Diary and Observations of Thomas Alva Edison by Dagobert D. Runes

Author:Dagobert D. Runes
Language: eng
Format: epub
Publisher: Philosophical Library/Open Road
Published: 2022-12-15T00:00:00+00:00

XXIII • EMPLOYMENT AND EDUCATION

Atrophy of perception afflicts America today. The eye sees, but no message goes from it to the brain. Despite unquestioned vision of the fact, there is no sensing of it by the individual before whom it is placed. It is seen physically but not mentally.

I have been asked about the effectiveness of my questionnaire of grading youth, and although much fault has been found with it by those who do not understand it, I would say it is unqualifiedly effective. I always welcome criticism. It helps me think and often shows me where I have been wrong. In this instance it has shown me where I have been absolutely right.

We still hear a good deal about the questionnaires which we request those applying for executive and other high class jobs with us to answer. Some condemn, and a very few applaud. We know now that the plan is right.

The questionnaire idea grew out of my desire for a way other than sheer, bullhead luck of finding good men for the jobs we offer. Competent men in our jobs mean success for us; incompetent men in them would mean failure.

Before I worked out the plan I had to decide on the one quality most important to us. Studying over this, I was forced to the decision that the best of qualifications is a fine memory.

Every intelligent man reads much; words intended to convey information pass before his eyes, even if he does not study as the college student is supposed to study.

But information which merely passes before a man’s eyes does not help him unless, in passing, it is impressed upon his memory and stored there, where he not only can but automatically will get it at a second’s notice when it is required.

I had known this for many years. But I had had a hard time finding the men with such memories, because there had been no means of testing them except by putting them to work. Reflection upon this brought the idea of the questionnaires, and I drew them up believing they would select for me from among the ruck of applicants the possessors of comprehending and retentive minds.

The subject matter of the questions I regarded and still regard as unimportant; they were designed not to test information but the ability to retain it. I knew that every college man—and these examinations were given to none but college men—had been required to learn the answers to every question on the list. The point was: Had his mind preserved and kept available for instant use the facts which had passed into it?

I never before was so shocked and astonished as I was by the results. They proved to me that something is radically wrong in the way we in the United States are training minds.

It is obvious that our schools and colleges are benefiting but a small proportion of those going to them. The experiment makes revelations with regard to American education which are not less

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