Becoming a Teacher
The Moral Dimensions
Perhaps the very first question that the honest individual will ask himself, as he proposes to assume the teacher's office, or to enter upon a preparation for it, will be—“What manner of spirit am I of?” No question can be more important. I would by no means undervalue that degree of natural talent—of mental power, which all justly consider so desirable in the candidate for the teacher's office. But the true spirit of the teacher,—a spirit that seeks not alone pecuniary emolument, but desires to be in the highest degree useful to those who are to be taught; a spirit that elevates above every thing else the nature and capabilities of the human soul, and that trembles under the responsibility of attempting to be its educator … a spirit that earnestly inquires what is right, and that dreads to do what is wrong; a spirit that can recognise and reverence the handiwork of God in every child, and that burns with the desire to be instrumental in training it to the highest attainment of which it is capable, — such a spirit is the first thing to be sought by the teacher, and without it the highest talent cannot make him truly excellent in his profession.1
David P. Page, 1847
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: The Professional Teacher: The Preparation and Nurturance of the Reflective Practitioner. Contributors: Kay A. Norlander-Case - Author, Timothy G. Reagan - Author, Charles W. Case - Author. Publisher: Jossey-Bass. Place of publication: San Francisco. Publication year: 1999. Page number: 51.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.