Inspirational Teacher Research Articles

Obituary, Professor William Dalziel Jackson, 1921-2002

Emeritus Professor Bill Jackson is remembered as an academic, botanist, ecologist and geneticist. He was all of these things and much more. He was a truly inspirational teacher who made time available to students regardless of what else was on. An insightful researcher, he established the core principles of ecological theory that describe the processes shaping the Tasmanian vegetation. He was a leader and visionary who saw the way forward in botanical research and fostered its development over nearly 50 years.

All in an engineer’s life

All in an engineer’s life

Introduction

The planning of this issue started as a project to honor Per-Olov Löwdin and his contributions to scientific research and education. His unexpected death on October 6, 2000, means that this issue honors rather the memory of Per-Olov and his work. This project was enthusiastically embraced by many friends and colleagues of Per-Olov around the world and the number of articles grew well beyond what was originally planned, a situation that put strains on the pool of referees of the International Journal of Quantum Chemistry. Although this large number of contributed articles from around the world represents a fitting tribute to Per-Olov's memory, it has resulted in the publication of this issue taking longer than originally planned. Per-Olov Löwdin earned his D.Sc. at Uppsala University. His professor, Ivar Waller, held the chair of Theoretical Physics at Uppsala. Per-Olov's dissertation, presented and defended in 1948, involved a quantum mechanical treatment of the cohesive properties of alkali halides. The impressive numerical work, carried out before the age of electronic computers, was performed on electrically powered hand calculators with the aid of a number of physics and mathematics students, many of whom went on to enjoy illustrious academic careers. This monumental project, which must have required exceptional organizational skill, the acquisition of financial resources, the gift of persuasion, and sheer enthusiasm, was typical of the many projects and ventures that Per-Olov initiated during his career. After teaching in his home department of Theoretical Physics at Uppsala (1948–1955) Per-Olov held a position with the Swedish Natural Research Council until 1960. During this time he established the Uppsala Quantum Chemistry Group. Financed by several Swedish and U.S. research grants this group consisted of several students, postdocs, and senior scientists from Sweden, the United States, Great Britain, Israel, India, Japan, Latin America, and other nations. In 1960 Per-Olov almost simultaneously accepted the positions of Professor of Quantum Chemistry at Uppsala University and of Graduate Research Professor of Chemistry and Physics at the University of Florida. From then on Per-Olov and his family had their base of operations for half the year in Sweden and half the year in Florida. Per-Olov was the Founding Editor of this journal and of Advances in Quantum Chemistry. He initiated the annual Sanibel Symposia and the Scandinavian Summer Schools in Quantum Chemistry and Solid State Theory. The Summer Schools were organized with his junior colleagues from 1958 to 1987. These schools lasted for up to six weeks, had solid financial support, and over these years taught a total of over 4000 students about linear algebra, group theory, Hartree–Fock theory, numerical methods, perturbation theory, electron correlation, etc. Students brought back heavy notebooks to their home institutions. In addition to virtually all European countries, participants came from many African, American, and Asian nations. The first Sanibel Symposium was arranged in December/January of 1960–1961. These meetings became equally international in scope. The most recent Sanibel Symposium held in February 2002 was number 42. Per-Olov participated in every one of these meetings held during his lifetime; his last one was Sanibel 2000. Having been his student and postdoc, co-organizers, and colleagues we may have a unique perspective of Per-Olov as a scientist and as a human being. He was an inspiring teacher, a gifted scientist with a mathematical bent, and an untiring lecturer. He was also determined, sometimes unyielding, convincing, charming, never boring, and always fun to be around. His most outstanding personal and professional trait may be that of an internationalist. The broad international participation of the Summer and Winter Schools and the Sanibel Symposia with typically in excess of 30 nations represented have clearly helped to promote understanding and mutual appreciation among scientists, young and old, from various cultures and national origins.

