For this class of teacher also I must ask for sufficient maintenance in consideration of their competence and faithful work. For it is a great discouragement to an able man to take diligent pains when he finds his whole day’s work insufficient to furnish him with the necessary provision. Experience hath taught me that where the master’s salary is made to rise and fall with the numbers of his pupils, he will exert himself most, and the children will profit most, provided he have no more than he can manage himself without hazarding his own credit and the pupils’ welfare by trusting to independent assistants. The proper use of assistants is not as we now see it in schools, where ushers are their own masters, but to help the headmaster in the easier part of his duties. If the master’s salary is fixed by agreement at a definite sum, then he should not be given too large numbers to deal with, nor should he be obliged to eke out his income in other ways outside his profession. It is unreasonable to demand a man’s whole time, and yet make such scant payment that he has to look elsewhere, outside the school, to add to it. Among many causes that make our schools inefficient, I know none so serious as the weakness of the profession owing to the bareness of the reward. The good that cometh by schools is infinite; the qualities required in the teacher are many and great; the charges which his friends have been at in his bringing up are heavy; yet he has but little to hope for in the way of preferment. Our calling creeps low, and has pain for a companion, always thrust to the wall, though always formally admitted to be worthy. Our comfort must be in the general conclusion that those are good things which want no praising, though they go a-cold for lack of cherishing.
But ye will perhaps say—what shall this man be able to perform whom you are so anxious to have suitably maintained, and to whose charge the youth of our country is to be committed? Surely that charge is great, and if he is to discharge it well, he must be well qualified for it, and ought to be very well requited for doing it so well. Besides his manner and behaviour, which must be beyond cavil, and his skill in exercising the body, he must be able to teach the three learned tongues, Latin, Greek, and Hebrew, if these are required. And in these a mediocrity of knowledge is not enough, for he who means to plant even a little well, must himself far exceed mediocrity. He must be able to understand his author, to correct misprints, the mistakes of unskilful dictionaries, and the foolish comments of superficial writers on the matter he is teaching, and he must be so well furnished before he begins to teach that he can express himself readily, and not have to be learning as he goes along, distracting his scholars by his hesitations. Time and experience will do much to polish the manner of teaching, but there must be knowledge of the matter from the first. He must be acquainted with all the best grammars, so that he can always add notes by the way, though not of course to the burdening of the children’s memory. Besides these and other points of learning, he must have determination to take pains, perseverance to continue in his work without shrinking, discretion to judge of circumstances, cheerfulness to delight in the success of his labour, sympathy to encourage a promising youth, hopefulness to think every child an Alexander, and courteous lowliness in his opinion of himself. For even the smallest thing in learning will be well done only by him who knows most, and by reason of his store of knowledge is able to perform his task with pleasure and ease. These qualities deserve much, and are not often found in our schools, because the rewards of labour are so insufficient, but they would soon be had if the maintenance were adequate.
The Training of Teachers.
If the rewards of the teaching profession were sufficient to attract good students, the way to make them well fitted to deserve these rewards would be to arrange for their being trained at the Universities. I touch upon this matter with some hesitation, for it would involve some changes that might not be easily compassed, but if the very name of change is to be avoided, no improvements could ever take place, and though my proposals may raise objections at first, I believe that the more they are considered the more they will commend themselves, as well to the University authorities as to all others concerned. By the means I am about to suggest, not only schoolmasters, but all other members of the learned professions, would be better fitted on leaving the University to perform what is expected of them in the service of the commonwealth. I would have it understood that I have no great fault to find with the present constitution of the Universities, but granting that things are well done there already, there is no discourtesy in wishing that they might be managed a good deal better.
University Reform.
My idea rests on four points;
1st. What if the Colleges were divided into faculties according to the professions for which they prepare?
2nd. What if students of similar age, who were studying for the same profession, were all bestowed in one house?
3d. What if the College livings were made more valuable by combination, and the Colleges strengthened by being lessened in number?