Some small facts.......
October 4, 2007 - 00:51 — dhirajkumarh
It is impossible to lick your elbow.
A crocodile can't stick its tongue out.
A shrimp's heart is in its head.
In a study of 200,000 ostriches over a period of 80 years, no one reported a single case where an ostrich buried its head in the sand.
It is physically impossible for pigs to look up into the sky.
A pregnant goldfish is called a twit.
More than 50% of the people in the world have never made or received a telephone call.
Horses can't vomit.
The "sixth sick sheik's sixth sheep's sick" is said to be the toughest tongue twister in the English language.
If you sneeze too hard, you can fracture a rib. If you try to suppress a sneeze, you can rupture a blood vessel in your head or neck and die. If you keep your eyes open by force, they can pop out.
Rats multiply so quickly that in 18 months, two rats could have over a million descendants.
Wearing headphones for just an hour will increase the bacteria in your ear by 700 times.
If the government has no knowledge of aliens, then why does Title 14, Section 1211 of the Code of Federal Regulations, implemented on July 16, 1969, make it illegal for U.S. citizens to have any contact with extraterrestrials or their vehicles?
In every episode of Seinfeld there is a Superman somewhere.
23% of all photocopier faults worldwide are caused by people sitting on them and photocopying their butts.
Most lipstick contains fish scales.
Like fingerprints, everyone's tongue print is different.
Mosquito repellents don't repel. They hide you. The spray blocks the mosquito's sensors so they don't know you're there.
Dentists have recommended that a toothbrush be kept at least 6 feet away from a toilet to avoid airborne particles resulting from the flush.
The liquid inside young coconuts can be used as substitute for blood plasma.
No piece of paper can be folded in half more than 7 or 8 times. --except now a high school student, Britney Gallivant, proved them wrong... Using a long strip of paper & folding it in both single & alternate directions, she successfully folded a piece of paper 12 times -- four more times than the 'impossible' upper limit!
Donkeys kill more people annually than plane crashes.
You burn more calories sleeping than you do watching television.
Oak trees do not produce acorns until they are fifty years of age or older.
The first product to have a bar code was Wrigley's gum.
The king of hearts is the only king in a deck of cards without a mustache.
American Airlines saved $40,000 in 1987 by eliminating 1 olive from each salad served in first-class.
Venus is the only planet that rotates clockwise.
Apples, not caffeine, are more efficient at waking you up in the morning.
The plastic things on the end of shoelaces are called aglets.
Most dust particles in your house are made from dead skin.
The first owner of the Marlboro Company died of lung cancer. So did the first "Marlboro Man."
Barbie's full name is Barbara Millicent Roberts.
Michael Jordan makes more money from Nike annually than all of the Nike factory workers in Malaysia combined.
Marilyn Monroe had six toes.
All US Presidents have worn glasses. Some just didn't like being seen
wearing them in public.
Walt Disney was afraid of mice.
Pearls melt in vinegar, and so do egg shells.
It is possible to lead a cow upstairs...but not downstairs.
A duck's quack doesn't echo and no one knows why.
The reason firehouses have circular stairways is from the days when the engines were pulled by horses. The horses were stabled on the ground floor and figured out how to walk up straight staircases.
And, the best for last...Turtles can breathe through their butts.
Now, you know all the Important and Obscure Facts!
And remember; never take a laxative and a sleeping pill on the same night
Over 75% of people who read this will try to lick their elbow.
Sunday, November 16, 2008
Hilary
Hillary was raised in a middle-class family in the middle of America. From that classic suburban childhood in Park Ridge, Illinois, Hillary went on to become one of America's foremost advocates for children and families; an attorney twice voted one of the most influential in America; a First Lady of Arkansas who helped transform the schools; a bestselling author; a First Lady for America who helped transform that role, becoming a champion for health care and families at home and a champion of women's rights and human rights around the world.
Since her path-breaking election to the United States Senate, Hillary has been a steadfast advocate for middle-class families, working to help create jobs, expand children's health care and protect Social Security from privatization. As the Senator representing New York after 9/11, Hillary has fought to strengthen our approach to homeland security and to improve our communications and intelligence operations. As the first New Yorker ever named to the Senate Armed Services Committee, Hillary has been a tough critic of the administration's bungling of Iraq and a fierce advocate for proper equipment, health benefits, and treatment for military families.
The promise of America was very real as Hillary was growing up. She learned that no matter who you are or where you're from, if you worked hard and played by the rules, you could provide a good life for your family.
Hillary's father, Hugh Rodham, was the son of a factory worker from Scranton, Pennsylvania. He trained sailors in the Navy during World War II and then returned to Illinois to start a small business selling draperies. He taught Hillary both a deep sense of patriotism and a strong belief in fiscal responsibility. He never took a dime of credit and was so frugal that he used to turn the heat off overnight during the winter to save money, waking up early to turn it back on so the house would be warm when everyone woke up.
Hillary's mother, Dorothy, the daughter of a firefighter, had a tough childhood. Her parents were young and felt unable to care for their children. So when Dorothy was just eight, she and her three-year-old sister traveled alone on a four-day train ride to Los Angeles. There they were raised by a strict grandmother. It was not until Dorothy was a teenager and worked as a helper to another family that she finally knew what a loving family could be. The stories of her mother's difficult childhood imbued in Hillary a fierce sense of justice and a belief that no child should be mistreated and that every child deserves to be loved.
The life that Hugh and Dorothy created for Hillary and her two brothers was a classic 1950s middle-class suburban childhood. Park Ridge in those days was the kind of place where everyone left their doors unlocked and the neighborhood kids all played on the block together. Hillary was a Brownie and then a Girl Scout. She started her political life as a Republican, like her father. She even volunteered as a Goldwater girl!
Faith was central to her family. Her mother taught Sunday school, and Hillary was a regular in her church youth group. She was deeply influenced by her youth minister who taught her about "faith in action." There were trips to the inner city, babysitting for the children of migrant farm workers, and an extraordinary night when Hillary was fourteen and her youth group went to hear a speech by Martin Luther King Jr.
Hillary went to Wellesley College, where she was chosen by her classmates to be the first-ever student commencement speaker. She talked about the tumultuous times that her generation was living through and said, "The challenge now is to practice politics as the art of making what appears to be impossible, possible."
Next came Yale Law School, where Hillary focused on questions about how the law affected children and began her decades of work as an advocate for children and families. As a law student, Hillary represented foster children and parents in family court and worked on some of the earliest studies creating legal standards for identifying and protecting abused children. Following graduation, she became a staff attorney for the Children's Defense Fund.
After serving as only one of two women lawyers on the staff of the House Judiciary Committee considering the impeachment of Richard Nixon, Hillary chose not to pursue offers from major law firms. Instead she followed her heart and a man named Bill Clinton to Arkansas. They married in 1975 and their daughter Chelsea was born in 1980.
Hillary ran a legal aid clinic for the poor when she first got to Arkansas and handled cases of foster care and child abuse. Years later, she organized a group called Arkansas Advocates for Children and Families. When she was just 30, President Carter appointed her to the board of the United States Legal Services Corporation, a federal nonprofit program that funds legal assistance for the poor.
When Bill was elected Governor of Arkansas, Hillary continued to advocate for children, leading a task force to improve education in Arkansas through higher standards for schools and serving on the board of the Arkansas Children's Hospital, helping them expand and improve their services. She also served on national boards for the Children's Defense Fund, the Child Care Action Campaign, and the Children's Television Workshop.
She also continued her legal career as a partner in a law firm. She led the American Bar Association's Commission on Women in the Profession, which played a pioneering role in raising awareness of issues like sexual harassment and equal pay. Hillary was twice named one of the 100 most influential lawyers in America.
When her husband was elected President in 1992, Hillary's work as a champion for women was recognized and admired around the world. She traveled the globe speaking out against the degradation and abuse of women and standing up for the powerful idea that women's rights are human rights.
In the White House, Hillary led efforts to make adoption easier, to expand early learning and child care, to increase funding for breast cancer research, and to help veterans suffering from Gulf War syndrome who had too often been ignored in the past. She helped launch a national campaign to prevent teen pregnancy and helped create the Adoption and Safe Families Act of 1997, which moved children from foster care to adoption more quickly. Thanks in part to her efforts, the number of children who have moved out of foster care into adoption has increased dramatically.
As everyone knows, Hillary's fight for universal health coverage did not succeed. But her commitment to health care for every American has never wavered. She was instrumental in designing and championing the State Children's Health Insurance Program, which has provided millions of children with health insurance. She battled the big drug companies to force them to test their drugs for children and to make sure all kids get the immunizations they need through the Vaccines for Children Program. Immunization rates dramatically improved after the program launched.
Hillary's 1995 book It Takes A Village, about the responsibility we all have to help children succeed, became an international best seller. Hillary has donated the proceeds -- more than a million dollars -- to children's causes across the country.
Hillary's autobiography, Living History, was also a best seller. It has been translated into 12 languages and sold over 1.3 million copies.
In 2000, Hillary was elected to the United States Senate from New York. As Senator, Hillary has continued her advocacy for children and families and has been a national leader on homeland security and national security issues.
After the terrorist attacks of September 11, 2001, Hillary worked with her colleagues to secure the funds New York needed to recover and rebuild. She fought to provide compensation to the families of the victims, grants for hard-hit small businesses, and health care for front line workers at Ground Zero. And she continues to work for resources that enable New York to grow, to improve homeland security for New York and other communities, and to protect all Americans from future attacks.
She is the first New Yorker ever to serve on the Senate Armed Services Committee, working to see that America's military has the necessary resources to protect our national security. She has visited troops in Iraq and Afghanistan and at Fort Drum in New York, home of the 10th Mountain Division and other New York bases, as well as at Walter Reed Military Hospital. She has learned first-hand the challenges facing American combat forces. Hillary passed legislation to track the health status of our troops so that conditions like Gulf War Syndrome would no longer be misdiagnosed. She is an original sponsor of legislation that expanded health benefits to members of the National Guard and Reserves and has been a strong critic of the Administration's handling of Iraq.
But Hillary has recognized that we can't ignore our problems at home while we face challenges overseas. She has introduced legislation to tie Congressional salary increases to an increase in the minimum wage, because she believes if America's working people don't deserve a raise, neither does Congress. She has supported a variety of middle-class tax cuts, including marriage penalty relief, property tax relief, and reduction in the Alternative Minimum Tax, and supports fiscally responsible pay-as-you-go budget rules. She helped pass legislation that encouraged investment to create jobs in struggling communities through the Renewal Communities program. She has championed legislation to bring broadband Internet access, which is so important in today's information economy, to rural America.
In the Senate, Hillary has not wavered in her work to expand quality affordable health care to more Americans. She worked to strengthen the Children's Health Insurance Program, which increased coverage for children in low income and working families. She authored legislation that has been enacted to improve quality and lower the cost of prescription drugs and to protect our food supply from bioterrorism. She sponsored legislation to increase America's commitment to fighting the global HIV/AIDS crisis, and is now leading the fight for expanded use of information technology in the health care system to decrease administrative costs, lower premiums, and reduce medical errors.
Her strong advocacy for children continues in the Senate. Some of Hillary's proudest achievements have been her work to ensure the safety of prescription drugs for children, with legislation now included in the Best Pharmaceuticals for Children Act, and her legislation to help schools address environmental hazards. She has also proposed expanding access to child care. She has passed legislation that will bring more qualified teachers into classrooms and more outstanding principals to lead our schools.
Hillary has been a powerful advocate for women in the Senate. Her commitment to supporting the rights guaranteed in Roe v. Wade and to reducing the number of abortions by reducing the number of unwanted pregnancies was hailed by the New York Times as "frank talk...(and) a promising path." Hillary is one of the original cosponsors of the Prevention First Act to increase access to family planning. Her fight with the Bush Administration ensured that Plan B, an emergency contraceptive, will be available to millions of American women and will reduce the need for abortions.
Hillary is strongly committed to making sure that every American has the right to vote in fair, accessible, and credible elections. She introduced the Count Every Vote Act of 2005 to ensure better protection of votes and to ensure that every vote is counted.
In 2006, New Yorkers reelected Hillary to the Senate with 67 percent of the vote.
