EDUCATIONAL H
ORIZONS
ls Teaching A Profe—ssio.,n In Canada Right Now?
What do we understand by apopulace. They charge more fol‘
profession? What are the quali- rfiications of a person who is a member of the professional class?
First and foremost, he must have enough nati-ve wit to ab- sorb a long and often intensive training in his chosen field. This training u-ltimately makes it pos- sible for him to meet certain clearly defined problems and deal with them expeditiously and ful- ly. For example. we call a doc- tor a professional man because he can. as a result of his train- ing. tell what is wrong with us if we are ill: or if he is not sure himself he can describe our con- dition, in fully understandable terms to another doctor who will be able to diagnose the trouble. In other words, he is able to judge our difficult-ies in terms of the whole field of medical know- ledge. Not that he is acquianted personally with the whole field, but he has sufficient grasp of the basic principles that he knows his own limitations, which is im- portant. and knows someone elses scope which, for his patients is even more important.
WIT ~
A thorough grasp of his sub- ject then is the first condi—tion of the professionval—a condition we may term succintJly—rwit.
The second condition is that he constantly tries to improve his knowledge by doing further re- search, reading the technical journals and even taking refresh- er courses in certain new areas that are important. A profession-. a-l man cannot rely on the facts which he learned in college to last him for a lifetirne.
It is interesting in this regard to note that we speak of the doc- tor or lawyer as practising. He knows that he can never be per- fect and he knows that he ‘Trust constantly try to redefine .1: basic concepts in terms of ever- changing conditions and of new- ly discovered techniques in his own and allied fields. These acti- vities will bring him wisdom.
Such acquired wisdom and na- tive wit ~sets.the professional man apart from his fellow men. They come to regard him as being su- perior to them not only in the exercise of his own profession, but in matters of mutual i-nterst to the community. They there- fore come to him for advice and look to him for lcadersip in many community enterprises. And so we have in Canada medical doc- tors, lawyers and engineers re-’ presenting us in our national life. EXPECTED MORE
Now, since the populace ex- pects more from these profes- sionals, the professionals .. are entitled to expect more from the
their services than do other men. It is no secret that doctors, law- yers and engineers are the three highest paid groups in Canada. With this money, which enables them to relax well after working hard, they are able to support financially those community cau- ses which they are asked to lead. Whenever such professionalism brings such tangible returns it is necessary to protect the Profes- sion from unscrupulous Deoplfi who are anxious for the returns without giving the service. For this reason doctors and lawyers for example police their own pro- fession. Any doctor who com- mits an immoral act or is guilty of uwnethica-I conduct is cizmck off the register by his fellow doc- tors, just as -a lawyer is disbar- red for the same reason.
To sum up then, these are the prerequisites for and l3I‘0f95S1011' all ma-n first, native wit; second, acquired wisdom; third, a high- er than average income; fourth, in tradition of service to the com- munity; and last, a rigid control of his professional standards by the other members of his pro‘- fessioln.
AND TEACHERS
How far along this road to pro- fessionalism are the teachers of Canada?
{that they all have n tive wit is surely agreed without argu- ment. Those who teach in sec- ondary schools have graduated from a university in their own special sulbjects. Those who teach in the public schoolls are daily dealing with some of the keenest shurevwdest minds in the country. _ You can fool grown - ups, but it is easier to get to know the right answers tshan try to fool children. They can spot a fake two classrooms away. What of acquired wisdom? Here there would be less agree- ment. A small percentage of tea- chers keep up with the advances in their own sulbjects, an equal- ly small number get to know more than they will ever be cal- led upon to teach. But a teacher’: holidays are far more likely to be spent in trying to earn a lit- tle extra money than in enlarg- ing his professional knowledge. VICIOUS CIRCLE
We cannot blame the teachers for this. Up .to now they have been so badly paid that they have not been able to do otherwise. And -that is why there has been A
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so much talk about salaries and why the professional associations of the teachers have spent most of their time arguing 4b0\1t rates of pay. This has been a viscious circle. Teachers h 3 ve not had the money with which to do it. And yet there is deter- mined opposition to their getting the money until they have prov- ed that their professional wis — dom deserves it.
There is another reason. how- ever, why teachers do not oc- cuipy the position in our society they should. As a group -they are preternaturally shy about com-
DIAL 6565
munlty service of any kind. It is rare to hear of a teacher ac- tive in even municipal affairs, far less provincial or federal. They are not often to be seen as members of service clubs. The excuse is often that they have not the time to spare. When they have corrected their school pap- ers, they say, and have looked after the school play, or opere- tta or cadet corp or swimming team or baseball team or foot- ball team, there is only time to prepare_ the next day’: lessons. And yet I can’t think they are any busier than lawyers, doctors,
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or professors or clergyman.
Th-is re-ticlense is often, in the event, taken for unwillingness. The result is that decisions about education in the community are taken by the people who are‘r'un~ ning the other things in it. and not by the teachers who should be making the decisions about it. NOT BY TEACHERS
This brings me to my final point. The standards of education in Canada are fixed by politi- cians, not by teachers.-And since these standards are dictated from the provincial capital, it is na- tural that the standards for tea-
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chers are thus dictated. too. Just If we deny them their rightful so long as the standards for tea- honour and rewards, and they re- chers are set by a goivernlmentlfiuse to seek it for themselves, department, me,-e will never belwe all lose. Worst of all, our 8 leaching D‘I‘0f€SSi0n. FOP. 35 1 children lose, and they will nev- 53id' one of the great mmks of er realize it until it is too late.
a profession. is that it is admin- . ‘ \ . b A _ istered and controlled entirely by This _was 3 talk given y F,“ old Ldinborough, Talks and Pub-
its members and not by a.ny out- side agency. lic Affairs Department. Toronto. We must conclude, therefore, This department is conducted that there is, as yet, no teach- by the Prince Edward Island Tea- ing profession in Canada. It is chers’ Federation. Contributions sad that there is not. Teachers are welcomed and should be sent to the general secretary, Estelle
are the guardians and the trans- _ mitters of our culture -and of our Bowness, 98 Prince St., Charlotte-
collective knowledge as a nation. town.
Mon., April 14, 1958 Page 12 The Guardian
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