What is the central idea of passage 1?

Answer this question based on the following passages.

Passage 1

            It is easy enough to secure buildings and classrooms for our
            schools. The expenditure of so many dollars will bring us the
            equipment we require. Books and materials may be had
            almost for the asking. The great problem is to secure teachers
(5)       — real teachers, teachers of power and devotion who are
            able to leave their impress on young lives. Without such
            teachers all the rest is but as sounding brass or a tinkling
            cymbal. And to be a real teacher is a very high achievement.
            "I have been a teacher.
 (10)     In one of my first schools I had Grover Cleveland as a pupil.
            He came without a textbook in grammar, and I loaned him
            mine. Years passed, and Grover Cleveland was President of
            the United States. One day I was one of many hundreds
            passing in line at a public reception to grasp the
(15)      President's hand. I carried this book with me, and when
            it came my turn to meet the President, I presented the
            volume and said, 'Mr. President, do you recognize this book,
            and do you remember me?' In an instant the light of recognition
            had flashed in Mr. Cleveland's eyes. Calling me by name, he
(20)      grasped my hand and held it while the crowd waited and while
            he recalled old times and thanked me for what I had meant to
            him when I was his teacher. Then he took the old book and
            autographed it for me."
            Two types of teachers are remembered: one to be forgiven
(25)      after years have softened the antagonisms and resentments;
            the other to be thought of with honor and gratitude as long
            as memory lasts. Between these two is a third and a larger
            group: those who are forgotten, because they failed to stamp
            a lasting impression on their pupils. This group represents the
(30)      mediocrity of the profession, not bad enough to be actively
            forgiven, not good enough to claim a place in gratitude and
            remembrance.
            To which type would we belong? To which type can we
            belong? Can we choose? What are the factors that go to
(35)      determine the place we shall occupy in the scale of
            teachers?

Passage 2

            A sympathetic teacher draws out all the good qualities in his
            pupils, and his gentleness prevents them from being afraid
            of him. Each boy then shows himself just as he is, and the
            teacher is able to see the line best suited to him and to help
(5)        him to follow it. To such a teacher a boy will come with all his
            difficulties, knowing that he will be met with sympathy and
            kindness, and, instead of hiding his weaknesses, he will be
            glad to tell everything to one of whose loving help he is sure.
            The good teacher remembers his own youth, and so can feel
 (10)     with the boy who comes to him.
            This love of the teacher for his pupil, protecting and helping
            him, will bring out love from the pupil in turn, and as he looks
            up to his teacher this love will take the form of reverence.
            Reverence, beginning in this way with the boy, will grow as
(15)      he grows older, and will become the habit of seeing and
            reverencing greatness, and so perhaps in time may lead him
            to the Feet of the Master. The love of the boy to the teacher
            will make him docile and easy to guide, and so the question
            of punishment will never arise. Thus one great cause of fear
(20)      which at present poisons all the relations between the teacher
            and his pupil will vanish. Those of us who have the happiness
            of being pupils of the true Masters know what this relation
            ought to be. We know the wonderful patience, gentleness and
            sympathy with which they always meet us, even when we may
(25)      have made mistakes or have been weak.
            Love both at home and in the school will naturally show itself
            in continual small acts of service, and these will form a habit
            out of which will grow the larger and more heroic acts of
            service which makes the greatness of a nation. A teacher
(30)      who tries to frighten his boys into doing what he wishes
            does not see that they only obey him while he is there, and
            that as soon as they are out of his sight they will pay no
            attention to his rules, or even take a pleasure in breaking
            them because they dislike him. But if he draws them to do
(35)      what he wants because they love him and wish to please
            'him, they will keep his rules even in his absence, and so
            make his work much easier. Instead of developing fear
            and dislike in the characters of the boys, the wise teacher
            will gain his ends by calling forth from them love and
(40)     devotion; and so will strengthen all that is good in them,
           and help them on the road of evolution.