3.3.3 Desirable Capabilities

They also reduced to rather memorable phrases a half dozen desirable capabilities:

• 1. The ability to make students work and want to work.
• 2. The ability to make definite assignments.
• 3. The ability to make clear explanations.
• 4. The ability to be pleasant without being easy.
• 5. The ability to emphasize essentials.
• 6. The ability to capitalize on new ideas.
• 7. The ability to be human.

A number of years ago Clapp conducted a similar survey among one hundred leading school men of America, asking them to list the ten most essential characteristics of a good teacher. From the lists sent in Clapp compiled the ten qualities in the order named most frequently by the one hundred men:

• 1. Sympathy.
• 2. Address.
• 3. Enthusiasm.
• 4. Sincerity.
• 5. Personal Appearance.
• 6. Optimism.
• 7. Scholarship.
• 8. Vitality.
• 9. Fairness.
• 10. Reserve or dignity.

George Herbert Betts, in his stimulating book, How to Teach Religion, says there are three classes of teachers:

“Two types of teachers are remembered: One to be forgiven after years have softened the antagonisms and resentments; the other to be thought of with honor and gratitude as long as memory lasts.

Between these two is a third and a larger group: those who are forgotten, because they failed to stamp a lasting impression on their pupils.

This group represents the mediocrity of the profession, not bad enough to be actively forgiven, not good enough to claim a place in gratitude and remembrance.”

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