Intellectual growth

“ The elements that make up our intellectual furniture can be stated with clearness; the laws of intellectual growth or acquisition are almost the best ascertained generalities of the human mind; even the most complicated studies can be analyzed into their components, partly by psychology and partly by the higher logic. In a word, if we cannot make a science of education, as far as Intellect is concerned, we may abandon metaphysical study altogether. ”

“ Intellectual growth of some kind, not less than bodily growth, whether good or evil, is constantly taking place. It should be the teacher’s care to render that growth a healthy one, calculated to insure the happiness of the subject, and, in securing his own happiness, to contribute to the happiness of others. ”

“ If progression from simple to complex, from indefinite to definite, and from concrete to abstract, be considered the essential requirements as dictated by abstract psychology; then do the requirements that knowledge shall be self-mastered, and pleasurably mastered, become tests by which we may judge whether the dictates of abstract psychology are being obeyed. If the first embody the leading generalisations of the science of mental growth, the last are the chief canons of the art of fostering mental growth. ”

“ Interest passed from mechanism to biology. And, with this change of interest, a wholly new scientific ideal began to dominate our intellectual imagination. It was the ideal of growth. Life was in movement. ”

“ It results from this doctrine of the mind's growth, that success in all the departments of life over which intellect holds dominion depends, not merely on an outside knowledge of the facts and laws connected with each department, but on the assimilation of that knowledge into instinctive intelligence and active power. Take the good farmer, and you will find that ideas in him are endowed with will, and can work. Take the good general, and you will find that the principles of his profession are inwrought into the substance of his nature, and act with the velocity of instincts. ”

“ Looking at education solely as a means of intellectual development, we must inquire what faculties of the mind need to be cultivated. Three may be suggested at once: the reason, the memory, and the powers of observation. The æsthetic tastes should also be brought into play, and given good material for wholesome growth. In the treatment of each faculty, education, as its name indicates, should be a drawing out rather than a cramming in. It should give the student not only material, but power; not only train him to express his thoughts, but also furnish him with thoughts to express. ”

“ In general, this growth is a natural process. But the proper recognition and use of it is perhaps the most serious problem in instruction upon the intellectual side. A person who has gained the power of reflective attention, the power to hold problems, questions, before the mind, is in so far, intellectually speaking, educated. He has mental discipline—power of the mind and for the mind. ”

“ What relation the leading epochs of progress in the race bear to the steps of change and growth in children, has become a matter of great interest in education. The assumption of the culture epochs is that the growth of moral and secular ideas in the race, represented at its best, is similar to their growth in children, and that children may find in the representative historical periods select materials for moral and intellectual nurture and a natural access to an understanding of our present condition of society. ”

“ But the possession of an intellectual and moral nature which responds to appropriate stimulations implies, also, that as man develops intellectually, he will find meaning in human life as realized in himself and others. Thus he becomes able to recognize worth in human life and to determine the conditions which favour its highest growth, or development. ”

“ The object of development is intellect.Now, when we look at the successive phases of individual life, what is it that we find to be their chief characteristic? Intellectual advancement. And we consider that maturity is reached when intellect is at its maximum. ”

“ Intellectual and moral growth is no less indispensable than material improvement. ”

“ And as he aspires to exhibit models of education, possessing higher excellencies than mechanical dexterity or mere intellectual acuteness; his anxious aim will be to make instruction in art and science, the culture of the understanding, and of the physical powers, subservient to the nobler intention of fostering and maturing the virtues of the heart. ”

“ Such a theory of education, which need not be careful to call itself a system of psychology, must be in harmony with the thought movements of the age; must regard education, not as a shut-off compartment, but as being as much a part of life as birth or growth, marriage or work ”

“ I mean that, as people grow more intelligent, or more people grow intelligent at all, we shall discover other opportunities for exercising intellectual energy and for obtaining the thrill and uplift of intellectual prowess. ”

“ But the formation of new intellectual habits in men liberally educated, appeared to promise, ultimately, those larger fruits in the advancement and culture of learning which, in 'the hour-glass' of that first movement, could be, as yet, only prophecy and anticipation. ”

“ If I have seemed at any time to make light of intellectual development, subserving it to intuitional expression, it is only because nineteen-twentieths of the effort of current educational systems is toward mental training to the neglect of those individual potencies which are the first value of each life, and the expression of which is the first purpose of life itself. ”

“ Hence it is that what is called a practical education is set above the mere enlargement and enrichment of the mind; and the possession of the material is valued, and the intellectual life is undervalued. ”

“ On the other hand mental life diminishes with the loss of interest, and even in fields of knowledge in which a man has displayed unusual mastery, a loss of interest is followed by a loss of energy. Excluding interest is like cutting off the circulation from a limb. Perfect vigor of thought which we aim at in education, is marked by strength along three lines, the vigor of the individual ideas, the extent and variety of ideas under control, and the connection and harmony of ideas. It is the highest general aim of intellectual education to strengthen mental vigor in these three directions. ”

“ Further, as education does not consist merely in the training of the mind, but must include the emotions and the will, we shall take the utmost care in the training of the child that its intellectual impressions are converted into the sap of sentiment. When this attains a certain degree of intensity, it spreads through the whole being, colouring and refining the individual character. And as the conduct of the youth revolves entirely in the sphere of character, he must learn to adopt science as the sole mistress of his life. ”

