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Page 33 text:
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ourselves to the care of a physician who had no knowledge of medical science; likewise we must develop our academic potentialities. Devotion to subject matter can, of course, lead to the danger of so hammering facts and figures into a child that creativity is strangled from its very roots, and the child is left with the ability to parrot facts, but is afraid to use his imagi- nation. As a birch tree warm with the glaring rays of the sun can become frigid with an icy covering after a snowstorm, so can that special quality that makes every child unique be easily lost in the hands of an incompetent teacher. Regardless of his grade level or subject matter field, no teacher should be cold to beauty. Beauty is the rest, relaxation, plaything, and reason for being of every teacher. Every object of beauty, whether natural or man made, is given by God freely and generously for man ' s benefit. The most elaborate form of beauty is found in the pageant of nature. I can- not believe that our present society can honestly consider itself over nature. We do, however, tend to neglect, waste, and destroy nature. For anyone to consider himself immune to emotional reaction from nature is deceiving. No man who ever saw trees bent with the weight of sparkling snow, ice covered ledges sparkling like diamonds in the sunset glow whose tint is the last lingering re- membrance of a splendor that has gone ahead, can be oblivious to nature. If there are such irresponsive people in the world they had better be swallowed like the sunset to its abyss behind the horizon. There is a place for beauty in the school, and we must keep that place secure. Education today is in a state of turmoil because educators have failed to possess a sense of humour, a tolerance of being unique. Fearful of gaining public disfavor, some educators have turned to fads and gadgets to restore dignity to the profession. Others have advocated a host of shoptalk concepts, so vague and abstract as only to complicate matters further. We are a new generation entering our careers. We did not create or will the profession as it now is. Yet, despite the shortcomings of education we have chos- en to enter it by our own decisions. It is we who must attempt to iron out the wrinkles. We could have prepared for other careers with greater pay possibil- ities and succeeded. The point is that we like the honorable old teaching pro- fession, and we ask our parents and friends to tolerate and encourage us. We know that our God already does. If to enter teaching is a risk, we must also realize that every time we walk in the winter we risk becoming lost in a bliz- zard. That is a chance which we must take, and do. ARNOLD BARTINI
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Page 32 text:
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Why Teach? It has become a fad in recent years for important leaders, educators and others, to draw up detailed lists of reasons for not entering the teaching pro- fession. The time seems ripe for us to protest. As we enter the field of educa- tion we do not seek pity or sympathy: we seek only acceptance and hope for some iota of respect. It is necessary to remind a practical, prosperous nation that the teaching of youth is a task requiring four years of college preparation, that prosperity cannot be maintained without educated minds, and that educated minds are not produced on conveyor belts. The term education has inspired more jargon than the term freedom, but in the final analysis teaching is something of an art. Any art will attract only a handful of followers. This is natural. The world can and often does starve its artists, but they cannot destroy the dignity of art. When allying education with art I am speaking of the devoted teacher, not the type who corrects papers by day and dreams of being an industrial executive by night. Believe it or not, there still are fine minds in education. There still are people who are perfectly satisfied with the profession and who take medi- ocre pay willingly. From a practical viewpoint, what other job offers a two month vacation with pay and opportunity for travel? We have heard these arguments a thousand times, yet we conclude that none of us is entering edu- cation for these reasons. The joy of teaching transcends explanation; it is a purely spiritual joy. We dare not become sentimental, for the teacher cannot be a sentimental creature. He must pose as far as possible as a businessman in the business of teaching, though the devoted teacher knows that he would give his all for the youths in his charge. Teaching being spiritual, few teachers can be truly happy without religious faith. A life of dedication is never satisfied by material reward. All of the great prophets and saints were in one sense or another teachers. Without some real- ization of the guidance by God, teaching becomes stagnant and purposeless. We are teaching God ' s children, not mechanical brains, irresponsive until stimu- lated. Indeed, it has often been stated that there is no more sacred career in God ' s sight outside of clergy than that of instructing our youth. Whether the subject be man ' s spiritual heritage of principles of mathematics, another characteristic of the devoted teacher is a vivid interest in the subject matter which he teaches. This interest must be passionate and must be con- stantly re-enkindled. There is a tendency in our day and age to belittle knowl- edge of subject matter in favor of instilling more generalized concepts and abstract mental qualities. However, it is obvious that none of us would trust
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