KPSC HSA English - Summary and Model Objective Questions from "The Functions of a Teacher" by Bertrand Russell

In "The Functions of a Teacher," Bertrand Russell critically examines the evolving role of educators in modern society, contrasting it with the historical tradition.1 He argues that teaching has transformed from a highly skilled profession focused on a minority to a vast public service, often controlled by state or bureaucratic entities. Russell laments that contemporary teachers are frequently compelled to instill pre-approved beliefs and prejudices, rather than fostering independent thought or imparting what they genuinely believe to be wise and sensible. This shift, he suggests, strips teachers of their intellectual freedom and reduces them to mere propagandists, hindering their true function of guiding students towards knowledge and reasonableness.

Russell emphasizes that intellectual independence is crucial for a teacher to fulfill their role effectively. He cites historical examples, noting that while ancient teachers like Socrates faced persecution for their ideas, their doctrines still spread because they had the freedom to teach what they thought. In contrast, modern systems, particularly totalitarian ones like Nazi Germany or Soviet Russia, force teachers to conform to dogmatic creeds, suppressing free inquiry and critical thinking. Russell argues that such state-controlled education risks turning individuals into "unthinking fanatics" and undermines the very essence of civilization, which thrives on impartiality and open-mindedness.

Ultimately, Russell posits that teachers are the "guardians of civilization" and have a more profound role than merely preparing students for examinations or mitigating current controversies.2 Their positive tasks include cultivating a spirit of impartial inquiry, encouraging students to judge issues on their merits, and fostering a broad understanding of humanity and tolerance.3 He advocates for teachers to stand apart from political strife and instill in their pupils a desire for real knowledge and a civilized attitude. To prevent totalitarianism and foster a healthy, thinking populace, Russell asserts that teachers must be granted a significant degree of independence and autonomy in their profession.4

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Objective Questions on "The Functions of a Teacher"

1. According to Russell, how has the teaching profession transformed over the last hundred years?
   (A) From a low-skilled job to a highly paid profession.
   (B) From a small, skilled profession to a large public service.
   (C) From a religious calling to a secular occupation.
   (D) From an independent practice to a government monopoly.
   Answer: (B) From a small, skilled profession to a large public service.
   
   

2. What does Russell believe is the primary function a teacher should perform?
   (A) To prepare students for examinations.
   (B) To instill state-approved beliefs and prejudices.
   (C) To impart knowledge and foster impartial inquiry.
   (D) To promote nationalistic ideals.
   Answer: (C) To impart knowledge and foster impartial inquiry.
   
   

3. Russell argues that in modern times, teachers are often forced to instill beliefs favored by whom?5
   (A) Parents
   (B) Their employers or the state
   (C) Religious leaders
   (D) The students themselves
   Answer: (B) Their employers or the state
   
   

4. What historical figure does Russell mention as an example of a teacher persecuted for subversive doctrines, yet whose ideas spread?
   (A) Plato
   (B) Aristotle
   (C) Socrates
   (D) Galileo
   Answer: (C) Socrates
   
   

5. What is essential for the proper fulfillment of a teacher's functions, according to Russell?
   (A) High salary
   (B) Intellectual independence
   (C) Strict discipline
   (D) Political affiliation
   Answer: (B) Intellectual independence
   
   

6. Russell states that in antiquity, teachers performed their function relatively unhampered except by occasional interventions from whom?
   (A) Parents or students
   (B) Tyrants or mobs
   (C) Other teachers
   (D) Merchants
   Answer: (B) Tyrants or mobs
   
   

7. During which historical period did teaching become the exclusive prerogative of the Church, leading to little intellectual progress?
   (A) Renaissance
   (B) Antiquity
   (C) Middle Ages
   (D) Modern Era
   Answer: (C) Middle Ages
   
   

8. What did the Renaissance bring back to the teacher, according to Russell?
   (A) Financial prosperity
   (B) A very considerable measure of freedom
   (C) Strict religious dogma
   (D) Increased workload
   Answer: (B) A very considerable measure of freedom
   
