Teacher
Teacher
Teacher
What, according to Russell, are the functions of a teacher, and what are the
difficulties and hurdles in the way of the teacher’s performance of these
functions? What comments would you offer on Russell’s views?
The book called Unpopular Essays is a collection of ten essays on various subjects. In the
introduction to the book, Russell tells us that these essays were intended to combat in one way
or another, the growth of dogmatism whether of the Right or of the Left, which has so far
characterized our tragic century. Why he has called this book “Unpopular Essays”. Russell Says
that there are several sentences in this book which some unusually stupid children of the age of
ten may find difficult to understand. That is why he could not claim that the essays would be
popular; and so, if not popular, then, unpopular.
In actual fact, however, these essays have proved to be far from unpopular. The ideas
expressed in them possess a popular appeal, and they are written in a style which is easily
intelligible even to the layman. Besides, these essays have been made interesting, and almost
entertaining, by Russell’s unique treatment of the subjects chosen by him, and by his ironical
and satirical wit. Nor can the serious purpose of these essays be questioned.
These essays cover a fairly wide range of subjects. We here see Russell as a philosopher, as a
political theorist, as a social scientist, as an educationist, as a moralist, as a propagandist, as a
close observer, and as an analyst of human life and character. Indeed, these essays reveal
Russell’s many-sided genius and his intellectual breadth.
Russell begins the essay “functions of a teacher” by noting the recent (modern - late 19th/20th
century) transformation of education from a small, highly skilled profession concerned with a
minority of the population, to a large and important branch of the public service. Although this
shows that education has become available to more people, Russell sees problems with state-
run education and how these problems can limit the function of a teacher.
Russell notes that while innovative teachers of the past (Socrates, Galileo) have been persecuted for
teaching non-traditional doctrine, their work survives and is therefore proof that they had the
intellectual freedom to think and teach such non-traditional ideas. Russell adds that for a teacher to
fulfill his/her role as a teacher, he/she must feel this sense of intellectual freedom and independence.
Teachers are agents of civilization working in this world, making people bold, courageous and
learned in whatever has gone and whatever may come.
Russell cites examples where education is censored (Nazi Germany and the Soviet Union),
nations where teachers must not question the dogma of their respective governments. This limits the
teacher's intellectual freedom and he/she must therefore teach students to think only within the beliefs
of their country's ideology. The result, especially in totalitarian countries, is that the state essentially
teaches students to become stubborn nationalists. Thus, each nation teaches all of its citizens a strict
dogma. If the dogma conflicts with the dogma of another country, greater conflict can occur.
Russell notes that some knowledge should be required in any country: math, reading and writing.
Teachers should be allowed to think and teach outside of any partisan, dogmatic, or narrow-minded
thinking. If allowed to occupy this position, teachers are better able to instill free thought in their
students and this will create an intelligent citizen rather than a one-sided people. This is why Russell
calls teachers the "guardians of civilization." The teacher should present all sides of an issue and give
the students the same sense of intellectual freedom that he/she enjoys.
A teacher’s face, feelings and opinions would print their permanent marks on the little minds
seated before him. Therefore, his face should be pleasant, his feelings pure and his opinions
pious.
Russell then defines what "civilized" means by placing less emphasis on industry and
technology, with more emphasis on citizens being enlightened, curious, and aware of the world around
them. Unlike the propagandist who trains his students to be mindless slaves of the state, an effective
teacher has a genuine desire to teach his students to be intelligent and free-thinking.
Russell adds that teachers are overworked and must spend too much time on examination material
rather than on thought-provoking exercises. A further problem is that those who come up with the
exam material are often administrators, not teachers, those who are out of touch with the students
and education in general.
Examinations are a total waste of time due to the unnecessary burden of which teachers and
students become overworked, exhausted and imprisoned in class rooms, deprived of
sunshine and air.
Ideally, the education system needs to be free from national/state ideologies. This involves a
deliberate restraint on the part of those who have power, and a conscious realization that there are
men to whom free scope must be afforded.
Russell’s views on the subject of education as stated in the essay, The Functions of a Teacher,
are very instructive and illuminating. Although this essay was written nearly thirty years ago, its
ideas have not lost their strength and value, at least for this country. If even five per cent of the
teachers in Pakistan were to adopt the ideals proposed by Russell in this essay, the educational
system will undergo a transformation the effects of which will be far-reaching. The majority of
teachers will of course laugh at these ideas, but the earnest-minded ones can draw plenty of
inspiration from them.