For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears.
—II Tim. 4:3
6405 For Trainers Of People
The Research Institute of America lists these requirements for those who train others: (1) Desire to teach (2) Knowledge of the subject (3) Ability to communicate (4) Patience (5) Sense of humor (6) Time to do a thorough job.
—Donald Kirkpatrick
6406 If Only 100 Bad Teachers
The importance of competence on the part of each teacher is emphasized by the fact that the average elementary teacher who retires this year will probably have taught approximately 1000 American citizens, and the average high school teacher about 5000 persons. Let us examine the educational ill effects of only 100 ineffectual high school teachers who retire. Fifty thousand American citizens would not have received adequate instruction in the high schools.
—William Alexander
6407 “Best Liked” Out First
The great teacher is rarely popular. He is interested in something more important than winning the affections of an unending anonymous procession of young people … I have long maintained that any college can raise its standards simply by firing annually whichever professor is voted “Best Liked” by the graduating class.
—Clifton Fadiman
6408 “If He Gets Things Done”
If he gets things done, he’s a dictator;
If he asks others for advice, he lacks competence.
If he has fun, he’s doing it for show;
If he does not, he’s not easy to work with.
If he sticks to fundamentals, he’s antique
If he engages in experimentation, he’s too progessive.
If he insists on order and discipline, he’s too firm.
If the pupils run wild, he’s much too easy.
If he sells popcorn and candy, he’s on the toboggan;
If he doesn’t, he’s a poor business man.
If he has a sense of humor, he’s not intellectual.
If he doesn’t have, he’s a prig.
If he’s efficient in community relations, he’s a politician;
If he isn’t, he’s a square from Delaware.
If he always agrees or keeps still, he’s a rubber stamp;
If he has strong convictions, he’s too blunt.
—Selected
6409 Changing Their Jobs
Two college presidents were comparing experiences. “When I retire,” declared one, “I would like to be superintendent of an orphan asylum. Then I wouldn’t get letters from parents.”
“That’s not a bad ambition,” replied the other, “but when I retire I want to be a warden of a penitentiary—the alumni never willingly come back to visit.”
—Wisconsin Journal of Education
6410 Principal’s Complaint
“Nobody likes me at school,” said the son. “The teachers don’t, and the kids don’t. The superintendent wants to transfer me, the bus driver hates me, and the custodians have it in for me. I don’t want to go.”
“You have to go,” insisted the mother. “You’re healthy. You have a lot to learn. You’ve got something to offer others. You are a leader. Besides, you are 49 years old. You’re the principal, and you have to go to school.”
—Atlanta Constitution
6411 Hendrick’s “Learning” Professor
Dr. Howard Hendricks tells of a professor who made an impact on his life. He passed his home many times, early in the morning and late at night, and often saw him pouring over his books. One day, Hendricks asked him, “Doctor, I’d like to know, what is it that keeps you studying? You never cease to learn.”
His answer: “Son, I would rather have my students drink from a running stream than from a stagnant pool.”
—Christian Teacher
6412 Arnold Was Restless Teacher
Someone asked Dr. Arnold, headmaster of Rugby, why he continued to study for his pupils, “as though he should not have enough to give them.” “It is not,” was his reply, “because I fear I should not have enough to give them, but because I prefer that they should be supplied from a running stream rather than from a stagnant pool.”
6413 Teacher Who Pointed Outward
Years ago, there lived in Switzerland a great schoolmaster whose name was Pestalozzi. He was held in highest esteem and greatly loved, especially by the children who came under his character-molding influence.
At his death, it was generally felt that a monument, commemorative of his life of selfless service, should be erected, though the schoolmaster had erected an enduring memorial in the hearts of others.
The monument was erected. The day for its unveiling came. The sculptor had succeeded so well in reproducing the likeness of the schoolmaster that all looked upon the statue with hushed reverence and admiration. The teacher was shown looking down upon the kneeling form of a little child whose uplifted gaze focused upon the face of the teacher.
Though the statue was a wonderful work of art, the schoolmaster’s most intimate friends felt that the sculptor had failed to represent the dominant desire of the pedagogue—not to have those he taught look with wonderment upon him, but upward to the challenging heights of goals as yet unattained, and to God.
So a change was made. At the second unveiling all were pleased to see a kneeling child, looking, not at the face of the teacher, but to the beckoning beyond.
6414 Lesson From “Frog” Book
Robert Frost’s first assignment to a class of teachers was to read “The Celebrated Jumping Frog of Calaveras Country,” Mark Twain’s story of the frog that failed in a jumping contest because he had been pumped full of quail shot. When the class next assembled they were mystified; they didn’t understand what this story had to do with a course in education.
