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LeadersJESSIE E.DONAHUE  \nWith the Rocky Mountain Young PeopleThey Discuss a Variety of ThemesAn Air Pilot TalksEDWARD H.COTTONRowe Camp ConferencesGood Fellowship—Active DiscussionRepresentative Editorials—Book Reviews—Signifcant Sentiments  \nBOSTON,AUGUST 6,1931  \nVOL.110,NO.32  \n614  \n# Dunces to Geniuses\n\nDunces to Geniuses  \nIn support of the opinion that moderneducational methods,by which the quickchildren,given better instruction andmore advanced studies,are pointed forintellectual work and the slow childrenfor manual labor,are folly,John A.Lester cites the following instances inThe Friends Intelligencer:  \nIn support of the opinion that moderneducational methods,by which the quickchildren,given better instruction andmore advanced studies,are pointed forintellectual work and the slow childrenfor manual labor,are folly,John A.Lester cites the following instances inThe Friends Intelligencer:  \n“Charles Darwin never could learn alanguage.  \n“Charles Darwin never could learn alanguage.  \n\"Napoleon was number 42 in his class一yet we do not know the name of one of theforty-one who were ahead of him!  \n\"Napoleon was number 42 in his class一yet we do not know the name of one of theforty-one who were ahead of him!  \n\"Sir Isaac Newton was next to lowestin his form.He failed in his geometrybecause he did not do his problems theway the book said he should.  \n\"Sir Isaac Newton was next to lowestin his form.He failed in his geometrybecause he did not do his problems theway the book said he should.  \n\"Sam Johnson was one of the mostindolent men that ever lved.  \n\"Sam Johnson was one of the mostindolent men that ever lved.  \n“Alexander von Humboldt's teacherswere doubtful whether he possessed evenordinary powers of intelligence.  \n“Alexander von Humboldt's teacherswere doubtful whether he possessed evenordinary powers of intelligence.  \n\"George Eliot learned to read with verygreat difficulty.She gave no promise ofbrilliance in her youth.Sir Walter Scott,also,was never brilliant in his schoolwork.  \n\"George Eliot learned to read with verygreat difficulty.She gave no promise ofbrilliance in her youth.Sir Walter Scott,also,was never brilliant in his schoolwork.  \n\"James Russell Lowell was suspendedfrom Harvard as a sophomore,for com-plete indolence.  \n\"James Russell Lowell was suspendedfrom Harvard as a sophomore,for com-plete indolence.  \n“Oliver Goldsmith was at the verybottom of his class  \n“Oliver Goldsmith was at the verybottom of his class  \n\"Emerson was a hopeless dunce inmathematics.  \n\"Emerson was a hopeless dunce inmathematics.  \n\"James Watt,inventor of the steamengine,was the butt of his playmates atMr.McAdams's School.  \n\"James Watt,inventor of the steamengine,was the butt of his playmates atMr.McAdams's School.  \n“G.Bemont,co-discoverer of radium,was so stupid in school that his parentstook him out.”  \n“G.Bemont,co-discoverer of radium,was so stupid in school that his parentstook him out.”  \n# Convictions Unbound\n\nConvictions Unbound  \nThe underlying philosophic argument ofCharles P.Howland and Richard W.Halein thelr brief presented before the Su-preme Court of the United States to showwhy Prof.Douglas C.Macintosh and MissMarie Averll Bland,pacifists,should notbe required to swear to bear arms for theUnited States in their oath of citizenship,was that such an oath was against moral-ity,and therefore against good citizenship.  \nThe underlying philosophic argument ofCharles P.Howland and Richard W.Halein thelr brief presented before the Su-preme Court of the United States to showwhy Prof.Douglas C.Macintosh and MissMarie Averll Bland,pacifists,should notbe required to swear to bear arms for theUnited States in their oath of citizenship,was that such an oath was against moral-ity,and therefore against good citizenship.  \n“The theory of an authorization by thecitizen”,they said,\"of all possible futureacts of the G","cbCaikdsgKeVFxsQ","https://ap.wps.com/l/cbCaikdsgKeVFxsQ","pdf",4801678,16,"English","# Dunces to Geniuses\n# Convictions Unbound\n# Significant Sentiments","[{\"question\":\"What viewpoint does “Dunces to Geniuses” argue against?\",\"answer\":\"It argues against modern educational methods that assign better instruction and advanced studies to quick children while steering slow children toward manual labor, calling this approach folly.\"},{\"question\":\"How does the article support its argument?\",\"answer\":\"It cites a series of statements attributed to famous people, highlighting that even prominent figures were described as poor performers or challenged in school.\"},{\"question\":\"What larger themes are raised alongside the education critique?\",\"answer\":\"It links education and performance with moral character and citizenship, emphasizing how convictions and conscience relate to lawful conduct and public duty.\"}]","Dunces to Geniuses | PDF",1790595843,25]