7. If the salary or income were the same, what would be your choice of
a profession? Give reason for your answer.
8. Name some things in life which money cannot buy that are more to
be desired than money. Can these things be taught? How did you
acquire them? Explain how they can be developed. Consider whether
they are neglected by some people.
9. "Drudgery is work without joy."
"Joy in work is the greatest need of the American workman."
"A man who counts gold may have a life of drudgery. A man who
digs ditches may have a life of joy."
Discuss these statements and consider whether your work is drudg-
ery.
10. Write briefly an argument for classing teaching among the pro-
fessions.
CHAPTER n
SCHOOL ETHICS
Different persons interested in the education of the child.
There are in every school organization a large number of
persons who have a part, either directly or indirectly, in the
education of each child in it. It is not alone the parents of the
child who are concerned with his development and growth.
There are numbers of other persons who are also actively
concerned with his preparation for his place as a man in the
community and the nation. Among them are the board of
education, the superintendent of schools, and the teacher.
The relation of each to the problem is clearly defined. The
board of education, selected by the citizens, has an impor-
tant part to perform in relation to child development and
culture. It is to this body of citizens that is delegated the
duty of providing the means through which the child may
receive that part of his education and preparation for life
which it is the province of the school to give him. The super-
intendent of schools also has an important duty to fulfill
toward the child, for upon him devolves the management
and the direction of the means employed for the instruction
of the child in the school. The teacher, next to the parent,
has the most responsible task of all those who are concerned
with the education and development of the child, for to him
is delegated the important duty of giving the child the direc-
tion and assistance in the preparation for life which the
home and the other social institutions can no longer give.
Special responsibility of the teacher. The teacher, in dis-
charging his responsible duty, represents in a large degree all
the other persons who are directly interested in child edu-
20 THE PROFESSION OF TEACHING
cation. The responsibility, thus transferred to the teacher,
gives him special opportunities for performing his task. Be-
cause of the new experience and the new viewpoint which he
brings into the life of the child, he can open up to the young
mind a new world of wonder and interest. This arouses or
increases the reverence of the child for the teacher's knowl-
edge and widsom, which makes it possible for the latter to
mould the young mind and character. This peculiar and
intimate relation of the teacher to the child and the sacred
charge it imposes give him special and binding obligations
toward the child and toward those who have committed
this charge to him.
Interdependence of ethical relation. The different persons
concerned in the child's education and development, con-
sciously or unconsciously, combine their interests with the
interest of the teacher; and for this reason his obligations
become very complex. On the other hand, it must be noted ,n
that while the teacher sustains a special relation and obU- '
gation toward each of the persons or groups of persons who
are concerned with the problem of the education of the child,
each of them has a corresponding obligation to him, a fact
frequently overlooked in the consideration of this matter.
The obligation of each of these persons to the teacher is
quite as binding and should be as carefully observed as the
obligation of the teacher to each of them. Since these persons
have delegated to the teacher certain responsibilities, many
of which rightly belong to themselves, they are under ob-
ligation to give him their moral support. Hence their ethi-
cal relations toward him are peculiarly binding. This dual
character of the ethical relation or the ethical interdepend-
ence of two persons between whom this relation exists is
important and should be noted in the consideration of any
question of ethical obligations. The ethical relations of the
teacher to the community, to the board of education, to his
SCHOOL ETHICS 21
coworkers, and their corresponding ethical obligations to
him will be discussed briefly in succeeding paragraphs.
The ethical relation of the community to the teacher.
The fact that the community delegates the formal instruc-
tion of its children to the teacher establishes a twofold rela-
tion which it should respect and observe. The one is the
obligation to the teacher, and the other is its duty toward
the children. Since the teacher performs a task intrusted
to him by others, it is obligatory upon those who have dele-
gated this work to him to see that conditions are provided
for his doing the work properly. Suitable buildings, prop-
erly heated and hghted, should be provided; and these build-
ings should be equipped with the best apparatus for the
performance of the work. This equipment should be in-
creased from time to time, as the need requires, with the
newest and best in books, maps, apparatus, and such special
appliances as the particular work of the class requires. This
community duty is more than a mere business obligation.
It is an ethical duty, the neglect of which is often disas-
trous to the physical, mental, and moral welfare of the boys
and girls of the community, as well as to the plans and pur-
poses of the teacher. Moreover, it is the duty of the commu-
nity to cooperate with the teacher for the furtherance of any
plan which has for its purpose the improvement of school
conditions and the best interests of the child. The com-
munity, and particularly the parents, should uphold the
teacher's authority and acts so far as possible, and be very
slow to criticize, even though the teacher may have done
something which they do not understand or which they
disapprove. If such a case occurs, it is better to investigate
carefully, and if necessary talk with the teacher regarding it.
