Bertrand Russell’s Gem

The functions of a Teacher compared to that of the Propagandist

No one can be a good teacher unless they have feelings of warm affection toward their pupils and a genuine desire to impart to them what they believe to be of value.

This is not the attitude of the propagandist. To the propagandist the pupil is a potential soldier in an army. They are to serve purposes that lie outside their own lives, not in the sense in which every generous purpose transcends self, but in the sense of ministering to unjust privilege or to despotic (meaning: of a cruel and oppressive ruler) power. The propagandist does not desire that the pupil should survey the world and freely choose a purpose which to them appears of value. The propagandist desires, like a topiarian (meaning: ornamental gardening) artist, that the pupil’s growth shall be trained and twisted to suit the gardener’s purpose. And in thwarting the pupil’s natural growth the propagandist is apt to destroy in them all generous vigor, replacing it by envy, destructiveness, and cruelty.

There is no need for human beings to be cruel; on the contrary, I am persuaded that most cruelty results from thwarting in early years, above all from thwarting what is good.

Bertrand Russell, Unpopular Essays (1953), Ch. VIII: The Functions of a Teacher, p . 118-9 (emphasis mine)

Russell is of course a great philosopher-mathematician of the 20th century. His honest commentary on various issues is always a joy to read. The above quote is no different. As I reflect upon my teaching and learning sessions with my children, I couldn’t agree more with what he has said. In the 21st century, knowledge should really be free. I know that this is not true for many people yet, but I am hopeful that the barriers to entry will be reduced as the Internet becomes more and more ubiquitous and accessible.

But if the so-called “programmers of the society” in the form of disciplinarian teachers, despotic generals, selfish politicians keep coming in the way of an obvious freedom, then we have a long way to go. Circumstances, a personal make-up, behavioral traits themselves are so challenging to individuals that we do not want the societies to be programmed.

And a selfless affection without any hidden motif (even that of imparting knowledge of certain kind) is the only thing we need in capable teachers.