The ability to discriminate carefully is one of the teacher’s most valuable qualities. The discriminating and analytic mind is most indispensable to good teaching. To see things in their proper light, to place a fair estimate upon anything or any situation, to give due credit where it belongs and reserve an opinion as long as doubt remains, are needful qualities of the discriminating mind. Such a mind is broad and liberal. The small details of life will not over influence such a mind. It is able to discern between the trivial, the common-place, and the useful and valuable in every action. Deliberation is a fundamental antecedent of discrimination. The hasty mind jumping at conclusions, before every detail has been examined and weighed, often plunges itself into confusion. The discriminating teacher is able to rid himself of the bondage of annoyances and petty grievances and rise above difficulties, thereby gaining that magnanimity of spirit that leads to achievement and success.
Judgment
The ability to form a quick and impartial judgment and to act upon that judgment is even more important than to discriminate without bias. Perhaps, it is only another way of saying that one should be discriminating. Still, there is this distinction: a quick and clear judgment can only be reached by a discriminating mind. To lose sight of one’s own interests or one’s self is a basis for rare judgment. It is necessary to lay aside all prejudice to be able to discriminate so as to reach a clear and unbiased judgment.
Concentration
Concentration of mind and purpose go hand in hand with discrimination and judgment. The teacher must be able to concentrate his mind upon his work so as to get from it its fullest meaning and thereby make no mistake in the presentation of any subject. To concentrate the mind in every instance means a successful completion of every task undertaken. It goes without question that such qualities in the teacher will make pupils take a delight in the thorough preparation of their work.
Patience
Patience, unfaltering patience, has won the victory for many a teacher. How often has a teacher labored hard to present a lesson, only to return and find no good results from the effort. The teacher may not always be at fault. Some child may have grasped every detail, another under the same instruction, not even the larger facts; but we all know that not all children are equal in the ability to comprehend. The conditions that enable one to learn may not have been so advantageous for another. It is not wise to become disheartened and scowl over the apparent failure of a child. The teacher would fail if the same conditions hindered him. If the teacher, after being sympathetic and taking into consideration the environment of the child, then discovers indifference to studies, the time may have come for firmer methods, but even then patience will go a long way in obtaining results.
The Teacher’s Social Life
Another perplexing matter, hardly avoidable by the teacher, but a factor that usually has a marked effect upon his work, is his social life. Just how far is it safe to enter into the social life of the community? Should a teacher share in the social life of his patrons? Yes. Carefully discriminate how far this social activity may extend without harming a teacher’s influence. A teacher must take interest in the social life of a community, so as to harm no one, not even himself, and improve the community life about him. Into some homes he can not go, but he must not ignore or look down upon such homes. He must show preference to none. Otherwise his visits to certain homes will involve him in endless gossip. Then, above all, it is a safe rule, whenever and wherever he enters social life, to say nothing about his pupils, his school work, or his patrons. Some unthinking person may repeat what he has said, and not intentionally misconstrue his statements, thus causing him trouble and weakening his influence. It is safer and far better to make no remark at all about any individual if one can not say something good.