Since her path-breaking election to the United States Senate, Hillary has been a steadfast advocate for middle-class families, working to help create jobs, expand children's health care and protect Social Security from privatization. As the Senator representing New York after 9/11, Hillary has fought to strengthen our approach to homeland security and to improve our communications and intelligence operations. As the first New Yorker ever named to the Senate Armed Services Committee, Hillary has been a tough critic of the administration's bungling of Iraq and a fierce advocate for proper equipment, health benefits, and treatment for military families.
The promise of America was very real as Hillary was growing up. She learned that no matter who you are or where you're from, if you worked hard and played by the rules, you could provide a good life for your family.
Hillary's father, Hugh Rodham, was the son of a factory worker from Scranton, Pennsylvania. He trained sailors in the Navy during World War II and then returned to Illinois to start a small business selling draperies. He taught Hillary both a deep sense of patriotism and a strong belief in fiscal responsibility. He never took a dime of credit and was so frugal that he used to turn the heat off overnight during the winter to save money, waking up early to turn it back on so the house would be warm when everyone woke up.
Hillary's mother, Dorothy, the daughter of a firefighter, had a tough childhood. Her parents were young and felt unable to care for their children. So when Dorothy was just eight, she and her three-year-old sister traveled alone on a four-day train ride to Los Angeles. There they were raised by a strict grandmother. It was not until Dorothy was a teenager and worked as a helper to another family that she finally knew what a loving family could be. The stories of her mother's difficult childhood imbued in Hillary a fierce sense of justice and a belief that no child should be mistreated and that every child deserves to be loved.
The life that Hugh and Dorothy created for Hillary and her two brothers was a classic 1950s middle-class suburban childhood. Park Ridge in those days was the kind of place where everyone left their doors unlocked and the neighborhood kids all played on the block together. Hillary was a Brownie and then a Girl Scout. She started her political life as a Republican, like her father. She even volunteered as a Goldwater girl!
Faith was central to her family. Her mother taught Sunday school, and Hillary was a regular in her church youth group. She was deeply influenced by her youth minister who taught her about "faith in action." There were trips to the inner city, babysitting for the children of migrant farm workers, and an extraordinary night when Hillary was fourteen and her youth group went to hear a speech by Martin Luther King Jr.
Hillary went to Wellesley College, where she was chosen by her classmates to be the first-ever student commencement speaker. She talked about the tumultuous times that her generation was living through and said, "The challenge now is to practice politics as the art of making what appears to be impossible, possible."
Next came Yale Law School, where Hillary focused on questions about how the law affected children and began her decades of work as an advocate for children and families. As a law student, Hillary represented foster children and parents in family court and worked on some of the earliest studies creating legal standards for identifying and protecting abused children. Following graduation, she became a staff attorney for the Children's Defense Fund.
After serving as only one of two women lawyers on the staff of the House Judiciary Committee considering the impeachment of Richard Nixon, Hillary chose not to pursue offers from major law firms. Instead she followed her heart and a man named Bill Clinton to Arkansas. They married in 1975 and their daughter Chelsea was born in 1980.
Hillary ran a legal aid clinic for the poor when she first got to Arkansas and handled cases of foster care and child abuse. Years later, she organized a group called Arkansas Advocates for Children and Families. When she was just 30, President Carter appointed her to the board of the United States Legal Services Corporation, a federal nonprofit program that funds legal assistance for the poor.
When Bill was elected Governor of Arkansas, Hillary continued to advocate for children, leading a task force to improve education in Arkansas through higher standards for schools and serving on the board of the Arkansas Children's Hospital, helping them expand and improve their services. She also served on national boards for the Children's Defense Fund, the Child Care Action Campaign, and the Children's Television Workshop.
She also continued her legal career as a partner in a law firm. She led the American Bar Association's Commission on Women in the Profession, which played a pioneering role in raising awareness of issues like sexual harassment and equal pay. Hillary was twice named one of the 100 most influential lawyers in America.
When her husband was elected President in 1992, Hillary's work as a champion for women was recognized and admired around the world. She traveled the globe speaking out against the degradation and abuse of women and standing up for the powerful idea that women's rights are human rights.
In the White House, Hillary led efforts to make adoption easier, to expand early learning and child care, to increase funding for breast cancer research, and to help veterans suffering from Gulf War syndrome who had too often been ignored in the past. She helped launch a national campaign to prevent teen pregnancy and helped create the Adoption and Safe Families Act of 1997, which moved children from foster care to adoption more quickly. Thanks in part to her efforts, the number of children who have moved out of foster care into adoption has increased dramatically.
As everyone knows, Hillary's fight for universal health coverage did not succeed. But her commitment to health care for every American has never wavered. She was instrumental in designing and championing the State Children's Health Insurance Program, which has provided millions of children with health insurance. She battled the big drug companies to force them to test their drugs for children and to make sure all kids get the immunizations they need through the Vaccines for Children Program. Immunization rates dramatically improved after the program launched.
Hillary's 1995 book It Takes A Village, about the responsibility we all have to help children succeed, became an international best seller. Hillary has donated the proceeds -- more than a million dollars -- to children's causes across the country.
Hillary's autobiography, Living History, was also a best seller. It has been translated into 12 languages and sold over 1.3 million copies.
In 2000, Hillary was elected to the United States Senate from New York. As Senator, Hillary has continued her advocacy for children and families and has been a national leader on homeland security and national security issues.
After the terrorist attacks of September 11, 2001, Hillary worked with her colleagues to secure the funds New York needed to recover and rebuild. She fought to provide compensation to the families of the victims, grants for hard-hit small businesses, and health care for front line workers at Ground Zero. And she continues to work for resources that enable New York to grow, to improve homeland security for New York and other communities, and to protect all Americans from future attacks.
She is the first New Yorker ever to serve on the Senate Armed Services Committee, working to see that America's military has the necessary resources to protect our national security. She has visited troops in Iraq and Afghanistan and at Fort Drum in New York, home of the 10th Mountain Division and other New York bases, as well as at Walter Reed Military Hospital. She has learned first-hand the challenges facing American combat forces. Hillary passed legislation to track the health status of our troops so that conditions like Gulf War Syndrome would no longer be misdiagnosed. She is an original sponsor of legislation that expanded health benefits to members of the National Guard and Reserves and has been a strong critic of the Administration's handling of Iraq.
But Hillary has recognized that we can't ignore our problems at home while we face challenges overseas. She has introduced legislation to tie Congressional salary increases to an increase in the minimum wage, because she believes if America's working people don't deserve a raise, neither does Congress. She has supported a variety of middle-class tax cuts, including marriage penalty relief, property tax relief, and reduction in the Alternative Minimum Tax, and supports fiscally responsible pay-as-you-go budget rules. She helped pass legislation that encouraged investment to create jobs in struggling communities through the Renewal Communities program. She has championed legislation to bring broadband Internet access, which is so important in today's information economy, to rural America.
In the Senate, Hillary has not wavered in her work to expand quality affordable health care to more Americans. She worked to strengthen the Children's Health Insurance Program, which increased coverage for children in low income and working families. She authored legislation that has been enacted to improve quality and lower the cost of prescription drugs and to protect our food supply from bioterrorism. She sponsored legislation to increase America's commitment to fighting the global HIV/AIDS crisis, and is now leading the fight for expanded use of information technology in the health care system to decrease administrative costs, lower premiums, and reduce medical errors.
Her strong advocacy for children continues in the Senate. Some of Hillary's proudest achievements have been her work to ensure the safety of prescription drugs for children, with legislation now included in the Best Pharmaceuticals for Children Act, and her legislation to help schools address environmental hazards. She has also proposed expanding access to child care. She has passed legislation that will bring more qualified teachers into classrooms and more outstanding principals to lead our schools.
Hillary has been a powerful advocate for women in the Senate. Her commitment to supporting the rights guaranteed in Roe v. Wade and to reducing the number of abortions by reducing the number of unwanted pregnancies was hailed by the New York Times as "frank talk...(and) a promising path." Hillary is one of the original cosponsors of the Prevention First Act to increase access to family planning. Her fight with the Bush Administration ensured that Plan B, an emergency contraceptive, will be available to millions of American women and will reduce the need for abortions.
Hillary is strongly committed to making sure that every American has the right to vote in fair, accessible, and credible elections. She introduced the Count Every Vote Act of 2005 to ensure better protection of votes and to ensure that every vote is counted.
In 2006, New Yorkers reelected Hillary to the Senate with 67 percent of the vote.
my book
MALDIVES AND ITS BEAUTIFUL PEOPLE
From Thuraakunu to Gan
Launching ceremony tonight
While I was in school, my career began with enthusiasm and self learned professions. Inspired by the world around me photography and travel to local islands of our beautiful Maldives plays a major role in my life. Originality which comes with the involvement in photography is the greatest aspect of my life. The eagerness to know has kept me reading news, listen and watching different documents especially from National Geographic Channel for hours, which helps in generating great ideas and concept to enhance photography. Sun sand and Sea is the most common 3 symbol to describe Maldives. Maldives or Dhivehi Raahje is local language means chains of 1190islands in sparkling Indian Ocean almost all of them are just one meter above the sea level. Among them only 200 are inhabitant, just over 300,000 in populations scatted around these 200 islands but it’s hard to believe that one third of them lives in one island, Capital Island this refers as most congested piece of land in entire world.
This unique country was knows to travelers even in ancient times. But there are very few records remains of their impression of the country. Due to rapid development in the world it very important to obtain meaningful and accurate information about the places and beautiful people of the country,
thousand ‘Robinson Crusoe’ islands, massive lagoons with different depths and infinite shades of blue and turquoise, dazzling underwater coral gardens; a perfect natural combination for the ideal tropical holiday destination..
Travel and Photography has been the most adventures part of my life. As a hobby I have been traveled through out the Maldives, visiting the islands meeting different people leads to experience difference in Maldivian living style. The challenges and how they used to come over it during day to day life and whole life period as well. So after 10 years of travel now I think this is my turn to compile all those information and photos to an article, (“MALDIVES AND ITS BEAUTIFUL PEOPLE” A PORTRAIT OF MALDIVES) with the help of all those experiences, sweet memories and views I hope insha allah MALDIVES AND ITS BEAUTIFUL PEOPLE will come to a reality.
For more information pls visit
www.fnoase.blogspot.com
www.flickr.com/photos/fnoase
From Thuraakunu to Gan
Launching ceremony tonight
While I was in school, my career began with enthusiasm and self learned professions. Inspired by the world around me photography and travel to local islands of our beautiful Maldives plays a major role in my life. Originality which comes with the involvement in photography is the greatest aspect of my life. The eagerness to know has kept me reading news, listen and watching different documents especially from National Geographic Channel for hours, which helps in generating great ideas and concept to enhance photography. Sun sand and Sea is the most common 3 symbol to describe Maldives. Maldives or Dhivehi Raahje is local language means chains of 1190islands in sparkling Indian Ocean almost all of them are just one meter above the sea level. Among them only 200 are inhabitant, just over 300,000 in populations scatted around these 200 islands but it’s hard to believe that one third of them lives in one island, Capital Island this refers as most congested piece of land in entire world.
This unique country was knows to travelers even in ancient times. But there are very few records remains of their impression of the country. Due to rapid development in the world it very important to obtain meaningful and accurate information about the places and beautiful people of the country,
thousand ‘Robinson Crusoe’ islands, massive lagoons with different depths and infinite shades of blue and turquoise, dazzling underwater coral gardens; a perfect natural combination for the ideal tropical holiday destination..
Travel and Photography has been the most adventures part of my life. As a hobby I have been traveled through out the Maldives, visiting the islands meeting different people leads to experience difference in Maldivian living style. The challenges and how they used to come over it during day to day life and whole life period as well. So after 10 years of travel now I think this is my turn to compile all those information and photos to an article, (“MALDIVES AND ITS BEAUTIFUL PEOPLE” A PORTRAIT OF MALDIVES) with the help of all those experiences, sweet memories and views I hope insha allah MALDIVES AND ITS BEAUTIFUL PEOPLE will come to a reality.
