September 19, 1918 
LAND 6? WATER 
17 
Pelmanism and Individuality 
By Corporal Arthur F. Thorn 
{Author of "Richard Jefferies and Civilisation," "Social Satires," etc.) 
It is an unfortunate fact that the average untrained mind 
is not easily accessible to ideas. It does not reaHse that 
ideas, either good or bad, shape those conditions of society 
which eventually lift the individual above or press him 
down beneath the surface of life and opportunity. The 
faculty of thought, that mysterious gift which differentiates 
man from the animals, and affords him power over his destiny, 
has never yet been adequately considered by the people. 
They do not, for example, perceive that thought, and 
the ideas which are the natural product of thought, create, 
sustain and develop the material conditions of life which 
surround them in the form of environment. 
The average untrained mind does not relate the fact of 
thought to the facts of material conditions for the ver3' good 
reasdn that it docs not pwoperly understand the function 
and power of thought. It would not in any way be an 
extreme statement to make that more than- half the tragedy 
of human life occurs simply because people do not under- 
stand the function and possibilities of tliought. But, without 
being unduly optimistic, it is more than probable that 
humanity is about to enter into a phase of social life which 
will insist more and more that the people shall be provided 
with every possible opportunity of developing their latent 
mind and brain power In the strenuous future that lies 
before the world, virile brains will count as never before in 
'the history of mankind. 
At one time, not so very far behind us, the people were 
not considered to be capable of thinking ! They were speci- 
ally created by an all-wise providence in order to carry out 
the desires and schemes^ of that select and exclusive few 
who alone possessed the faculty of thought ! The people, 
it was said, were destined by Nature to be controlled and 
exploited by the mental aristocrats ; to be used up mainly 
for the benefit and advantage of others. That, roughly, was 
the position a generation or two ago. 
Since that time, however, the ideals and ideas of a few 
great men and women have changed and confounded the 
pernicious doctrine which refused to recognise the fact of 
Universal Mind. The democratic educational idea which 
conceives that every individual's mind and brain is a sacred 
and divine gift which must be allowed freedom and oppor- 
tunity to expand and unfold, materialised in the form of a 
system of popular State-subsidised education for the people, 
and opened up enormous possibilities for educational develop- 
ment. This system, faulty as it undoubtedly is in its working, 
docs, nevertheless, express the now generally accepted idea 
that every individual possesses a mind and brain which is 
entitled at least to respect. In the light of history this 
idea represents a very remarkable advance, and is nothing 
less than the triumph of a great ideal. 
Progress, we may agree, is a slow and oft-times uncertain 
affair, but there can be no question whatever as to the bene- 
ficial idea contained in the principle of education for all, 
both rich and poor. The final achievement that remains to 
be accomplished in order to derive a full benefit from this 
idea is the perfecting of the methods of education in order 
to ensure that the precious quality of individuality shall 
not be damaged and made to suffer .unnecessarily in con- 
sequence of a defective system. We must not spoil the 
exception for the sake of the rule. We must not, for instance, 
direct a mind which pos.sesses musical genius into a groove 
which is calculated to help a lawyer mind, or an architect 
mind. We must not side-track any particular natural 
talent into a channel which will most certainly retard its 
progress and rob it of early recognition and success. This is 
the paramoimt problem for the teacher in the immediate future. 
The dawn of a new educational era is undoubtedly pre- 
dicted and assured by the growing success of Pelmanism. 
This system, known as " Pelmani<im, " is not an academic 
and conventional system ; it does not teach a person history, 
geography, or mathematics, but it enables the individual 
mind to more readily grasp the deeper meaning of these 
tilings ; to perceive the ideas behind them, and master not 
only their technique and external values, but also to com- 
pare, analyse, and relate the individual mental life of the 
student to the educational facts which he has to assimilate. 
