The Reconstructed School | Page 9

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 supply stations along the way. If we style one of these stations arithmetic, it will be evident, at once, that this station is a subsidiary element in the enterprise and not the goal, for that is the flag at the top. These supply stations are useful in helping the youth to reach his goal. We may conceive