Scholarship
Without a doubt, a most important requisite of the teacher is good scholarship—a thorough knowledge of the subjects to be taught. His knowledge must be not only thorough, but fresh. He, too, must be a broader student of the subjects he teaches than one who merely knows the text he is using. It is evident that a teacher can not teach more than he knows, and often the keen mind of a pupil leaves the realm of the text-book and legitimately inquires into the depths of knowledge. He may embarrass the unprepared teacher, or the teacher whose knowledge of the subject is no broader than the text. The teacher’s preparation must not be superficial, it must be like a fountain—ever fresh and flowing, connecting that which has been passed over and that which is to come. This is an essential element of successful instruction, but many can not see why it should influence discipline.
The teacher who is a deep and inexhaustible fountain of knowledge wins the confidence of his pupils, and whatever increases confidence decreases the necessity of imposed discipline and control, and it is true that whatever decreases the confidence of the pupils in the teacher increases the necessity for outer control. Confidence in the ability and preparation of the teacher is the basis of ready obedience. It is the element that begets a prompt and cheerful yielding of the pupil’s will to the will of the teacher.
The teacher should never cease to be a student. Though he thinks himself thoroughly educated, he should always go over the material which he intends to teach; to this, he should add a wide range of reading outside of the lesson proper, but bearing upon the lesson. In this way he will be able to give to his pupils more than is found in the lesson. The teacher who unceasingly pursues such tactics in the preparation of his work will arouse interest in his classes and interest will secure attention which in turn will produce diligence in study. It is a self-evident principle, that interest on the part of the teacher will produce interest on the part of the pupil and interest will promote application and progress. Many a teacher who has been otherwise weak in the ability to discipline properly, has easily controlled large classes by the interest he has manifested in his work, because he was accurate and full in his instruction.
As a Student of Nature
Aside from the teacher’s thorough preparation and knowledge of the subjects he teaches, he must be well versed in other matters. No teacher can fulfill the measure of his calling, unless he is a lover and student of Nature. This may be difficult for the teacher within the confines of a large city. However, no city is so large, that all phenomena of Nature are shut out and whatever means are at hand, should be used and thoroughly understood. Some tiny park, or well kept front yard, even a stray bird, a sparrow, the rain, the clouds, and the snow flakes are Nature’s property, and where is the teacher who should be unlearned in any of these subjects? For the teacher whose happy lot it is to teach in the rural districts or villages, it would be a shame indeed, if he did not know the every pulse beat of Nature. Could there really be a teacher who could not control a large band of boys and girls, if he were always ready to expound the secrets of the forest, of the seasons, of the air, and put life and breath into all the vast out-of-doors and her varied phenomena?
It is almost a necessity that every teacher should have studied psychology in his preparation for teaching; still the author has been in states where there are no laws concerning this requirement for teachers; there are scores of teachers who have not even read one text in psychology.
Many have been the definitions given of psychology, but in the end they do not differ seriously. Since psychology is the interpretation of human nature, the admission must be made that every teacher should have a clear knowledge of the subject. Psychology will not produce a teacher, it is true, but teachers are compelled to study and to know human nature and the laws governing it, so that common sense methods may be developed. The study of psychology is usually involved in all discussion of methods. The teaching process involves the mind of the child and it is reasonable to demand that the teacher should know the main outlines of modern psychology.
Without further argument, it is apparent that a clear and comprehensive knowledge of psychology is necessary for the teacher. Not alone should the teacher have an understanding knowledge of psychology, but he should read some good texts on psychology and its allied branches every year.