Story by Lillian Syren, Culture Columnist
Disclaimer, this is simply a mock thesis in the style of Thomas Aquinas in honor of his feast day and his patronage of the school
Objection 1: It would seem that a four-day school week would decrease productivity. A reduced amount of school days means less time spent in the classroom. This would lead to less work and less studying, resulting in a less productive week. Therefore, Aquinas should not implement a four-day school week.
Objection 2: Five-day school weeks produce better information than four-day ones because the information is spread out more diffusely. Better information retention means a more productive school week and eventually, semester. Therefore, Aquinas should not implement a four-day school week.
Objection 3: Five-day school weeks provide a consistent, well-rounded schedule for students and work week for teachers. Having a consistent schedule results in consistent work with good results, something a decreased, four-day school week could not do. Therefore, Aquinas should not implement a four-day school week.
On the contrary, the philosopher Plato states: “Better a little which is well done than a great deal imperfectly.”
While the week is shorter, it means that there is more time for a strong flow of productivity in class with the bigger time allocation. The teacher is not suddenly cut short, and students aren’t interrupted in the middle of their stream of thought, rushed to their next class to start the whole process over again. With a four-day school week, classes can be properly enjoyed, and students can gain substantial knowledge from them. Cramming as much knowledge as possible into five days makes no sense, and produces mediocre, quantitative results. Yes, more is technically “done,” but does that count if it is all shoddy work? Why not invest teachers’ and students’ time and effort into a schedule where solid progress will result? More time for students to study and teachers to grade is an obvious bonus.
Additionally, it saves energy costs by not having to power all the classrooms for an extra day and saves commuter students’ gas for the drive to school.
Reply to Objection 1: While less time is spent in the classroom, it would be the same amount of time as a TTH schedule, 200 minutes, but on MW as well. If the school has no problem to limiting TTH classes to that time, then it is only fair to let MW classes have that too.
Reply to Objection 2: If a four-day workweek improves mental health, it gives the students a better relationship with their work, thus putting perfection in their jobs, as Aristotle says, “Pleasure in the job puts perfection in the work”. If they hate school because of their schedule, they will have poor information retention resulting in bad grades.
Reply to Objection 3: Four-day school weeks give students better resting and studying time, crucial for getting grades up while also reducing stress which inhibits productivity. It also gives teachers more time to grade papers and shows better attendance rates. Socrates tells us “Beware the barrenness of a busy life.” What good does a “consistent work schedule” do if its only merits are another day in the hamster wheel?
Even Christ reminds us: “Consider the lilies of the field: neither do they toil nor do they spin,” but they are provided for in their rest and tranquility.
The Saint 