For more information pls visit
www.fnoase.blogspot.com
www.flickr.com/photos/fnoase
Biography
John Stuart Mill
Autobiography
I. Childhood and Early Education
It seems proper that I should prefix to the following biographical sketch, some mention of the reasons which have made me think it desirable that I should leave behind me such a memorial of so uneventful a life as mine. I do not for a moment imagine that any part of what I have to relate can be interesting to the public as a narrative, or as being connected with myself. But I have thought that in an age in which education, and its improvement, are the subject of more, if not of profounder study than at any former period of English history, it may be useful that there should be some record of an education which was unusual and remarkable, and which, whatever else it may have done, has proved how much more than is commonly supposed may be taught, and well taught, in those early years which, in the common modes of what is called instruction, are little better than wasted. It has also seemed to me that in an age of transition in opinions, there may be somewhat both of interest and of benefit in noting the successive phases of any mind which was always pressing forward, equally ready to learn and to unlearn either from its own thoughts or from those of others. But a motive which weighs more with me than either of these, is a desire to make acknowledgment of the debts which my intellectual and moral development owes to other persons; some of them of recognized eminence, others less known than they deserve to be, and the one to whom most of all is due, one whom the world had no opportunity of knowing. The reader whom these things do not interest, has only himself to blame if he reads farther, and I do not desire any other indulgence from him than that of bearing in mind, that for him these pages were not written.
I was born in London, on the 20th of May, 1806, and was the eldest son of James Mill, the author of the History of British India. My father, the son of a petty tradesman and (I believe) small farmer, at Northwater Bridge, in the county of Angus, was, when a boy, recommended by his abilities to the notice of Sir John Stuart, of Fettercairn, one of the Barons of the Exchequer in Scotland, and was, in consequence, sent to the University of Edinburgh at the expense of a fund established by Lady Jane Stuart (the wife of Sir John Stuart) and some other ladies for educating young men for the Scottish Church. He there went through the usual course of study, and was licensed as a Preacher, but never followed the profession; having satisfied himself that he could not believe the doctrines of that or any other Church. For a few years he was a private tutor in various families in Scotland, among others that of the Marquis of Tweeddale; but ended by taking up his residence in London, and devoting himself to authorship. Nor had he any other means of support until 1819, when he obtained an appointment in the India House.
In this period of my father's life there are two things which it is impossible not to be struck with: one of them unfortunately a very common circumstance, the other a most uncommon one. The first is, that in his position, with no resource but the precarious one of writing in periodicals, he married and had a large family; conduct than which nothing could be more opposed, both as a matter of good sense and of duty, to the opinions which, at least at a later period of life, he strenuously upheld. The other circumstance is the extraordinary energy which was required to lead the life he led, with the disadvantages under which he laboured from the first, and with those which he brought upon himself by his marriage. It would have been no small thing, had he done no more than to support himself and his family during so many years by writing, without ever being in debt, or in any pecuniary difficulty; holding, as he did, opinions, both in politics and in religion, which were more odious to all persons of influence, and to the common run of prosperous Englishmen in that generation than either before or since; and being not only a man whom nothing would have induced to write against his convictions, but one who invariably threw into everything he wrote, as much of his convictions as he thought the circumstances would in any way permit: being, it must also be said, one who never did anything negligently; never undertook any task, literary or other, on which he did not conscientiously bestow all the labour necessary for performing it adequately. But he, with these burthens on him, planned, commenced, and completed, the History of India; and this in the course of about ten years, a shorter time than has been occupied (even by writers who had no other employment) in the production of almost any other historical work of equal bulk, and of anything approaching to the same amount of reading and research. And to this is to be added, that during the whole period, a considerable part of almost every day was employed in the instruction of his children: in the case of one of whom, myself, he exerted an amount of labour, care, and perseverance rarely, if ever, employed for a similar purpose, in endeavouring to give, according to his own conception, the highest order of intellectual education.
A man who, in his own practice, so vigorously acted up to the principle of losing no time, was likely to adhere to the same rule in the instruction of his pupil. I have no remembrance of the time when I began to learn Greek. I have been told that it was when I was three years old. My earliest recollection on the subject, is that of committing to memory what my father termed Vocables, being lists of common Greek words, with their signification in English, which he wrote out for me on cards. Of grammar, until some years later, I learnt no more than the inflexions of the nouns and verbs, but, after a course of vocables, proceeded at once to translation; and I faintly remember going through AEsop's Fables, the first Greek book which I read. The Anabasis, which I remember better, was the second. I learnt no Latin until my eighth year. At that time I had read, under my father's tuition, a number of Greek prose authors, among whom I remember the whole of Herodotus, and of Xenophon's Cyropaedia and Memorials of Socrates; some of the lives of the philosophers by Diogenes Laertius; part of Lucian, and Isocrates' ad Demonicum and ad Nicoclem. I also read, in 1813, the first six dialogues (in the common arrangement) of Plato, from the Euthyphron to the Theaetetus inclusive: which last dialogue, I venture to think, would have been better omitted, as it was totally impossible I should understand it. But my father, in all his teaching, demanded of me not only the utmost that I could do, but much that I could by no possibility have done. What he was himself willing to undergo for the sake of my instruction, may be judged from the fact, that I went through the whole process of preparing my Greek lessons in the same room and at the same table at which he was writing: and as in those days Greek and English lexicons were not, and I could make no more use of a Greek and Latin lexicon than could be made without having yet begun to learn Latin, I was forced to have recourse to him for the meaning of every word which I did not know. This incessant interruption, he, one of the most impatient of men, submitted to, and wrote under that interruption several volumes of his History and all else that he had to write during those years.
The only thing besides Greek, that I learnt as a lesson in this part of my childhood, was arithmetic: this also my father taught me: it was the task of the evenings, and I well remember its disagreeableness. But the lessons were only a part of the daily instruction I received. Much of it consisted in the books I read by myself, and my father's discourses to me, chiefly during our walks. From 1810 to the end of 1813 we were living in Newington Green, then an almost rustic neighbourhood. My father's health required considerable and constant exercise, and he walked habitually before breakfast, generally in the green lanes towards Hornsey. In these walks I always accompanied him, and with my earliest recollections of green fields and wild flowers, is mingled that of the account I gave him daily of what I had read the day before. To the best of my remembrance, this was a voluntary rather than a prescribed exercise. I made notes on slips of paper while reading, and from these, in the morning walks, I told the story to him; for the books were chiefly histories, of which I read in this manner a great number: Robertson's histories, Hume, Gibbon; but my greatest delight, then and for long afterwards, was Watson's Philip the Second and Third. The heroic defence of the Knights of Malta against the Turks, and of the revolted provinces of the Netherlands against Spain, exited in me an intense and lasting interest. Next to Watson, my favourite historical reading was Hooke's History of Rome. Of Greece I had seen at that time no regular history, except school abridgments and the first two or three volumes of a translation of Rollin's Ancient History, beginning with Philip of Macedon. But I read with great delight Langhorne's translation of Plutarch. In English history, beyond the time at which Hume leaves off, I remember reading Burnet's History of his Own Time, though I cared little for anything in it except the wars and battles; and the historical part of the Annual Register, from the beginning to about 1788, when the volumes my father borrowed for me from Mr Bentham left off. I felt a lively interest in Frederic of Prussia during his difficulties, and in Paoli, the Corsican patriot; but when I came to the American war, I took my part, like a child as I was (until set right by my father) on the wrong side, because it was called the English side. In these frequent talks about the books I read, he used, as opportunity offered, to give me explanations and ideas respecting civilization, government, morality, mental cultivation, which he required me afterwards to restate to him in my own words. He also made me read, and give him a verbal account of, many books which would not have interested me sufficiently to induce me to read them of myself: among others, Millar's Historical View of the English Government, a book of great merit for its time, and which he highly valued; Mosheim's Ecclesiastical History, McCrie's Life of John Knox, and even Sewel's and Rutty's Histories of the Quakers. He was fond of putting into my hands books which exhibited men of energy and resource in unusual circumstances, struggling against difficulties and overcoming them: of such works I remember Beaver's African Memoranda, and Collins's account of the first settlement of New South Wales. Two books which I never wearied of reading were Anson's Voyage, so delightful to most young persons, and a Collection (Hawkesworth's, I believe) of Voyages round the World, in four volumes, beginning with Drake and ending with Cook and Bougainville. Of children's books, any more than of playthings, I had scarcely any, except an occasional gift from a relation or acquaintance: among those I had, Robinson Crusoe was preeminent, and continued to delight me through all my boyhood. It was no part however of my father's system to exclude books of amusement, though he allowed them very sparingly. Of such books he possessed at that time next to none, but he borrowed several for me; those which I remember are the Arabian Nights, Cazotte's Arabian Tales, Don Quixote, Miss Edgeworth's "Popular Tales," and a book of some reputation in its day, Brooke's Fool of Quality.
In my eighth year I commenced learning Latin, in conjunction with a younger sister, to whom I taught it as I went on, and who afterwards repeated the lessons to my father: and from this time, other sisters and brothers being successively added as pupils, a considerable part of my day's work consisted of this preparatory teaching. It was a part which I greatly disliked; the more so, as I was held responsible for the lessons of my pupils, in almost as full a sense as for my own: I however derived from this discipline the great advantage of learning more thoroughly and retaining more lastingly the things which I was set to teach: perhaps, too, the practice it afforded in explaining difficulties to others, may even at that age have been useful. In other respects, the experience of my boyhood is not favourable to the plan of teaching children by means of one another. The teaching, I am sure, is very inefficient as teaching, and I well knew that the relation between teacher and taught is not a good moral discipline to either. I went in this manner through the Latin grammar, and a considerable part of Cornelius Nepos and Caesar's Commentaries, but afterwards added to the superintendence of these lessons, much longer ones of my own.
In the same year in which I began Latin, I made my first commencement in the Greek poet with the Iliad. After I had made some progress in this, my father put Pope's translation into my hands. It was the first English verse I had cared to read, and it became one of the books in which for many years I most delighted: I think I must have read it from twenty to thirty times through. I should not have thought it worth while to mention a taste apparently so natural to boyhood, if I had not, as I think, observed that the keen enjoyment of this brilliant specimen of narrative and versification is not so universal with boys, as I should have expected both a priori and from my individual experience. Soon after this time I commenced Euclid, and somewhat later, algebra, still under my father's tuition.
From my eighth to my twelfth year the Latin books which I remember reading were, the Bucolics of Virgil, and the first six books of the AEneid; all Horace except the Epodes; the Fables of Phaedrus; the first five books of Livy (to which from my love of the subject I voluntarily added, in my hours of leisure, the remainder of the first decade); all Sallust; a considerable part of Ovid's Metamorphoses; some plays of Terence; two or three books of Lucretius; several of the Orations of Cicero, and of his writings on oratory; also his letters to Atticus, my father taking the trouble to translate to me from the French the historical explanations in Mongault's notes. In Greek I read the Iliad and Odyssey through; one or two plays of Sophocles, Euripides, and Aristophanes, though by these I profited little; all Thucydides; the Hellenics of Xenophon; a great part of Demosthenes, AEschines, and Lysias; Theocritus; Anacreon; part of the Anthology; a little of Dionysius; several books of Polybius; and lastly Aristotle's Rhetoric, which, as the first expressly scientific treatise on any moral or psychological subject which I had read, and containing many of the best observations of the ancients on human nature and life, my father made me study with peculiar care, and throw the matter of it into synoptic tables. During the same years I learnt elementary geometry and algebra thoroughly, the differential calculus and other portions of the higher mathematics far from thoroughly: for my father, not having kept up this part of his early acquired knowledge, could not spare time to qualify himself for removing my difficulties, and left me to deal with them, with little other aid than that of books; while I was continually incurring his displeasure by my inability to solve difficult problems for which he did not see that I had not the necessary previous knowledge.
