TEACHER. — One who expounds and explains science or art so that others may learn. Whatever the subject taught and whatever the level of culture to which it belongs, the t. must always keep two fundamental tasks before his eyes: instructing and educating. Both are essential, not only because of that demand for human unity which cannot admit an intellectual culture that conflicts with, or even neglects, that of the will; but also because the perfection of one faculty is a condition for that of the other.
In relation to this twofold task of the t., his moral duties are distinguished.
As instructor: a) he must have a great love of truth and must possess a thorough knowledge of the subject of his teaching. Since the vastness of knowledge no longer permits an encyclopedic culture today, the t.’s training too is necessarily specialized. He must not, however, be ignorant of at least the fundamental problems of the other disciplines, especially the philosophical and religious ones. b) In addition to possessing knowledge, the t. must also know how to communicate II. Although this task is partly the result of natural gifts and of the t.’s earlier formation, it must nevertheless constitute the constant concern of the preparation immediately preceding the lesson, with the aim of making it clear and interesting and of engaging the pupil actively; the pupil should be regarded as an intelligent collaborator and should be encouraged and helped to discover for himself the truth proposed to him by the teacher. Means of providing this encouragement and help are the wise choice of schoolbooks and the careful assignment and correction of exercises. c) In assessing academic performance, both during the year and at examinations, the t. must keep away from the two opposing excesses of a severity that discourages and a leniency that encourages idleness and superficiality.
As educator: a) he must first of all remember that teaching itself is only one part of education. Therefore, when suitable opportunities arise, he should not fail to draw attention
to the moral aspect and implications of the questions under discussion. b) Moreover, he must take care to lead by example, first translating into his own conduct what he inculcates in words. c) Since only a religious vision of life and its duties can provide a formation corresponding to the true ideals of life, it is natural that religion, especially in the lower classes, should have a position of particular importance, and that every t., whatever the subject taught, should not only avoid adopting negative attitudes, but should not even limit himself to a so-called agnostic position; rather, he should present his teaching within a religious framework. It is well known, moreover, that in this field, in practice, there is no neutral conduct between a positive and a negative attitude. d) Education also requires the educator to possess as complete a knowledge as possible of the person being educated. e) In dealing with pupils, the t. should maintain a wise balance between authority and freedom, permitting the development of the personality and abilities of the person being educated in an atmosphere of spontaneity. f) In addition to maintaining good relations with the pupils, the t. must maintain good relations with their families, since he partly takes their place and completes their work. Cordial relations should likewise exist between each t. and the other colleagues who, more or less closely, share with him responsibility for teaching and education. It is only too natural, moreover, that among the many people interested in the school question, teachers should be the first to recognize its full importance and therefore, when necessary, to intervene with their expertise in order to ensure regulations consistent with the sound principles of Christian pedagogy.