eal value; and likewise he is able to place every observation that
he makes under the right idea corresponding to it.

_Maturity_ of knowledge is the work of experience alone, and
consequently of time. For the knowledge we acquire from our own
observation is, as a rule, distinct from that we get through abstract
ideas; the former is acquired in the natural way, while the latter comes
through good and bad instruction and what other people have told to us.
Consequently, in youth there is generally little harmony and connection
between our ideas, which mere expressions have fixed, and our real
knowledge, which has been acquired by observation. Later they both
gradually approach and correct each other; but maturity of knowledge
does not exist until they have become quite incorporated. This maturity
is quite independent of that other kind of perfection, the standard of
which may be high or low, I mean the perfection to which the capacities
of an individual may be brought; it is not based on a correspondence
between the abstract and intuitive knowledge, but on the degree of
intensity of each.

The most necessary thing for the practical man is the attainment of an
exact and thorough knowledge of _what is really going on in the world;_
but it is also the most irksome, for a man may continue studying until
old age without having learnt all that is to be learnt; while one can
master the most important things in the sciences in one's youth. In
getting such a knowledge of the world, it is as a novice that the boy
and youth have the first and most difficult lessons to learn; but
frequently even the matured man has still much to learn. The study is of
considerable difficulty in itself, but it is made doubly difficult by
_novels_, which depict the ways of the world and of men who do not exist
in real life. But these are accepted with the credulity of youth, and
become incorporated with the mind; so that now, in the place of purely
negative ignorance, a whole framework of wrong ideas, which are
positively wrong, crops up, subsequently confusing the schooling of
experience and representing the lesson it teaches in a false light. If
the youth was previously in the dark, he will now be led astray by a
will-o'-the-wisp: and with a girl this is still more frequently the
case. They have been deluded into an absolutely false view of life by
reading novels, and expectations have been raised that can never be
fulfilled. This generally has th