and ignores completely the official regulations. Subjects in the official course of study are neglected, by-laws are openly violated, and at times the whim of the principal or teacher replaces definite official requirements. Even in such a case it is advisable that the teacher follow the official regulations, and where disapproved by the principal have him give his orders in writing.

4. Rights of the material self.-The teacher should have undisputed control over his own property. He should also receive all supplies which are necessary for his work, which can be legitimately obtained, and which are not so excessive as to deprive others of similar material. Such material should not be restricted to books, pens, ink, pencils, and paper, but should include for regular work, colored crayon, paint, brushes, palettes, cloth, clay, wood, knives, scissors, boards, apparatus, to name only a few. The teacher should know the supplies to be had and should then determine which are needed.

The teacher has the right of adequate protection of his materials, be such protection afforded by closet and desk room, or by careful guarding of such matter as may be left exposed, as pictures, statues, apparatus, and similar things.

A teacher's room should afford facilities for keeping the person generally in trim. Such rooms are usually provided, but they should not be used for other purposes, as for the storing of supplies, and the like.

5. Rights of the spiritual self. The spiritual self consists of all those relations of thought and feeling which a man can call his. Rights inhering in the spiritual self are of a highly moral character, and where a teacher is sensitive and highly enthusiastic, such rights must be carefully respected.

(a) Good name. To a conscientious teacher the right

C

to his good name is of great consequence. On no account should a principal go talking about the teachers or their classes to others, or even allow slurring remarks to be made by one teacher against the others. To criticise one teacher before another, or to pass remarks about one teacher's class in the presence of another class, or to criticise a class openly before a teacher or during a teacher's absence is a most cowardly thing to do. So, too, the constant bickering and faultfinding among the teachers themselves is unprofessional. As far as the principal is concerned, his official action and mark should guide any unofficial procedure.

To preserve the good name of the teacher and to enhance it, if possible, the principal should carefully study the following suggestions from Hobbes :

11

To praise, magnify, or call happy, is to honour; because nothing but goodness, power, and felicity is valued. To revile, mock, or pity, is to dishonour.

To speak to another with consideration, to appear before him with decency, and humility, is to honour him; as signs of fear to offend. To speak to him rashly, to do anything before him obscenely, slovenly, impudently, is to dishonour.

To believe, to trust, to rely on another, is to honour him; sign of opinion of his virtue and power. To distrust, or not believe, is to dishonour.

To hearken to a man's counsel, or discourse of what kind soever, is to honour; as a sign we think him wise, or eloquent, or witty. To sleep, or go forth, or talk the while, is to dishonour.

To do those things to another, which he takes for signs of honour or which the law or custom makes so, is to honour; because in approving the honour done by others, he acknowledgeth the power which others acknowledge. To refuse to do them, is to dishonour.

11 Hobbes, Thomas, Leviathan, The English Works, Edited by William Molesworth, 3: 77. Hobbes, Thomas, Leviathan, Edited by A. R. Waller, Cambridge English Classics, Ch. X,

To agree with in opinion, is to honour; as being a sign of approving his judgment and wisdom. To dissent is to dishonour, and an upbraiding of error; and, if the dissent be in many things, of folly.

To imitate, is to honour; for it is vehemently to approve. To imitate one's enemy is to dishonour.

To honour those another honours, is to honour him; as a sign of approbation of his judgment. To honour his enemies is to dishonour him.

To employ in counsel, or in actions of difficulty, is to honour; as a sign of opinion of his wisdom or other power. To deny employment in the same cases, to those that seek it, is to dishonour.

(b) Free speech and action. A teacher should not hesitate to go to the principal and state to him actual conditions as they exist. It is advisable, however, to restrict expression in such cases to conditions affecting either the teacher personally or the school as a whole. Free though respectful speech is also advisable where a difference of opinion exists between the principal and the teacher. As regards his actions, a teacher has the right to do anything after regular school sessions which is not connected with school work or class duties, and which is not in conflict with them. In the school and during school hours freedom of speech and action is conditioned by educational needs.

(c) Cooperation from the principal. The teacher can expect the principal to aid him indirectly even when specific cases for help do not arise. Too often the principal will consider that he is doing his full share when he aids the teacher at critical moments. In addition, the teacher should look to the principal for suggestions on method, study, references, and the like.

(d) Official privileges. - Whatever privileges are allowed to the teacher by official regulation should not be set aside at the whim of the principal. If visitation of other schools

is allowed, the teacher should take advantage of it and should insist on his right in this connection.

6. Rights of the social self. A teacher should not consider that he gives up his manhood when he becomes a teacher. The courtesy which he receives outside of the school he has a right to expect when in the school.

(a) Personal consideration. - As principal the head of a school is superior to the teacher, but as gentlemen, man and man, they are equal. A principal is a knave who will use means given to him to judge pedagogical fitness for the purpose of browbeating a teacher.

(b) Social recognition. — The teacher should expect the principal to keep in touch with himself and his work even when pedagogical matters are not in question. The teacher should receive recognition of his work other than the cold and abstract satisfactory' or 'meritorious ' given annually.

(c) Free discussion. In grade or other conferences free discussion is a right which should not be denied. Where the numbers will not permit, grade conferences will deal with numbers small enough to allow of free discussion. Of those present, the principal, if efficient, will probably say the least.

(d) Free association. Closely allied to the right of free discussion is the right of free association with other teachers in a school for purposes of social and educational improvement. A small room (the library, for example) for purposes of meeting and entertainment, facilities for luncheon, and freedom from janitorial or other interference, would be a boon to the too isolated and partisan groups of teachers as they usually exist. Moreover, the department as a whole, principal and teachers, ought to go and see standard plays, visit places of historic interest, give receptions to parents, and the like.

IV. DUTIES OF THE TEACHER

1. Meaning of duty.12-Duty is something which a person ought to do, something which he is impelled to do as right, either because of external pressure or internal impulsion. Upon deliberation over an action there is often a vague feeling of unrest, disturbance, dissatisfaction, either if the right thing is to be left undone or if some course of action felt as not right is to be taken. Where external compulsion has been crystallised in the form of law, the 'ought' is supplemented by the 'must.' In the free agent the two usually not only coincide, but the 'ought' also goes far beyond and ahead of the 'must.'

Ethical action 12 is possible only where the following elements are present. There must be (1) a situation in which action is possible, (2) inner impulsion, (3) an end judged as right, and (4) a properly coordinated means bridging the gap between the present and the end judged as right. The highest ethical action is not possible where the teacher is simply an instrument or tool, where he is not conversant with human action past and present, where aims of a highly developed character do not exist, where, in short, self-activity is not present.

2. Sanctions of duties. The teacher should, if possible, do things because he feels he ought to do them, because they are for him good and right. And such good and right

12 On 'duty,' see: Kant's Critique of Practical Reason, Eng. tr. by Thomas Kingsmill Abbott. Green, Thomas Hill, Prolegomena to Ethics, Bk. III. Paulsen, Friedrich, A System of Ethics, Eng. tr. by Frank Thilly, Bk. III. Aristotle, The Nicomachean Ethics, Eng. tr. by J. E. C. Welldon, Bk. III, Ch. IV. Stephen, Leslie, The Science of Ethics, Ch. IV, and others.

13 See Mackenzie, John S., A Manual of Ethics, Fourth edition, Bk. III, Ch. VII, § 2.