"Benevolence alone will not make a teacher, nor will learning alone do it. The gift of teaching is a peculiar talent, and implies a need and a craving in the teacher himself"
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Chapman cuts against two comforting myths about education: that good-heartedness is enough, and that expertise automatically translates into clarity. His sentence moves like a pair of doors shutting. “Benevolence alone will not make a teacher” rejects the sentimental picture of the kindly adult as savior. “Nor will learning alone do it” punctures the modern credential fetish, where the diploma stands in for the human work of reaching another mind. The rhythm is brisk, almost prosecutorial, as if he’s stripping away alibis.
Then he smuggles in the more unsettling claim: teaching isn’t just a service; it’s an appetite. Calling it “a peculiar talent” gives the gift an eccentric edge, something not fully rational or domesticated. Chapman doesn’t romanticize the classroom as pure altruism. He insists on “a need and a craving in the teacher himself,” a phrase that re-centers the educator’s interior life. The subtext: great teaching has a selfish engine. Not greed or vanity, but a hunger to order chaos, to translate, to witness understanding flicker on. That hunger can produce generosity, patience, even charisma - but it also means the teacher is implicated, not merely virtuous.
In Chapman’s era, American schooling was professionalizing, while the “moral uplift” tradition still lingered. His line reads as a corrective to both: ethics and intellect are prerequisites, not guarantees. What makes it work is its refusal to flatter teachers. It suggests that the best ones teach partly because they cannot not teach, and the classroom, at its best, is where that private craving becomes a public good.
Then he smuggles in the more unsettling claim: teaching isn’t just a service; it’s an appetite. Calling it “a peculiar talent” gives the gift an eccentric edge, something not fully rational or domesticated. Chapman doesn’t romanticize the classroom as pure altruism. He insists on “a need and a craving in the teacher himself,” a phrase that re-centers the educator’s interior life. The subtext: great teaching has a selfish engine. Not greed or vanity, but a hunger to order chaos, to translate, to witness understanding flicker on. That hunger can produce generosity, patience, even charisma - but it also means the teacher is implicated, not merely virtuous.
In Chapman’s era, American schooling was professionalizing, while the “moral uplift” tradition still lingered. His line reads as a corrective to both: ethics and intellect are prerequisites, not guarantees. What makes it work is its refusal to flatter teachers. It suggests that the best ones teach partly because they cannot not teach, and the classroom, at its best, is where that private craving becomes a public good.
Quote Details
| Topic | Teaching |
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