Many men give themselves up to the first anticipations of their minds, and hold tenaciously to the opinions that first possess them; they’re often as fond of their first conceptions as of their first born, and refuse to back off from a judgment they have once made, or from any conjecture or conception they have once entertained… There is also a dangerous excess in the other direction, by those who always resign their judgment to the last man they heard or read.
The natural constitutions of some men put such a wide intellectual difference between them and some others that art and industry could never overcome it; and their very natures seem to lack a foundation on which to build things that other men easily manage. There is great inequality of basic ability among men of equal education, e.g. among inhabitants of the forests of America, among men—·disciples of the great philosophers·—in the schools of ·ancient· Athens. Still, I think that most men fall far short of what they could achieve at their different levels, through neglect of their understandings.
Thus, defects and weakness in men’s understandings as well as other faculties come from their not rightly using their minds;. . . .there is often a complaint of lack of basic abilities when the fault lies in the lack of a proper improvement of them. We often encounter men who are nimble and sharp enough in in making a bargain but appear perfectly stupid if you argue with them about religion.
Just as there is a partiality [see Glossary] to opinions, which (I repeat) is apt to mislead the understanding, so there is often [A] a partiality to fields of study, which is also prejudicial to knowledge and improvement. A man is apt to praise the science he is particularly trained in, as if it were the only part of knowledge worth having, all the rest being idle and empty pastimes. . . . This is an effect of ignorance, not of knowledge. . . . There’s nothing wrong with a man’s enjoying the science that he has made his special study; a view of its beauties and a sense of its usefulness adds to a man’s delight and warmth in the pursuit and improvement of it. But contempt for all other knowledge, as if it were nothing in comparison with one’s own favoured field, not only •is the mark of a vain or little mind but •harms the conduct of the understanding by cooping it up within narrow bounds and hindering it from looking into other provinces of the intellectual world that might be more beautiful and more fruitful than one’s own, and might provide—besides new knowledge—ways or hints whereby one might be better able to cultivate one’s own.
It shouldn’t be the aim of education to make the pupil a perfect learner in all the sciences, or indeed in any one of them, but to give his mind the freedom, disposition, and habits that can enable him to acquire any knowledge that he wants or needs in the future course of his life.