For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears. <\/i><\/p>\n
\u2014II Tim. 4:3<\/i><\/p>\n
6405<\/b> For Trainers Of People<\/b><\/p>\n
The Research Institute of America lists these requirements for those who train others: (1) Desire to teach (2) Knowledge of the subject (3) Ability to communicate (4) Patience (5) Sense of humor (6) Time to do a thorough job. <\/p>\n
\u2014Donald Kirkpatrick<\/p>\n
6406<\/b> If Only 100 Bad Teachers<\/b><\/p>\n
The importance of competence on the part of each teacher is emphasized by the fact that the average elementary teacher who retires this year will probably have taught approximately 1000 American citizens, and the average high school teacher about 5000 persons. Let us examine the educational ill effects of only 100 ineffectual high school teachers who retire. Fifty thousand American citizens would not have received adequate instruction in the high schools. <\/p>\n
\u2014William Alexander<\/p>\n
6407<\/b> \u201cBest Liked\u201d Out First<\/b><\/p>\n
The great teacher is rarely popular. He is interested in something more important than winning the affections of an unending anonymous procession of young people \u2026 I have long maintained that any college can raise its standards simply by firing annually whichever professor is voted \u201cBest Liked\u201d by the graduating class. <\/p>\n
\u2014Clifton Fadiman<\/p>\n
6408<\/b> \u201cIf He Gets Things Done\u201d<\/b><\/p>\n
If he gets things done, he\u2019s a dictator;<\/p>\n
If he asks others for advice, he lacks competence. <\/p>\n
If he has fun, he\u2019s doing it for show;<\/p>\n
If he does not, he\u2019s not easy to work with. <\/p>\n
If he sticks to fundamentals, he\u2019s antique<\/p>\n
If he engages in experimentation, he\u2019s too progessive. <\/p>\n
If he insists on order and discipline, he\u2019s too firm. <\/p>\n
If the pupils run wild, he\u2019s much too easy. <\/p>\n
If he sells popcorn and candy, he\u2019s on the toboggan;<\/p>\n
If he doesn\u2019t, he\u2019s a poor business man. <\/p>\n
If he has a sense of humor, he\u2019s not intellectual. <\/p>\n
If he doesn\u2019t have, he\u2019s a prig. <\/p>\n
If he\u2019s efficient in community relations, he\u2019s a politician;<\/p>\n
If he isn\u2019t, he\u2019s a square from Delaware. <\/p>\n
If he always agrees or keeps still, he\u2019s a rubber stamp;<\/p>\n
If he has strong convictions, he\u2019s too blunt. <\/p>\n
\u2014Selected<\/p>\n
6409<\/b> Changing Their Jobs<\/b><\/p>\n
Two college presidents were comparing experiences. \u201cWhen I retire,\u201d declared one, \u201cI would like to be superintendent of an orphan asylum. Then I wouldn\u2019t get letters from parents.\u201d<\/p>\n
\u201cThat\u2019s not a bad ambition,\u201d replied the other, \u201cbut when I retire I want to be a warden of a penitentiary\u2014the alumni never willingly come back to visit.\u201d<\/p>\n
\u2014Wisconsin Journal of Education<\/i><\/p>\n
6410<\/b> Principal\u2019s Complaint<\/b><\/p>\n
\u201cNobody likes me at school,\u201d said the son. \u201cThe teachers don\u2019t, and the kids don\u2019t. The superintendent wants to transfer me, the bus driver hates me, and the custodians have it in for me. I don\u2019t want to go.\u201d<\/p>\n
\u201cYou have to go,\u201d insisted the mother. \u201cYou\u2019re healthy. You have a lot to learn. You\u2019ve got something to offer others. You are a leader. Besides, you are 49 years old. You\u2019re the principal, and you have to go to school.\u201d<\/p>\n
\u2014Atlanta Constitution<\/i><\/p>\n
6411<\/b> Hendrick\u2019s \u201cLearning\u201d Professor<\/b><\/p>\n
Dr. Howard Hendricks tells of a professor who made an impact on his life. He passed his home many times, early in the morning and late at night, and often saw him pouring over his books. One day, Hendricks asked him, \u201cDoctor, I\u2019d like to know, what is it that keeps you studying? You never cease to learn.\u201d<\/p>\n
His answer: \u201cSon, I would rather have my students drink from a running stream than from a stagnant pool.\u201d<\/p>\n
\u2014Christian Teacher<\/i><\/p>\n
6412<\/b> Arnold Was Restless Teacher<\/b><\/p>\n
Someone asked Dr. Arnold, headmaster of Rugby, why he continued to study for his pupils, \u201cas though he should not have enough to give them.\u201d \u201cIt is not,\u201d was his reply, \u201cbecause I fear I should not have enough to give them, but because I prefer that they should be supplied from a running stream rather than from a stagnant pool.\u201d<\/p>\n