At the Heart of a New Profession: Margaret Stansfeld, a Radical English Educationalist

It is argued here that Margaret Stansfeld, as Principal of Bedford Physical Training College from 1903 to 1945, succeeded in developing a strong and distinctive 'female tradition' which was widely disseminated by her students. She was realistic in recognizing the strength of opposition from a male-dominated society to women's participation in sport and physical exercise, and steadily overcame it. She achieved this partly by insisting on acceptably 'ladylike' behaviour from her students in conventional social situations, and also by bringing the work of the college into the public arena, through displays of gymnastics, through the use of elementary schools for part of the student teaching experience, through the running of a physiotherapy clinic where treatment was given free of charge, and through the use of students in the outpatients ward of the local hospital. Stansfeld herself was PE organizer for Bedford from 1923. But she was not afraid to fight against prejudice which was demonstrably based on false premises, e.g. medical opposition to women taking part in strenuous physical exercise, or to insist on appropriate clothing for women, however indecorous some might have considered it. The college's long-term success resulted from a series of factors: its curriculum and ethos, the networking process it fostered, the quality of the teachers it produced, the strength of the Old Students' Association, Stansfeld's willingness to embrace new ideas, and the growing academic respectability of the subject. The pivot of the whole process was Stansfeld herself - autocratic, austere, but an inspirational teacher - feared and loved. Students who succeeded were empowered - 'She prepared us for LIFE!' The success of her Old Students was the most important feature, e.g. Phyllis Colson, originator and director of the Central Council of Physical Recreation. Hundreds of others, less well known, in schools all over Britain and abroad, gave their pupils pride in themselves, not only through the experience of games, gymnastics and dance, but through moral example - 'fair play' - and many brought the newest innovations into schools (e.g. Elizabeth Swallow was the first to introduce Laban into a maintained school in 1939). Stansfeld's indomitable spirit was always in evidence, even at the end of her life - she returned to the office of Principal in 1948 at age 88, three years before her own death, after the unexpected death of her successor. It was this strength of will and character above all else which empowered her students as women and as teachers, and which enabled them in their turn to empower their own pupils, and so to replace the myth that physical activities were damaging to women with the growing realization that sport and physical recreation are as beneficial to women as they are to men. Stansfeld was justifiably recognized in her time as a pioneer in the advancement of women's PE, e.g. by the McNair Report (1942), which argued that nothing comparable had been achieved for men. She was the last survivor of the originators of women's PE, and the most influential. It is ironic that the rise of feminism in the second half of the century coincided with the dissipation of the female tradition, epitomised by Stansfeld, as physical education for women, developed by women, in the first half of the century increasingly came to be controlled by men in the second half. It is perhaps the ultimate demonstration of the success of Stansfeld's work that, despite this, at the beginning of the twenty-first century women are free to participate in and enjoy sport and physical leisure in a way that would have seemed impossible at the beginning of the twentieth.

Joseph Henri Rey: Formerly Consultant Psychiatrist, Bethlem Royal and Maudsley Hospitals 1912–2000

Henri Rey, as he preferred to be called, was a psychoanalyst who worked at the Maudsley Hospital for 32 years, he was an inspiring and much loved teacher who had a profound influence on a succession of psychiatrists who trained under him. They recognised his great intelligence and breadth, his

7114 Can colonoscopy diagnose transmural ischaemic colitis after abdominal aortic surgery. an evidence based approach.

Clinical diagnosis and decisions are often based on individiual expertise and tradition. The use of current best available external evidence from basic or clinical research is often impeded due to several reasons, e.g. lack of time for clinicians to read and keep up to date, but also an inefficient approach to clinical learning. Evidence based medicine seeks to combine the best external evidence from systematic research with individual clinical experience. Ischaemic colitis is a well known and potentially fatal complication to aortic surgery. Once the diagnosis is suspected, colonoscopy is the method of choice. However, we recently encountered two cases in which senior gastroenterologists failed to reach the diagnosis of transmural ischaemic colitis. This made us question the diagnostic validity of colonoscopy after aortic surgery, which in turn led us to establish an evidence based conference to answer the following question: is colonoscopy diagnostic for ischaemic colitis? Method: A search for literature made by all doctors in the department. It was decided, that emphasis should be put on prospective controlled trials, preferentially randomised, and that editorials, ordinary reviews and case reports should be left out. A review of the literature was performed according to evidence based principles. Results: No randomised studies were found.We identified 7 prospective, not all consecutive, reports focusing on endoscopy and ischaemic colitis after aortic surgery. In these reports, the incidence of ischaemic colitis found at endoscopy, ranged from 3-9% following elective operations to 18-60% following surgery for ruptured aneurysms. Endoscopy may disclose ischaemic colitis, but can not separate transmural from the clinical less important mucosal ischaemia. In none of the identified prospective series had endoscopy any impact on mortality, contradicting recommendations based on casuistic reports. None of the participants in the evidence based conference had identified all reports. Conclusion: The value of endoscopy as a single procedure in identifying transmural ischaemic colitis after abdominal aortic surgery is limited. A diagnostic modality, other than laparatomy, to distinguish mucosal from transmural ischaemia needs to be developed. The evidence based conference was an inspiring teaching modality, and illustrated for the participants the difficulty in performing a targeted literature search.

