While full provision should always be made for the exercise of the
teacher's individuality there must be sought some unifying principle
in all forms of teaching work. Unless it is agreed that the imparting
of instruction demands special skill as distinct from knowledge of the
subject-matter we shall be driven to accept the view that the teacher,
as such, deserves no more consideration than any casual worker. No
claim to rank as a profession can be maintained on behalf of teachers
if it is held that their work may be undertaken with no more
preparation than is involved in the study of the subject or subjects
they purpose to teach. A true profession implies a "mystery" or at
least an art or craft and some knowledge of this would seem to be
essential for teachers if they are to have professional status.
The difficulty in this connection is that the principles of teaching
have not yet been worked out satisfactorily. Our knowledge of the
operations of the mind develops very slowly and those who carry out
investigations in this field of research are few in number. Their
conclusions are not necessarily related to teaching practice but cover
a wider field. The study of applied psychology with special reference
to the work of the teacher needs to be encouraged since it will serve
to enlarge that body of scientific principle which should form the
basis of teaching work. It is by no means necessary, or even
desirable, that teachers should be expected to spend their time in
psychological research.
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