As teachers interact with their students, they should remember that education is not synonymous with entertainment. In the past, learning was supposed to be disagreeable; now many seem to be of the opinion that learning should be one continuous sequence of fun and games. Learning may be almost anything as long as growth is present and students are gaining some educational goals. This philosophy is reflected on a plaque to the memory of William Holding Echols on the lawn at the University of Virginia that states, "By precept and example, he taught many generations of students with ruthless insistence that the supreme values are self-respect, integrity of mind, contempt of fear, and hatred of sham." Mr. Echols's image hardly corresponds to that type common-
ly portrayed in contemporary educational literature, but those of his former students responsible for the plaque obviously felt he helped them grow.
To meet student needs, teachers need to make a commitment to themselves and to each student to help that student grow. Some will grow more than others. Many will need different kinds of help, and all will grow in different ways. Teachers will need to be flexible in seeking means to help and persistent in assuring that their efforts bear dividends.
The purpose of education is student growth. Basically, teacher responsibility entails intellectual growth. However, in recent years the importance of affective-social variables in learning and the role teachers play in fostering personal and social growth have received increased attention. Optimum growth in desired directions is enhanced by helping each student achieve a feeling of self-worth, success, and acceptance in the class social structure. If teachers can help in these three areas, they will be helping meet student needs.