Can Colonoscopy Diagnose Transmural Ischaemic Colitis after Abdominal Aortic Surgery? An Evidence-based Approach

Objectives: to assess the diagnostic value of colonoscopy in ischaemic colitis following abdominal aortic surgery, based on a literature review, and to introduce the concept of evidence-based medicine. Method: a review of the literature according to evidence-based principles was made by all doctors of our department. Results: seven prospective non-randomised reports on routine colonoscopy after abdominal aortic surgery were found. None of the participants found all the reports, and the last was identified by the reviewer. Conclusions: Endoscopy may disclose ischaemic colitis, but cannot separate transmural from the clinically less important mucosal ischaemia. Endoscopy had no impact on mortality in any of the prospective series. The evidence-based conference was an inspiring teaching modality, and illustrated for the participants the difficulty in performing a targeted literature search.

George Luscombe 1926-1999: The Virtue of Intolerance

George Luscombe was co-founder and for almost three decades Artistic Director of Toronto Workshop Productions. Among the many productions he directed, and helped to create, were Hey, Rube!, The Mechanic, Mr. Bones, Chicago 70, Ten Lost Years, You Can’t Get Here from There, Summer 76, Les Canadiens and The Mac Paps. Although he was not fond of the term, George was, effectively, the dramaturg and, sometimes, the (usually unacknowledged) co-author of several productions. In addition to his inspirational teaching at the University of Guelph and other institutions, George served as mentor, rival and infuriator to many theatre practitioners who subsequently formed, or came to head up, their own companies.

Wallace Henderson Clark, Jr.: An appreciation

Wallace Henderson Clark, Jr died on November 28, 1997. Wallace was an inspiring teacher, outstanding pathologist, and unusual medical scholar. Pathology, dermatopathology, and dermatology have lost an effective leader in the practice of medicine and a scholar in medical science. His friends, students, and colleagues have lost an enthusiastic fellow human. The many patients with melanocytic lesions have lost a kind, caring practitioner.

Lyman A. Brewer III (1907–1988): surgeon-scientist, inspirational teacher, and humanist

Dr. Lyman Augustus Brewer III, a distinguished, colorful thoracic surgeon and among the first to practice that specialty in the West, died on June 25, 1988, in Los Angeles, California, after a courageous battle with lymphoma. Dr. Brewer was a great humanist, innovative clinical surgeon, charismatic teacher, and surgical leader. In World War II, Lieutenant Colonel Brewer served in the Second Auxiliary Surgical Group in the Mediterranean and European theaters and helped define criteria that became the standard for the management of thoracic war injuries. Out of this experience he authored the classic paper, “The Wet Lung in War Casualties.” Dr. Brewer’s scientific contributions embraced the broad spectrum of thoracic surgical topics, including treatment of tuberculosis, classification of lung cancer, bronchial stump buttressing using the pericardial fat pad (Brewer fat pad), and management of esophageal perforation. Dr Brewer wrote seven books and more than 100 papers, and served as First Vice President of The American College of Surgeons and as President of the American Association for Thoracic Surgery, The Society of Thoracic Surgeons, and The Pacific Coast Surgical Association.

A tribute to the late Hans W. Kosterlitz: Ploughing the lone furrow

Hans Kosterlitz was a quiet, rather modest man, who was greatly respected, both as a scientist and as a person of real courage, honour, judgement, polite manners, and inflexible integrity of conduct and consistency of principle. His deep sense of social responsibility and his concern about making a worthwhile contribution for the benefit of mankind were reflected in his choice of research topics, in a career spanning more than 65 years. His major research interests were also exceptionally wide ranging, in terms of both subject matter and methodology. His first focus was the biochemistry of carbohydrate metabolism in diabetes mellitus and influence of dietary protein intake on the liver, then the physiology and pharmacology of enteric reflexes. It is his pioneering work on pharmacology of the narcotic analgesics and multiple opioid receptors and his illuminating concept, and subsequent discovery (in his eighth decade of life), of the occurrence of endogenous opioid peptides with which his name will be forever most closely linked. His infectious enthusiasm and zest for life made a lasting impression on everyone who met him, no matter how briefly. He was an inspiring teacher with a particular rapport with young scientists.

