Vashon Island news-record. [volume] (Vashon, Wash.) 1919-1954, 1920-01-22


creative Of those destinies is plas-
tic, hence ever taking form under
the direction of the instructor, not
in a technically educational SENSE,
so much, but in a highly moral re-
speet.
The secular training, again we
say, while important and neces-
sary in a hundred respects, is not
the highest objective of the func-
ton of teaching. And the social
life of the teacher shows the NOR
al fitness for the high and respon-
sible position.
Another Side
This social point has another
side to it. q side that applies di-
rectly to the teacher but indirect
\ ly to the pupil. The teacher to be
in order to meet the requirements
of secular instruction must have
and retain as near as possible, a
normal physical and mental eff
cheney. ANY personally respons-
ibIe act which depletes the eff
cheney principle leaves the teacher
Of course incapacitated for serv-
ice measuring TO the obligation of
the contract of the teachers ac-
ceptance. So that first. such aself
Interpretation involves the prin-
ciple of dishonesty as concerning
the employing board, This prin-
ciple itself disqualifes the teacher
morally for the most worthy and
important position. But such self
affection involves an injustice to
the pupils and others concerned,
II social dissipation is practiced,
not only is the teaching function
depleted ordinarily but the teach
er's physical being and mental
powers are weakened, and conse-
quently the pupils are made vic
tins of peevishness, petulance and
unjustifable discipline. Such con-
duet produces resentful spirit on
the part of the pupil, which is but
natural. though of necessity not
always audibly expressed, and as
a result Of the whole correspond
ing matter the pupil capacity for
learning is lessened, hence a moral
injustice is done to pupils, par
cuts and the whole Of future SO
ciety. The misrepresentation of
the Sabbath. making it a means of
recuperation from the effect of
previous dissipation, would alone
BE a moral injustice to all con
cerned but the other matter re-
ferred TO adds deplorably to that
wrong.
We are glad to know that many
look at the teaching profession Sc.
riously, regarding the responsible
ity involved
1t is to be hoped that others
may, since by virtue of its charac-
ter it is a selfsacrifieing profess
sion.
The Religious Side of the Profes.
sion
The teaching profession has re-
ligious side to it, which has been
indirectly included in the forego-
ing. But religion should mean
more than a mere creedal matter.
The principle OF faith is embodied
in the term We have said that the
development of the spiritual ma
ture is the chief objective of the
teaching profession. This means.
too, that the religious faith of the
instructor should correspond with
the faith generally represented by
the school A teacher with faith
different from that represented by
the school cannot do justice to the
school and the community repre-
sented. What is more, the school,
respectively. viii more or less i'm
bibe the sentiments of that oppo-
site faith The personal principle
of faith may be held very mega
lively. yet even at that an uncor-
responding influence viii mevitab-
\ lv emanate from it detriment-
ally. The Roman Catholic de-
nomination has ever appreciated