Many young men and women enter the educational field without giving due consideration to the type of work they are best fitted to do. A large percentage of the teacher failures belongs to this class. I am often interviewed by candidates who are seeking positions. When I ask them the kind of work they can do the best, I occasionally receive the reply, “In what grades do you have the greatest number of openings?” Others will say, “I am prepared to teach any of the grades. I have no preference, for I am as good in one as I am in another.” In the case of some candidates the last statement is likely to be true.

Boards of education usually grade applicants on three main points: personality, preparation, experience. The first two, every candidate who has completed a normal school or college course possesses to a greater or less degree. The third must be gained by actual work in teaching.

A pleasing yet forceful personality is one of the leading factors in any teacher’s success and it should be cultivated to the greatest possible degree. I feel that I was influenced in a large measure to complete my high school education by the attractive personality of the principal of our village school. His predecessor by harsh and dictatorial discipline had driven many boys out of school, and I came near being one of them. I found my ideal in the principal who succeeded him; and when I meet the inspirational teacher—the teacher with a personality that attracts young people—I can see the picture of that splendid young man who gave me the first real desire for an education.

A teacher should always be desirous of making a good personal impression, yet I have seen young women seeking positions waiting at the big counter in the superintendent’s office who were dressed more suitably for a social function than for a business call. Not long ago we were greatly in need of a commercial teacher. A young woman of otherwise good qualifications made application. Her attire was somewhat extreme and we decided it would be well to have her visit the principal of the school who needed the teacher. He reported that he could not use a teacher to instruct young men and women in commercial work who lacked one of the first requisites of business—“dress sense.”

The time is rapidly drawing to a close when mediocre preparation will be accepted in the field of education. The teacher for elementary or high school work must first secure a good general education. Specializing in one or more subjects based upon a fragmentary educational foundation is the cause of many failures in the teaching profession. One of the chief weaknesses of such teachers has usually been found to be in English. In reading applications I have often noticed statements of this character given by one of the references: “Mr. —— is good in his particular subject, but his use of English is so bad that I cannot recommend him for a position where he comes in contact daily with young people.” “I can recommend Miss —— for a position, as for example penmanship teaching, but that is the only thing she can do as her educational vision is very limited.”

After a teacher has secured adequate general education and finds his “bent,” he should then give particular attention and study to his chosen field. A teacher, however, should never cease to utilize every opportunity of broadening his general education. To do so means a narrowing of his viewpoint and the power of associating his special subject with the larger field of education.

In filling out application blanks teachers are sometimes careless in giving the information requested. Failure to do this often results in obtaining little or no consideration for the position desired. The references named should be responsible persons who know of the applicant’s real qualifications and teaching work. It is always well for an applicant to secure the permission of the people chosen as references before using their names. A superintendent is much more likely to understand a teacher’s motive for applying elsewhere if he has been interviewed. When the motive is understood, he is in a better position to serve the applicant as well as the officials to whom the applicant has applied. The large majority of superintendents encourage their teachers to feel that they want them to improve professionally and are ready to assist them in doing so.

Not long ago a young man came to see me about a promotion. I asked him in what line of work he was best fitted for advancement. He said he didn’t know, but he wanted the job that paid the most money.

It was interesting to note his idea of the teaching profession as contrasted with that of a young woman who had interviewed me a short time before concerning a possible opening in one of the high schools. She had taught for two years and realized the need of further specialization in her chosen field. To obtain this training, she had spent a year’s time and her savings in taking post-graduate work. I was interested in the frank statement that she gave concerning her teaching experience, which she confessed had been very ordinary in character. It was also pleasing to note the feeling of gratitude she had for those who had encouraged her to take the post-graduate training.

We had no opening for her at that time, but I took her name and address in order that she might be considered for vacancies that might occur later. It so happened that a few days later a superintendent from a near-by town called to see me, and stated his need of a high school teacher who could teach mathematics, English, and history. It was quite a range of work, but I thought of my visitor of a few days before and made an appointment for her to meet this superintendent. After the interview was over, she came in with tears in her eyes, to tell me that she had declined the offer. She said she was financially much in need of a position, but she could not again go into a classroom to teach work in a department that she was ill prepared to handle. A short time later one of our teachers resigned. The place was given to this young woman. She has proved to be one of our best classroom teachers, and has been an inspiration to the other instructors in her department. Self-examination and study had caused her to realize the real strength, as well as the limitations, of her teaching power, and she made the most of it.