The Reconstructed School | Page 9

Francis B. Pearson
wise counsel that would
cause the qualities of self-control and reverence to spring into being
full-grown even as Minerva from the head of Jove.
But their beatific visions would dissolve upon hearing the
superintendent name certain teachers to act as a committee to determine

and report upon the studies that would best serve the purpose of
generating reverence, and another committee to select the studies that
would most effectively stimulate and develop self-control, and so on
through the list. It is here that we find the crux of the whole matter.
Here the program collides with tradition and with stereotyped habits of
thinking. Many superintendents and teachers will contend that such a
problem is impossible of solution because no one has ever essayed such
a task. No one, they argue, has ever determined what subjects will
effectually generate the specific qualities self-control or reverence, no
one has ever discovered what school studies will function in given
spiritual qualities. According to their course of reasoning nothing is
possible that has not already been done. However, there are some
progressive, dynamic superintendents and teachers who will welcome
the opportunity to test their resourcefulness in seeking the solution of a
problem that is both new and big. To these dynamic ones we must look
for results and when this solution is evolved, the work of reconstruction
will move on apace.
Reverting, for the moment, to the subject of thoroughness: it must be
clear that this quality is worthy a place in the course of study because it
is worthy the best efforts of the pupil. Furthermore, it is worthy the best
efforts of the pupil because it is an important element of civilization.
These statements all need reiteration and emphasis to the end that they
may become thoroughly enmeshed in the social consciousness. If we
can cause people to think toward thoroughness rather than toward
arithmetic or other school studies, we shall win the feeling that we are
making progress. Thoroughness must be distinguished, of course, from
a smattering knowledge of details that have no value. In the right sense
thoroughness must be interpreted as the habit of mastery. We may well
indulge the hope that the time will come when parents will invoke the
aid of the schools to assist their children in acquiring this habit of
mastery. When that time comes the schools will be working toward
larger and higher objectives and education will have become a spiritual
process in reality.
It will be readily conceded that the habit of mastery is a desirable
quality in every vocation and in every avocation. It is a very real asset

on the farm, in the factory, in legislative halls, in the offices of lawyer
and physician, in the study, in the shop, and in the home. When
mastery becomes habitual with people in all these activities society will
thrill with the pulsations of new life and civilization will rise to a
higher level. But how may the child acquire this habit of mastery? On
what meat shall this our pupil feed that he may become master of
himself, master of all his powers, and master of every situation in
which he finds himself? How shall he win that mastery that will enable
him to interpret every obstacle as a new challenge to his powers, and to
translate temporary defeat into ultimate victory? How may he enter into
such complete sense of mastery that he will not quail in the presence of
difficulties, that he will never display the white flag or the white feather,
that he will ever show forth the spirit of Henley's _Invictus_, and that
nothing short of death may avail to absolve him from his obligations to
his high standards?
These questions are referred, with all proper respect, to the
superintendent, the principal, and the teachers, whose province it is to
vouchsafe satisfactory answers. If they tell us that arithmetic will be of
assistance in the way of inculcating this habit of mastery, then we shall
hail arithmetic with joyous acclaim and accord it a place of honor in the
school regime,--but only as an auxiliary, only as a means to the great
end of mastery. If they assure us that science will be equally
serviceable in our enterprise of developing mastery, then we shall give
to science an equally hearty welcome. However, we shall emphasize
the right to stipulate that, in the course of study, the capitals shall be
reserved for the big objective thoroughness, of the habit of mastery, and
that the means be given in small letters and as sub-heads.
We may indulge in the conceit that a flag floats at the summit of a lofty
and more or less rugged elevation. The youth who essays the task of
reaching that flag will need to reinforce his strength at
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