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 of many of these stations, such as algebra, or history, or Greek,
or Chinese. Whatever their names, they are all but means to an end and
when that end has been attained the youth can afford to forget them, in
large part, save only in gratitude for their help in enabling him to win
the goal of thoroughness.
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