As to my private reading, I can only speak of what I remember. History continued to be my strongest predilection, and most of all ancient history. Mitford's Greece I read continually; my father had put me on my guard against the Tory prejudices of this writer, and his perversions of facts for the white-washing of despot, and blackening of popular institutions. These points he discoursed on, exemplifying them from the Greek orators and historians, with such effect that in reading Mitford my sympathies were always on the contrary side to those of the author, and I could, to some extent, have argued the point against him: yet this did not diminish the ever new pleasure with which I read the book. Roman history, both in my old favourite, Hooke, and in Ferguson, continued to delight me. A book which, in spite of what is called the dryness of its style, I took great pleasure in, was the Ancient Universal History, through the incessant reading of which I had my head full of historical details concerning the obscurest ancient people, while about modern history, except detached passages, such as the Dutch war of independence, I knew and cared comparatively little. A voluntary exercise, to which throughout my boyhood I was much addicted, was what I called writing histories. I successively imposed a Roman history, picked out of Hooke; an abridgment of the Ancient Universal History; a History of Holland, from my favourite Watson and from an anonymous compilation; and in my eleventh and twelfth year I occupied myself with writing what I flattered myself was something serious. This was no less than a history of the Roman Government, compiled (with the assistance of Hooke) from Livy and Dionysius: of which I wrote as much as would have made an octavo volume, extending to the epoch of the Licinian Laws. It was, in fact, an account of the struggles between the patricians and plebeians, which now engrossed all the interest in my mind which I had previously felt in the mere wars and conquest of the Romans. I discussed all the institutional point as they arose: though quite ignorant of Niebuhr's researches, I, by such lights as my father had given me, vindicated the Agrarian Laws on the evidence of Livy, and upheld to the best of my ability the Roman democratic party. A few years later, in my contempt of my childish efforts, I destroyed all these papers, not then anticipating that I could ever feel any curiosity about my first attempt at writing and reasoning. My father encouraged me in this useful amusement, though, as I think judiciously, he never asked to see what I wrote; so that I did not feel that in writing it I was accountable to any one, nor had the chilling sensation of being under a critical eye.
But though these exercises in history were never a compulsory lesson, there was another kind of composition which was so, namely, writing verses, and it was one of the most disagreeable of my tasks. Greek and Latin verses I did not write, nor learnt the prosody of those languages. My father, thinking this not worth the time it required, contented himself with making me read aloud to him, and correcting false quantities. I never composed at all in Greek, even in prose, and but little in Latin. Not that my father could be indifferent to the value of this practice, in giving a thorough knowledge of those languages, but because there really was not time for it. The verses I was required to write were English. When I first read Pope's Homer, I ambitiously attempted to compose something of the same kind, and achieved as much as one book of a continuation of the Iliad. There, probably, the spontaneous promptings of my poetical ambition would have stopped; but the exercise, begun from choice, was continued by command. Conformably to my father's usual practice of explaining to me, as far as possible, the reasons for what he required me to do, he gave me, for this, as I well remember, two reasons highly characteristic of him: one was, that some things could be expressed better and more forcibly in verse than in prose: this, he said, was a real advantage. The other was, that people in general attached more value to verse than it deserved, and the power of writing it, was, on this account, worth acquiring. He generally left me to choose my own subject, which, as far as I remember, were mostly addresses to some mythological personage or allegorical abstractions; but he made me translate into English verse many of Horace's shorter poems: I also remember his giving me Thomson's "Winter" to read, and afterwards making me attempt (without book) to write something myself on the same subject. The verses I wrote were, of course, the merest rubbish, nor did I ever attain any facility of versification, but the practice may have been useful in making it easier for me, at a later period, to acquire readiness of expression.[1] I had read, up to this time, very little English poetry, Shakespeare my father had put into my hands, chiefly for the sake of the historical plays, from which, however, I went on to the others. My father never was a great admirer of Shakespeare, the English idolatry of whom he used to attack with some severity. He cared little for any English poetry except Milton (for whom he had the highest admiration), Goldsmith, Burns, and Gray's Bard, which he preferred to his Elegy: perhaps I may add Cowper and Beattie. He had some value for Spenser, and I remember his reading to me (unlike his usual practice of making me read to him), the first book of the Fairie Queene; but I took little pleasure in it. The poetry of the present century he saw scarcely any merit in, and I hardly became acquainted with any of it till I was grown up to manhood, except the metrical romances of Walter Scott, which I read at his recommendation and was intensely delighted with; as I always was with animated narrative. Dryden's Poems were among my father's books, and many of these he made me read, but I never cared for any of them except Alexander's Feast, which, as well as many of the songs in Walter Scott, I used to sing internally, to a music of my own: to some of the latter, indeed, I went so far as to compose airs, which I still remember. Cowper's short poems I read with some pleasure, but never got far into the longer ones; and nothing in the two volumes interested me like the prose account of his three hares. In my thirteenth year I met with Campbell's Poems, among which Lochiel, Hohenlinden, the Exile of Erin, and some others, gave me sensations I had never before experienced from poetry. Here, too, I made nothing of the longer poems, except the striking opening of Gertrude of Wyoming, which long kept it place in my feelings as the perfection of pathos.
During this part of my childhood, one of my greatest amusements was experimental science; in the theoretical, however, not the practical sense of the word; not trying experiments — a kind of discipline which I have often regretted not having had — nor even seeing, but merely reading about them. I never remember being so wrapt up in any book, as I was in Joyce's Scientific Dialogues; and I was rather recalcitrant to my father's criticisms of the bad reasoning respecting the first principles of physics, which abounds in the early part of that work. I devoured treatises on Chemistry, especially that of my father's early friend and schoolfellow, Dr. Thomson, for years before I attended a lecture or saw an experiment.
From about the age of twelve, I entered into another and more advanced stage in my course of instruction; in which the main object was no longer the aids and appliances of thought, but the thoughts themselves. This commenced with Logic, in which I began at once with the Organon, and read it to the Analytics inclusive, but profited little by the Posterior Analytics, which belongs to a branch of speculation I was not yet ripe for. Contemporaneously with the Organon, my father made me read the whole or parts of several of the Latin treatises on the scholastic logic; giving each day to him, in our walks, a minute account of what I had read, and answering his numerous and searching questions. After this, I went in a similar manner, through the "Computatio sive Logica" of Hobbes, a work of a much higher order of thought than the books of the school logicians, and which he estimated very highly; in my own opinion beyond it merits, great as these are. It was his invariable practice, whatever studies he exacted from me, to make me as far as possible understand and feel the utility of them: and this he deemed peculiarly fitting in the case of the syllogistic logic, the usefulness of which had been impugned by so many writers of authority. I well remember how, and in what particular walk, in the neighbourhood of Bagshot Heath (where we were on a visit to his old friend Mr Wallace, then one of the Mathematical Professors at Sandhurst) he first attempted by questions to make me think on the subject, and frame some conception of what constituted the utility of the syllogistic logic, and when I had failed in this, to make me understand it by explanations. The explanations did not make the matter at all clear to me at the time; but they were not therefore useless; they remained as a nucleus for my observations and reflections to crystallize upon; the import of his general remarks being interpreted to me, by the particular instances which came under my notice afterwards. My own consciousness and experience ultimately led me to appreciate quite as highly as he did, the value of an early practical familiarity with the school logic. I know nothing, in my education, to which I think myself more indebted for whatever capacity of thinking I have attained. The first intellectual operation in which I arrived at any proficiency, was dissecting a bad argument, and finding in what part the fallacy lay: and though whatever capacity of this sort I attained was due to the fact that it was an intellectual exercise in which I was most perseveringly drilled by my father, yet it is also true that the school logic, and the mental habits acquired in studying it, were among the principal instruments of this drilling. I am persuaded that nothing, in modern education, tends so much, when properly used, to form exact thinkers, who attach a precise meaning to words and propositions, and are not imposed on by vague, loose, or ambiguous terms. The boasted influence of mathematical studies is nothing to it; for in mathematical processes, none of the real difficulties of correct ratiocination occur. It is also a study peculiarly adapted to an early stage in the education of philosophical students, since it does not presuppose the slow process of acquiring, by experience and reflection, valuable thoughts of their own. They may become capable of disentangling the intricacies of confused and self-contradictory thought, before their own thinking faculties are much advanced; a power which, for want of some such discipline, many otherwise able men altogether lack; and when they have to answer opponent, only endeavour, by such argument as they can command, to support the opposite conclusion, scarcely even attempting to confute the reasonings of their antagonists; and, therefore, at the utmost, leaving the question, as far as it depends on argument, a balanced one.
During this time, the Latin and Greek books which I continued to read with my father were chiefly such as were worth studying, not for the language merely, but also for the thoughts. This included much of the orators, and especially Demosthenes, some of whose principal orations I read several times over, and wrote out, by way of exercise, a full analysis of them. My father's comments on these orations when I read them to him were very instructive to me. He not only drew my attention to the insight they afforded into Athenian institutions, and the principles of legislation and government which they often illustrated, but pointed out the skill and art of the orator — how everything important to his purpose was said at the exact moment when he had brought the minds of his audience into the state most fitted to receive it; how he made steal into their minds, gradually and by insinuation, thoughts which, if expressed in a more direct manner would have aroused their opposition. Most of these reflections were beyond my capacity of full comprehension at the time; but they left seed behind, which geminated in due season. At this time I also read the whole of Tacitus, Juvenal, and Quintilian. The latter, owing to his obscure style and to the scholastic details of which many parts of his treatise are made up, is little read, and seldom sufficiently appreciated. His book is a kind of encyclopaedia of the thoughts of the ancients on the whole field of education and culture; and I have retained through life many valuable ideas which I can distinctly trace to my reading of him, even at that early age. It was at this period that I read, for the first time, some of the most important dialogues of Plato, in particular the Gorgias, the Protagoras, and the Republic. There is no author to whom my father thought himself more indebted for his own mental culture, than Plato, or whom he more frequently recommended to young student. I can bear similar testimony in regard to myself. The Socratic method, of which the Platonic dialogues are the chief example, is unsurpassed as a discipline for correcting the errors, and clearing up the confusions incident to the intellectus sibi permissus, the understanding which has made up all its bundles of associations under the guidance of popular phraseology. The close, searching elenchus by which the man of vague generalities is constrained either to express his meaning to himself in definite terms, or to confess that he does not know what he is talking about; the perpetual testing of all general statements by particular instances; the siege in from which is laid to the meaning of large abstract terms, by fixing upon some still larger class-name which includes that and more, and dividing down to the thing sought — marking out its limits and definition by a series of accurately drawn distinctions between it and each of the cognate objects which are successively parted off from it — all this, as an education for precise thinking, is inestimable, and all this, even at that age, took such hold of me that it became part of my own mind. I have felt ever since that the title of Platonist belongs by far better right to those who have been nourished in, and have endeavoured to practise Plato's mode of investigation, than to those who are distinguished only by the adoption of certain dogmatical conclusions, drawn mostly from the least intelligible of his works, and which the character of his mind and writings makes it uncertain whether he himself regarded as anything more than poetic fancies, or philosophic conjectures.
In going through Plato and Demosthenes, since I could now read these authors, as far as the language was concerned, with perfect ease, I was not required to construe them sentence by sentence, but to read them aloud to my father, answering questions when asked: but the particular attention which he paid to elocution (in which his own excellence was remarkable) made this reading aloud to him a most painful task. Of all things which he required me to do, there was none which I did so constantly ill, or in which he so perpetually lost his temper with me. He had thought much on the principles of the art of reading, especially the most neglected part of it, the inflections of the voice, or modulation as writers on elocution call it (in contrast with articulation on the one side, and expression on the other), and had reduced it to rules, grounded on the logical analysis of a sentence. These rules he strongly impressed upon me, and took me severely to task for every violation of them: but I even then remarked (though I did not venture to make the remark to him) that though he reproached me when I read a sentence ill, and told me how I ought to have read it, he never, by reading it himself, showed me how it ought to be read. A defect running through his otherwise admirable modes of instruction, as it did through all his modes of thought, was that of trusting too much to the intelligibleness of the abstract, when not embodied in the concrete. It was at a much later period of my youth, when practising elocution by myself, or with companions of my own age, that I for the first time understood the object of his rules, and saw the psychological grounds of them. At that time I and others followed out the subject into its ramifications and could have composed a very useful treatise, grounded on my father's principles. He himself left those principles and rules unwritten. I regret that when my mind was full of the subject, from systematic practice, I did not put them, and our improvements of them, into a formal shape.
A book which contributed largely to my education, in the best sense of the term, was my father's History of India. It was published in the beginning of 1818. During the year previous, while it was passing through the press, I used to read the proof sheets to him; or rather, I read the manuscript to him while he corrected the proofs. The number of new ideas which I received from this remarkable book, and the impulse and stimulus as well as guidance given to my thoughts by its criticisms and disquisitions on society and civilization in the Hindoo part, on institutions and the acts of governments in the English part, made my early familiarity with it eminently useful to my subsequent progress. And though I can perceive deficiencies in it now as compared with a perfect standard, I still think it, if not the most, one of the most instructive histories ever written, and one of the books from which most benefit may be derived by a mind in the course of making up its opinions.
