The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1910-05-12
THE TEACHERS ATTITUDE.
The Difference Between Those Who
Love and Those Who Hate Their
Task-An AItruistic Occupation.
To the Editor of the Journal:


ly the teacher, though sometimes the
teacher works under such superim-
posed disadvantages that his import
ance in the school is minimized. In
general, however, the teacher makes
the decisive contribution to the sue
cess, or failure of school.
The complaint of many teachers has
become familiar. 1--WE hate our work."
hey say.
Why do teachers hate their work?
There are different reasons in differ
mt cases. To mention but a few of
he more common reasons, there are
disgruntled and disguised teachers
because they-the complainants-ar
poorly paid; or because they have tir-
ed of dull routine; or because they
have found the public unsympathetic;
or because they are not equal to their
tasks; or because they are ashamed
of their work, or of their fellow work
men. Teachers-some of them are
ashamed of being known to draw
teachers pay; ashamed of being class
ed as teachers because the public
does not everywhere and always laud
marching with the army because some
of the other teachers are unfit for
the road or because they lack jingling
and flashing requirements.
1t does not increase ones admira-
ton in a man to hear him declare
that he hates his work or is ashamed
honorable. No church congregation
would raise its pastors salary because
the pastor fro mhis pulpit proclaimed
his hatred and shame of the ministry.
The ministry has it's trials and trib-
ulations; it's problems dealing with
human nature; it's superimposed diff
ficulties; it's incompetent soldiers and
officers. Yet what minister worthy
the name would be ashamed of his
work or hate it because of it's diff
culties and discomforts? What lawyer
fidence because he hated his work or
was ashamed of it? There are incom-
petent men in every line of work, and
there is exactly the same number OF
grumblers. "'Tis true, It's pity; and
pity It's, tbs true"
Attitude and aptitude are not syn
h,,t haN
ty close relationship. 1t depends q
good deal on a mans attitude to-
ward his work whether he makes g
success of it or not. And if mar
fails to make a success of his work
he is quite likely to hate it. A mar
who hates his work had better leave
it and do something else. He canno
do his best unless he loves and re-
aspects his work; and unless he ha!
that love and respect he is not fl
person, by reason of his attitude, t
low craftsmen or to speak in thei
stead. The teacher who looks down OF
his work, who looks down on his fel
. low teachers, who looks down on hi
pupils, who regards teaching as mer,
donkey-leading for the amusement o
, onlookers-he is not a true teacher
1t is a mans duty to be at his best
and he cannot be at his best unless b.
is true to himself.
Competency as a teacher is a matte
of the teachers attitude toward hi
work, toward his pupils, toward tn
community and toward himself Teach
/, ers have said Teaching is a bluf
game" Efficiency is impossible wher
, such an attitude exists Teachers hav
/ said, 81 am paragon of collegiat
scholarship and therefore most won
derful teacher" The conceited teach
, er is a curse to pupils and the schools
! Teachers have berated their pupil
with such epithets as "Blockheads!
"Fools!" Teachers have regards
their pupils as moral perverts an
have expressed the opinion in tn
school room. Teachers nave publicl
', denounced as ignorant and degener
, ate the communities in which the
earned their bread and butter. Sue
t teachers are not good teachers.
9 The good teacher is born such. TIL
good teacher is not manufacture
t product Training can do much bu
I not all. The broader and deeper tn
: teachers knowledge, and the create
his ability to utilize it, the better TO
him, and for those with whom h
comes in contact. The teacher VIII
truly loves his work is constantly
student, seeking to increase his know
ledge and his power and his skill
q the same as a true lawyer or tru
= minister or a true carpenter is al
{ ways a student. 1t is self-effort tina
e educates, though the effort may be 70
r the good of others. The teacher VIII
loves his work and his pupils-men
y bers of his own family, the great hu
man family-the teacher who is in
terested in his work and in his pu
pills: that teacher has the specific pur
, poses and the motive power that max
possible the highest results in prepa
$ ration and in teaching Election t
t the Phi Beta Kappa society does nc