rektor

Headmaster - at The Royal Orphanage through 23 years (1944-1967) I crossed in different contexts. His background was the orphanage-boy, who succeeded a Marster of Arts (German and Latin) as well as Bachelor of Divinity (BD). At that days it was necessary for achieving the position as headmaster.

During my time in the secondary school we crossed eachothers lines several times, mainly because of my elected position as prefect-chairman and trainee-council chairman ( the very first at The Royal Orphanage). Mutual contempt and coldness became transferred to mutual respect during the time of ab. 2 years.

His jugdements about my skills, personal engagement and abilities at that time and his predictions for my future shown up to be more than precise. 2 examples:" Your intelligence is above average, however you do not master the skills to study" and "you´ll end up as being an Office Manager" - TRUE!

Several elements of his personal character might be doubtet, but never his qualities as teacher, administrator and surviver. His appearing ability as teacher were a mixture of phenomenal mnemotecnics, calculated pressure of achievement and in addition some slap in the faces (he was a master in that discipline too !). He was a genuine and hard orphanage boy, a sturdy surviver, who ended his life after a short period of sickness in the age of 75 y.o. -
I learned much from my communication with him.

Rektor - eller forstander på Det kgl. Vajsenhus gennem 23 år oplevede jeg i forskellige sammenhænge. Hans baggrund var vajsenhusdrengen, der læste sig til cand.mag (tysk og latin) og cand.theol. Sidstnævnte kompetence var en nødvendig adgangsbillet til sit drømmejob i en alder af 44år som forstander.

I realskolen krydsede jeg klinger med ham i min valgte egenskab af præfektformand og elevrådsformand (den første på Det kgl. Vajsenhus). Der var afgjort ikke kærlighed mellem os, men gensidig foragt afløstes, grundet nødvendig tæt kommunikation, af en voksende gensidig respekt.

Hans vurdering af mine evner og muligheder senere i livet viste sig knivskarpe og korrekte. 2 eksempler: "Du er godt begavet over middel, men du duer ikke til at studere" og "Du ender som kontorchef en dag!" - begge (ihvertfald det sidste :-) ) præcise og korrekte judgements.

Flere elementer af hans menneskelige kvaliteter kunne diskuteres, men næppe hans evner som pædagog, underviser, administrator og overlever. Hans åbenbare pædagogiske evner bestod i fremragende mnemotekniker, kalkuleret præstationspres og periodevise øretæver. Han var en ægte og hård vajsenhusdreng, en robust overlever, der afsluttede sit liv efter kortere sygdom som 75-årig.

Den suverænt bedste professionelle pædagog jeg har mødt i mit liv og jeg har mødt (for) mange !