At first glance, the field of education and guidance appears to be quite similar to the field of teaching. Both belong to the same spiritual talent group, since they involve the use of talents that have spiritual effects.
In truth, however, they are entirely different.
Educating and guiding is a difficult task, in general.
It involves harder work than the task of a teacher instructing his students.
Although teaching is also one of the hardest and most difficult types of labor, still and all, its difficulty is not at all comparable to the hardship of educating and guiding.
There are two reasons for this:
[First,] in teaching, an instructor is involved in [transmitting] intellectual matters:
1) to clarify a concept, and explain it to a student by means of analogies and illustrations; 2) to develop a student’s abilities in,
a) conceiving ideas,
b) comprehending the analogy and the rationale,
c) with a settled and clear understanding.
In any event, the task of a teacher in his instruction is only in the area of intellect and knowledge, as even the most simple and basic concept is still within the realm of the intellect.
This is not so in the labor of education and guidance.
In most cases the main effort of an educator lies chiefly in [transforming] base and ignoble traits [of his pupil].
This is particularly true at the beginning of a pupil's education and guidance, since "man is born [like] a wild young donkey," with animalistic tendencies and behavior, being drawn after that which is materially good, and that which is visually desirable.
[Second,] although teaching, too, carries with it great responsibility, it is not at all like the responsibility assumed in educating and guiding.
If one is ineffective when teaching, one at least does no harm.
This is not so in the work of education and guidance - which carries with it enormous responsibility.
If one's work in this field is not constructive, it is perforce, damaging.
Therefore the educator and guidance counsellor, both of older pupils and of younger pupils, must follow the general and indispensable provisions of education, without which not only will he fail to correct [any matter pertaining to a pupil], but he will do harm as well.
General conditions for education and guidance.