The teacher to be at his best must be somewhat of a naturalist. Upon his fund of interesting stories about the animals and plants that the children all know, will depend very largely the appeal of the work to the pupil. Something of the spirit that distinguished John Muir as the great naturalist is an inestimable asset to the teacher. If it is not among his natal blessings, he need not be completely discouraged for it can be acquired to some degree at least. Besides the advantage just mentioned, the fauna and flora must be sufficiently well known so that choice is possible for laboratory experiment and illustrative purposes.
In order to present any subject well, its historical aspect enters into consideration. The influence of individuals, of governments, of religion, and of the social ideals have all had their share in determining the present status of the subject. Science as it now is, is the result of growth, it has undergone evolution, and is at present evolving. This will be thoroughly understood by the teacher of science, and this understanding will determine in part the method of presentation. In the history of the development of science there are many men well worthy of hero worship. It is hard to find more inspirational characters than those of Pasteur, and Lazear; men who devoted (in latter instance, sacrificed life) their lives to service for humanity. In the life and work of Charles Darwin we find a splendid example of painstaking search for the truth. The records of the rocks, (Paleontology, the nature-written history of biology) will often come to the rescue of the teacher in clearing up the presentation of the difficult problems of evolution. The historic attitude must be "put over" to the pupil too, for he must know his world as the result of the evolutionary process, and as still in the process of evolution.
Even at the risk of adverse criticism I desire to include among the qualifications of a good teacher the spirit of research. This spirit can be acquired by specialization in one of the fields of biological science, followed by some actual research work.
Research in science is fundamental. It has three aims or ends, 1) discovery of facts thus increasing the sum total of knowledge. This is science for science sake. 2) Individual development. And, 3) Social service. These last two aims are most important to the teacher. So, his problem for investigation should have some practical bearing, and should be of his own choosing, not pointedly suggested by the professor in charge as is too often the case. If the research student is given a problem which is some minor part of a larger problem being investigated by his professor it will preclude the very thing the prospective teacher needs, namely practice in recognizing, analyzing, and solving a problem in its entirety and solely on his own resources. Being a mere helper is probably not the best way to secure such ability. Investigation may be broadening and developing to the individual or it may prove to be quite the reverse, but that lies within the control of the individual. Research for the teacher must emphasize equally actual additions to knowledge and personal attitude. It must not be an end in itself but a means to an end. The attitude of the investigator is essential to the understanding of children for the child is first of all an investigator. His questions, "what? why? how? when?" prove this beyond doubt. What is this but a search for truth, causal factors, and interrelations? Education uses this wholesome curiosity as a foundation principle, so the teacher must exhibit a sympathetic understanding of this universal attribute of children. No better summary of a discussion of the values of research can be found for our purposes than that by G. W. A. Luckey. It follows.
"In order that teaching may be intelligent and in harmony with the laws of nature there must be a deeper and clearer knowledge of human growth and development. The teacher must know the nature of the individual to be taught and the ends to be reached in proper nurture. This can not be gained through the study of books alone, but may come through properly directed research in the workshop of life."
One of the aims of present day education is "to develop a man, the best man possible under the conditions; to assist nature through nurture; to enable the individual to find himself and to evolve naturally and rapidly to the highest levels and even to rise above them. According to this conception ... the initiative must come from within. The aim of the teacher should be to develop a self-sustaining, self-directing, altruistic individual keenly alive to the interests of humanity. Such an ideal is progressive, scientific, and fits one through studies of yesterday and today to live the best and truest life tomorrow. To see and appreciate this ideal, research is necessary."
The last requirement to be considered in this discussion, is a good foundation in Physics and Chemistry. Biological science is not entirely separable from physical science, for a majority of life phenomena, in final analysis can be explained only in terms of physical science. Physiology has for its very foundation Physics and Chemistry. Among the newest of the sciences is Biochemistry, the chemistry of life; and within its limits are some of the most promising fields of research. No argument is necessary, a knowledge of physical science is indispensable in the interpretation of life phenomena, and the understanding of biological processes.
PREPARATION in METHODS
Method is more closely associated with personality and with native ability than is subject matter. So much more must preparation in this field be general in nature. It must mainly concern the general principles of the scientific method. Specific problems and minor details will have to be worked out in actual practice. The final method found most satisfactory by any teacher, will be to some extent unique, but will be largely determined by three factors; the aptitudes of the teacher, himself, the group that he is teaching, and lastly, the consideration of the individual pupil. Ability to adapt ones procedure so as to most nearly meet these requirements, will come about only through experience. Ability to profit by experience, the human attribute which makes possible the progress of civilization, is a no less valuable asset to a teacher than to any other member of society.