The weekly times-record. (Valley City, N.D.) 1912-1922, 1913-01-23
SCHOLARSHIP.

Of "scholar?" The general opinion is
that a scholar is a pupil or learner.
In 9 sense this is correct, but strictly
speaking this is not necessarily true.
Emerson tells US scholar is man
thinking. From this view point, a
true scholar is always pupil, for edu-
cation continues through life, but pu-
pills are not all scholars.
Keeping this thought in mind it be-
comes necessary to discard out old
ideas that scholarship means only
literary culture" or knowledge Of
books" and accept the new concep-
ton offered us by leading educators,
expressed thus by VIM. e. Chancellor:
1T implies this learning, but also
working efficiency and disciplined
morality; for despite much loose
thinking and much careless talking,
we know that unless the learned man
| is Industrious and moral, he will not
long pass for genuine scholar in the
world of learned but nevertheless
critical man."
Ask the average person what the
aim of our schools ought to be and
the answer received will probably be,
ITO make good citizens" ITO gain
knowledge" ITO Develop character"
or ito prepare for life." Let US see
if the aim ITO train pupils to become
scholars" does not include all of these.
Chas. E. Eliot, ex-president of Har-
ward, in his book Education for Ef-
fciency," states that "The important
things to accomplish thru education
in youth are the initiation of mental
processes and the establishment of
good mental habits with incidental
acquisition of knowledge. Training
for power of work and service should
be the prime object of education
throughout life, no matter in what line
the trained powers of the individual
may be applied" What are these
mental processes and habits which
must be developed in the child to
make the adult successful in every re-
spect? Observe an individual who
has been successful and notice the fol-
lowing cteristics-mental alert
ness, close attention ito the thing in
hand, power Of concentration, mem
ory, ability to reason, accuracy, no
waste of energy, self-control and will
power.
These are those mental qualities
which the present day school is seek
ing to produce in the pupil. Follow
closely a recitation class in any up-to-
date school. Observe the drill on
work previously covered. Notice the
inductive questions which leap up to
anew thought. Hear the questions
from the pupil and the discussion
which lead to a clearer understanding
of the subject in hand. Listen to the
definite assignment made along the
same line Of thought as that followed
in the discussion, and stated but once.
Watch, during the study period which
follows, when each pupil depends up
on himself to complete his task, with
the thought in mind, instilled by re-
peated and varied reminders from
those in authority, that this particular
ipiece of work must be completed, and
that accurately and neatly. Follow
lsuch a recitation and study period
through, not once, but four or five
times day and five times each week
for an entire school year, and you can
not but conclude that whether all the
subject matter be remembered or not
that mental powers are being devel
oped which are most essential to the
person who takes his place in doing
his share of the worlds work, this
place being determined almost en-
tirely by the strength Of these men
tai activities.
What does this show about the
basic aim of the school? Simply this
that every effort is being made to lead
the child to become scholar, one
who is not satisfied to delegate the
power of thought to another, but who
attacks new problems for himself
What man, no matter in what occupa
tion, would not be vastly better of
himself and of more consequence to
the community, if the power to think
clearly, logically, and independently
had been more fully developed in his
youth?
All this is for the working efficiency
of the scholar that is to be. Is there
anything being done to increase the
disciplined morality? In other words
is there anything in the school life
that makes for a strong will, for feel
ing of responsibility, for self-control
in short, for everything that will pro-
duce splendid character? The very
footc that cohno1 work follows a Ger.