ABSTRACT
The teacher who leaves the professional schools with power in managing a class of children may appear to superior advantage the first day, the first week, the first month, or even the first year, as compared with some other teacher who has a much more vital command of psychology, logic, and ethics of development. But later “progress” may with such consist only in perfecting and refining skill already possessed. Such persons seem to know how to teach, but they are not students of teaching. … Unless a teacher is such a student, he may continue to improve in the mechanics of school management, but he can not grow as a teacher.