Pelmanism is an extra force whose significance lies behind 
and beyond the mere study of established facts. It is 
symptomatic of the coming new age in which vigorous creative 
thought .shall not be regarded as an entirely exclusive quality 
possessed by a divinely appointed few, but as a natural 
gift to all. Pelmanism quickens the perception and makes 
vivid the significance of whatever particular subject the 
student is naturally interested in ; it increases the enjoyment 
of study because it introduces a new meaning and a new 
interest into the circle of intelligence. 
Education, scientifically considered, is not an end in itself. 
A man may learn the best English dictionary from cover 
to cover, and at the same time be incapable of writing an 
intelligent letter. A man may know the name of every 
wild flower in England and at the same time be quite incap- 
able of appreciating the natural beauty of wild flowers. > 
This is education stifling itself. . . . Education sterile and 
profitless. It would be better to have no such " Education " 
at all. True education exists in order to enable each indivi- 
dual mind to express itself fully in relation to life as a whole. 
It exists to draw personality into its own unique atmosphere 
and congenial environment. If education does not at least 
attempt to do this, then it is a menace to the individual. 
It seems to be universally recognised that Pelmanism is ' 
essentially a system designed for the benefit of the individual 
mind. One does not study Pelmanism in order to develop 
a certain specific mentality which may at once be recognised 
and labelled "Pelman"; for, apart from the fact that 
Pelmanism in any case makes for bright brains and lively 
imagination, there must always remain the existence of 
individiiality , that supreme factor which all true education 
seeks, not to obliterate, but to strengthen and fortify. 
The primary function of the Pelman System is to stimulate 
the mind and extend its activities in whatever direction they 
naturally tend. This, it seems to me, is the most vital truth 
about the Pelman System : that it is not a system intended 
to train the individual mind in any predestined groove or 
conventional channel, but rather to amplify and invigorate 
the natural mental tendencies of the individual in order to 
release them from unnecessary and artificial limitations. 
Pelmanism, then, means simply — Mental individuality 
Pelmanism emphasises and insists upon those most potent 
factors in human life, the twin factors of individual thought 
and individual initiative. These are the only forces in 
human experience that can make life worthy of living. These 
alone will afford us that personal control over our own par- 
ticular purpose and destiny which is productive of happiness 
and freedom. 
Tributes to Pelmanism 
Sir Wm. Robertson Nicoll : 
"The old world has passed away. We are still in chaos, 
but we know the coming of a new era is at hand. To fit 
ourselves for worthy life in that new world we need new 
ideals, new courage, and new strength, and the sources of 
these will be found in 'the little grey books' in abundance 
by the diligent student of Pelmanism." 
E. F. Benson : 
"These results (the results of Pelmanism) I believe to be 
excellent, but, nio.st emphatically, the last word that I should 
apply to them would be miraculous, because the training is 
entirely based on simple and well-known laws, and the 
results therefore may be deduced in theory as well as practice. 
Miracles imply a suspension of natural laws : the Pelman 
System, on the other hand, works precisely in accordance 
wjth them. It is an apotheosis of common sense, and I 
know no higher praise than that." , 
Major-Gen. Sir F. Maurice. K.C.M.G., C.B. 
" 1 can think of no better method than Pelrpanism, either 
for keeping the mind fit in times of leisure or slackness, or 
for restoring mental vigour to a soldier whose mind has 
become flabby from overstrain or physical weakness, and 
I can recommend no better investment than a Pelman Course 
to the soldier on convalescent leave." 
« « * _• 
A full explanation of Pelmanism (with a description of tJie 
Pelman Course and a complete Synopsis of the lessons) is 
given in the pages of "Mind and Memory." A copy of this 
fascinating booklet, together with a reprint of "Truth's" sensa- 
tional article on Pelmanism, and particulars showing how you 
may, at present, secure the complete Course for one-third less 
than the usual fees, will be sent gratis and post free to all readers 
of 1..AND &. Water upon application to The Pelman Institute, ' 
39 Pelman House, Bloomsbury Street, London, W.C.i. 
