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