The Reconstructed School   By: Francis B. (Francis Bail) Pearson (1853-)

THE RECONSTRUCTED SCHOOL

by

FRANCIS B. PEARSON

Superintendent of Public Instruction for Ohio

Author of The Evolution of the Teacher , The High School Problem , Reveries Of A Schoolmaster , and The Vitalized School

World Book Company

1921

PREFACE

In our school processes there are many constants which have general recognition as such by thoughtful people. On the other hand, there are many variables which should be subjected to close scrutiny to the end that they may be made to yield forth the largest possible returns upon the investment of time and effort. These phases of school procedure constitute the real problem in the work of reconstruction, and the following pages represent an effort to point the way toward larger and better results in the realm of these variables. In general, the aims and purposes of the worker determine the quality of the work done. If, therefore, this volume succeeds in stimulating teachers to elevate the goals of their endeavors, it will have accomplished its purpose. F.B.P.

CONTENTS

CHAPTER

I. A PRELIMINARY SURVEY OF THE TASK BEFORE THE SCHOOL II. THE PAST AS RELATED TO THE PRESENT III. THE FUTURE AS RELATED TO THE PRESENT IV. INTEGRITY V. APPRECIATION VI. ASPIRATION VII. INITIATIVE VIII. IMAGINATION IX. REVERENCE X. SENSE OF RESPONSIBILITY XI. LOYALTY XII. DEMOCRACY XIII. SERENITY XIV. LIFE INDEX

THE RECONSTRUCTED SCHOOL

CHAPTER ONE

A PRELIMINARY SURVEY OF THE TASK BEFORE THE SCHOOL

When people come to think alike, they tend to act alike; unison in thinking begets unison in action. It is often said that the man and wife who have spent years together have grown to resemble each other; but the resemblance is probably in actions rather than in looks; the fact is that they have had common goals of thinking throughout the many years they have lived together and so have come to act in unison. The wise teacher often adjusts difficult situations in her school by inducing the pupils to think toward a common goal. In their zeal for a common enterprise the children forget their differences and attain unison in action as the result of their unison in thinking. The school superintendent knows full well that if he can bring teachers, pupils, and parents to think toward a common goal, he will soon have unity of action. When people catch step mentally, they do the same physically, and as they move forward along the paths of their common thinking, their ways converge until, in time, they find themselves walking side by side in amiable and agreeable converse.

In the larger world outside the school, community enterprises help to generate unity of thinking and consequent unity of action. The pastor finds it one of his larger tasks to establish a focus for the thinking of his people in order to induce concerted action. If the enterprise is one of charity, the neighbors soon find themselves vying with one another in zeal and good will. In the zest of a common purpose they see one another with new eyes and find delight in working with people whose society they once avoided. They can now do teamwork, because they are all thinking toward the same high and worthy goal; lines of demarcation are obliterated and spirits blend in a common purpose. Unity of action becomes inevitable as soon as thinking becomes unified.