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Cambridge Essays on Education by Various
page 8 of 216 (03%)
importance to the progress of a nation of the best talent it
possesses. In every country there is a certain percentage of the
population who are fitted by their superior intelligence, industry,
and force of character to be the leaders in every branch of action
and thought. It is a small percentage, but it may be increased by
discovering ability in places where the conditions do not favour its
development, and setting it where it will have a better chance of
growth, just as a seedling tree brought out of the dry shade may shoot
up when planted where sun and rain can reach it freely. I am not
thinking of those exceptionally great and powerful minds, of whom
there may not be more than four or five in a generation, who make
brilliant discoveries or change the currents of thought, but rather of
persons of a capacity high, if not quite first rate, which enables
them, granted fair chances, to rise quickly into positions where they
can effectively serve the community. These men, whatever occupation
they follow, be it that of abstract thinking, or literary production,
or scientific research, or the conduct of affairs, whether commercial
or political or administrative, are the dynamic strength of the
country when they enter manhood, and its realised wealth when they are
in their fullest vigour thirty years later. We need more of them, and
more of them may be found by taking pains.

The volume of thought continuously applied to the work of life,
whether it be applied in the library or study or laboratory, or in the
workshop or factory or counting-house or council chamber, has not been
keeping pace with the growth of our population, our wealth, our
responsibilities. It is not to-day sufficient for the increasing
vastness and complexity of the problems that confront a great nation.
We in Great Britain have been too apt to rely upon our energy and
courage and practical resourcefulness in emergencies, and thus have
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