Grand Forks herald. [volume] (Grand Forks, N.D.) 1916-1955, 1920-01-13
EDUCATING INTELLEcTUALs.

NNG3LS AB1atfSl III y So@AAe - PNHSA
The Measure of Mentality DR.. Al
hort Sweeney, of St. Paul, discussed
the scientific classification of indi-
,SSi0uals as to their mental powers. He
assemblies in an interesting way. the
results of Investigations by many au-
thorities, and presents the classiticay-
= lions to which their conclusions lead.
He maintains that the capacity for
intellectual development of the sub
normal groups is quite rigidly re.
stricted, hence he believes that the
danger which exists. from the pres
ence Of a high percentage OF individ-
uals of relatively small capacity is
not to be removed by the training
of the intellect alone. He maintains
that the power which these groups
Weld through their large numbers
must be directed Alright through oral
influences. therefore he places great
emphasis on those social stimuli
which take the form of religious
teaching, patriotism, national and
racial pride
Especially interesting is DIR.
~Sweeney's declaration that this form
ct development is quite as necessary
at the top of the intellectual list as
at the bottom. On this he says:
\ while it is practically futile to try
to educate those in the lower end Of
the intellectual scale higher than the
limits of their. mental machinery, the
very superior class is not thus re-
stricted. The sky is the limit Of their
educational possibilities. This is for
tunate, for the we'll being of society
depends very largely upon the proper
use Of high intellectual gifts by those
who possess them. 1t must not he
understood that with a high perfec-
ton of intellect goes a smaller pro-
portion Of vices than accompany less
distinguished ability. 1t cannot be
said that Class A men are more
moral, unselfish. altruistic, or have
finer characters than those less gift
ed. It is unfortunate that the higher
the intellectual capacity, the more
powerful it is for the exercise Of self
ishneS, disregard Of rights of others,
n similar undesirable qualities.
Education of the very superior class
need not take the form Of scholastic
training, but must be education of q
neral kind. Education Of the SUI
perior and very superior classes is i'm
pefative. They must be taught the
lessons that neither history nor hui
man experience has yet taught them.
They must learn that the inferior
groups were not created to be ex-
plotted, that the brotherhood Of man
10 q reality and not an empty phrase,
and that their superior endowment
must be used for the benefit of the
race rather than for personal agran-
d1ement. They must learn that JUS
tice in private and business affairs is
as necessary az in public matters, and
that h safety of u democratic in
stitutions depends upon the ability Of
those richly endowed to refrain from
taking advantage Of those less gifted.
They must learn that selfbhness is
despicable and hurtful to the indi-
vidual as to the state. They must be-
- - W. '"te' ASAiH tHAt tnelr re-
sponsibility is the greater the more
their power for good or harm is in
creased by their intellectual su-
periority. Unless they learn well the
lesson that their duty is o to them
selves but to the state, and to those
n are less fortunately endowed.
what perils may not threaten. Upon
their education in moral response
hility rests the progress Of civiliza-
ton