Even though a teacher may have erred, it is neither wise
nor just to advertise the matter and thereby lessen the
value of his work and influence through open discussion and
22 THE PROFESSION OF TEACHING
criticism. If parents and the community in general would
observe proper ethical obligations toward the teachers in
the schools and encourage them by giving them helpful
cooperation and sympathy, the teachers would have more
joy in the discharge of their duties, would put more heart
into their work, and would achieve better results.
The obligations of the community to its children. A few
suggestions regarding the obligations of the community to
its children will not be out of place at this point. In addition
to the duty of the community to provide suitable school con-
ditions for the education of its children, it has a direct and
vital part in their development and education. Some of
these community influences are not always thought of in
relation to child welfare; but since they are all distinct fac-
tors in the formation of the child's ideals, their importance
in the solution of the problem of child education should be
understood. In the first place, most children obtain their
early ideas of government from the community life, rather
than in the school. In like manner they obtain their first
concepts of community conditions. If the community stand-
ards of excellence are of a high order, the children, through
their personal observations and from listening to the con-
versation of their elders in the home and elsewhere upon
these matters, will naturally acquire the same high stand-
ards.
Unconscious education in community ideals. Many il-
lustrations of the child's unconscious education in commu-
nity ideals might be given, but a single one will suflSce as a
suggestion. For example, if the streets are kept in good con-
dition, the walks properly placed and kept in repair, the
sanitary condition of the town carefully maintained, and all
the many municipal interests given proper attention, the
children will accept these as correct community standards
and adopt them for their own. If, on the contrary, the
SCHOOL ETHICS 23
municipal affairs are poorly managed, if the streets and
walks are poor and untidy, the sanitary conditions bad, and
the town presents a slovenly and unwholesome appearance
generally, — the children of the community will acquire low
community standards and the same conditions will be re-
flected in their lives and habits. A community, therefore,
through its municipal examples may do its children incal-
culable harm, even though it is spending money generously
for schools.
Special community obligations. In addition to attention
to what might be termed unconscious community influences
in child education, there are some special obligations of the
community toward its children which also call for intelli-
gent consideration on the part of parents. Many of these
are so apparent that the mere mention of them is suflB-
cient to call attention to their relation to the problem of
child welfare. First in importance is, of course, the duty
of providing proper school conditions, as already discussed.
Second in importance only to proper school and correct
municipal conditions come the maintenance of religious in-
fluences, the providing of suitable library facilities, the se-
curing and permitting of only wholesome places of amuse-
ment, the encouraging and maintaining of organizations for
social betterment, and the creating of such community in-
fluences as the local needs require. The responsibility of the
community toward its children is great, and those who have
the direction of community interests should see to it that this
obligation is conscientiously discharged, not only in the
maintenance of schools, but in so guarding and regulating
local conditions that the influence which these exert may be
of a wholesome character.
Obligation of the board of education to teachers. The
board of education bears an even closer relation to the
teachers than does the community; for it is to this official
24 THE PROFESSION OF TEACHING
body that the community intrusts the execution of many
of its duties and obUgations to the teacher and to the school.
Because these men are vested with the authority to represent
the community in the conduct of school matters, it is their
primary duty to act for the best interests of the school and
not allow themselves to be influenced by personal motives
or prejudices. The relation of the board of education to
the school is usually considered merely a business or admin-
istrative one. This is in part correct. It is the duty of
the board to provide the school plant and attend to its up-
keep, to engage and pay teachers, and to attend to all jnat-
ters of business in connection with the maintenance of the
school. At the same time, the members of the board of educa-
tion have an ethical relation to maintain toward the teacher
and the school, which is as obligatory as the observance of
their business relations.
Though the ethical relation of the board of education to
the teacher is varied, it is definite; and it should be under-
stood and carefully observed by all persons who presume to
serve the community in this responsible capacity. In order
that this relation may be rightly understood by the persons
who occupy this position, it should be the first duty of board
members to inform themselves regarding all matters relating
to the management of school affairs. They are the oflScial
representatives of the parents; and as such it is the more
binding upon them to give the teacher their moral support
in his management of the school. Inasmuch as they have
employed the teacher, it is obligatory upon them to encour-
age and assist him in whatever he does for the good of the
school. They should never allow themselves to be influ-
enced by idle gossip or individual complaints about a
teacher without thoroughly investigating the cause.
