Word: teacher
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Dates: during 1950-1959
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...Teacher's Lesson. Strong man of the corporal's guard defending the subdivision was Homeowner Theodor Repsholdt, a high-school teacher. "I am a resident of Deerfield and teach your children American history," said he. "I'm a Lutheran and I'm in favor of an integrated community." Catcalls from the floor: "Resign! Fire him." Repsholdt squared his shoulders, continued: "One thing is fortunate. If there is any shortage more acute than the shortage in housing, it is the shortage of teachers. I'm not frightened about losing my job." Repsholdt got a big hand...
Everybody agreed that James Worley, head of the English department at big (1,160 students) Fox Lane High School near Mount Kisco, N.Y., was just about the finest teacher they knew. And academic standards are high in the suburban Westchester County area, home of many a well-heeled Manhattan commuter with an eye on Harvard for his son. But last week able, balding Teacher Worley, 38, was fired. Reason: he refused to file lesson plans with the front office two weeks ahead of class...
...Becoming a good teacher," said a veteran New York City public-school teacher, "has more in common with the process of becoming a good boxer or a combat soldier [than with medicine]. You do not have a subdued and cooperative patient; you have a mixed bag of restless unknown quantities in one room, no two of whom will react the same way. You get your brains knocked out a few times, and you get blown up several times. If you are a born teacher and not one fabricated by the professors of pedagogy, you become a first-class veteran, able...
Nonetheless, nearly all the Amherst-bred teachers voiced enthusiasm for their jobs. Reason: "A tremor of excitement coming from the secondary schools." With curriculums in ferment across the country, "notes of boyish idealism" were not uncommon among men in their 505. They forecast exciting opportunities in TV courses, team teaching, counseling. They urged Amherst students to enter a profession "on the way up," suggested that Amherst could thereby help "deflate the grey-flannel success myth" prevalent at "provincial" Ivy League colleges. One prep-school teacher asked: "What other job would pay me to play squash every afternoon? In what other...
...Amherst men listed drawbacks aplenty, notably dullard school boards, low pay and low prestige. They emphasized a paradox created by crowded schools: U.S. teachers now look forward to school jobs that "will get them out of the classroom." Especially affected is the really good teacher-"a master, an expert, a torero"-who gets all the tough classes with no extra pay. Eventually, he grabs an administrative job to survive. "The whole question of improving U.S. education," said one teacher, "is tied up with this dichotomy...