Evening star. [volume] (Washington, D.C.) 1854-1972, 1931-05-03

cheney, teach him to conform his conduct.
thought and feeling to the prevailing mode, and
you go far to assure him useful life at high
intellectual level IF he has intelligence It may
facilitate the schoolmasters task, but pupil and
teacher can. and do. get along without it.
"a number Of persons have tried to prove
that their successes have been due to inteIli-
gence, but nobody has been able to prove that
it has been. I have tried to show by example
and comparison just what intelligence Is and
how 1t manifests itself. But II man succeeds
against adverse odds, he may be displaying
either intelligence or good luck.
tGT UCK is pure chance. It is accomplishing
something we had no right TO expect we
would be able to do. It is said OF Napoleon
that when some one would recommend the ap-
pointment Of o general officer he would ask: rs
he lucky?'
"T11e gaming tables Of Monte Carlo are a
good example OF luck. Many persons have
tried to apply intelligence to beating the bank
by devising systems, but to no avail.
Again, II man gets lost in woods and Is
unable to tell which fork Of the path to follow.
he can depend either on intelligence or good
luck. II he applies all his knowledge OF wood
craft, his sense of direction and anything that
might aid him in selecting the right path, he is
using intelligence. II he decides the problem by
the toss Of the coin and decided rightly, that
Is good luck. II In tossing q coin It comes
down heads nine times out Of 10, we imme-
see
the phenomenon. II q human being is lucky
nine times out Of ten, we begin to realize that
there must be something which win bear exam
nation as in the case Of the coin.
Intelligence or good luck-neither Is . sure
fire formula for success In fact, there Is no
formula for success which will at all the vary
ing grades Of temperament and conditions of
life. There are. however, certain standard items
which tend TO success. These are intelligence,
intellect, efficiency. will power. motivation dis
cernment.
Intelligence and intellect we have explained
before. In explaining the third item, efficiency,
it might be wen to stress the fact that the So
called efficiency expert may not be the super
intelligent being he would have you think he is.
The truth is he may be downright stupid.
Even stupid persons can be trained to be eff
cient.
Division and subtraction and other axtth-
metical actions are purely mechanical In fact.
the modern adding machine Is much more
efficient and unerring than the human being
In q given situation the competent person viii
probably employ his intelligence TO acquire
efficiency, but, on the other hand, he might re-
veal greater intelligence by refusing to become
efncient.
1--WE must be careful that In compelling
efficiency we do not destroy natural compe-
tency. Who will fill the positions at the top
in the next generation? Is q path being kept
open for the intelligent though inefficient person
to rise to the top? Did German government
officials, perhaps even the military organization
Of Germany, suffer from an excess of efficiency
during the war? The efficiency expert who
observes the ineficiencieS of q none the-leSS
competent person forgets that. after an the
main issue is the accomplished result, and the
muddler who just gets through may count for
more than the best exponent Of the specialized
ef1ciencieS.
'"The item Of motivation Is also known %
Continued o. Fifth PGOs