6413<\/b> Teacher Who Pointed Outward<\/b><\/p>\n
Years ago, there lived in Switzerland a great schoolmaster whose name was Pestalozzi. He was held in highest esteem and greatly loved, especially by the children who came under his character-molding influence. <\/p>\n
At his death, it was generally felt that a monument, commemorative of his life of selfless service, should be erected, though the schoolmaster had erected an enduring memorial in the hearts of others. <\/p>\n
The monument was erected. The day for its unveiling came. The sculptor had succeeded so well in reproducing the likeness of the schoolmaster that all looked upon the statue with hushed reverence and admiration. The teacher was shown looking down upon the kneeling form of a little child whose uplifted gaze focused upon the face of the teacher. <\/p>\n
Though the statue was a wonderful work of art, the schoolmaster\u2019s most intimate friends felt that the sculptor had failed to represent the dominant desire of the pedagogue\u2014not to have those he taught look with wonderment upon him, but upward to the challenging heights of goals as yet unattained, and to God. <\/p>\n
So a change was made. At the second unveiling all were pleased to see a kneeling child, looking, not at the face of the teacher, but to the beckoning beyond. <\/p>\n
6414<\/b> Lesson From \u201cFrog\u201d Book<\/b><\/p>\n
Robert Frost\u2019s first assignment to a class of teachers was to read \u201cThe Celebrated Jumping Frog of Calaveras Country,\u201d Mark Twain\u2019s story of the frog that failed in a jumping contest because he had been pumped full of quail shot. When the class next assembled they were mystified; they didn\u2019t understand what this story had to do with a course in education. <\/p>\n
Frost explained that the story was about teachers. \u201cThere are two kinds of teachers: the kind that fill you with so much quail shot that you can\u2019t move, and the kind that just give you a little prod behind and you jump to the skies.\u201d<\/p>\n
\u2014Agnet Scott Newsletter<\/i><\/p>\n
6415<\/b> Aim For Would-Be Heads<\/b><\/p>\n
A sense of intellectual excitement reigned in Morris R. Cohen\u2019s classes at the University of Chicago. Professors, students and sometimes alumni turned out to see him perform. A friend remonstrated with him after one of his public lectures: \u201cThat was brilliant, but aren\u2019t you afraid it was over their heads?\u201d<\/p>\n
\u201cI aim it,\u201d replied the professor, \u201cwhere their heads ought to be.\u201d<\/p>\n
6416<\/b> Hellen Keller\u2019s Teacher<\/b><\/p>\n
One of the great wonders of the present day has been the marvelous manner in which Helen Keller, the blind-deaf girl, has been rendered able to take her place in classes in Radcliffe College at Harvard University and to win a distinguished place for scholarship. This had been possible only through the faithful ministrations of her teacher, Miss Sullivan. The latter found her as a little girl utterly unable to comprehend the life about her and only able to make the crudest communications by signs to her family. <\/p>\n
The teacher by patient persistence, using all sorts of objects, with infinite pains, taught the little girl the sign language by touch and when once communication with the outside world was thus established, education proceeded. <\/p>\n
\u2014Howard Wayne Smith<\/p>\n
6417<\/b> Fun With His Mind<\/b><\/p>\n
I was talking with Prof. Basil L. Gildersleeve of Johns Hopkins University, the greatest Greek scholar our country has produced. He was an old man, and he had been honored everywhere. I asked him what compliment received in his long life had pleased him most. He thought a moment, then said, \u201cI believe it was when one of my students said, \u201cProfessor, you have so much fun with your own mind.\u201d\u201d<\/p>\n
\u2014Saturday Evening Post<\/i><\/p>\n
6418<\/b> No Superior In His Class<\/b><\/p>\n
Cuvier, the naturalist, was, in his favourite pursuit, very democratic in his tastes. He treated all men as his equals, and would not allow others to treat him as a superior. One day, while discussing a question in anatomy, a student interjected in his conversations, \u201cMonsieur le baron.\u201d \u201cThere is no baron here,\u201d replied Cuvier. \u201cThere are two students here seeking Truth, and bowing down only to her.\u201d<\/p>\n
