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

| OF discovery; (b) ability In classlf-
cation.
(s) Literary ability, including: (a)
style in compositions; w. originality
III matter.
| ~ Military ability
It is plain that II n long routine
training were necessary to the devel-
opment of each OF these faculties, tho
process would necessarily vary with
i each of the faculties, SO different from
] each other. 1t is now practically con-
coded by tho modern practice dictated
! by practical emergencies that the eco-
! monte Intellectual force does require
different training from that handed
down by educational tradition.
| AS far as popular education goes. tho
French and Germans are throwing away
all traditions of routine education. The
United States Commissioner of Edu-
cation says, in his last report: "Pc-
4 culiar prominence has been given to
the idea OF Industrial training for the
French masses. in contrast with the
classical education provided for the
elite OF the nation"
In Franco and Germany comparative
| ~ brief and practical courses are being
| provided. which cover the economic
ground and end In commercial and IN
| dustrial high schools. These logical
and practical men want no classics
and no pedagogy for the coming men
Of AFFAIRS In this respect they are
more modern and progressive than the
/ concnited Yankee, whose educational
F, fad. devoted to the form OF knowledge.
! and not the substance, Is becoming
the laughingstock OF the world.
The deadening effect OF the routine
of education on the intellectual force
is matter of common observation.
For instance. the scholar in politics
| is nine days wonder, and usually
| incompetent. The natural power of
many n preacher is destroyed In the
| apostle came near spelling the teach
ling OF the Carpenter and the fisher
men by making 1t theological
The difference between the natural
| self educated lawyer and statesman
| like Lincoln and the machine-made
product OF the schools Is evident to
every observer. There are sufficient
examples OF entirely self-educated
scientific men to show that scientific
ability is not dependent on routine
education.
| Literary ability is mostly aided by
| tho reading, not the study. of good
models like the Bible and Shakespeare.
BY reading one gets inspiration which
| may be lost in too long-continued
| study.
! When the fathers established a
school for providing men for the SUI
preme moments in the destlnies of the
| people. they established at West Point
a practical school without classics.
| or pedagogy. All military men the
I, world over receive very brief train
ing in letters, but thorough and ac-
ourate one in the details of their bust
| = al n lpp
a future general or admiral grinding
seven years on Latin and Greek
The objects of education have been
analysed to be three, viz: the acquire
ment of knowledge. the formation Of
habits and the training of the intellec-
tual force. We are now prepared to
say that the processes of education
are two:
"a Routine education by study.
memorizing or repeated effort.
(2) Experimental or self education.
The first method leads to the &C
qu:rement of knowledge and to tho
formation Of habits. The second is
employed in the development OF the
intellectual force.
These processes are more or less ex-
elusive of each other. They do not
work together. Routine kills INTEL
lectual force and. on the contrary. in
tellectual force .disregards routine.
Habit and routine may be lnaugu-
rated and maintained by the brain as
a mere nerve centre. receiving impress
sions and giving reactions. which. re-
peated. become habitual. automatic
and sometimes unconscious.
l Tho intellectual force acts largely
by intuition. The word intuition. with
out teaching, expresses the matter cx-
actly. The tuition of tho intellectual
force has come through the ages of
the development of the human intel
lect, and it does not now require any
temporary makeshift teacher. It has
been self-taught by the experience OF
the race. 1t may operate in unbeaten
paths and find It's way into unknown
and undiscovered regions OF mental
activity. where pilots are not II be
had and teachers are useless.
We are forced to the conclusion that
education has principally to do with
habit-formng routine. and that In
telectual force grows from it's roots
In heredity quite Independently of edu-
cation. The habits sustain the COM
mon welfare of the Individual and
civilization as attained. lntellecI.,al
force sustains the progress of civili-
cation and makes the conspicuous sue
cess of the Individual. Habits need
cultivation much more than tho in
tellectual force, which is sufficient to
itself, there being nothing higher to
contribute to it's development The
forceful mind may be depended upon
! to educate itself in spite OF all difficult
ties, perhaps the better for difficulties
overcome. W. ALDRICEI.
Jefferson. Va, April, 1907