Reviews

Ammerman, Nancy, Congregation and CommunityCentre for the Study of Religion and Society, University of VictoriaWomen in religion: Parts I and II (video)Gilpin, W., Clark, A. A Preface to TheologyKuklik, Bruce and Hart, D. G., eds., Religious Advocacy and American HistoryMarsden, George M., The Outrageous Idea of Christian ScholarshipO'Hare, Padraic, The Enduring Covenant: The Education of Christians and the End of AntisemitismReiser, William, S. J., Ed., Love of Learning: Desire for Justice, Undergraduate Education and the Option for the PoorRoth, John K., ed., Inspiring Teaching: Carnegie Professors of the Year Speak

A tribute to the late Hans W. Kosterlitz: Ploughing the lone furrow

Hans Kosterlitz was a quiet, rather modest man, who was greatly respected, both as a scientist and as a person of real courage, honour, judgement, polite manners, and inflexible integrity of conduct and consistency of principle. His deep sense of social responsibility and his concern about making a worthwhile contribution for the benefit of mankind were reflected in his choice of research topics, in a career spanning more than 65 years. His major research interests were also exceptionally wide ranging, in terms of both subject matter and methodology. His first focus was the biochemistry of carbohydrate metabolism in diabetes mellitus and influence of dietary protein intake on the liver, then the physiology and pharmacology of enteric reflexes. It is his pioneering work on pharmacology of the narcotic analgesics and multiple opioid receptors and his illuminating concept, and subsequent discovery (in his eighth decade of life), of the occurrence of endogenous opioid peptides with which his name will be forever most closely linked. His infectious enthusiasm and zest for life made a lasting impression on everyone who met him, no matter how briefly. He was an inspiring teacher with a particular rapport with young scientists.

In Memoriam: Kristin Brady

IN MEMORIAM: KRISTIN BRADY The bonds we forge with colleagues are often infused with a strange, acci­ dental intimacy. We may find ourselves sharing for a time a university, a department, or a historical field, and these linkages can foster intellectual and administrative alliances that bridge the necessarily sequestered nature of our scholarly lives. Sometimes these bonds are passionately partisan, some­ times they are fleeting, and sometimes they overlap with the personal and create lasting friendships. But perhaps nowhere is this apparently random collegial intimacy more startling than in death, for in that moment the pro­ fessional and the personal collide and make apparent the often invisible and frequently unacknowledged debts we owe one another. The sudden death of Kristin Brady in a car accident outside Montpellier, Prance, in December 1998 is an immeasurable loss to her family, to her friends and colleagues, to her many students, past and present, and to those of us who study English literature in Canada. She would have been fifty this year. She packed the abbreviated span of her life high in all areas. Her books— The Short Stories of Thomas Hardy and George Eliot in the Macmillan Women Writers Series; her editions — she was the general editor for the Garland editions of Tess of the d’Urbervilles and The Return of the Native, and she had completed one volume of the Penguin edition of Thomas Hardy’s short stories and was at work on the second volume; her articles on Hardy, Eliot, feminist theory, and Hawthorne; and her reviews: all will have a longevity that she did not. She left a less tangible but equally powerful legacy in the transformative effect that her thinking had on her colleagues and students. She lives on es­ pecially in the testimonials of those she taught, who allude repeatedly to her generosity, her dedication, her bravery, and her contagious sense of humour. She had intelligence infused with wisdom. She was rigorous about research, vigilant about prose, and possessed a sharp eye for a faulty parallelism or a dangling modifier. She was above all judicious; she could always be counted on to see and articulate what needed to be said, whether it was a flaw in an argument, a solution to an administrative conundrum, or the qualities that made a student or potential colleague especially valuable. She was a model of open-mindedness balanced by the anchors of firm conviction and ethical certitude. 483 Kristin came into the academy at a time when there were few women, and she became a model of someone who had successfully negotiated the hostilities and isolation that faced women in the profession. She integrated feminist theory into her teaching, research, and her life in ways that made a lasting difference to her students and colleagues. Her work on gender and race was shaped partly by the inspirational teaching that she did in Women’s Studies, where her disciplinary rigour, her flexibility, and her willingness to encounter the new were tested, especially when the responses to issues of race and sexual orientation provided explosive material for a class. The fruits of her teaching and research were evident in the ground-breaking book on the discourse of the gypsy in nineteenth-century literature that she was writing when she died. Her study theorized the intersections of class, race, and gender in literary and non-literary representations of the gypsy, and her graduate courses and scholarly papers that drew on this research had already created an eagerly expectant audience. We will never read that book as she would have written it, and this is our enduring loss. It is made particularly keen because the vestiges of her life are everywhere. For many of us who knew her and her work, however, certain texts, ways of thinking, and strategies of teaching are forever imbued with her habits of thought and her presence. E l i z a b e t h d . h a r v e y / University of Western Ontario ESC 24, 1998 484 ...