6419<\/b> He Discovered Faraday<\/b><\/p>\n
Sir Humphry Davy was a distinguished chemist of the nineteenth century. When asked late in life what he considered to be his greatest discovery, he replied, \u201cMichael Faraday.\u201d<\/p>\n
Davy had found Faraday, the ignorant son of a blacksmith, taking notes at his lectures and longing to study science. As Davy began to teach young Faraday, he found a brilliant mind that promised to eclipse even his own achievements. He knew that no one discovery of his could possibly compare with the many discoveries Faraday would make. <\/p>\n
\u2014Stanley C. Baldwin<\/p>\n
6420<\/b> Teacher As Supreme<\/b><\/p>\n
The celebrated Dr. Busby kept on his hat when visited by King Charles II, and apologized for his apparent want of respect by saying that he should never be able to keep his scholars in subjection if they thought that there was a greater man in the world than himself. <\/p>\n
\u2014Precy<\/p>\n
6421<\/b> Teachers Can\u2019t Be Everything<\/b><\/p>\n
Thomas Henry Huxley, the great biologist, was giving a lecture, and at the close asked his hearers whether he had succeeded in making himself clear. <\/p>\n
One person stood up and said, \u201cYes, sir, except one part during which you stood between me and the blackboard.\u201d<\/p>\n
\u201cReally?\u201d replied Huxley. \u201cWell, I did my best to make myself clear but evidently could not make myself transparent.\u201d<\/p>\n
6422<\/b> Only Aristotle Was Left<\/b><\/p>\n
One day when Plato looked up from his desk in the Academy, after reading and explaining one of his great dialogues, he found but one student left in the classroom; but that student was Aristotle. <\/p>\n
\u2014J. H. Bomberger<\/p>\n
6423<\/b> What Kind Of Doctor? <\/b><\/p>\n
The wife of the famous physicist, Robert A. Millikan, was once passing through the hall of her home just in time to hear the maid answer the telephone. <\/p>\n
\u201cYes,\u201d she said, \u201cthis is Dr. Millikan\u2019s residence, but he\u2019s not the kind of doctor who does anybody any good.\u201d<\/p>\n
6424<\/b> Once A Week For Courting<\/b><\/p>\n
An 1872 list of rules for teachers, posted by a New York City principal, included: Each teacher will bring a bucket of water and scuttle of coal for the day\u2019s sessions. Men teachers may take one evening each week for courting purposes, or two evenings a week if they go to church regularly. After ten hours in school, the teachers should spend the remaining time reading the Bible or other good books. Any teacher who smokes, uses liquor in any form, frequents pool or public halls, or gets shaved in a barbershop will give good reason to suspect his worth, intentions, integrity and honesty. <\/p>\n
\u2014Esso Manhattan<\/p>\n
6425<\/b> Working For Teacher? <\/b><\/p>\n
Little Eldon, fretting at the teacher\u2019s assignment, asked skeptically, \u201cDo you get paid for teaching us?\u201d<\/p>\n
The teacher smiled. \u201cYes.\u201d<\/p>\n
Puzzled, the boy exclaimed, \u201cThat\u2019s funny! We do all the work!\u201d<\/p>\n
6426<\/b> Epigram On Teachers<\/b><\/p>\n
\u2022 Modern Street Sign: \u201cSchool Zone, Drive Carefully\u2014Acute Shortage of teachers.\u201d<\/p>\n
\u2014Jack Herbert<\/p>\n
See also:<\/b> Books ; Education ; Students ; Dan. 12:4.<\/p>\n","protected":false},"excerpt":{"rendered":"
For the time will come when they will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears. \u2014II Tim. 4:3 6405 For Trainers Of People The Research Institute of America lists these requirements for those who train others: (1) Desire to teach (2) Knowledge of the … Continue reading “TEACHERS”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-5325","post","type-post","status-publish","format-standard","hentry","category-sermons"],"_links":{"self":[{"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/posts\/5325","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/comments?post=5325"}],"version-history":[{"count":0,"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/posts\/5325\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/media?parent=5325"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/categories?post=5325"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.biblia.work\/sermons\/wp-json\/wp\/v2\/tags?post=5325"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}