The Preface, among the most characteristic of my father's writings, as well as the richest in materials of thought, gives a picture which may be entirely depended on, of the sentiments and expectations with which he wrote the History. Saturated as the book is with the opinions and modes of judgment of a democratic radicalism then regarded as extreme; and treating with a severity, at that time most unusual, the English 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 never would 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 few remaining years of his life, happily cut short in the full vigour of his intellect, he tendered 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 over-laid 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 not scruple to give direct contradictions to things which I heard said. I suppose I acquired this bad habit from having been encouraged in an unusual degree to talk on matters beyond my age, and with grown persons, while I never had inculcated in me the usual respect for them. My father did not correct this ill-breeding and impertinence, probably from not being aware of it, for I was always too much in awe of him to be otherwise than extremely subdued and quiet in his presence. Yet with all this I had no notion of any superiority in myself; and well was it for me that I had not. I remember the very place in Hyde Park where, in my fourteenth year, on the eve of leaving my father's house for a long absence, he told me that I should find, as I got acquainted with new people, that I had been taught many things which youths of my age did not commonly know; and that many persons would be disposed to talk to me of this, and to compliment me upon it. What other things he said on this topic I remember very imperfectly; but he wound up by saying, that whatever I knew more than others, could not be ascribed to any merit in me, but to the very unusual advantage which had fallen to my lot, of having a father who was able to teach me, and willing to give the necessary trouble and time; that it was no matter of praise to me, if I knew more than those who had not had a similar advantage, but the deepest disgrace to me if I did not. I have a distinct remembrance, that the suggestion thus for the first time made to me, that I knew more than other youths who were considered well educated, was to me a piece of information, to which, as to all other things which my father told me, I gave implicit credence, but which did not at all impress me as a personal matter. I felt no disposition to glorify myself upon the circumstance that there were other persons who did not know what I knew; nor had I ever flattered myself that my acquirements, whatever they might be, were any merit of mine: but, now when my attention was called to the subject, I felt that what my father had said, respecting my peculiar advantages was exactly the truth and common sense of the matter, and it fixed my opinion and feeling from that time forward.
It is evident that this, among many other of the purposes of my father's scheme of education, could not have been accomplished if he had not carefully kept me from having any great amount of intercourse with other boys. He was earnestly bent upon my escaping not only the ordinary corrupting influence which boys exercise over boys, but the contagion of vulgar modes of thought and feeling; and for this he was willing that I should pay the price of inferiority in the accomplishments which schoolboys in all countries chiefly cultivate. The deficiencies in my education were principally in the things which boys learn from being turned out to shift for themselves, and from being brought together in large numbers. From temperance and much walking, I grew up healthy and hardy though not muscular; but I could do no feats of skill or Physical strength, and knew none of the ordinary bodily exercises. It was not that play, or time for it, was refused me. Though no holidays were allowed, lest the habit of work should be broken, and a taste for idleness acquired, I had ample leisure in every day to amuse myself; but as I had no boy companions, and the animal need of physical activity was satisfied by walking, my amusements, which were mostly solitary, were in general of a quiet, if not a bookish turn, and gave little stimulus to any other kind even of mental activity than that which was already called forth by my studies: I consequently remained long, and in a less degree have always remained, inexpert in anything requiring manual dexterity; my mind as well as my hands, did its work very lamely when it was applied, or ought to have been applied, to the practical details which, as they are the chief interest of life to the majority of men, are also the things in which whatever mental capacity they have, chiefly shows itself: I was constantly meriting reproof by inattention, inobservance, and general slackness of mind in matters of daily life. My father was the extreme opposite in these particulars: his senses and mental faculties were always on the alert; he carried decision and energy of character in his whole manner and into every action of life: and this, as much as his talents, contributed to the strong impression which he always made upon those with whom he came into personal contact. But the children of energetic parents, frequently grow up unenergetic, because they lean on their parents, and the parents are energetic for them. The education which my father gave me, was in itself much more fitted for training me to know than to do. Not that he was unaware of my deficiencies; both as a boy and as a youth I was incessantly smarting under his severe admonitions on the subject. There was anything but insensibility or tolerance on his part towards such shortcomings: but, while he saved me from the demoralizing effects of school life, he made no effort to provide me with any sufficient substitute for its practicalizing influences. Whatever qualities he himself, probably, had acquired without difficulty or special training, he seems to have supposed that I ought to acquire as easily. He had not, I think, bestowed the same amount of thought and attention on this, as on most other branches of education; and here, as well as in some other points of my tuition, he seems to have expected effects without causes.
Table of Contents
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Autobiography
I. Childhood and Early Education
It seems proper that I should prefix to the following biographical sketch, some mention of the reasons which have made me think it desirable that I should leave behind me such a memorial of so uneventful a life as mine. I do not for a moment imagine that any part of what I have to relate can be interesting to the public as a narrative, or as being connected with myself. But I have thought that in an age in which education, and its improvement, are the subject of more, if not of profounder study than at any former period of English history, it may be useful that there should be some record of an education which was unusual and remarkable, and which, whatever else it may have done, has proved how much more than is commonly supposed may be taught, and well taught, in those early years which, in the common modes of what is called instruction, are little better than wasted. It has also seemed to me that in an age of transition in opinions, there may be somewhat both of interest and of benefit in noting the successive phases of any mind which was always pressing forward, equally ready to learn and to unlearn either from its own thoughts or from those of others. But a motive which weighs more with me than either of these, is a desire to make acknowledgment of the debts which my intellectual and moral development owes to other persons; some of them of recognized eminence, others less known than they deserve to be, and the one to whom most of all is due, one whom the world had no opportunity of knowing. The reader whom these things do not interest, has only himself to blame if he reads farther, and I do not desire any other indulgence from him than that of bearing in mind, that for him these pages were not written.
I was born in London, on the 20th of May, 1806, and was the eldest son of James Mill, the author of the History of British India. My father, the son of a petty tradesman and (I believe) small farmer, at Northwater Bridge, in the county of Angus, was, when a boy, recommended by his abilities to the notice of Sir John Stuart, of Fettercairn, one of the Barons of the Exchequer in Scotland, and was, in consequence, sent to the University of Edinburgh at the expense of a fund established by Lady Jane Stuart (the wife of Sir John Stuart) and some other ladies for educating young men for the Scottish Church. He there went through the usual course of study, and was licensed as a Preacher, but never followed the profession; having satisfied himself that he could not believe the doctrines of that or any other Church. For a few years he was a private tutor in various families in Scotland, among others that of the Marquis of Tweeddale; but ended by taking up his residence in London, and devoting himself to authorship. Nor had he any other means of support until 1819, when he obtained an appointment in the India House.
In this period of my father's life there are two things which it is impossible not to be struck with: one of them unfortunately a very common circumstance, the other a most uncommon one. The first is, that in his position, with no resource but the precarious one of writing in periodicals, he married and had a large family; conduct than which nothing could be more opposed, both as a matter of good sense and of duty, to the opinions which, at least at a later period of life, he strenuously upheld. The other circumstance is the extraordinary energy which was required to lead the life he led, with the disadvantages under which he laboured from the first, and with those which he brought upon himself by his marriage. It would have been no small thing, had he done no more than to support himself and his family during so many years by writing, without ever being in debt, or in any pecuniary difficulty; holding, as he did, opinions, both in politics and in religion, which were more odious to all persons of influence, and to the common run of prosperous Englishmen in that generation than either before or since; and being not only a man whom nothing would have induced to write against his convictions, but one who invariably threw into everything he wrote, as much of his convictions as he thought the circumstances would in any way permit: being, it must also be said, one who never did anything negligently; never undertook any task, literary or other, on which he did not conscientiously bestow all the labour necessary for performing it adequately. But he, with these burthens on him, planned, commenced, and completed, the History of India; and this in the course of about ten years, a shorter time than has been occupied (even by writers who had no other employment) in the production of almost any other historical work of equal bulk, and of anything approaching to the same amount of reading and research. And to this is to be added, that during the whole period, a considerable part of almost every day was employed in the instruction of his children: in the case of one of whom, myself, he exerted an amount of labour, care, and perseverance rarely, if ever, employed for a similar purpose, in endeavouring to give, according to his own conception, the highest order of intellectual education.
A man who, in his own practice, so vigorously acted up to the principle of losing no time, was likely to adhere to the same rule in the instruction of his pupil. I have no remembrance of the time when I began to learn Greek. I have been told that it was when I was three years old. My earliest recollection on the subject, is that of committing to memory what my father termed Vocables, being lists of common Greek words, with their signification in English, which he wrote out for me on cards. Of grammar, until some years later, I learnt no more than the inflexions of the nouns and verbs, but, after a course of vocables, proceeded at once to translation; and I faintly remember going through AEsop's Fables, the first Greek book which I read. The Anabasis, which I remember better, was the second. I learnt no Latin until my eighth year. At that time I had read, under my father's tuition, a number of Greek prose authors, among whom I remember the whole of Herodotus, and of Xenophon's Cyropaedia and Memorials of Socrates; some of the lives of the philosophers by Diogenes Laertius; part of Lucian, and Isocrates' ad Demonicum and ad Nicoclem. I also read, in 1813, the first six dialogues (in the common arrangement) of Plato, from the Euthyphron to the Theaetetus inclusive: which last dialogue, I venture to think, would have been better omitted, as it was totally impossible I should understand it. But my father, in all his teaching, demanded of me not only the utmost that I could do, but much that I could by no possibility have done. What he was himself willing to undergo for the sake of my instruction, may be judged from the fact, that I went through the whole process of preparing my Greek lessons in the same room and at the same table at which he was writing: and as in those days Greek and English lexicons were not, and I could make no more use of a Greek and Latin lexicon than could be made without having yet begun to learn Latin, I was forced to have recourse to him for the meaning of every word which I did not know. This incessant interruption, he, one of the most impatient of men, submitted to, and wrote under that interruption several volumes of his History and all else that he had to write during those years.
The only thing besides Greek, that I learnt as a lesson in this part of my childhood, was arithmetic: this also my father taught me: it was the task of the evenings, and I well remember its disagreeableness. But the lessons were only a part of the daily instruction I received. Much of it consisted in the books I read by myself, and my father's discourses to me, chiefly during our walks. From 1810 to the end of 1813 we were living in Newington Green, then an almost rustic neighbourhood. My father's health required considerable and constant exercise, and he walked habitually before breakfast, generally in the green lanes towards Hornsey. In these walks I always accompanied him, and with my earliest recollections of green fields and wild flowers, is mingled that of the account I gave him daily of what I had read the day before. To the best of my remembrance, this was a voluntary rather than a prescribed exercise. I made notes on slips of paper while reading, and from these, in the morning walks, I told the story to him; for the books were chiefly histories, of which I read in this manner a great number: Robertson's histories, Hume, Gibbon; but my greatest delight, then and for long afterwards, was Watson's Philip the Second and Third. The heroic defence of the Knights of Malta against the Turks, and of the revolted provinces of the Netherlands against Spain, exited in me an intense and lasting interest. Next to Watson, my favourite historical reading was Hooke's History of Rome. Of Greece I had seen at that time no regular history, except school abridgments and the first two or three volumes of a translation of Rollin's Ancient History, beginning with Philip of Macedon. But I read with great delight Langhorne's translation of Plutarch. In English history, beyond the time at which Hume leaves off, I remember reading Burnet's History of his Own Time, though I cared little for anything in it except the wars and battles; and the historical part of the Annual Register, from the beginning to about 1788, when the volumes my father borrowed for me from Mr Bentham left off. I felt a lively interest in Frederic of Prussia during his difficulties, and in Paoli, the Corsican patriot; but when I came to the American war, I took my part, like a child as I was (until set right by my father) on the wrong side, because it was called the English side. In these frequent talks about the books I read, he used, as opportunity offered, to give me explanations and ideas respecting civilization, government, morality, mental cultivation, which he required me afterwards to restate to him in my own words. He also made me read, and give him a verbal account of, many books which would not have interested me sufficiently to induce me to read them of myself: among others, Millar's Historical View of the English Government, a book of great merit for its time, and which he highly valued; Mosheim's Ecclesiastical History, McCrie's Life of John Knox, and even Sewel's and Rutty's Histories of the Quakers. He was fond of putting into my hands books which exhibited men of energy and resource in unusual circumstances, struggling against difficulties and overcoming them: of such works I remember Beaver's African Memoranda, and Collins's account of the first settlement of New South Wales. Two books which I never wearied of reading were Anson's Voyage, so delightful to most young persons, and a Collection (Hawkesworth's, I believe) of Voyages round the World, in four volumes, beginning with Drake and ending with Cook and Bougainville. Of children's books, any more than of playthings, I had scarcely any, except an occasional gift from a relation or acquaintance: among those I had, Robinson Crusoe was preeminent, and continued to delight me through all my boyhood. It was no part however of my father's system to exclude books of amusement, though he allowed them very sparingly. Of such books he possessed at that time next to none, but he borrowed several for me; those which I remember are the Arabian Nights, Cazotte's Arabian Tales, Don Quixote, Miss Edgeworth's "Popular Tales," and a book of some reputation in its day, Brooke's Fool of Quality.
