The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-04-28

volve brain power In any different way
The common starting point OF educa-
ton is the requirement of the art Of
reading and writing. ms trade IL
learned by the routine method Of learn
ing by repetition of effort. After this.
education is still mostly matter Of habit
or routine. The requirement of knowl-
edge Is made largely through the habit
of reading or study. so far as 1t Is \
repeated reading. study Is an exercise of
the mind Of the same nature as the eX-
crcise which results In manual deXterity.
lin memorlzing, the mind acquires
knowledge by routine which may be al
most completely devoid of intellectual
force 1t Is learning by repetition OF
mental effort. by the processes Of habit.
Even those remarkable feats of memory
by which one is enabled to repeat long
passages after one or two readings, can
not be regarded as fcats OF intellectual
force, because such memories may have
little or none of the intellectual force
Indicated by originality. for instance.
Such feats of memory are to be classed
with mechanical ability which falls short
of inventive ability.
Intellectual force stands in about the
same relation to the trade OF learning,
memorzing, as inventveness does to
learning a trade. 1t is necessary that the
inventor know his trade. and that the
man OF brain power have the technical
learning OF his field OF effort; but the
learning of the trade does not produce
inventiveness, nor does the acquiremcn.
OF knowledge much help the intellectual
force as such
Mere motion Is to be respected under
the same conditions. machine may be
made TO do the work OF making such
succession of motions. Wheref the same
action is to be taken under the same con-
ditions, habit is the sufficient basis of
action But where conditions vary there
must be an attendant at the machine,
ana thcre must bo intellectual action
beyond habitual action.
Intellectual force Is only strengthened
by practice--exercise in its particular
line OF activity This practice is the op-
posite OF routine or habit The practice
OF the intellectual force consists in its
application in the varying conditions OF
actual life. Habit is the application Of
the same effort to the same conditions.
For example, reading over the same les
son repeatedly, and repeating this for
successive similar lessons. The practice
of the intellectual force is not routine,
ana routine cannot train to such practice.
IN the so-caled learned professions,
tne iine between habit. routine or tradi-
ton and intellectual force may be clearly
traced. The able lawyer is not he WIN
mas 1nemorized the statutes and tho cases,
put ne who has such a grasp of n few
OF inc principles Of law that he can apnlv
mem to combinations Of circumstances
'iitt nave never occurred before:
VINO knows enough OF the law
books to find tho law. and has
n logical or legal" mind to see the anal
osles and distinctions between the cases.
ftis learning has little to do with his
Shlue and success as a. lawyer
HIactly the same distinction is seen IN
me medical profession. In the ministry
tho distinction between the preachers ~
power and those of mere learning Is lust
as clearly perceived.
ot course, learning. as a trade or &C.
cupation which produces a livelihood and
makes no special draft on the intellectual
force. will always require quite a numer-
Gus CLASS of professors. This trade or
profession Includes all the teachers and
'i'e mack writer's. including journalists.
Grinding on tho same subject for
long periods reduces study to tbe
mere routine of memorizing. 1t is os-
sentiai That the mind be trained to
act quickly Rather give up n suh.
1ect than dwell too long thereon.
II Latin We're an Important study,
IL should be learned in weeks. where
months are now consumed.
fast learning Is eNhilaratir1g to the
mind, and trains it in operating its
intellectual force almost To- tile verge
OF origination; while slow F;learning.
from whatever cause, dea dens tho
wits and becomes the: worst Kind of
drudgery. 5t-S
Without doubt the student Should
be confined 20 one subject at Z: time.
so he can be trained in swift mental
action without the LOSSES due to
changing connections Of thought, and
overourdcning the mind with several
subjects together. II one is studying
three subjects he is seldom interested
in more than one OF them Only when
ono has left school docs one find out
how to really learn by pursuing one
subject at time until his attention
flags daily.
When the intellectual force is acting
during study, collateral. and even new
ideas apart from the book, spring into
being. These should have time to
develop. as they will even in sleep.
Therefore. the subject should not be
chanSd until finished
1t would conduce to the intellectual
| force. II no student attempted to study
| in more than one general department
of knowledge, which could then be
| really mastered A general reading OF
! the. periodical press and history gives
| one all the necessary superficial
! knowledge. So, after the sixteenth
| year tho, student should study but one
| general subject, preferably that need
! cd in his chosen occupation: and he
| should at the same time enter into
the training Of the habits to be used