   

9. Russell points out that in modern society, teachers have largely become what?
   (A) Independent scholars
   (B) Civil servants
   (C) Union leaders
   (D) Private tutors
   Answer: (B) Civil servants
   
   

10. What does Russell identify as a danger associated with state-controlled education, seen prominently in Nazi Germany and Russia?
    (A) Lack of funding
    (B) Promotion of critical thinking
    (C) Teachers subscribing to dogmatic creeds
    (D) Overemphasis on arts and humanities
    Answer: (C) Teachers subscribing to dogmatic creeds
    
    

11. According to Russell, what habit should teachers endeavor to instill in the young?
    (A) Obedience to authority
    (B) Acceptance of ex parte statements
    (C) Impartial inquiry
    (D) Loyalty to political parties
    Answer: (C) Impartial inquiry
    
    

12. What phrase does Russell use to describe teachers in relation to civilization?
    (A) "Architects of the future"
    (B) "Guardians of civilization"
    (C) "Servants of the state"
    (D) "Makers of men"
    Answer: (B) "Guardians of civilization"
    
    

13. What is one negative consequence Russell attributes to teachers being "overworked"?
    (A) They become more efficient.
    (B) They are unable to inspire students.
    (C) They gain more respect.
    (D) They become politically active.
    Answer: (B) They are unable to inspire students.
    
    

14. Russell suggests that teachers are often compelled to prepare pupils for what, rather than providing liberalizing mental training?6
    (A) Life
    (B) Examinations
    (C) Sports
    (D) Social events
    Answer: (B) Examinations
    
    

15. What quality does Russell argue teachers should impart to their pupils to enable them to understand diverse customs and people?
    (A) Ambition
    (B) Tolerance
    (C) Competitiveness
    (D) Strictness
    Answer: (B) Tolerance
    
    

16. What kind of individual does state-controlled education risk producing, according to Russell?
    (A) Creative thinkers
    (B) Unthinking fanatics
    (C) Global citizens
    (D) Philosophical minds
    Answer: (B) Unthinking fanatics
    
    

17. What does Russell believe is the "more important sense" of civilization?
    (A) Material wealth
    (B) A thing of the mind, partly knowledge, partly emotion
    (C) Military power
    (D) Technological advancement
    Answer: (B) A thing of the mind, partly knowledge, partly emotion
    
    

18. What is the fundamental problem Russell identifies with educational institutions controlled by people who do not understand the work?
    (A) Lack of funding
    (B) Hampering the institution's effectiveness
    (C) Too much freedom for teachers
    (D) Inability to attract students
    Answer: (B) Hampering the institution's effectiveness
    
    

19. Russell argues that teachers should rise above the temptation of flattering the prejudices of whom?
    (A) Students
    (B) Colleagues
    (C) Those in authority
    (D) Parents
    Answer: (C) Those in authority
    
    

20. What is one of the positive tasks of a great teacher, beyond mitigating current controversies?
    (A) Avoiding all forms of conflict.
    (B) Inspiring a wish to perform deeper tasks.
    (C) Strictly adhering to curricula.
    (D) Focusing only on practical skills.
    Answer: (B) Inspiring a wish to perform deeper tasks.
    
    

21. What does Russell imply about a teacher's desire to survive in their books rather than in the flesh?
    (A) They seek fame.
    (B) They prioritize the lasting impact of their ideas.
    (C) They are afraid of death.
    (D) They prefer writing over teaching.
    Answer: (B) They prioritize the lasting impact of their ideas.
    
    

22. What does Russell warn against in a "highly organized world" to prevent totalitarianism?
    (A) Centralized control of all professions.
    (B) Securing independence for useful public work bodies.
    (C) Increasing governmental power.
    (D) Encouraging nationalism.
    Answer: (B) Securing independence for useful public work bodies.
    
