p. 22 | Teaching as a Profession

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Oct 8, 1908

Teaching as a Profession

TEACHING should be a profession. There is a great deal of difference between “keeping school” and serving as a true teacher. Thorough instruction, normal and technical, on the part of teachers will do more than anything else toward lifting the standard of their work. Every teacher is bound to do all that he can to elevate his work. Lord Bacon said, “Every man owes a debt to his profession.” In every work of progress, in the church, in the community, the teacher should lead. He should recognize

that as he is supposed to be highly intelligent, he will be called into responsible positions. He should energetically endeavor to magnify and make honorable, not himself, but his office. To this end, it is binding upon him that he should work energetically to improve himself, that he should seek constantly to increase his storehouse of knowledge.

The strong, progressive teacher is not only wide-awake to all opportunities for self-improvement, but is ready to fill positions of responsibility where these gifts which he has acquired may be used in a manner helpful to others. He is ready to speak, to read, to take part in all that comes for the uplifting and betterment of the church and the community as well as the school. He is ready to make himself a factor of usefulness. Such a teacher is constantly seeking to employ the latest and best methods in his work, and as a consequence his standard of education, and the ideals which he holds before his pupils are constantly advancing. This constant advance is the spirit of every real profession, and this continual improvement makes him the ideal teacher, and enables him to carry into his work a professional feeling.

Association with fellow teachers helps to increase a sense of the importance of the work of the teacher. In our work these associations are not easily carried on during the school year, but this may be supplied by correspondence with those whom we believe to be energetic and capable teachers,—those whose hearts are in their work, and whose rule of life is progress. This interchange of progressive ideals between teachers stimulates and enlivens the teacher, and enables him to do his work more joyfully and successfully.