If, as some argue, ours is a ' knowledge society', in which the 'training' is a major issue, it is somewhat strange that a 'Day of the professor' has been instituted. Rather, we should think that concern for teachers is a priority and a daily occurrence, and that this celebration is simply symbolic in nature.

It seems to me, however, that it should serve to reflect on the identity and the mission statement of those who have assumed the responsibility of contributing -from the schools- to make children and young people better people. Those who conceive their work in this way should not be called 'professor' or 'teacher', but 'master'.

Those of a certain age will understand better what I am referring to if they evoke the figure of the ancient and venerable 'village teachers'. The best among them -and I am convinced that there were many of them- were for centuries the vanguard of culture in the most remote places of Spain.

For them, the teaching was not a official document to which they dedicated part of their time in exchange for a salary, but a passion to which they devoted much of their lives. Even if it meant a B effort, they enjoyed trying to enlighten the minds of their students and, in partnership with their parents, they tried to help their character to mature.

I believe that this is the main quality that a 'master' should possess: to be interested and concerned about the destiny staff of each of his pupils. If so, he will do his best to rise to the occasion.

He will strive to have a solid cultural preparation and will dedicate much of his free time to study his subject in order to teach better. He will strive to know and devise new methods and techniques of teaching, and will select only those that he believes contribute effectively to the intellectual training . He will also seek by all means to interest his students and win their confidence and admiration.

Now, the good teacher cannot act as a simple 'professor', he must also be 'delegate'. As far as possible, he must make himself position of the difficulties and weaknesses of each of his students, both 'intellectual' and 'vital'. He must try to reach each and every one of them, even if he does not succeed in all cases.

He will be able to do so if he tries to get closer to his disciples, if he cultivates friendship with them, if he tries to maintain a close contact with his parents. In short, if he does not neglect his daily life, because he considers that his only mission statement is to give classes or correct papers. Only then will he be able to leave an imprint staff on them and be remembered with gratitude.

It is certainly not easy to fight to be faithful to this vocation in the midst of a society that seems to have placed the educational system exclusively at the service of professional qualifications. Nor when many parents only seem to be interested in their children obtaining a degree scroll or a preparation that will allow them to earn a living.

In spite of this, I am convinced that it is worthwhile, and that it is much more rewarding to experience teaching as a form of service to students, than to reduce it to its purely instructional dimension.