    

23. What kind of attitude does Russell wish teachers to impart to their pupils?
    (A) A competitive attitude
    (B) A cynical attitude
    (C) A civilized attitude
    (D) A rebellious attitude
    Answer: (C) A civilized attitude
    
    

24. What happens when natural impulses in a child are thwarted, according to a view Russell affirms?
    (A) They become more disciplined.
    (B) They breed cruel and selfish urges.
    (C) They develop advanced intellectual skills.
    (D) They become more adaptable.
    Answer: (B) They breed cruel and selfish urges.
    
    

25. What is the overall tone of Russell's essay regarding the current state of the teaching profession?
    (A) Optimistic and celebratory
    (B) Indifferent and detached
    (C) Critical and concerned
    (D) Humorous and light-hearted
    Answer: (C) Critical and concerned
    
    

Text, Summary and Analysis of the story "The Face of Judas Iscariot" by Bonnie Chamberlain

Text of the story

    An old priest told me this story when I was very young. I have since wondered many times where it came from. No one has been able to tell me. Centuries ago a great artist was engaged to paint a mural for the cathedral in a Sicilian town. The subject was the life of Christ. For many years the artist laboured diligently, and finally the painting was finished except for the two most important figures : the Christ Child and Judas Iscariot.

    He searched far and wide for models for those two figures. One day while walking in an old part of the city he came upon some children playing in the street. Among them was a 12-year-old boy whose face stirred the painter’s heart. It was the face of an angel—a dirty one, perhaps, but the face he needed. The artist took the child home with him, and day after day the boy sat patiently until the face of the Christ Child was finished. But the painter still found no one to serve as model for the portrait of Judas.

    For years, haunted by the fear that his masterpiece would remain unfinished, he continued his search. The story of the unfinished masterpiece spread afar, and many men, fancying themselves of wicked countenance, offered to act as models for the face of Judas. But in vain the old painter looked for a face that would serve to show Judas as he had envisioned him—a person botched by life, enfeebled by surrender to greed and lust.

    Then one afternoon as he sat in the tavern over his daily glass of wine, a gaunt and tattered figure staggered across the threshold and fell upon the floor. “Wine, wine,” he begged. The painter lifted him up, and looked into a face that startled him. It seemed to bear the marks of every sin of mankind. Greatly excited, the old painter helped the profligate to his feet. “Come with me,” he said, “and I will give you wine, and food, and clothing.” Here at last was the model for Judas.

    For many days and parts of many nights the painter worked feverishly to complete his masterpiece. As the work went on a change came over the model. A strange tension replaced the stuporous languor, and his bloodshot eyes were fixed with horror on the painted likeness of himself. One day, perceiving his subject’s agitation, the painter paused in his work. “My son, I’d like to help you,” he said. “What troubles you so?” The model sobbed and buried his face in his hands. After a long moment he lifted pleading eyes to the old painter’s face.

“Do you not remember me? Years ago I was your model for the Christ Child.”

Summary

An old priest once shared a story with me. It was about a painter who was commissioned to create a mural for a cathedral in Sicily and the mural depicts the life of Christ. The artist struggled to find suitable models for the Christ Child and Judas Iscariot. Eventually, he found a 12-year-old boy with an angelic face to pose as the Christ Child, but he had difficulty finding a model for Judas. Many men offered themselves, but none fit the vision of Judas as a person corrupted by life.

    One day, a dull and dishevelled man stumbled into the painter's tavern begging for wine. The painter saw in his face the embodiment of every sin, and knew he had found his model for Judas. As the painting progressed, the model became increasingly disturbed by his own likeness in the portrait. Eventually, he revealed to the painter that he had once been the model for the Christ Child years ago.

Analysis

The story explores the themes of redemption and the human capacity for both good and evil. The painter's realisation that the same person had posed as both the Christ Child and Judas highlights the complexity of human nature and the potential for transformation. Despite the man's past sins, there is a sense of compassion and understanding in the painter's response to his distress.

    The narrative underscores the idea that individuals are not defined solely by their actions or appearances, but rather by the capacity for change and growth. It serves as a powerful reminder of the interconnectedness of good and evil within each person, and the possibility for redemption and forgiveness.