Response to the presidential address: new challenges for proven values.

I am speaking tonight about my theme—New Challenges for Proven Values: Defending Access, Fairness, Ethics, Decency. I am proud to become your 126th President in the most exciting days in our history. To this distinguished audience of colleagues, I want to recognize with gratitude the contributions of Harold Eist, whose high energy, enthusiasm, and courage have conveyed fresh hope to members beleaguered by the swift currents swirling around us and, indeed, all of medicine. The synergy in our working relationship has advanced the resolution of extraordinary problems. Over the past 20 years I have received generous advice and counsel from Gerry Flamm, the late Jim Trench, Hugo Taussig, Dan Borenstein, Drew Clemens, and Larry Hartmann. I am especially grateful to my many colleagues on the more than 20 components on which I served, my friends in the Assembly, and my fellow Board members whose judgment and insights have deepened my understanding and truly confirmed our proven values. I salute my Yale mentors whose wisdom has shaped my personal and professional development. The late Milton J.E. Senn, Sam Ritvo, Al Solnit, Fritz Redlich, Ted Lidz, Steve Fleck, Jay Katz, and the late Wilbur Downs have been inspirational teachers and friends. I especially want to thank Dr. Albert Solnit, friend and mentor for over 40 years, whom I first met when I was a pediatric intern at Yale. Al, a former Director of the Yale Child Study Center, has been a national leader as President of the American Psychoanalytic Association, the American Academy of Child and Adolescent Psychiatry, and the International Association of Child and Adolescent Psychiatry. Currently, he is Connecticut’s Commissioner of Mental Health. Al has been a distinguished policy advisor to state and federal governments. In theory and in practice, Al has inspired legions of psychiatrists. My wife, Helen, is a consummate professional who directs a model psychiatric clinic in the New Haven Superior Court for Juvenile Matters. She has quietly supported my 20 years of activity in the national APA. Caring, yet challenging on matters of substance, she has sharpened my view of crucial issues. Of my four children, two are attorneys, and two are in the financial industry. Russell works with the Navajo nation, living on the reservation, and Kate is general counsel and senior vice president of a major hospital. Doug and Eric have taught me that even Mammon can be found to have a social conscience. My six loving grandchildren have given me a chance to look at my own childhood once more. With my own children, my grandchildren, and my young patients, I am surrounded by blocks, Corgi toys, markers, and board games. In my personal and professional life I can’t seem to get up from the carpet. Helen, Russell, Doug and Patty, and their three girls—Olivia, Lizzy, and Haley—are here tonight. Mel Sabshin is leaving APA shortly. I have known him and loved him for more than 20 years. He is a teacher at heart, and his reflections have given strong guidance to our growing and vigorous Association. On the occasion of John Nemiah’s 10th anniversary as Editor of the journal of the American Psychiatric Association, Mel cited a quatrain written by Clarence Day 75 years ago.

Jerry Mandell, leukocyte watcher, searching for the role of cytokines in infection.

The three primary goals of an academic physician should always remain: to heal, to teach, and to maintain a creative and resourceful scientific mind while continuously inspiring the quest for new knowledge and better ways of treating people. Gerald (Jerry) Mandell, MD, is an exemplary model of the academic physician/scientist (see photo). The following reflections on his academic career and achievements are offered in acknowledgment of his role as an inspirational teacher, caring physician, and innovative scientist whose contributions to medicine as a whole will have a profound effect on patient treatment.