In my eighth year I commenced learning Latin, in conjunction with a younger sister, to whom I taught it as I went on, and who afterwards repeated the lessons to my father: and from this time, other sisters and brothers being successively added as pupils, a considerable part of my day's work consisted of this preparatory teaching. It was a part which I greatly disliked; the more so, as I was held responsible for the lessons of my pupils, in almost as full a sense as for my own: I however derived from this discipline the great advantage of learning more thoroughly and retaining more lastingly the things which I was set to teach: perhaps, too, the practice it afforded in explaining difficulties to others, may even at that age have been useful. In other respects, the experience of my boyhood is not favourable to the plan of teaching children by means of one another. The teaching, I am sure, is very inefficient as teaching, and I well knew that the relation between teacher and taught is not a good moral discipline to either. I went in this manner through the Latin grammar, and a considerable part of Cornelius Nepos and Caesar's Commentaries, but afterwards added to the superintendence of these lessons, much longer ones of my own.
In the same year in which I began Latin, I made my first commencement in the Greek poet with the Iliad. After I had made some progress in this, my father put Pope's translation into my hands. It was the first English verse I had cared to read, and it became one of the books in which for many years I most delighted: I think I must have read it from twenty to thirty times through. I should not have thought it worth while to mention a taste apparently so natural to boyhood, if I had not, as I think, observed that the keen enjoyment of this brilliant specimen of narrative and versification is not so universal with boys, as I should have expected both a priori and from my individual experience. Soon after this time I commenced Euclid, and somewhat later, algebra, still under my father's tuition.
From my eighth to my twelfth year the Latin books which I remember reading were, the Bucolics of Virgil, and the first six books of the AEneid; all Horace except the Epodes; the Fables of Phaedrus; the first five books of Livy (to which from my love of the subject I voluntarily added, in my hours of leisure, the remainder of the first decade); all Sallust; a considerable part of Ovid's Metamorphoses; some plays of Terence; two or three books of Lucretius; several of the Orations of Cicero, and of his writings on oratory; also his letters to Atticus, my father taking the trouble to translate to me from the French the historical explanations in Mongault's notes. In Greek I read the Iliad and Odyssey through; one or two plays of Sophocles, Euripides, and Aristophanes, though by these I profited little; all Thucydides; the Hellenics of Xenophon; a great part of Demosthenes, AEschines, and Lysias; Theocritus; Anacreon; part of the Anthology; a little of Dionysius; several books of Polybius; and lastly Aristotle's Rhetoric, which, as the first expressly scientific treatise on any moral or psychological subject which I had read, and containing many of the best observations of the ancients on human nature and life, my father made me study with peculiar care, and throw the matter of it into synoptic tables. During the same years I learnt elementary geometry and algebra thoroughly, the differential calculus and other portions of the higher mathematics far from thoroughly: for my father, not having kept up this part of his early acquired knowledge, could not spare time to qualify himself for removing my difficulties, and left me to deal with them, with little other aid than that of books; while I was continually incurring his displeasure by my inability to solve difficult problems for which he did not see that I had not the necessary previous knowledge.
As to my private reading, I can only speak of what I remember. History continued to be my strongest predilection, and most of all ancient history. Mitford's Greece I read continually; my father had put me on my guard against the Tory prejudices of this writer, and his perversions of facts for the white-washing of despot, and blackening of popular institutions. These points he discoursed on, exemplifying them from the Greek orators and historians, with such effect that in reading Mitford my sympathies were always on the contrary side to those of the author, and I could, to some extent, have argued the point against him: yet this did not diminish the ever new pleasure with which I read the book. Roman history, both in my old favourite, Hooke, and in Ferguson, continued to delight me. A book which, in spite of what is called the dryness of its style, I took great pleasure in, was the Ancient Universal History, through the incessant reading of which I had my head full of historical details concerning the obscurest ancient people, while about modern history, except detached passages, such as the Dutch war of independence, I knew and cared comparatively little. A voluntary exercise, to which throughout my boyhood I was much addicted, was what I called writing histories. I successively imposed a Roman history, picked out of Hooke; an abridgment of the Ancient Universal History; a History of Holland, from my favourite Watson and from an anonymous compilation; and in my eleventh and twelfth year I occupied myself with writing what I flattered myself was something serious. This was no less than a history of the Roman Government, compiled (with the assistance of Hooke) from Livy and Dionysius: of which I wrote as much as would have made an octavo volume, extending to the epoch of the Licinian Laws. It was, in fact, an account of the struggles between the patricians and plebeians, which now engrossed all the interest in my mind which I had previously felt in the mere wars and conquest of the Romans. I discussed all the institutional point as they arose: though quite ignorant of Niebuhr's researches, I, by such lights as my father had given me, vindicated the Agrarian Laws on the evidence of Livy, and upheld to the best of my ability the Roman democratic party. A few years later, in my contempt of my childish efforts, I destroyed all these papers, not then anticipating that I could ever feel any curiosity about my first attempt at writing and reasoning. My father encouraged me in this useful amusement, though, as I think judiciously, he never asked to see what I wrote; so that I did not feel that in writing it I was accountable to any one, nor had the chilling sensation of being under a critical eye.
But though these exercises in history were never a compulsory lesson, there was another kind of composition which was so, namely, writing verses, and it was one of the most disagreeable of my tasks. Greek and Latin verses I did not write, nor learnt the prosody of those languages. My father, thinking this not worth the time it required, contented himself with making me read aloud to him, and correcting false quantities. I never composed at all in Greek, even in prose, and but little in Latin. Not that my father could be indifferent to the value of this practice, in giving a thorough knowledge of those languages, but because there really was not time for it. The verses I was required to write were English. When I first read Pope's Homer, I ambitiously attempted to compose something of the same kind, and achieved as much as one book of a continuation of the Iliad. There, probably, the spontaneous promptings of my poetical ambition would have stopped; but the exercise, begun from choice, was continued by command. Conformably to my father's usual practice of explaining to me, as far as possible, the reasons for what he required me to do, he gave me, for this, as I well remember, two reasons highly characteristic of him: one was, that some things could be expressed better and more forcibly in verse than in prose: this, he said, was a real advantage. The other was, that people in general attached more value to verse than it deserved, and the power of writing it, was, on this account, worth acquiring. He generally left me to choose my own subject, which, as far as I remember, were mostly addresses to some mythological personage or allegorical abstractions; but he made me translate into English verse many of Horace's shorter poems: I also remember his giving me Thomson's "Winter" to read, and afterwards making me attempt (without book) to write something myself on the same subject. The verses I wrote were, of course, the merest rubbish, nor did I ever attain any facility of versification, but the practice may have been useful in making it easier for me, at a later period, to acquire readiness of expression.[1] I had read, up to this time, very little English poetry, Shakespeare my father had put into my hands, chiefly for the sake of the historical plays, from which, however, I went on to the others. My father never was a great admirer of Shakespeare, the English idolatry of whom he used to attack with some severity. He cared little for any English poetry except Milton (for whom he had the highest admiration), Goldsmith, Burns, and Gray's Bard, which he preferred to his Elegy: perhaps I may add Cowper and Beattie. He had some value for Spenser, and I remember his reading to me (unlike his usual practice of making me read to him), the first book of the Fairie Queene; but I took little pleasure in it. The poetry of the present century he saw scarcely any merit in, and I hardly became acquainted with any of it till I was grown up to manhood, except the metrical romances of Walter Scott, which I read at his recommendation and was intensely delighted with; as I always was with animated narrative. Dryden's Poems were among my father's books, and many of these he made me read, but I never cared for any of them except Alexander's Feast, which, as well as many of the songs in Walter Scott, I used to sing internally, to a music of my own: to some of the latter, indeed, I went so far as to compose airs, which I still remember. Cowper's short poems I read with some pleasure, but never got far into the longer ones; and nothing in the two volumes interested me like the prose account of his three hares. In my thirteenth year I met with Campbell's Poems, among which Lochiel, Hohenlinden, the Exile of Erin, and some others, gave me sensations I had never before experienced from poetry. Here, too, I made nothing of the longer poems, except the striking opening of Gertrude of Wyoming, which long kept it place in my feelings as the perfection of pathos.
During this part of my childhood, one of my greatest amusements was experimental science; in the theoretical, however, not the practical sense of the word; not trying experiments — a kind of discipline which I have often regretted not having had — nor even seeing, but merely reading about them. I never remember being so wrapt up in any book, as I was in Joyce's Scientific Dialogues; and I was rather recalcitrant to my father's criticisms of the bad reasoning respecting the first principles of physics, which abounds in the early part of that work. I devoured treatises on Chemistry, especially that of my father's early friend and schoolfellow, Dr. Thomson, for years before I attended a lecture or saw an experiment.
From about the age of twelve, I entered into another and more advanced stage in my course of instruction; in which the main object was no longer the aids and appliances of thought, but the thoughts themselves. This commenced with Logic, in which I began at once with the Organon, and read it to the Analytics inclusive, but profited little by the Posterior Analytics, which belongs to a branch of speculation I was not yet ripe for. Contemporaneously with the Organon, my father made me read the whole or parts of several of the Latin treatises on the scholastic logic; giving each day to him, in our walks, a minute account of what I had read, and answering his numerous and searching questions. After this, I went in a similar manner, through the "Computatio sive Logica" of Hobbes, a work of a much higher order of thought than the books of the school logicians, and which he estimated very highly; in my own opinion beyond it merits, great as these are. It was his invariable practice, whatever studies he exacted from me, to make me as far as possible understand and feel the utility of them: and this he deemed peculiarly fitting in the case of the syllogistic logic, the usefulness of which had been impugned by so many writers of authority. I well remember how, and in what particular walk, in the neighbourhood of Bagshot Heath (where we were on a visit to his old friend Mr Wallace, then one of the Mathematical Professors at Sandhurst) he first attempted by questions to make me think on the subject, and frame some conception of what constituted the utility of the syllogistic logic, and when I had failed in this, to make me understand it by explanations. The explanations did not make the matter at all clear to me at the time; but they were not therefore useless; they remained as a nucleus for my observations and reflections to crystallize upon; the import of his general remarks being interpreted to me, by the particular instances which came under my notice afterwards. My own consciousness and experience ultimately led me to appreciate quite as highly as he did, the value of an early practical familiarity with the school logic. I know nothing, in my education, to which I think myself more indebted for whatever capacity of thinking I have attained. The first intellectual operation in which I arrived at any proficiency, was dissecting a bad argument, and finding in what part the fallacy lay: and though whatever capacity of this sort I attained was due to the fact that it was an intellectual exercise in which I was most perseveringly drilled by my father, yet it is also true that the school logic, and the mental habits acquired in studying it, were among the principal instruments of this drilling. I am persuaded that nothing, in modern education, tends so much, when properly used, to form exact thinkers, who attach a precise meaning to words and propositions, and are not imposed on by vague, loose, or ambiguous terms. The boasted influence of mathematical studies is nothing to it; for in mathematical processes, none of the real difficulties of correct ratiocination occur. It is also a study peculiarly adapted to an early stage in the education of philosophical students, since it does not presuppose the slow process of acquiring, by experience and reflection, valuable thoughts of their own. They may become capable of disentangling the intricacies of confused and self-contradictory thought, before their own thinking faculties are much advanced; a power which, for want of some such discipline, many otherwise able men altogether lack; and when they have to answer opponent, only endeavour, by such argument as they can command, to support the opposite conclusion, scarcely even attempting to confute the reasonings of their antagonists; and, therefore, at the utmost, leaving the question, as far as it depends on argument, a balanced one.
