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Life's Enthusiasms

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Life's Enthusiasms By David Starr Jordan President of Leland Stanford Junior University Boston: American Unitarian Association <h5 id="id00014">MDCCCCVI</h5> Life's Enthusiasms It is the layman's privilege to take the text for his sermons wherever he finds it. I take mine from a French novel, a cynical story of an unpleasant person, Samuel Brohl, by Victor Cherbuliez; And this is the text and the whole sermon: "My son, we should lay up a stock of absurd enthusiasms in our youth or else we shall reach the end of our journey with an empty heart, for we lose a great many of them by the way." And my message in its fashion shall be an appeal to enthusiasm in things of life, a call to do things because we love them, to love things because we do them, to keep the eyes open, the heart warm and the pulses swift, as we move across the field of life. "To take the old world by the hand and frolic with it;" this is Stevenson's recipe for joyousness. Old as the world is, let it be always new to us as we are new to it. Let it be every morning made afresh by Him who "instantly and constantly reneweth the work of creation." Let "the bit of green sod under your feet be the sweetest to you in this world, in any world." Half the joy of life is in little things taken on the run. Let us run if we must —even the sands do that—but let us keep our hearts young and our eyes open that nothing worth our while shall escape us. And everything is worth our while, if we only grasp it and its significance. As we grow older it becomes harder to do this. A grown man sees nothing he was not ready to see in his youth. So long as enthusiasm lasts, so long is youth still with us. To make all this more direct we may look to the various sources from which enthusiasm may be derived. What does the school give us in this direction? Intellectual drill, broadening of mental horizon, professional training, all this we expect from school, college, and university and in every phase of this there is room for a thousand enthusiasms. Moreover, the school gives us comradeship, the outlook on the hopes and aspirations of our fellows. It opens to us the resources of young life, the luminous visions of the boys that are to be men. We come to know "the wonderful fellow to dream and plan, with the great thing always to come, who knows?" His dream may be our inspiration as it passes, as its realization may be the inspiration of future generations. In the school is life in the making, and with the rest we are making our own lives with the richest materials ever at our hand. Life is contagious, and in the fact lies the meaning of Comradeship. "Gemeingeist unter freien Geistern," comradery among free spirits: this is the definition of College Spirit given us by Hutten at Greifeswald, four centuries ago. This definition serves for us today. Life is the same in every age. All days are one for all good things. They are all holy-days; to the freshman of today, all joys of comradery, all delights of free enthusiasm are just as open, just as fresh as ever they were. From the teacher like influences should proceed. Plodding and prodding is not the teacher's work. It is inspiration, on-leading, the flashing of enthusiasms. A teacher in any field should be one who has chosen his work because he loves it, who makes no repine because he takes with it the vow of poverty, who finds his reward in the joy of knowing and in the joy of making known. It requires the master's touch to develop the germs of the naturalist, the philosopher, the artist, or the poet. Our teacher is the man who has succeeded along the line in which we hope to succeed, whose success is measured as we hope to measure our own. Each leader of science and of intellectual life is in some degree the disciple of one who has planned and led before him. There is a heredity of intellect, a heredity of action, as subtle and as real as the heredity of the continuous germ-plasm. Ask the teacher who has helped mould your life, who in turn was his own master. In a very few generations you trace back your lineage to one of the great teachers the world knows and loves. Who was your teacher in Natural History in America? Was he a pupil of Agassiz, or was he a student of one of Agassiz's pupils? Or, again, are there three generations back from you to the grand master of enthusiasms? And there are masters in the art of living as well as in other arts and sciences. "A log with Mark Hopkins at one end and myself at the other." That was Garfield's conception of a university. It was said of Eliphalet Nott at Union College, that he "took the sweepings of other colleges and sent them back to society pure gold." The older students of Stanford will always show the traces of the master teacher Thoburn. "In terms of life," thus he construed all problems of Science, of Philosophy, of Religion. In terms of life, Thoburn's students will interpret all their own various problems, for in terms of life all things we do must finally be formulated. Every observation we make, every thought of our minds, every act of our hands has in some degree an ethical basis. It involves something of right or wrong, and without adhesion to right, all thought, all action must end in folly. And there is no road to righteousness so sure as that which has right living as a traveling companion. The very humanity of men at large is in itself a source of inspiration. Study men on the trains, at the ferry, on the road, in the jungles of the forest or in the jungles of great cities,—"through the ages, every human heart is human." Look for the best, and the best shall rise up always to reward you. One who has traveled among simple-living people, men and women we call savages, because they live in the woods and not in cleared land or cities, will bear witness that a savage may be a perfect gentleman. Now as I write their faces rise before me. Joyous, free limbed, white toothed swimmers in Samoan surf, a Hawaiian eel-catcher, a Mexican peon with his "sombrero trailing in the dust," a deferential Japanese farm boy anticipating your every want, a sturdy Chinaman without grace and without sensitiveness, but with the saving quality of loyalty to his own word, herdsmen of the Pennine Alps, Aleuts, Indians and Negroes, each race has its noblemen and through these humanity is ennobled. It is worth while to go far from Boston to find that such things are true. And we may look not alone among primitive folk who have never envied us our civilization or ever cared that we possessed it. Badalia Herodsfoot, in Kipling's story, lived and died in darkest London. Gentle hearts and pure souls exist among our own unfortunates, those to whom our society has shown only its destroying side. All misery and failure as well as all virtue has its degrees, and our social scheme is still far from the demands of perfect justice. Some one has said that "the wise young man will wear out three dress suits in a year." This is a playful way of saying that he will not shun men and women, even those bound by the conventions of society. All such association can be made to pay—not in money—but in getting the point of view of other people. This is worth while if not costing too much of time and strength. There is another maxim which can offset the first. It is from Lorimer's Chicago pork packer: "You will meet fools enough during the day without trying to roundup the main herd of them at night." But even the main herd of fools may teach its lesson to the student of human nature. It gives at least a point of departure in the study of wisdom. To study men or to kill time. What is your motive? The poorest use of time is to kill it. This is the weakest and most cowardly form of suicide. Moreover it is never quite successful. That "time which crawleth like a monstrous snake, wounded and slow and very venomous" is sure to take its own revenges. <div style="break-after:column;"></div>

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