ever going to make, as a saddler, of algebra or surveying.”

“Still, if we can’t see it, Herbert, perhaps our fathers can, for they are older and wiser than we are. And we should endeavor to learn, simply because they wish us to, even if, in everything that we are expected to study, we do not see clearly the use.”

“I can’t feel so,” Herbert replied, tossing his head, “and I don’t believe that my father sees any more clearly than I do the use of all this.”

“You are wrong to talk so,” his friend said, in a serious tone. “I would not think as you do for the world. My father knows what is best for me, and so does your father know what is best for you; and if we do not confide in them, we will surely go wrong.”

“I am not afraid,” responded Herbert, closing the book over which he had been poring reluctantly for half an hour, in the vain effort to fix a lesson on his unwilling memory; and, taking some marbles from his pocket, he began to amuse himself with them, at the same time that he concealed them from the teacher’s observation. William said no more, but turned to his lesson with an earnest attention.

The difference in the character of the two boys is too plainly indicated in the brief conversation we have recorded, to need further illustration. To their teacher it was evident in numerous particulars—in their conduct, their habits, and manners. William always recited his lessons correctly, while Herbert never learned a task well. One was always punctual at school, the other a loiterer by the way. William’s books were well taken care of, Herbert’s were soiled, torn, disfigured and broken.

Thus they began life. The one obedient, industrious, attentive to the precepts of those who were older and wiser, and willing to be guided by them; the other indolent, and inclined to follow the leadings of his own will.

As men, at the age of thirty-five, we will again present them to the reader. Mr. Wheeler is an intelligent merchant, in an active business; while Mr. Allen is a journeyman mechanic, poor, in embarrassed circumstances, and possessing but a small share of general information.

“How do you do, Mr. Allen?” said the merchant to the mechanic, about this time, as the latter entered the counting-room of the former. The contrast in their appearance was very great. The merchant was well dressed, and had a cheerful look; while the other was poorly clad, and seemed troubled and dejected.

“I cannot say that I do very well, Mr. Wheeler,” the mechanic replied, in a tone of despondency. “Work is very dull, and wages low; and, with so large a family as I have, it is tough enough getting along under the best circumstances.”

“I am really sorry to hear you say so, Mr. Allen,” replied the merchant, in a kind tone. “How much can you earn now?”

“If I had steady work, I could make nine or ten dollars a week. But our business is very bad. The substitution of steam engines on railroads for horses on turnpikes has broken in seriously upon the harness making business. The consequence is, that I do not average six dollars a week, the year round.”

“Is it possible that railroads have wrought such a change in your business?”

“Yes; in the harness making branch of it, especially in large cities like this, where the heavy wagon trade is almost entirely broken up.”

“Did you say that six dollars a week was all that you could average?”

“Yes, sir.”

“How large is your family?”

“I have five children, sir.”

“Five children! And only six dollars a week?”

“That is all, sir; but six dollars a week will not support them, and I am, in consequence, going behindhand.”

“You ought to try to get into some other business.”

“But I don’t know any other.”

The merchant mused awhile, and then said: “Perhaps I can aid you in getting into something better. I am president of a newly-projected railroad, and we are about putting on the line a company of engineers, for the purpose of surveying and locating the route. You studied surveying and engineering at the same time I did, and I suppose have still a correct knowledge of both; if so, I will use my influence to have you appointed surveyor. The engineer is already chosen, and at my desire he will give you all requisition, until you revive your early knowledge of these matters. The salary is one hundred dollars a month.”

A shadow, still darker than that which had before rested there, fell upon the face of the mechanic. “Alas! sir,” he said, “I have not the slightest knowledge of surveying. It is true I studied it, or rather pretended to study it, at school; but it made no permanent impression on my mind. I saw no use in it then, and am now as ignorant of surveying as if I had never taken a lesson on the subject.”

“I am sorry, Mr. Allen,” the merchant replied in real concern. “If you were a good accountant, I might, perhaps, get you into a store. What is your capacity in this respect?”

“I ought to have been a good accountant, for I studied mathematics long enough; but I took little interest in figures, and now, although I was for many months, while at school, pretending to study book-keeping, I am utterly incapable of taking charge of a set of books.”

“Such being the case, Mr. Allen, I really do not know what I can do for you. But stay; I am about sending an assorted cargo to Buenos Ayres, and thence to Callao, and want a man to go as supercargo, who can speak the Spanish language. The captain will direct the sales. I remember that we studied Spanish together.

Would you be willing to leave your family and go? The wages will be one hundred dollars a month.”

“I have forgotten all my Spanish, sir. I did not see the use of it while at school, and therefore it made no impression upon my mind.”

The merchant, really concerned for the poor mechanic, again thought of some way to serve him. At length he said: “I can think of but one thing that you can do, Mr. Allen, and that will not be much better than your present employment. It is a service for which ordinary laborers are employed, that of chain carrying to the surveyor to the proposed railroad expedition.”

“What are the wages, sir?”

“Thirty-five dollars a month.”

“And found?”

“Certainly.”

“I will accept it, sir, thankfully,” the man said. “It will be much better than my present employment.”

“Then make yourself ready at once, for the company will start in a week.”

“I will be ready, sir,” the poor man replied, and then withdrew.

In a week the company of engineers started, and Mr. Allen with them as a chain carrier, when, had he, as a boy, taken the advice of his parents and friends, and stored up in his memory what they wished him to learn, he might have filled the surveyor’s office at more than double the wages paid to him as chain carrier. Indeed, we cannot tell how high a position of usefulness and profit he might have held, had he improved all the opportunities afforded him in youth. But he perceived the use and value of learning too late.

The writer earnestly hopes that none of his young readers will make the same discovery that Mr. Allen did, when it is too late to reap any real benefit. Children and youth cannot possibly know as well as their parents, guardians, and teachers, what is best for them. They should, therefore, be obedient and willing to learn, even if they cannot see of what use learning will be to them.