When the school board appoints a teacher for any other
reason than merit, or unjustly discharges him when he
SCHOOL ETHICS £5
possesses merit, it violates a vital ethical relation to the
teacher and to the pupils. When a school board fails to
provide the best school plant which the available funds will
permit, or neglects to keep the same in proper condition, it
violates an ethical obligation as certainly as it disregards a
business law. Persons who serve on boards of education may
sometimes be ignorant of the nature of their ethical obliga-
tions and of what is required of them ; but this fact does not
excuse them for neglect of such vital matters. Men who are
not competent to direct the business affairs of a school and
to fulfill the various obligations connected with the posi-
tion should not be selected for this responsible position, for
the same reason that incompetent teachers should not be
allowed to direct the education of the young. It should not
be necessary to mention the obligation of the board members
to make the best interests of the school their primary concern
instead of allowing themselves to be influenced by personal
interest. Unfortunately, as every one knows, some persons,
even in this responsible position, do permit themselves to
sacrifice the good of the school for personal reasons. The
disastrous effect upon the school when personal interest or
politics is allowed to influence the acts of a board is well
known; for the factor of politics is always destructive to the
observance of ethical obligations.
Ethical obligations of the superintendent of schools. The
superintendent of a school, by virtue of his position, must
understand and maintain many and complex relations
toward those who are concerned with himself in the educa-
tion of the child. In the first place, there is his relation to
the board of education that has intrusted him with the
responsibility of directing the educational affairs of the
school. This relation is definite and clear; and few intelli-
gent superintendents are so ignorant of its nature or so
indifferent to their obligations as to violate it. Again, there
26 THE PROFESSION OF TEACHING
is the relation to the community, and particularly to the
parents, which the superintendent must understand and
carefully observe if he wishes to obtain the best results
from his management of the school. Finally, the most
direct and important of all the relations of the superintend-
ent are those to the teachers and to the pupils under his
direction. The obligations of the superintendent to the
board of education and to the community are so definite
and well understood that it is necessary only to call atten-
tion to them. His ethical relation to his teachers may not
be generally understood and hence it is necessary to mention
a few of the more important matters which it involves.
Ethical relation of the superintendent to the teachers.
The superintendent, as the ofiicial head of the school system
and the director of its educational policy, must bear the re-
sponsibility of the administration of the school. To him
belongs the task of determining the course of study to be
followed, of deciding upon the character of the equipment
needed for the school, and of outlining the methods to be
employed in the everyday work of the school. He usually
assists the school board in selecting the teachers for the
school, and he assigns the latter their respective duties. He
must plan and direct the use of the subject-matter so that
unity of purpose may be secured and a proper balance in
quality of work may be maintained. The teachers under his
direction have a right to expect from him full explanations
of the course of study and its sequence, a statement of the
principles which underlie it, and such special instruction and
information as is necessary for its logical and sequential de-
velopment. They may also expect from him suggestions in
method and management and any other help which they
may need for the solution of their school problems. Owing
to the fact that the professional growth of the teacher de-
pends in great measure upon the help and assistance he
SCHOOL ETinCS 27
receives from the superintendent or other supervisor, the
moral obUgation and the ethical duty of these supervisors to
him are certain and unquestioned. Further, it is the duty of
the superintendent to protect and enhance the professional
reputation of his teachers. Inasmuch as the relation of the
superintendent to his teachers grows directly out of the pro-
fession in which they are engaged and is of vital importance
to those concerned, it is evident that a careful observance of
the ethics of the situation is necessary for the maintenance
of a good professional standing.
Ethical relation of superintendent to pupils. Since the
superintendent's proper understanding and interpretation of
his oflBcial functions determines so largely the value of the
school to the pupils in it, he sustains a direct ethical relation
to them. As the educational director of the school system,
he must plan and supervise the work of the school for the
best interests of the children under his care. Some super-
intendents are inclined to regard their relation to the board
of education and to the community as of more importance
than their relation to the pupils in the schools : but since the
schools were instituted for the children, the obligation of the
superintendent to these children, either directly, or indi-
rectly through the teachers, is of first importance. A super-
intendent should be as conscientious and careful in the dis-
charge of his ethical obligations to the pupils in his school
as of any of the duties of his office.
Varied relations of the teacher. It has been shown that
the community, the board of education, and the superintend-
ent of the school, each bears a distinct relation to the teacher.
