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

Tho remarkable progress OF the nine
tenth century was due to wonderful de-
yelopment OF brain power. The continued
progress OF tho tfentleth century will
be duo to continued development OF
intellectual force in sufficient num-
her OF individuals to keep up tho work
and keep forging ahead. Every one recog-
nizes the fact that the great god Sue
cess. whom We worship, Is a god OF force;
We no longer think of mare shadowy
Industrial INTELLECT" but of n "man OF
force" This force Ia analogous to any
OF the physical forces. Intellectual force
will become the leading notion in re-
constructed science OF economics. 1t
will, no doubt. lead to revolution in
educational ideas and practices. This is
my excuse for further considering this
force in another phase--its conservation.
Intellectual force is one OF the forces
OF nature operating through natural or
gans and subject to all the laws gov
erning forces. 1t IL, therefore, subject
to the limitauons expressed in the law OF
conservation of energy. This law, or
doctrine, teaches US that all force ID
persistent, and does not go out OF exist
once. but only changes Its forms. But,
conversely, no new force can be created.
The affirmative statement Of tho law
does not relieve the individual from the
responsibility for his intellectual force;
for 1t teaches him that this force. once
used. is gone forever, as far as the in
diyidual is concerned. The initial force
in each Individual persists until used,
and when once used the original stock,
and It's possibilities, are. in SO far, de-
pleted. The intellect, like every other
force in nature, is confined within Ger
tain limits prescribed by its sources.
The value OF education lies almost en-
tirely in Its conservation OF intellectual
force: not in any creation Of ouch energy.
The problems OF education are as much
concerned with conservation of tho forces
OF the mind as In their direction. 1t is
| safe to deduca. therefore, that generally
| tho intellectual forces should be drawn
along Aies of least resistance The proper
discipline OF the mind Is not in doing
disagreeable tasks. but in doing those
which give pleasure. The studies to be
pursued are those which are interesting.
The principal object In the education
OF most minds is to find some kind OF
intellectual work in which they can be-
come Interested; for this Is the line Of
| least resistance. the line along which the
force can accomplish the most That
| the mind is Interested shows that it is
working easily and naturally.
An men should not be made to work
at the same intellectual tasks. any more
| lildI OH tIc sdIIlG
tional work should be no more uniform
than life work.
| The idea from which the word edu.
| cation is derived presupposed that the
| intellect was capable OF indefinite ex.
pansion, and the harder the task the
more perfect has 1t been considered a,
a discipline. But we must understand
education to mean the drawing out OF
force which must be drawn out without
contravening the law OF conservation o
energy, and to the best advantage o
each particular individual. If the indi
vidual needs to use his force in making
his living. the problem is entirely differ
ent from a case where the living il
supplied by inherited resources.
The human race Is yet very young
The English race has been flourishin,
but about thirty-three generations. J
hundred generations takes us back t
the beginning of history. Most indi
viduals of all races are in a very 10y
stage OF development. Intellectual fore
is not vet racial development, and I
not uniform In its nature or manifesto
TONS 1t is different in each Individual
and Is rare and precious gift of nature
that must not be wasted.
The most natural means of educatio,
consists in making the use OF brain powe
habitual. forming habits Of intellectual
activity. Mere persistence at menta
tasks will not do this. If the task
are too laborious and disagreeabla tn