Frost explained that the story was about teachers. “There are two kinds of teachers: the kind that fill you with so much quail shot that you can’t move, and the kind that just give you a little prod behind and you jump to the skies.”
—Agnet Scott Newsletter
6415 Aim For Would-Be Heads
A sense of intellectual excitement reigned in Morris R. Cohen’s classes at the University of Chicago. Professors, students and sometimes alumni turned out to see him perform. A friend remonstrated with him after one of his public lectures: “That was brilliant, but aren’t you afraid it was over their heads?”
“I aim it,” replied the professor, “where their heads ought to be.”
6416 Hellen Keller’s Teacher
One of the great wonders of the present day has been the marvelous manner in which Helen Keller, the blind-deaf girl, has been rendered able to take her place in classes in Radcliffe College at Harvard University and to win a distinguished place for scholarship. This had been possible only through the faithful ministrations of her teacher, Miss Sullivan. The latter found her as a little girl utterly unable to comprehend the life about her and only able to make the crudest communications by signs to her family.
The teacher by patient persistence, using all sorts of objects, with infinite pains, taught the little girl the sign language by touch and when once communication with the outside world was thus established, education proceeded.
—Howard Wayne Smith
6417 Fun With His Mind
I was talking with Prof. Basil L. Gildersleeve of Johns Hopkins University, the greatest Greek scholar our country has produced. He was an old man, and he had been honored everywhere. I asked him what compliment received in his long life had pleased him most. He thought a moment, then said, “I believe it was when one of my students said, “Professor, you have so much fun with your own mind.””
—Saturday Evening Post
6418 No Superior In His Class
Cuvier, the naturalist, was, in his favourite pursuit, very democratic in his tastes. He treated all men as his equals, and would not allow others to treat him as a superior. One day, while discussing a question in anatomy, a student interjected in his conversations, “Monsieur le baron.” “There is no baron here,” replied Cuvier. “There are two students here seeking Truth, and bowing down only to her.”
6419 He Discovered Faraday
Sir Humphry Davy was a distinguished chemist of the nineteenth century. When asked late in life what he considered to be his greatest discovery, he replied, “Michael Faraday.”
Davy had found Faraday, the ignorant son of a blacksmith, taking notes at his lectures and longing to study science. As Davy began to teach young Faraday, he found a brilliant mind that promised to eclipse even his own achievements. He knew that no one discovery of his could possibly compare with the many discoveries Faraday would make.
—Stanley C. Baldwin
6420 Teacher As Supreme
The celebrated Dr. Busby kept on his hat when visited by King Charles II, and apologized for his apparent want of respect by saying that he should never be able to keep his scholars in subjection if they thought that there was a greater man in the world than himself.
—Precy
6421 Teachers Can’t Be Everything
Thomas Henry Huxley, the great biologist, was giving a lecture, and at the close asked his hearers whether he had succeeded in making himself clear.
One person stood up and said, “Yes, sir, except one part during which you stood between me and the blackboard.”
“Really?” replied Huxley. “Well, I did my best to make myself clear but evidently could not make myself transparent.”
6422 Only Aristotle Was Left
One day when Plato looked up from his desk in the Academy, after reading and explaining one of his great dialogues, he found but one student left in the classroom; but that student was Aristotle.
—J. H. Bomberger
6423 What Kind Of Doctor?
The wife of the famous physicist, Robert A. Millikan, was once passing through the hall of her home just in time to hear the maid answer the telephone.
“Yes,” she said, “this is Dr. Millikan’s residence, but he’s not the kind of doctor who does anybody any good.”
6424 Once A Week For Courting
An 1872 list of rules for teachers, posted by a New York City principal, included: Each teacher will bring a bucket of water and scuttle of coal for the day’s sessions. Men teachers may take one evening each week for courting purposes, or two evenings a week if they go to church regularly. After ten hours in school, the teachers should spend the remaining time reading the Bible or other good books. Any teacher who smokes, uses liquor in any form, frequents pool or public halls, or gets shaved in a barbershop will give good reason to suspect his worth, intentions, integrity and honesty.
—Esso Manhattan
6425 Working For Teacher?
Little Eldon, fretting at the teacher’s assignment, asked skeptically, “Do you get paid for teaching us?”
The teacher smiled. “Yes.”
Puzzled, the boy exclaimed, “That’s funny! We do all the work!”
6426 Epigram On Teachers
• Modern Street Sign: “School Zone, Drive Carefully—Acute Shortage of teachers.”
—Jack Herbert
See also: Books ; Education ; Students ; Dan. 12:4.