During this time, the Latin and Greek books which I continued to read with my father were chiefly such as were worth studying, not for the language merely, but also for the thoughts. This included much of the orators, and especially Demosthenes, some of whose principal orations I read several times over, and wrote out, by way of exercise, a full analysis of them. My father's comments on these orations when I read them to him were very instructive to me. He not only drew my attention to the insight they afforded into Athenian institutions, and the principles of legislation and government which they often illustrated, but pointed out the skill and art of the orator — how everything important to his purpose was said at the exact moment when he had brought the minds of his audience into the state most fitted to receive it; how he made steal into their minds, gradually and by insinuation, thoughts which, if expressed in a more direct manner would have aroused their opposition. Most of these reflections were beyond my capacity of full comprehension at the time; but they left seed behind, which geminated in due season. At this time I also read the whole of Tacitus, Juvenal, and Quintilian. The latter, owing to his obscure style and to the scholastic details of which many parts of his treatise are made up, is little read, and seldom sufficiently appreciated. His book is a kind of encyclopaedia of the thoughts of the ancients on the whole field of education and culture; and I have retained through life many valuable ideas which I can distinctly trace to my reading of him, even at that early age. It was at this period that I read, for the first time, some of the most important dialogues of Plato, in particular the Gorgias, the Protagoras, and the Republic. There is no author to whom my father thought himself more indebted for his own mental culture, than Plato, or whom he more frequently recommended to young student. I can bear similar testimony in regard to myself. The Socratic method, of which the Platonic dialogues are the chief example, is unsurpassed as a discipline for correcting the errors, and clearing up the confusions incident to the intellectus sibi permissus, the understanding which has made up all its bundles of associations under the guidance of popular phraseology. The close, searching elenchus by which the man of vague generalities is constrained either to express his meaning to himself in definite terms, or to confess that he does not know what he is talking about; the perpetual testing of all general statements by particular instances; the siege in from which is laid to the meaning of large abstract terms, by fixing upon some still larger class-name which includes that and more, and dividing down to the thing sought — marking out its limits and definition by a series of accurately drawn distinctions between it and each of the cognate objects which are successively parted off from it — all this, as an education for precise thinking, is inestimable, and all this, even at that age, took such hold of me that it became part of my own mind. I have felt ever since that the title of Platonist belongs by far better right to those who have been nourished in, and have endeavoured to practise Plato's mode of investigation, than to those who are distinguished only by the adoption of certain dogmatical conclusions, drawn mostly from the least intelligible of his works, and which the character of his mind and writings makes it uncertain whether he himself regarded as anything more than poetic fancies, or philosophic conjectures.
In going through Plato and Demosthenes, since I could now read these authors, as far as the language was concerned, with perfect ease, I was not required to construe them sentence by sentence, but to read them aloud to my father, answering questions when asked: but the particular attention which he paid to elocution (in which his own excellence was remarkable) made this reading aloud to him a most painful task. Of all things which he required me to do, there was none which I did so constantly ill, or in which he so perpetually lost his temper with me. He had thought much on the principles of the art of reading, especially the most neglected part of it, the inflections of the voice, or modulation as writers on elocution call it (in contrast with articulation on the one side, and expression on the other), and had reduced it to rules, grounded on the logical analysis of a sentence. These rules he strongly impressed upon me, and took me severely to task for every violation of them: but I even then remarked (though I did not venture to make the remark to him) that though he reproached me when I read a sentence ill, and told me how I ought to have read it, he never, by reading it himself, showed me how it ought to be read. A defect running through his otherwise admirable modes of instruction, as it did through all his modes of thought, was that of trusting too much to the intelligibleness of the abstract, when not embodied in the concrete. It was at a much later period of my youth, when practising elocution by myself, or with companions of my own age, that I for the first time understood the object of his rules, and saw the psychological grounds of them. At that time I and others followed out the subject into its ramifications and could have composed a very useful treatise, grounded on my father's principles. He himself left those principles and rules unwritten. I regret that when my mind was full of the subject, from systematic practice, I did not put them, and our improvements of them, into a formal shape.
A book which contributed largely to my education, in the best sense of the term, was my father's History of India. It was published in the beginning of 1818. During the year previous, while it was passing through the press, I used to read the proof sheets to him; or rather, I read the manuscript to him while he corrected the proofs. The number of new ideas which I received from this remarkable book, and the impulse and stimulus as well as guidance given to my thoughts by its criticisms and disquisitions on society and civilization in the Hindoo part, on institutions and the acts of governments in the English part, made my early familiarity with it eminently useful to my subsequent progress. And though I can perceive deficiencies in it now as compared with a perfect standard, I still think it, if not the most, one of the most instructive histories ever written, and one of the books from which most benefit may be derived by a mind in the course of making up its opinions.
The Preface, among the most characteristic of my father's writings, as well as the richest in materials of thought, gives a picture which may be entirely depended on, of the sentiments and expectations with which he wrote the History. Saturated as the book is with the opinions and modes of judgment of a democratic radicalism then regarded as extreme; and treating with a severity, at that time most unusual, the English 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 never would 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 few remaining years of his life, happily cut short in the full vigour of his intellect, he tendered 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 over-laid 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 not scruple to give direct contradictions to things which I heard said. I suppose I acquired this bad habit from having been encouraged in an unusual degree to talk on matters beyond my age, and with grown persons, while I never had inculcated in me the usual respect for them. My father did not correct this ill-breeding and impertinence, probably from not being aware of it, for I was always too much in awe of him to be otherwise than extremely subdued and quiet in his presence. Yet with all this I had no notion of any superiority in myself; and well was it for me that I had not. I remember the very place in Hyde Park where, in my fourteenth year, on the eve of leaving my father's house for a long absence, he told me that I should find, as I got acquainted with new people, that I had been taught many things which youths of my age did not commonly know; and that many persons would be disposed to talk to me of this, and to compliment me upon it. What other things he said on this topic I remember very imperfectly; but he wound up by saying, that whatever I knew more than others, could not be ascribed to any merit in me, but to the very unusual advantage which had fallen to my lot, of having a father who was able to teach me, and willing to give the necessary trouble and time; that it was no matter of praise to me, if I knew more than those who had not had a similar advantage, but the deepest disgrace to me if I did not. I have a distinct remembrance, that the suggestion thus for the first time made to me, that I knew more than other youths who were considered well educated, was to me a piece of information, to which, as to all other things which my father told me, I gave implicit credence, but which did not at all impress me as a personal matter. I felt no disposition to glorify myself upon the circumstance that there were other persons who did not know what I knew; nor had I ever flattered myself that my acquirements, whatever they might be, were any merit of mine: but, now when my attention was called to the subject, I felt that what my father had said, respecting my peculiar advantages was exactly the truth and common sense of the matter, and it fixed my opinion and feeling from that time forward.
It is evident that this, among many other of the purposes of my father's scheme of education, could not have been accomplished if he had not carefully kept me from having any great amount of intercourse with other boys. He was earnestly bent upon my escaping not only the ordinary corrupting influence which boys exercise over boys, but the contagion of vulgar modes of thought and feeling; and for this he was willing that I should pay the price of inferiority in the accomplishments which schoolboys in all countries chiefly cultivate. The deficiencies in my education were principally in the things which boys learn from being turned out to shift for themselves, and from being brought together in large numbers. From temperance and much walking, I grew up healthy and hardy though not muscular; but I could do no feats of skill or Physical strength, and knew none of the ordinary bodily exercises. It was not that play, or time for it, was refused me. Though no holidays were allowed, lest the habit of work should be broken, and a taste for idleness acquired, I had ample leisure in every day to amuse myself; but as I had no boy companions, and the animal need of physical activity was satisfied by walking, my amusements, which were mostly solitary, were in general of a quiet, if not a bookish turn, and gave little stimulus to any other kind even of mental activity than that which was already called forth by my studies: I consequently remained long, and in a less degree have always remained, inexpert in anything requiring manual dexterity; my mind as well as my hands, did its work very lamely when it was applied, or ought to have been applied, to the practical details which, as they are the chief interest of life to the majority of men, are also the things in which whatever mental capacity they have, chiefly shows itself: I was constantly meriting reproof by inattention, inobservance, and general slackness of mind in matters of daily life. My father was the extreme opposite in these particulars: his senses and mental faculties were always on the alert; he carried decision and energy of character in his whole manner and into every action of life: and this, as much as his talents, contributed to the strong impression which he always made upon those with whom he came into personal contact. But the children of energetic parents, frequently grow up unenergetic, because they lean on their parents, and the parents are energetic for them. The education which my father gave me, was in itself much more fitted for training me to know than to do. Not that he was unaware of my deficiencies; both as a boy and as a youth I was incessantly smarting under his severe admonitions on the subject. There was anything but insensibility or tolerance on his part towards such shortcomings: but, while he saved me from the demoralizing effects of school life, he made no effort to provide me with any sufficient substitute for its practicalizing influences. Whatever qualities he himself, probably, had acquired without difficulty or special training, he seems to have supposed that I ought to acquire as easily. He had not, I think, bestowed the same amount of thought and attention on this, as on most other branches of education; and here, as well as in some other points of my tuition, he seems to have expected effects without causes.
Table of Contents
Rendered into HTML on 12 April 1998, by Steve Thomas for The University of Adelaide Library Electronic Texts Collection.
FYI
Barack Obama is the junior U.S. Senator from Illinois and a Democratic candidate for president in 2008.
Barack Hussein Obama was born Aug. 4, 1961, in Honolulu, Hawaii. His father, Barack Obama, Sr., was born of Luo ethnicity in Nyanza Province, Kenya. He grew up herding goats with his own father, who was a domestic servant to the British. Although reared among Muslims, Obama, Sr., became an atheist at some point.
Obama's mother, Ann Dunham, grew up in Wichita, Kansas. Her father worked on oil rigs during the Depression. After the Japanese attack on Pearl Harbor, he signed up for service in World War II and marched across Europe in Patton's army. Dunham's mother went to work on a bomber assembly line. After the war, they studied on the G.I. Bill, bought a house through the Federal Housing Program, and moved to Hawaii.
Meantime, Barack's father had won a scholarship that allowed him to leave Kenya pursue his dreams in Hawaii. At the time of his birth, Obama's parents were students at the East-West Center of the University of Hawaii at Manoa.
Obama's parents separated when he was two years old and later divorced. Obama's father went to Harvard to pursue Ph.D. studies and then returned to Kenya.
His mother married Lolo Soetoro, another East-West Center student from Indonesia. In 1967, the family moved to Jakarta, where Obama's half-sister Maya Soetoro-Ng was born. Obama attended schools in Jakarta, where classes were taught in the Indonesian language.
Four years later when Barack (commonly known throughout his early years as "Barry") was ten, he returned to Hawaii to live with his maternal grandparents, Madelyn and Stanley Dunham, and later his mother (who died of ovarian cancer in 1995).
He was enrolled in the fifth grade at the esteemed Punahou Academy, graduating with honors in 1979. He was only one of three black students at the school. This is where Obama first became conscious of racism and what it meant to be an African-American.
In his memoir, Obama described how he struggled to reconcile social perceptions of his multiracial heritage. He saw his biological father (who died in a 1982 car accident) only once (in 1971) after his parents divorced. And he admitted using alcohol, marijuana and cocaine during his teenage years.
After high school, Obama studied at Occidental College in Los Angeles for two years. He then transferred to Columbia University in New York, graduating in 1983 with a degree in political science.
After working at Business International Corporation (a company that provided international business information to corporate clients) and NYPIRG, Obama moved to Chicago in 1985. There, he worked as a community organizer with low-income residents in Chicago's Roseland community and the Altgeld Gardens public housing development on the city's South Side.
It was during this time that Obama, who said he "was not raised in a religious household," joined the Trinity United Church of Christ. He also visited relatives in Kenya, which included an emotional visit to the graves of his father and paternal grandfather.
Obama entered Harvard Law School in 1988. In February 1990, he was elected the first African-American editor of the Harvard Law Review. Obama graduated magna cum laude in 1991.
After law school, Obama returned to Chicago to practice as a civil rights lawyer, joining the firm of Miner, Barnhill & Galland. He also taught at the University of Chicago Law School. And he helped organize voter registration drives during Bill Clinton's 1992 presidential campaign.
Obama published an autobiography in 1995 Dreams From My Father: A Story of Race and Inheritance. And he won a Grammy for the audio version of the book.
