92 
instance, he finds it necessary to call for the help of those wha 
have been trained under a different system of education. 
The brain of those trained under a “pouring in” system be- 
comes merely a receptable for facts. Facts and figures are 
poured in as water is poured into a bottle. After a time the 
bottle is full and the water runs over. If the bottle i is made of 
rubber it may be stretched somewhat but there is also a limit to 
the capacity of rubber bottles. 
The cataract of Niagara produced energy that would have 
turned millions of wheels in factories, that would have propelled 
the cars in thousands of villages and cities, and that would have 
lighted miles of streets long before it was s harnessed and made 
useful for those purposes. 
Stored-up facts like stored-up energy are useless. It is only 
when the present and the future are interpreted by the facts 
gathered from the past that facts hecome useful. Niagara was 
beautiful long before it was useful. But as a thing of beauty it 
afforded pleasure to a few only, who because of good fortune, 
had the opportunity to see it and to study the mystic colors of the 
rainbows of its eternal mists. 
A good memory is desirable. This faculty should not be 
neglected in any system of education. The absent-minded in- 
dividual is to be pitied. The husband who carries home a pound 
of tea when his wife sent him for a pound of sugar is short on 
memory, and this may cause some difficulty, but the same in- 
dividual may have the ability to initiate and carry on business that 
furnishes employment to thousands, and that produces something 
to feed or clothe or make happy his fellow man. 
We believe it is necessary to develop a good memory, but we 
believe more in a kind of education that develops the other in- 
herent faculties as well, 
Education is not a pouring-in process. It is a developing 
process. This is an age of mental hygiene and mental tests. 
We apply the Binet test to determine the capacity of the mind to 
develop. A properly organized system of education no longer 
gives all pupils the same training although they may enter as 
many different vocations as there are individuals. We recognize 
