Iowa County democrat. [volume] (Mineral Point, Wis.) 1877-1938, 1900-04-12
TALKS ON SCHOOL AFFAIRS.
Two Essential Qualifications of the
Teacher.
ALVIN CARLSEN, JUNIOR CLASS
[Platteville Normal School

ItdCutI.
ALVIN CARLSEN, JUNIOR CLASS
[Plattevile Normal SCHOOL,
Among the qualifications of a teach
err, these two, namely: abundant
scholarship, and professional insight
are essential. Every teacher needs a
scholarship qualification beyond the
direct needs of instructions: that is,
every teacher should know more about
a subject than he expects to teach.
Let it be understood, however, that
not the number of facts known, but
the way in which these are related, de-
termines their value for teaching pur-
poses. An idea adds to its value by
striking roots into other ideas, in this
way each giving strength and clear
ness to every other. 1t is by knowing
things in this masterful way-in their
RELATIONSHIP we can lead pupils to
view subjects from different points.
A few leading facts known in this way
will build up mind much more than
very many detached facts can posi-
bly, do. Indeed. it may be said that a
solitary fact or idea is worthless.
Generally the value of any item
among our mental possessions is in
proportion to the number of connec-
tions it sets up in the mind. And thus
it is that some ideas become rich in
content while others remain poverty
stricken. In teaching the facts of des
criptive geography, for instance, a
knowledge of social conditions, ply
sicaI geography, history, botany, and
geology may be used to enrich what
otherwise would be embarrassing be-
cause unrelated.
While abundant scholarship guar
antees sufficient material, it does not
insure ability to impart a walking
encyclopedia often fails in teaching.
Most teachers need to cultivate pro-
fcssional insight by studying the child
to be trained. Some seem to have
this insight by nature, but the great
ma jority must acquire it by patient
long continued study. Now the laws
by which childhood advances to man
hood and womanhood are fairly well
understood and must be counted with
in the management of the child. The
teacher who is unfamiliar with these
laws will not rise to the demands of
the profession. Teachers ought to
make themselves familiar with what
ever of science there is in their call
ing, and apply its principles in prac-
tcc. Success as teachers will be very
largely measured by the efforts to UNI
dcrstand, in II rational way, the de-
tails of school work.
Briefly, then, the teacher who is
content with knowing only what he
must teach, lives n hand-to-mouth eX-
istcnce which is no less precarious in
mental affairs than in financial. Bus
mess security and standing demand
II fair margin over the capital active
ly employed; SO professional standing
demands some margin over immediate
needs. The larger that margin, the
more confident will the teacher be in
his own ability, and the more conf
dcnce will others manifest toward
him.
But capital, however large, without
business sense or insight, will lead
eventually to embarrassment, If not
to bankruptcy; SO knowledge, without
ability to employ the same for the
purposes of education, must result in
disaster, if not to the teacher, certain
ly to the pupil. Hence every teacher
should strive for abundant and rich
scholarship, and a clear insight into
the nature and needs of the child
mind.