Obama's advocacy work led him to run for the Illinois State Senate as a Democrat. He was elected in 1996 from the south side neighborhood of Hyde Park.
During these years, Obama worked with both Democrats and Republicans in drafting legislation on ethics, expanded health care services and early childhood education programs for the poor. He also created a state earned-income tax credit for the working poor. And after a number of inmates on death row were found innocent, Obama worked with law enforcement officials to require the videotaping of interrogations and confessions in all capital cases.
In 2000, Obama made an unsuccessful Democratic primary run for the U.S. House of Representatives seat held by four-term incumbent candidate Bobby Rush.
Following the 9/11 attacks, Obama was an early opponent of President George W. Bush's push to war with Iraq. Obama was still a state senator when he spoke against a resolution authorizing the use of force against Iraq during a rally at Chicago's Federal Plaza in October 2002.
"I am not opposed to all wars. I’m opposed to dumb wars," he said. "What I am opposed to is the cynical attempt by Richard Perle and Paul Wolfowitz and other arm-chair, weekend warriors in this Administration to shove their own ideological agendas down our throats, irrespective of the costs in lives lost and in hardships borne."
"He’s a bad guy," Obama said, referring to Iraqi dictator Saddam Hussein. "The world, and the Iraqi people, would be better off without him. But I also know that Saddam poses no imminent and direct threat to the United States, or to his neighbors, that the Iraqi economy is in shambles, that the Iraqi military a fraction of its former strength, and that in concert with the international community he can be contained until, in the way of all petty dictators, he falls away into the dustbin of history."
"I know that even a successful war against Iraq will require a U.S. occupation of undetermined length, at undetermined cost, with undetermined consequences," Obama continued. "I know that an invasion of Iraq without a clear rationale and without strong international support will only fan the flames of the Middle East, and encourage the worst, rather than best, impulses of the Arab world, and strengthen the recruitment arm of al-Qaeda."
The war with Iraq began in 2003 and Obama decided to run for the U.S. Senate open seat vacated by Republican Peter Fitzgerald. In the 2004 Democratic primary, he won 52 percent of the vote, defeating multimillionaire businessman Blair Hull and Illinois Comptroller Daniel Hynes.
That summer, he was invited to deliver the keynote speech in support of John Kerry at the 2004 Democratic National Convention in Boston. Obama emphasized the importance of unity, and made veiled jabs at the Bush administration and the diversionary use of wedge issues.
"We worship an awesome God in the blue states, and we don't like federal agents poking around our libraries in the red states," he said. "We coach Little League in the blue states, and yes, we've got some gay friends in the red states. There are patriots who opposed the war in Iraq, and there are patriots who supported the war in Iraq. We are one people, all of us pledging allegiance to the Stars and Stripes, all of us defending the United States of America."
After the convention, Obama returned to his U.S. Senate bid in Illinois. His opponent in the general election was suppose to be Republican primary winner Jack Ryan, a wealthy former investment banker. However, Ryan withdrew from the race in June 2004, following public disclosure of unsubstantiated sexual allegations by Ryan's ex-wife, actress Jeri Ryan.
In August 2004, diplomat and former presidential candidate Alan Keyes, who was also an African-American, accepted the Republican nomination to replace Ryan. In three televised debates, Obama and Keyes expressed opposing views on stem cell research, abortion, gun control, school vouchers and tax cuts.
In the November 2004 general election, Obama received 70% of the vote to Keyes's 27%, the largest electoral victory in Illinois history. Obama became only the third African-American elected to the U.S. Senate since Reconstruction.
Sworn into office January 4, 2005, Obama partnered with Republican Sen. Richard Lugar of Indiana on a bill that expanded efforts to destroy weapons of mass destruction in Eastern Europe and Russia. Then with Republican Sen. Tom Corburn of Oklahoma, he created a website that tracks all federal spending.
Obama was also the first to raise the threat of avian flu on the Senate floor, spoke out for victims of Hurricane Katrina, pushed for alternative-energy development and championed improved veterans’ benefits. He also worked with Democrat Russ Feingold of Wisconsin to eliminate gifts of travel on corporate jets by lobbyists to members of Congress.
His second book, The Audacity of Hope: Thoughts on Reclaiming the American Dream, was published in October 2006.
In February 2007, Obama made headlines when he announced his candidacy for the 2008 Democratic presidential nomination. He is locked in a tight battle with former first lady and current U.S. Senator from New York, Hillary Rodham Clinton.
Obama met his wife, Michelle, in 1988 when he was a summer associate at the Chicago law firm of Sidley & Austin. They were married in October 1992 and live in Kenwood on Chicago's South Side with their daughters, Malia (born 1999) and Sasha (born 2001).
© 2008 A&E Television Networks. All rights reserved.
Barack Hussein Obama was born Aug. 4, 1961, in Honolulu, Hawaii. His father, Barack Obama, Sr., was born of Luo ethnicity in Nyanza Province, Kenya. He grew up herding goats with his own father, who was a domestic servant to the British. Although reared among Muslims, Obama, Sr., became an atheist at some point.
Obama's mother, Ann Dunham, grew up in Wichita, Kansas. Her father worked on oil rigs during the Depression. After the Japanese attack on Pearl Harbor, he signed up for service in World War II and marched across Europe in Patton's army. Dunham's mother went to work on a bomber assembly line. After the war, they studied on the G.I. Bill, bought a house through the Federal Housing Program, and moved to Hawaii.
Meantime, Barack's father had won a scholarship that allowed him to leave Kenya pursue his dreams in Hawaii. At the time of his birth, Obama's parents were students at the East-West Center of the University of Hawaii at Manoa.
Obama's parents separated when he was two years old and later divorced. Obama's father went to Harvard to pursue Ph.D. studies and then returned to Kenya.
His mother married Lolo Soetoro, another East-West Center student from Indonesia. In 1967, the family moved to Jakarta, where Obama's half-sister Maya Soetoro-Ng was born. Obama attended schools in Jakarta, where classes were taught in the Indonesian language.
Four years later when Barack (commonly known throughout his early years as "Barry") was ten, he returned to Hawaii to live with his maternal grandparents, Madelyn and Stanley Dunham, and later his mother (who died of ovarian cancer in 1995).
He was enrolled in the fifth grade at the esteemed Punahou Academy, graduating with honors in 1979. He was only one of three black students at the school. This is where Obama first became conscious of racism and what it meant to be an African-American.
In his memoir, Obama described how he struggled to reconcile social perceptions of his multiracial heritage. He saw his biological father (who died in a 1982 car accident) only once (in 1971) after his parents divorced. And he admitted using alcohol, marijuana and cocaine during his teenage years.
After high school, Obama studied at Occidental College in Los Angeles for two years. He then transferred to Columbia University in New York, graduating in 1983 with a degree in political science.
After working at Business International Corporation (a company that provided international business information to corporate clients) and NYPIRG, Obama moved to Chicago in 1985. There, he worked as a community organizer with low-income residents in Chicago's Roseland community and the Altgeld Gardens public housing development on the city's South Side.
It was during this time that Obama, who said he "was not raised in a religious household," joined the Trinity United Church of Christ. He also visited relatives in Kenya, which included an emotional visit to the graves of his father and paternal grandfather.
Obama entered Harvard Law School in 1988. In February 1990, he was elected the first African-American editor of the Harvard Law Review. Obama graduated magna cum laude in 1991.
After law school, Obama returned to Chicago to practice as a civil rights lawyer, joining the firm of Miner, Barnhill & Galland. He also taught at the University of Chicago Law School. And he helped organize voter registration drives during Bill Clinton's 1992 presidential campaign.
Obama published an autobiography in 1995 Dreams From My Father: A Story of Race and Inheritance. And he won a Grammy for the audio version of the book.
Obama's advocacy work led him to run for the Illinois State Senate as a Democrat. He was elected in 1996 from the south side neighborhood of Hyde Park.
During these years, Obama worked with both Democrats and Republicans in drafting legislation on ethics, expanded health care services and early childhood education programs for the poor. He also created a state earned-income tax credit for the working poor. And after a number of inmates on death row were found innocent, Obama worked with law enforcement officials to require the videotaping of interrogations and confessions in all capital cases.
In 2000, Obama made an unsuccessful Democratic primary run for the U.S. House of Representatives seat held by four-term incumbent candidate Bobby Rush.
Following the 9/11 attacks, Obama was an early opponent of President George W. Bush's push to war with Iraq. Obama was still a state senator when he spoke against a resolution authorizing the use of force against Iraq during a rally at Chicago's Federal Plaza in October 2002.
"I am not opposed to all wars. I’m opposed to dumb wars," he said. "What I am opposed to is the cynical attempt by Richard Perle and Paul Wolfowitz and other arm-chair, weekend warriors in this Administration to shove their own ideological agendas down our throats, irrespective of the costs in lives lost and in hardships borne."
"He’s a bad guy," Obama said, referring to Iraqi dictator Saddam Hussein. "The world, and the Iraqi people, would be better off without him. But I also know that Saddam poses no imminent and direct threat to the United States, or to his neighbors, that the Iraqi economy is in shambles, that the Iraqi military a fraction of its former strength, and that in concert with the international community he can be contained until, in the way of all petty dictators, he falls away into the dustbin of history."
"I know that even a successful war against Iraq will require a U.S. occupation of undetermined length, at undetermined cost, with undetermined consequences," Obama continued. "I know that an invasion of Iraq without a clear rationale and without strong international support will only fan the flames of the Middle East, and encourage the worst, rather than best, impulses of the Arab world, and strengthen the recruitment arm of al-Qaeda."
The war with Iraq began in 2003 and Obama decided to run for the U.S. Senate open seat vacated by Republican Peter Fitzgerald. In the 2004 Democratic primary, he won 52 percent of the vote, defeating multimillionaire businessman Blair Hull and Illinois Comptroller Daniel Hynes.
That summer, he was invited to deliver the keynote speech in support of John Kerry at the 2004 Democratic National Convention in Boston. Obama emphasized the importance of unity, and made veiled jabs at the Bush administration and the diversionary use of wedge issues.
"We worship an awesome God in the blue states, and we don't like federal agents poking around our libraries in the red states," he said. "We coach Little League in the blue states, and yes, we've got some gay friends in the red states. There are patriots who opposed the war in Iraq, and there are patriots who supported the war in Iraq. We are one people, all of us pledging allegiance to the Stars and Stripes, all of us defending the United States of America."
After the convention, Obama returned to his U.S. Senate bid in Illinois. His opponent in the general election was suppose to be Republican primary winner Jack Ryan, a wealthy former investment banker. However, Ryan withdrew from the race in June 2004, following public disclosure of unsubstantiated sexual allegations by Ryan's ex-wife, actress Jeri Ryan.
In August 2004, diplomat and former presidential candidate Alan Keyes, who was also an African-American, accepted the Republican nomination to replace Ryan. In three televised debates, Obama and Keyes expressed opposing views on stem cell research, abortion, gun control, school vouchers and tax cuts.
In the November 2004 general election, Obama received 70% of the vote to Keyes's 27%, the largest electoral victory in Illinois history. Obama became only the third African-American elected to the U.S. Senate since Reconstruction.
Sworn into office January 4, 2005, Obama partnered with Republican Sen. Richard Lugar of Indiana on a bill that expanded efforts to destroy weapons of mass destruction in Eastern Europe and Russia. Then with Republican Sen. Tom Corburn of Oklahoma, he created a website that tracks all federal spending.
Obama was also the first to raise the threat of avian flu on the Senate floor, spoke out for victims of Hurricane Katrina, pushed for alternative-energy development and championed improved veterans’ benefits. He also worked with Democrat Russ Feingold of Wisconsin to eliminate gifts of travel on corporate jets by lobbyists to members of Congress.
His second book, The Audacity of Hope: Thoughts on Reclaiming the American Dream, was published in October 2006.
In February 2007, Obama made headlines when he announced his candidacy for the 2008 Democratic presidential nomination. He is locked in a tight battle with former first lady and current U.S. Senator from New York, Hillary Rodham Clinton.
Obama met his wife, Michelle, in 1988 when he was a summer associate at the Chicago law firm of Sidley & Austin. They were married in October 1992 and live in Kenwood on Chicago's South Side with their daughters, Malia (born 1999) and Sasha (born 2001).
© 2008 A&E Television Networks. All rights reserved.
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