ol to learn arithmetic and spelling and
grammar. The goal to be attained is far higher and better than either of
these or all combined. The study of arithmetic may prove a highly
profitable means, never the end to be gained. This statement will be
boldly challenged by the traditional teacher, but it is so strongly
intrenched in logic and sound pedagogy that it is impregnable. The goal
might, possibly, be reached without the aid of arithmetic, but, if a
knowledge of this subject will facilitate the process, then, of course, it
becomes of value and should be used. Let us assume, for the moment, that
the teacher decides to set up thoroughness as one of the large objectives
of her teaching. While she may be able to reach this goal sooner by means
of arithmetic, no one will contend that arithmetic is indispensable. Nor,
indeed, will any one contend that arithmetic is comparable to thoroughness
as a goal to be attained. If the teacher's constant aim is thoroughness,
she will achieve even better results in the arithmetic and will inculcate
habits in her pupils that serve them in good stead throughout life. For
the quality of thoroughness is desirable in every activity of life, and we
do well to emphasize every study and every activity of the school that
helps in the development of this quality.

If the superintendent were challenged to adduce a satisfactory reason why
he has not written thoroughness into his course of study he might be hard
put to it to justify the omission. He hopes, of course, that the quality
of thoroughness will issue somehow from the study of arithmetic and
science, but he lacks the courage, apparently, to proclaim this hope in
print. He says that education is a spiritual process, while his course of
study proves that he is striving to produce mental acrobats, relegating
the spiritual qualities to the rank of by-products. His course of study
shows conclusively that he thinks that knowledge is power. Once
disillusion him on this point and his course of study will cease to be to
him the sacrosanct affair it has always appeared and he will no longer
look upon it as a sort of sacrilege to inject into this course of study
some elements that seem to violate the sanctities of tradition.

Advancing another brief step, we may try to imagine the superintendent's
suggesting to the teachers at the opening of the school year that they
devote the year to inculcating in their pupils the qualities of
thoroughness, self-c