Edoardo Amaldi, 5 September 1908 - 5 December 1989

Edoardo Amaldi died on 5 December 1989 in Rome at the age of 81. Typically Amaldi was at work; at 9.00 a.m. he had gone to the Accademia dei Lincei, of which he was the President, to give a welcome address at a scientific conference. He returned to work in his office and a little after 12 noon he had a totally unexpected heart attack in the lift of the Palazzo Corsini. He was rushed to the Hospital Santo Spirito but on arrival was found to be dead. Only three weeks previously on 13 November Amaldi had been at the inauguration ceremony of LEP, the new electron-positron collider at the European Laboratory for Particle Physics (CERN) in Geneva, where President Mitterrand of France had acknowledged Amaldi’s essential role in the rebirth of European physics in his official address. As recently as 31 October he had chaired the Conference on the Frontiers of Contemporary Physics at the Centre for Theoretical Physics at Miramare, Trieste, and the week before his death he met President Gorbachev for the second time - during the Russian President’s visit to the Pope - having led a delegation of Italian scientists to the International Forum organized by Gorbachev in Moscow in 1987. The energy, drive and enthusiasm that had been the hallmark of Edoardo Amaldi’s life - as a physicist who had been actively involved in the most important advances in physics from 1930 onwards; as an organizer who had been the catalyst for the resurrection of European science after World War II; as an inspirational teacher; as a man of peace; as a historian - never left him until the moment of his death.

On Celebrating College Teaching

Great teachers give us a sense not only of who they are, but more importantly, of who we are, and who we might become. They unlock our energies, our imaginations, and our minds. Effective teachers pose compelling questions, clarify choices, explain options, teach us to reason, suggest possible directions, and urge us on. The best of teachers, like the best of leaders, have an uncanny ability to step outside themselves and become liberating forces in our lives. Successful teachers are vital and full of passion. They love to teach as a painter loves to paint, as a writer loves to write, as a singer loves to sing. They are people who have a motive, a passion for their subject, a spontaneity of character, and enormous fun doing what they do. One scholar suggests that the seven deadly sins of college teaching are arrogance, dullness, rigidity, insensitivity, vanity, self-indulgence, and hypocrisy.1 There are doubtless others. And these are also, not coincidentally, the downfall of most leaders. Their opposites need cultivation: humility, enthusiasm, flexibility, sensitivity, compassion, discipline, commitment, as well as exceptional professional competence. Inspirational teachers are psychologically centered. They know who they are and are self-confident. They know what they do is important and significant. They teach their subject-politics, physics, psychology or whatever-as if it really mattered! They can get excited about their subject no matter how many times they may already have held forth on it. They vivify their subject and rise well above ever becoming mechanical, dry or routine. They push themselves just as they push their students, and in the end their courses become memorable learning experiences. Teachers learn they are always on stage and that who they are, how they act, and what they believe, are as important as what they say and teach. There's not a second that goes by within the classroom when something about your values isn't being made obvious whether you are talking about your values or values in general or not.2 Or to paraphrase a former professor of mine, a teacher's major contribution is

On Celebrating College Teaching

Great teachers give us a sense not only of who they are, but more importantly, of who we are, and who we might become. They unlock our energies, our imaginations, and our minds. Effective teachers pose compelling questions, clarify choices, explain options, teach us to reason, suggest possible directions, and urge us on. The best of teachers, like the best of leaders, have an uncanny ability to step outside themselves and become liberating forces in our lives. Successful teachers are vital and full of passion. They love to teach as a painter loves to paint, as a writer loves to write, as a singer loves to sing. They are people who have a motive, a passion for their subject, a spontaneity of character, and enormous fun doing what they do. One scholar suggests that the seven deadly sins of college teaching are arrogance, dullness, rigidity, insensitivity, vanity, self-indulgence, and hypocrisy.1 There are doubtless others. And these are also, not coincidentally, the downfall of most leaders. Their opposites need cultivation: humility, enthusiasm, flexibility, sensitivity, compassion, discipline, commitment, as well as exceptional professional competence. Inspirational teachers are psychologically centered. They know who they are and are self-confident. They know what they do is important and significant. They teach their subject-politics, physics, psychology or whatever-as if it really mattered! They can get excited about their subject no matter how many times they may already have held forth on it. They vivify their subject and rise well above ever becoming mechanical, dry or routine. They push themselves just as they push their students, and in the end their courses become memorable learning experiences. Teachers learn they are always on stage and that who they are, how they act, and what they believe, are as important as what they say and teach. There's not a second that goes by within the classroom when something about your values isn't being made obvious whether you are talking about your values or values in general or not.2 Or to paraphrase a former professor of mine, a teacher's major contribution is

John Henderson Bolton — an inspirational teacher

John Henderson Bolton — an inspirational teacher