“ Now, what is the relation of our intellectual development to this physical improvement? It will be said that the general intelligence is raised, that the habit of reading is much more widespread, and that the increase of books, periodicals, and newspapers shows a greater mental activity than existed formerly. It will also be said that the opportunity for education was never before so nearly universal. ”

“ What a stretch of imagination is needed before one may call these young people educated! How little of intellectual interest they have brought back from school to their respective communities! How little cerebral activity they have stirred up! Habits of study, of independent thinking, have seldom been acquired. ”

“ Our modern reformers, in their books, write too exclusively of the earliest years of the pupil. These lend themselves better to explicit treatment; and I myself, in dwelling so much upon the native impulses, and object-teaching, and anecdotes, and all that, have paid my tribute to the line of least resistance in describing. Yet away back in childhood we find the beginnings of purely intellectual curiosity, and the intelligence of abstract terms. ”

“ That the generation which follows us received from us at least, something which is agreed upon: the rational and scientific education, this renewing and liberating education, essentially progressive, of form that can always add and never have anything to unmake.
II
Eliminating imaginary factors as a result of the formula, science approaches the human being in all its solidarity, with an understanding of organs, energies, faculties of a different sort, in which [the many activities] are expressed by this convergence of physical, intellectual and passionate acts which life is made up of. ”

“ Only the sense and power of effort, which made Lessing prefer the search to the possession of truth, which trains the will in the intellectual field, which is becoming more and more the field of its activity, counts for character and makes instruction really educating. This makes mental work a series of acts, or living thoughts, and not merely words. ”

“ What should be aimed at is the cultivation of the mind so that it will broaden with enlarging experience, that it will be hospitable to new ideas and yet not be overwhelmed by them, that it will preserve inviolate its intellectual integrity and keep fresh the spirit of inquiry. ”

“ We have to get rid of this state of affairs, and we have to provide (i) a substantial mental training which shall lead at last to a broad and comprehensive view of things, and which shall be a training in generalization, abstraction, and the examination of evidence, stimulating and disciplining the imagination and developing the habit of patient, sustained, enterprising and thorough work, and (ii) we have to add a general culture, a circle of ideas about moral, aesthetic, and social matters that shall form a common basis for the social and intellectual life of the community. ”

“ But is it true that the acquisition of such a knowledge of science as is proposed, and the communication of that knowledge, are calculated to weaken your usefulness? Or may I not rather ask, is it possible for you to discharge your functions properly without these aids?
What is the purpose of primary intellectual education? I apprehend that its first object is to train the young in the use of those tools wherewith men extract knowledge from the ever-shifting succession of phenomena which pass before their eyes ”

“ It takes in not so much the reality of Progress as its accompaniments—not so much the substance as the shadow. That progress in intelligence seen during the growth of the child into the man, or the savage into the philosopher, is commonly regarded as consisting in the greater number of facts known and laws understood: whereas the actual progress consists in those internal modifications of which this increased knowledge is the expression. ”

“ The accumulation of discoveries, the multiplication of inventions, the improvement of the means of comfort, the extension of instruction, and the perfecting of methods, are valuable in the degree in which they contribute to this end. The characteristic of progress is increase of spiritual force. In material progress even, the intellectual and moral element is the value-giving factor. ”

“ The study of the language of a people may therefore reveal much of their type of thought.
The Necessity for Growing Concepts.—The development of our concepts constitutes a large part of our education. For it is evident that, since thinking rests so fundamentally on concepts, progress in our mental life must depend on a constant growth in the number and character of our concepts. Not only must we keep on adding new concepts, but the old must not remain static. When our concepts stop growing, our minds have ceased to grow—we no longer learn. ”

“ It is this motive, in the main, which determines the subjects taught, the knowledge offered and the knowledge withheld, and also decides what mental habits the pupils are expected to acquire. Hardly anything is done to foster the inward growth of mind and spirit; in fact, those who have had most education are very often atrophied in their mental and spiritual life, devoid of impulse, and possessing only certain mechanical aptitudes which take the place of living thought. ”

“ Here an opportunity presented for me to make a mark, and I determined to do it, and set myself to the arduous task of arousing and instilling intellectual life into the mentally dormant brain. I labored day and night to accomplish my purpose, i.e., to elevate my students to a higher standard of intellectual improvement. ”

“ This is the very essence of education, its informing spirit. The student no longer thinks merely of becoming an expert turner; he thinks of becoming a man! All the powers of his mind are roused to vigorous action; imagination illumes the path, and reason, following with firm but cautious step, drives straight to the mark. Rapid development results from the combination of practice with theory—rapid because orderly, or natural. ”

“ For when this stage of intellectual and moral culture is once passed, when the mind has begun at last to move with greater freedom and to mature itself, the young man is at once admitted to the full light of science, or enters into the busy course of active life, to be there brought to the touchstone of experience.
And a similar series of gradation may be observed on a larger scale in the historical succession and development of the ages of the world. For such is, in every case, the gradual expansion of man’s consciousness, as he is at present constituted. ”

“ But will any candid-minded person call it the highest form of intellectual development to have a clear conception of the precession of the equinoxes, or to manufacture metaphysical conundrums, whilst remaining utterly incapable of applying common sense to human affairs that demand at least an equal amount of attention? ”