The Maryville times. (Maryville, Tenn.) 1884-1944, 1916-03-29
The Making
OLA Teacher
by Thomas R. McMurray.,l

any other profession, there are GER
tain factors that predominant and are
so to speak, the backbone of that pro-
fession. Without certain factors it is
an impossibility to make a marked
success in the teaching profession
There are teachers however that have
some of these main factors in a true
teacher, and yet, make a fiasco. l
might state here that person cannot
be transformed into a teacher In
day and might not in a month. 1t
means more than it used to-Just to
be able to make a certificate.
The first factor that we shall take
I'D for discussion is scholarship. 1t is
an evident fact that teacher cannot
teach that which he does not know
himself. We would not think of en-
ploying a man to take charge of a
case in court if he had never read law
nor would we employ a man as a
physician if had not made thorough
preparation. But it seems that a
great many people are perfectly will
ing to entrust their children with
some who claim to be teachers, for
instruction and training. Many a
childs mind has been blunted and be-
come mentally weak because the tea
cher did not know, (D his subject
poor scholarship. (2) had no profess
ional training, and (3) had no know
ledge of children.
Someone has said that scholarship
is thorough and fresh knowledge of
the subjects taught. This definition
as one can readily see, is not broad
enough, for efficient scholarship in
cludes much more than a knowledge,
of subject matter or facts. How we
know, is as important as what we
know.
Real scholarship discovers the re-
lation of facts, interprets them, COM
pares them ,classifies them, according
| to their fundamental connections.
Scholarship means discipline as well
as knowledge for knowledge acquired
quired in a loose, illogical manner
will always be confused and unreli-
able. Only a we'll trained teacher can
acquire intellectual control of the pu-
pills mind, give right direction to his
proving powers, awaken his inner life
learning. The teacher must know
IuuCu IHOIC CIldl TIC GSdCISo' 1IC hluoI
know not only the lessons he teaches
but the book he teaches and the sub
ject he teaches-know it's relations
to other subjects and to life.
Scholarship means love of truth
for truths sake, and it means the
power to think.
The importance of scholarship
does not lie in so much for what it is
as it does for what it stands. 1t stand
for ability we'll directed, for Jealous
and continuous effort, for daily tasks
fully performed, etc.
There are many ways in which the
scholarship aids the teacher and be-
comes a positive factor in the success
of the school,T be brief l shall make
mention without discussion, of few
of those ways.
"a Scholarship creates interest in
school work.
(2) Scholarship prevents disorder.
(3) Scholarship commands respect
and confidence.
(4) Scholarship secures and holds
attention in class.
(5) Scholarship inspires faithful
study.
(6) Scholarship sets up ideals to be
attained.
A teacher should feel and know
his responsibility, not to that extent
that he worries over it but that he
may safely plan for the benefit and
good of the entire school. No one can
shun responsibility.
Generally speaking, the same quail
ifications that make one successful
-, ~ xryI1,
success in teaching.
Thorough knowledge of the work
to be done, attention to business, Self
control, honesty, courtesy, and a
willingness to do more than is abso-
lutely required of one - these are
the qualities that win respect and
command success everywhere.
Another factor in the making of
teacher is professional training. This
in East Tenn. and in fact, the South
generally, has been sadly neglected;
but as time travels on, the profession
ally trained teacher will grow in de-
mand.
The reason why professional train
ing has been neglected is that educa-
ton is practically a new problem.
In the United States, until within
a few years, the school education of
children was a matter of secondary
Importance. The school year was
short. The course of study was limit
ed to the three "R's".
The teachers who simply reci-
tations" are out of date. Importing
knowledge is not the only, nor even
the chief function of the school, for
there is no other time and no other
place in our social economy in which
the child can acquire discipline and
form the habits of industry, honesty,
and selfcontrol so essential to success
in life. The modern school has become
a very complex affair, and the work
of the teacher is correspondingly
more difficult, for he must now train
the body for strength and health, the
hands to do, the mind to think, and
the heart to respond to right motives.
This is no simple task and demands
professional training as well as schol-
arship. 1t calls for a knowledge of
the science and the art of teaching.
The science of teaching Includes:
% Psychology, which must always
serve as a basis and test of principles
and methods of teaching; (2) Method
as a means and a guide in teaching
and in making effective the princi-
pies and laws derived from psychol-
ogy; (3) School management, which