The herald., 1893-01-16
Their Failings and Qualities
Described by One of Them.
How an Observer Can Pick Female
Pedagogues Out of a Crowd.
Little Mannerisms which Give School
A;a'ams Away Every Timo
What They Should Aim
to Accomplish.

two ladies entered, taking seats directly
in front OF me.
As they walked down the aisle l
heard young girl remark to her com
panion, "There, those are two school
ma'ams, am sure of it,"
As | am school teacher myself, this
remark aroused my attention and l OBJ
served the ladies more closely to see
what there was in their appearance to
give rise to such speech and to see II
the observations were true.
1t was undoubtedly true. School
ma'am was written on every lineament.
Every movement bespoke the peda-
gogue. II there had been the slightest
shadow of doubt in regard to the occu-
patton OF these ladies, their conversa-
ton, which | could not help hearing,
would have dissipated it.
But what was there in their appear
ance that proclaimed go plainly their
avocation?
After carefully considering the SUBJ
iect for some time, | concluded that it
was something in the manner of these
ladies which led me to know that they
were school teachers.
These little mannerisms are almost in
describable, but there are two or three
things which perhaps might be men
toned:
First, and most apparent, is the
fashion many teachers have of making
statements in very decided opinion
ated way, as if when that statement has
been made nothing more can be said ON
the subject. 1t gives people the i'm
preston that the one speaker considers
the world one vast school-room and
imagines herself chief Instructor.
Another distinguishing characteristic
is that some teachers cannot hear a
grammatical error or a mispronounced
word without visibly longing to correct
the offender. They cannot see child
commit breach of etiquette. without
administering look OF word OF re.
proof.
Again, teachers generally cannot re-
frain from talking "shop." If with peo-
pie of the same occupation they are sure
to talk little else, and if with other peo-
pie it takes all the self-control of which
they are possessed to keep from do
ing so.
II you think these statements untrue
please watch yourself and you're
workers, and you will find either that
these failings exist or that the teacher
is exempting herself frora the stamp OF
schoolma'am by the most careful watch
fulness.
Granting it true, why is it? Dare |
say it hsiore body of intelligent teach
ersP The tendency OF our profession is
TO make us narrow.
Let US notice the failings mentioned
and see if there is any reason for them.
We said that teachers become opinion
T.
the authority, and she must to
realize this fact. She cannot be sue
cessful il she is unable TO inspire them
with confidence in herself and in her
statements, She is constantly asso-
ciated with those who know less than
she does, and her words are received as
law and gospel by those whom she in
structs. Is it strange that she forgets
sometimes when out of the school-room
that che is not dealing with inferior
minds2
Again, the helpful teacher must needs
be watchiul one she must be the sem
tinel to call a halt in case faulty ex-
pressions or manners invade her do
main. When this habit OF being ON the
alert constantly is once formed, can it
be thrown off the moment the school.
room door is locked at night?
The third point spoken of was the
tendency b. talk OF their work.
People ia all walks of life acquire this
habit TO 4 certain extent, but we seldom
end a lawyer who talks nothing but law
or merchant who talks nothing but
business. Many teachers seem TO de-
light but in the one subject OF school.
This undoubtedly proves the absorbing
interest that teachers have in their
work, and this devotion to the cause OF
education is all very laudable, but We
cannot expect people in general TO feel
about these things exactly as we do our
selves and naturally they will not care
to hear them talked OF constantly.
We are ready 10 concede the point
that the teacher has abundant reasons
for her distinguishing Characteristic
yer. even the things which unite 10
make her success in her work help 10
make her crank. But the world sees
the effect and not the cause, and criti-
cizes accordingly. The important point
with us is, is there a remedy?
Yes" some one will cay, "you
should mingle in society and read gem
eral literature"
For an instant let us look ut a verv
few Of the things which teachers should
dc.
First q all they should carefully pre-.
pare every Lesson before they 20 before
I their class. Possibly they teach s or 10
I subjects. They should correct carefully
q certain amount OF written work each
month. They should call on all patrons
Of their school, and mlngle in society az
I much as possible.
OF course, teachers must read q great
r Peal, keep mp with the times and be
able % cOnverss intelligentiy on general
7 topics.
I Il they identity themselves with some
church, and do some aci!ye work along
that line.
For their own personal health and en-.
joymens, they should tAke a. least an
Z hours recreation each day, and should
have eight hours' sleep.
Ny fellow teachers, DID 700 ever stop
I 20 count the number OF hours whicn
I should be contained In each day in
T order 10 accommodate the tsacher who
iIyas Ia this IDEAL fashion, AZ nearly
as ! can reckon ] think hot lees than d.
heurs q day would suffice.
There may at some time have been
created \ prod gv Eho could discharge
faithfully al these duties In she -
hours allotted 70 man, but we have
never seen ber.
nut let rs sketch a picture. Tw0
Young teachers start out upon their
I II 80 al