TEACHING - NO LONGER A VOCATION

TEACHING - NO LONGER A VOCATION

By Randall Butisingh

This article was written in 1971, a few months before I retired.

I was very dissatisfied with what was taking place in school; where political expediency ousted teaching ethics resulting in a breakdown of discipline, insubordination and the degradation of Education in the schools of Guyana.

——–

Teaching had always been regarded as a vocation, and it was expected that the men and women who entered its ranks did so because of that sense.

The earliest teachers were volunteers who gave their spare time to educate the young ones of their time. Robert Raikes, an Englishman was one of the first of this kind. His pupils were the scum of the English slum – the stray boys as they were called – and his first task was to teach them Religion, and later Reading and Writing.

From that humble beginning sprang the Church Schools which gave formal lessons in the Three R’s and also taught them Religion… Teachers were remunerated but the pay was so small that only the dedicated offered their services. To these it was an opportunity for service to their fellow men.

Even in this country, in the nineteenth century, teaching attracted to a great extent, the dedicated and conscientious worker. Teachers never used to grudge giving services during unofficial hours; to them, it fitted with the sense of vocation.

Vocation knows no holiday and working in an occupation in which one is dedicated is a holiday in itself. The good teacher enjoys this perpetual holiday and is bored and unhappy when he is away from his charge.

For the past half century and more, much has been done to mar the spirit of devotion, though it is not entirely eradicated. The payment by results system, in Dual Control, when government came in and paid the bills, has been one of the ugliest blots in the administrative system. If teachers gave extra service, they gave it through compulsion; they struggled hard to survive, and in the struggle, some resorted to unethical means. The smartest and not always the most conscientious survived.

This state of affairs, where results mattered most, proved a bane to real progress because, if volition which is consistent with the spirit of dedication is removed, then vocation becomes a misnomer, and true education, that what is worth knowing and becoming suffers.

At present the payment by results system does not obtain, but teaching in the context of Guyana, has been made attractive in the form of more pay for teachers, opportunity of training for all – formerly only the few academically best were selected for training – protection of a trade union which can resort to the strike weapon and go-slow tactics, and numerous holidays.. These have attracted into the profession many who have no love for teaching, self-seekers, opportunists, who can never inspire or motivate their pupils.

Some of these square pegs however, are intrinsically good, with a potential for other type of occupations, but unfortunately, the system offers them no scope for their development, neither has it been able to discover their hidden talents. So the potential technician, craftsman, farmer, fisherman and others find teaching a field for financial exploitation, and also a stepping stone to more lucrative employment… With the promise of free education for all, what will happen to the army of youths of average ability who will pass five or more subjects at the G.C.E “O’ level? Surely the teaching profession, the civil service and the industries will not be able to absorb all of them in white collar posts. Many of them will roam the streets and be a burden to state and society.

The type of Education which does not take aptitude into consideration cannot successfully build a young nation that is struggling for economic sufficiency through Cooperatives. Technical skill and brawn are the things most needed… Without them our Education would be unproductive, it would produce unproductive teachers who would perpetuate un-productivity.

A manual- based Education is the best thing for our schools. Pupils should be made to use their hands right from the beginning and produce. This productivity should continue all through the school… No school should be without a Garden, a Handicraft and a Domestic Department. Here is where the children would learn that there is dignity in labour and would enjoy the fruits of labour. Every School, if properly organized will be able to pay some of its expenses. If this is done, when the pupils leave school, they will be able to wrest a living from the Agricultural lands, Forests, Water and other resources of the country.

Again proper incentives should be given to the manual-type worker if this type of occupation is to be stressed. The scavenger who does the dirtiest work but very essential job should be better paid than the clerk; the farmer should be rewarded with bonuses and national honours and compensated when his crops get destroyed by floods or pests.

The indispensable service of the farmer should be properly recognized as his profession is a noble one and people owe him its sustenance. Also a National Farmers’ Day should be held every year when public recognition could be paid to them.

Because of the security which teachers enjoy and the unwillingness of many to go the ‘second mile, they should be made to do by compulsion what their counterparts of the past did voluntarily. What reason is there why teachers should not work more than five hours a day, five days a week and during vacation? This does not mean that they will have to do routine work all the time, but they can surely help the Nation in social work like Adult Education, Youth Club activities and classes for the underprivileged. They can also find some time visiting parents, arranging their own refresher courses, writing text books and learning to use their hands among other things.