The teacher in his turn sustains an ethical relation to each
of them, as well as to his fellow- teachers and to his pupils;
for the ethical obligation is a reciprocal one. When a person
bears an ethical relation to another person or to a group of
persons, they in turn bear a similar relation to him. The
28 THE PROFESSION OF TEACHING
existence of these ethical obligations is a matter which many
teachers ignore or do not rightly understand. Some even
regard their relation to the community and to the board of
education as merely a business obligation, and their attitude
toward their pupils is rather that of an intellectual over-
seer than of a friend and guide. Because the teacher's
position brings him into a somewhat close relation with
various individual interests, his ethical obhgations are
rather complex; and for this reason, he must exercise the
greater care that none of them be forgotten or disregarded.
Relation of teachers to parents. The teacher bears a
special relation to the parents of the pupils under his care,
for it is these parents who have delegated to him the task of
instructing, training, and directing the educational develop-
ment of their children. The teacher must remember that
this responsibility has been transferred to him because many
parents have not the time, the ability, or the needed prepara-
tion to perform the task themselves and must look to some
one else to do it for them. For this reason, if he fails in the
discharge of this important duty, the children will not have
the opportunity to gain the educational equipment for life
to which they are entitled. The parents, in their turn, be-
cause of the nature of the service which the teacher renders
them, should be sympathetic and ever ready to assist him in
his task. This they can often do by giving such help and
information regarding the peculiar physical or mental condi-
tion and the temperament of the child as will enable the
teacher to deal intelligently with his case.
It is to the conviction on the part of parents that the prob-
lem of educating the young can be handled better in the
school than anywhere else that the teacher owes his position.
This places a particular responsibility upon him and brings
him into a close relation with parents. The nature of the
confidence reposed in him should lead him to understand
SCHOOL ETinCS 29
that he is a co-worker with the parents, and that, being a
co-worker, he should be united with them in purpose and
sympathy. He should, therefore, avoid the critical attitude
which some teachers assume toward parents by trying to act
in harmony with them. He should respect their point of view
even when it does not altogether agree with his own. When
parents are ignorant upon certain points or when they do not
understand the policy of the teacher in particular cases, the
latter, in a kindly spirit, should endeavor to give them the
necessary information, or help them to a correct understand-
ing of his plan and motive. Such a sympathetic understand-
ing between parents and teachers of the vital interests of
the children will make them in reality co-workers in the
education of the young.
Another matter in which the teacher should be careful to
observe his ethical relation toward the parents of his pupils is
in his utterances and comments about them. He should bear
in mind that most of them live up " to their light " as nearly
as he does to his understanding and knowledge. He should
recognize the fact, also, that the defects which he may ob-
serve, in their education, manners, habits, and dress, reflect
their early training and the community conditions which sur-
round them. These habits and conditions cannot be im-
proved by unkind or thoughtless comments and criticism.
If they are improved by the efforts of the teacher, it must be
by sympathetic and tactful devices which the wise teacher
will always be able to select and employ. The true teacher,
in the consciousness that his position as guide and instructor
of the young is a most responsible one, will endeavor to
increase his eflSciency and perform the task delegated to
him in the most satisfactory manner that he can. To this
end, he will discharge not only his routine duties, but he
will carefully and conscientiously observe all the ethical
obligations toward those who have entrusted him with this
so THE PROFESSION OF TEACHING
task, that by so doing the best interests of the children
may be enhanced and the ultimate purpose of the school
realized.
Relation of the teacher to the board of education. The
ethics of the teaching profession requires that the teacher's
attitude toward the board of education be respectful, and be
actuated by sentiments of good-will and confidence. These
men give much valuable time, frequently without remunera-
tion, because they are interested in procuring and maintain-
ing the best possible conditions for the children of their com-
munity. They have the best interests of the school at heart
and are anxious to do, so far as their ability and the means
within their power will permit, what is for the advancement
of the educational conditions as they understand them. If,
in the discharge of their duties, they may sometimes adopt
methods that are not approved by a teacher, the latter should
exercise the same charity with regard to the matter that he
desires to have shown toward his own methods when they
are not approved or understood by others. Above all, he
should not discuss or criticize the poUcy of the school board
in such a way as to reflect upon the integrity of the latter or
to interfere with the interests of the school. When from lack
of information or misunderstanding a member of the board
may be indifferent or actually opposed to something desired
by a teacher, the latter, by presenting the matter privately
to the dissenting member, should endeavor to show him the
educational value of the thing wanted. Naturally this last
case could apply only to a small system where the teacher
comes into direct relation with the board of education.
Relation of teachers to the superintendent. The relation
between the teacher and his superintendent and supervisors
should be cordial and sympathetic. The attitude of the
teacher toward his supervisors, like his attitude toward the
board of education, should be governed by a desire to be
SCHOOL ETHICS 81
true to the ethical obligations which grow out of their com-
mon relation to the same task, that of educating the young.