Just as wind-strewn
grains of wheat may fall upon rock and stony soil and loam, to grow well
or poorly or not at all according to their environmental situations, so
children with similar intellectual possibilities would have their growth
fostered or hampered or prevented by the educational systems to which they
were subjected. But the common-sense of science demonstrates that the
mental qualities themselves could not be altered _in nature_ by the
circumstances controlling their development any more than the hereditary
capability of the wheat grains to produce wheat would be altered by the
character of the ground upon which they fell. Education and training thus
find their sphere of usefulness is developing what it is worth while to
bring out, and inhibiting the growth of what is harmful. That heredity in
mental as well as in physical aspects provides the varying materials with
which education must deal is a fundamental biological fact which is too
often disregarded. It would be as futile for an instructor to attempt the
task of forcing the children in a single schoolroom into the same mental
mold, as it would be for a gymnasium master to expect that by a similar
course of exercise he could make all of his students conform to the same
identical stature, the same shape of the skull, or the same color of the
eye and hair.
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