Excerpt from Teaching: Its Aims and Methods
Teaching has long been made to appear an occupation, a calling, or a trade. Men have engaged in it as a makeshift, often a stepping-stone to some other profession. It has been largely a matter of experience in which the teacher employed the methods by which he had been taught as a child. So long as this was the case there could be little progress. Indeed, experience is a costly schoolmaster, costly not only for the pupils upon whom experiments are made, and for the community that pays the bills, but also for the experimenter himself. For he can reach efficiency only by a long and tedious process and with countless mistakes. Just as the untrained physician would reach professional proficiency only at an awful cost of human life and a fearful amount of suffering, so the untrained teacher must necessarily carry on his work at a tremendous loss. Hence normal schools, training schools, and teachers' colleges have been established to prepare teachers, as medical schools and clinics have been founded to prepare physicians.
The world has been rather slow to grasp the idea that teaching is a profession and that teachers must needs be trained. Indeed, there are still many boards of education, especially in rural districts, that do not appreciate this fact and are willing to employ, because they are cheap, teachers who are unprepared.
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