The holidays given throughout the year should not mean exemption from duty for teachers. They should be considered on duty and be available for utilization in the National cause, especially as they are paid for these periods.

At present, apart from the three months’ holidays teachers get every year, a month’s leave every three years, many hours are lost to teaching in this country by teachers who take leave for illnesses real, or imaginary, and for selfish reasons.

Is there any wonder, taking all these things into consideration that Teaching has ceased to be a Vocation for many?

——

Update: All the recommendations concerning Farming that I have made in this article were later implemented by the People’s National Congress (P.N.C.) Government administration.(1964-1992)

THOUGHT FOR TODAY

SCIENCE AND EVOLUTION

Quotes by Charles Darwin – 1809-1882

“A scientific man ought to have no wishes, no affections, — a mere heart of stone.”

“We can allow satellites, planets, suns, universe, nay whole systems of universe[s], to be governed by laws, but the smallest insect, we wish to be created at once by special act.”

“Nothing before had ever made me thoroughly realize, though I had read various scientific books, that science consists in grouping facts so that general laws or conclusions may be drawn from them.”

“It is those who know little, and not those who know much, who so positively assert that this or that problem will never be solved by science.” -

“”The fact of evolution is the backbone of biology, and biology is thus in the peculiar position of being a science founded on an improved theory, is it then a science or faith?” “In the struggle for survival, the fittest win out at the expense of their rivals because they succeed in adapting themselves best to their environment.”

– Charles Darwin – author “The Origin of Species”

One of the most influential scientists of the nineteenth century, Charles Darwin (1809-1882) is best known for establishing the theory of organic evolution by natural selection. This English naturalist discovered that natural selection was the agent for the transmutation of organisms during evolution, as did Alfred Russell Wallace independently. Darwin presented his theory in Origin of Species.

The concept of evolution by descent dates at least from classical Greek philosophers. In the eighteenth century Carl Linnaeus postulated limited mutability of species by descent. But most naturalists were concerned with identifying species, the stability of which was considered essential for their work. Natural theology regarded the perfection of adaptation between structure and mode of life in organisms as evidence for a predetermined divine plan

After University, Darwin to join the crew on a British government survey ship, the H.M.S. Beagle, as an unpaid naturalist on a five-year voyage to South America and the South Pacific Islands.

While in Brazil, Darwin found various fossils and made geological and biological observations, took records, and collected specimens of every kind as the ship cruised back and forth along the coasts of South America. Darwin had begun to notice evidence that animals and plants had undergone evolutionary changes. In some areas, species had become extinct, yet Darwin noticed similar but not identical species in other areas nearby.

He was perplexed over the fact that existing species had demonstrated characteristics similar to those of extinct species. He also found slightly similar, though clearly different, species located in a variety of places around the world, but also completely lacking in other parts of the world. Moreover, Darwin was intrigued that the flora and fauna of oceanic islands were likely to resemble the same animal and plant species found on the neighboring continents. He thought it peculiar that islands with the same geological and physical features could be home to completely different animal species.

Four years after having set sail, Darwin landed in the Galápagos Islands, where he would make the most significant observations of the expedition. Darwin noticed that there were around 14 different types of finch birds on different islands of the Galápagos. Each type of finch appeared to have adapted completely to the island on which it lived. Moreover, some with sharper, finer beaks fed on insects and were more suited to stabbing their prey, while others ate seeds and had more powerful, parrot-like bills for breaking the shells. Another curiosity was the giant tortoises that appeared similar but possessed many distinctive features. The local island inhabitants could tell at sight from which island any of the giant creatures had come. Darwin began to ask if all of this biological diversity was arbitrary or whether a pattern of meaning could be discerned. Then a possible explanation began to emerge; he realized that species had to be mutable and diverged instead of fixed in form according to their original ancestry. A common ancestor could explain the similarities, but Darwin began to guess that each species could have given rise to new ones.

Upon returning to Britain in October 1836, Darwin’s ideas came into focus and he began to synthesize a theory to explain his premonition. He began by asserting that if species had transformed, the issue of diversity was satisfied, and species were related by descent from common ancestors. Recent study of Darwin’s unpublished manuscripts and entire works reveal a continuity of purpose and integrity of effort to establish the high probability of the genetic relationship through descent in all forms of life. Darwin work created a paradigm shift of consummate importance to the history of science and ideas.

(By Cyril Bryan with excerpts from Discover and Sociology Magazines)