TEACHER. — One who expounds and explains science or art so that others may learn. Whatever the subject of instruction and whatever the level of culture, the teacher must always keep before his eyes two fundamental tasks: to instruct and to educate. Both are essential, not only because of the human need for unity, which cannot admit of an intellectual culture that is in conflict 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 dual task of the teacher, his moral duties are distinguished.
As an instructor: a) he must have a great love of truth and must thoroughly master the subject of his teaching. Since the vastness of knowledge no longer permits an encyclopedic culture today, the teacher’s formation must necessarily be specialized. He must, however, not ignore at least the fundamental problems of other disciplines, especially those of philosophy and religion. b) In addition to possessing knowledge, the teacher must also know how to communicate II. While this ability is partly the fruit of natural gifts and of the teacher’s long-term formation, it must nonetheless constitute a constant commitment in the immediate preparation for the lesson, with the aim of making it clear, interesting, and active on the part of the student, who must be regarded as an intelligent collaborator and must be stimulated and helped to discover for himself the truth that the teacher proposes. Aids to this stimulation and assistance are: the wise selection of school texts and the careful assignment and correction of homework. c) In evaluating academic progress, both during the year and in examinations, the teacher must avoid the two opposite extremes of severity that discourages and leniency that fosters negligence and superficiality.
As an educator: a) he must first of all remember that teaching itself is only a part of education. Therefore, on suitable occasions, he should not fail to draw attention to the moral aspects and connections of the issues discussed. b) Furthermore, he must take care to precede with his example, translating into his own conduct what he inculcates with his words. c) Since only a religious vision of life and its tasks can provide a formation that corresponds to the true ideals of life, it is natural that religion, especially in the early grades, should occupy a place of particular importance, and that every teacher, whatever the subject taught, should not only avoid adopting negative attitudes but should not even limit himself to a so-called agnostic stance; rather, he should present his teaching as framed within a religious context. It is well known, moreover, that in this area, between a positive and a negative attitude, there is no neutral conduct in practice. d) Education also requires in the educator as full a knowledge as possible of the student. e) In dealing with students, the teacher should maintain a wise balance of authority and freedom that allows for the development of the student’s personality and aptitudes in an atmosphere of spontaneity. f) In addition to his students, the teacher must maintain good relations with their families, since he partly stands in their place and perfects their work. Cordial relations should also exist between every teacher and his colleagues who, more or less closely, share with him the responsibility of teaching and education. It is only natural, then, that among the many who are concerned with the school problem, teachers should be the first to recognize its full importance and, when necessary, to intervene with their expertise to ensure that regulations conform to the sound principles of Christian pedagogy.
Luigi Morstabilini
TEACHERS OF THE HOLY CROSS OF THE THIRD ORDER OF ST. FRANCIS OF MENZINGEN (Basel). — When, in the first half of the 19th century in Switzerland, convents were suppressed and schools secularized, Fr. Teodosio Fiorentini founded a new female congregation dedicated to teaching. He sent the first three young women abroad to prepare for their task, then had them enter a convent of Tertiary Sisters of St. Francis to form them in religious life, and after a year of novitiate, in 1844, he had them take their vows.
The motherhouse was established in Menzingen, where the sisters took charge of the municipal girls’ schools, with the favor of the diocesan ordinary, who on 2 Oct. 1851 approved their Constitutions. The Institute suffered terrible persecutions and was embroiled in sad events, but it overcame every trial and today flourishes, doing great good.
The sisters dedicate themselves to the teaching and education of young women and have normal schools, girls’ colleges, orphanages, popular schools, kindergartens, shelters for emigrants, etc.
In 1946 the sisters numbered 2,138, distributed in 70 houses.