The Twin City star. [volume] (Minneapolis, Minn.) 1910-19??, 1913-02-22
THE UNFOLDING or AN INDIvlD-
UAE.
BY Madison jackson Esq, at the Min
neapolis Sunday Forum on
Feb. 16, 1918.

Feb. 10, 1918.
II you could take the brains OF a
newborn babe In your hand and ex-
anime 1t, naturalists inform us, it
would appear as smooth as glass. It
I is composed, they say, Of vast num-
Der Of smaller intelligences produc-
tive Of harmony in the aggregate. 1t
began with simple cell, which in
diligently, added unto, itself; then,
through process of division and
subdivision, also invoking intel
ligence, each subdivision playing the
part of the original; grew until it be-
came large enough to be called a
brain with mind.
Now there are two classes of phil
osophers In the world holding divergL
emit views with reference to this mind.
One is called the monist; the other,
the duelist. The duelist is also
called vitalist. His contention Is
this: that the brain and mind are
separate and distinct, that the mind
is Of inner growth, whatever that
means, and In reality, is the vital
spark. The monist, on the other
hand, contends that the causes, pure
ly physical, which gave origin to
brain also gave birth to mind. He
reduces every thing in the universe
to one great law-substance. This
comprises two ideas, matter and
force. Give me matter and force,
shouts the monist and will show
you how to reconstruct the uni
verse. Dualism, may I remark, is
every form of religion leading to
theism; while monism leads directly
to pantheism. To me It makes no
difference which one Of these phil
osophies you accept, and as the entire
thinking world Is divided into the
two you must accept one If you think
at all on these matters; they touch
at one point and there I shall be-
gin. It Is here: that the power Of
the mind results from action and re-
action on the part of the brain or
gan and the external world. Without
the union Of these two agencies man
kind Is human vegetation.
The three senses primarily active
in lifting mankind out of the veg.
etable, is sight, hearing and touch
Deprive child of the use of these
three senses and its. brain will ever
remain as smoothe as at birth. See
ing indents the brain, hearing indents
1t, and so with touch. Experience OF
every kind indents It. So 1t Is said
Of a child that has an hundred play
things who touches upon an hundred
experiences daily, that it's brain has
ten times the indentation of that OF
the child touching but ten; and other
things being equal, such a child has
ten times the knowledge.
But knowledge is not intelligence
Neither is It education in its truesi
sense. knowledge can come from
any source whatever good or bad
and n either case 1t will indent. Elk
perience is furnisher of knowledge
therefore knowledge Is an acquisition
Education Is an active process, and
In It's truest sense, springs out OF
deliberation and careful plannings;
hence, that's an acquisition, but In
telligence is innate, and, was there
at birth. ,,.
A child, says Hills, is a bundle
which God has packed up for man
kind to unfold. The intellect is the
value within the fold. Hills says,
God packed 1t, placed 1t there But
I like the presentation Of the method
as stated by Emerson, when he
likens the child to reservoir, that
receives the intellectual floods as
they stream down from ancestral
heights. Hills represents better the
same influence when he says 1t rep
resents Inheritance Because when
he says, "it took seven generations of
clergymen to make an Emerson, each
a milestone, pointing in the direc.
ton Of the coming philosopher. This
represents progression and inherit
ance preservative. knowledge, then,
indents the brain and strengthens 1t,
because Of such indentation; but,
that is not education, properly SO
called. After while pains are taken
to make the child see and to bring
things actively to his mind. This is
the beginning OF education; It is the
drawing out Of the human mind, the
unfoldment, so to speak, Of the value
already there.
Every man is a unique, says q