V - THE VALUE OF GENERAL KNOWLEDGE TO THE TEACHER

The more the teacher knows the better he teaches. It is true that his main function is not to impart knowledge but he has to import some knowledge and what is more than that to impart it well. Now, to impart knowledge in a good way the person who seeks to impart it must have much more than he proposes to give. What comes from a well stocked mind bear a simplicity and sweetness which we do not find in what comes from a poorly endowed one. The person who knows little teaches much and pompously and also, ineffectively but he that knows much generally teachers little and quietly and also fruitfully. It is in educational institutions more perhaps, than any where else that empty vessels make the loudest sound.

The teacher is apt to be misled by the apparent smallness of the volume of knowledge that he is required to impart to his pupils into the belief that much knowledge is useless to him. The number of teachers who are thus misled is, perhaps, not small. One very often comes across the charge that teachers are as a class averse from reading and constantly replenishing their minds. It is not altogether a groundless charge but the reasons given for the aversion are often groundless. The only reason applicable to the majority of cases is that teachers are unable to see what benefits could possibly result from as siduously refurbishing themselves. Most men are practical especially most ordinary men and they will not long give their time and energies to the pursuit of things whose value in terms of the immediate needs of life appears to them quite uncertain if not decidedly negligible.

The lawyer has the stimulus of necessity to be constantly engaged in improving his knowledge. He is conscious that as his knowledge of law increases his income and the estimation of men about him must also increase. The doctor is nor different from the lawyer in this respect. The lure of more fame and money keeps him tied to the unpausing improvement of his scholarship and skill. The journalist must know more and more to live. The politician must be a student of many subjects to make good. The teacher, on the other hand has no such call to increase knowledge. He misses as he might easily do the need of knowing much to teach little. He is not generally paid more for knowing more. Even in the matter of mere respectability he is not often visibly benefited by studious additions to his mental furniture. Is it possible to convince the teacher that real advantages must accrue if he goes on putting more and more valuable things into his mind?

It is more than doubtful if what has been said at the beginning will convince many teachers. They will ask for more tangible proof than pious generalities. It is, therefore, necessary to go into the question somewhat in detail.

All teachers desire freedom of work and payment adequate to their needs. The complaint is common that the teacher is often led by the nose if not a dog's life by those who are placed above him such as the Headmaster or the Inspector. The average teacher does not always feel quite like himself in the school world. He is frequently a captive a victim a trodden aspiration in it. He must evidently increase his power if he wants to be anything better and knowledge certainly must prove power to him. Increased knowledge would yield him a greater sense of confidence would if not immediately in the long run, inspire a greater regard for him in his superiors a greater faith in him in his pupils. Increased knowledge would certainly enable him to feel his legs. Through knowledge he can attain that mental emancipation which is the only remedy within the reach of all the excessive outside control.

Perhaps only increased knowledge might ultimately lead to increased salary or at least to some supplementary sources of eking it out. At any rate increased knowledge can never possibly stand in the way of the material prospects of the teacher. Then, why not increase knowledge?

Moreover the teacher whose knowledge is not adequate cannot fully know the joy of teaching. The teacher, who has only a half penny worth in the way of knowledge, is bound to be a drudge a melancholy mechanic unable to give himself or his class any joy. He is a cheerless driver of routine a lifeless spoke in a rolling wheel. Knowledge will make him young alive.

And too the gathering of knowledge is itself a real joy at least becomes a joy after a time. A sense of knowledge brings with it a sense of elevation of exaltation a power that makes for us to hold up our heads.

And the teacher has the time and chance in a fair enough measure to devote himself to this work. Why should he not set about doing it? It is an accusing question but a kind opportunity that calls to the teacher now and then. Of course many there are who do not lose it but the nature of the opportunity is such that nobody need ever lose it that nobody can ever lose it without also losing a part of himself.