The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-01-06
CONSERVATION OF
INTELLECTUAL FORCE

habit Will not be formed but may be
made impossible, and the contrary habits
formed. While 1t Is easy to spoil any
chance of intellectual habits, they cannot
be formed to any profitable extent, ex-
cept they como naturally. When habits
OF mental activity are possible. mucn
'discernment must DO used that they are
properly directed. A habit OF mem
orizng. so common in education, Is of
little advantage to the intellectual force
MS such. although 1t may become n
means OF livelihood.
Intellectual force Is much moro rare
than mere intellect. Tho faculty of
memorizing knowledge Is common.
Imitation is easy. Intellectual habits
without force are common products of
our present system of education. The
reading habit without force Is mere
pastime. These are the habits which
characterize tho useless intellectual
prolctariat.
SO far as the requirement OF knowledge
az such has any educational value, 1t
must stimulate the intellectual forces
or lead TO their habitual exercise. TO do
so. 1t must be knowledge interesting to
the particular intellect. Knowledge that
is merely verbally understood is q burden
on the activities of the mind knowledge
must be interesting or be experimentally
applied to be really comprehended and
made part OF the intellectual furni-
ture. And. In Such cases, 1t opens the
way to further study or action on the
part of the intellect: in short It may
start tho intellectual force on such
particular lines of activity
The leading object In presenting knowl-
edge to young minds is to afford an al
lurement to the intellect, to start the
intellectual force into action. Some
minds are of such force that they will
overcome almost any impediment and
keep active after the most distressing
| experiences with knowledge in youth,
but most are otherwise. Thousands are
forced by education in their youth into
| an unnatural dulness.
| In order to utilize his intellectual force
to the fullest extent. all one has to
| do is to learn to read, and cultivate a
a habit Of reading. Then, IL he goes into
| making living. he can make his INTEL
| lectual force further his reading habit.
| and this habit will. In turn, draw out
his intellectual force.
| I repeat. when one is reading for him
self-educating himself--he is utilizing
his intellectual force as it develops out
OF his previously acquired habit of read
ing, and his reading habit is. in turn,
| confirmed and strengthened by the
| developing intellectual force.
| One need not go to school All that
study amounts to is reading. When one
| studies his lesson. he simply reads II
over two or three times. The Independent,
reader may do the same for short sec.
tons OF his book. or he may read II
through. and then through again, un-
til he is master of the subject no mat
| ter how hard or intricate.
| The reader need not depore his In
ability to go into many subjects. No
mind at the present day can compass
all knowledge. The most useful scholars
know but one subject, in which they are
interested and become expert. No school,
are OF much advantage to such q scholar.
Perhaps the most conspicuous example
OF the successful conservation of intel
lectuaI force was that of Herbert Spen-
GER Being frail physically, he early con
tracted habits of saving his phys!ca
energies. and logically extended Thu
habit to his intellectual energies. IL
went to school very little. He studio,
nothing that did not interest him. He
was not great reader. and read It'll,
that did not directly bear on the particu
lar subject he was Investigating. AND
In all his mature years he saved al
his energies for his one lifework, his
great philosophical system.
W. ALDRIcH.
Jefferson, Va.