Page:The Teacher's Practical Philosophy.djvu/39



In the last lecture I promised to consider, as the first topic requiring treatment in a practical philosophy of education, the functions, or forms of the activity, of the professional teacher. In defining the point of view adopted and maintained by such an attempt at a philosophy, I also made it clear that all the processes of education, and especially the part which the teacher of the young has in it, are a species of conduct. And, indeed, it is human conduct which constitutes the peculiar sphere of all so-called "practical philosophy." To say this, however, is almost the same thing as saying that all teaching is a personal affair, is a species of intercourse between persons. The moral principles which regulate the intercourse of persons must, therefore, be identical with those which establish rules for the practical activities or functions, of the professional teacher.

Let me then, first of all, explain and expand this thought that the work of the teacher is essentially a personal affair.