The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1900-05-27

upon the nature of children, nor discuss
their condition or state when first received
by the teacher. 1 do not believe that
the teachers are wrong in their views
upon TINS subject. nor do l believe that
| they VIII be misled by sensational and
unsc1ent1fic philistrism, though it is quite
unfortunate that even for a time the at
tention OF the stUdious may be diverted
Through all the''years that are ac-
counted sufficient for a generation have
worshlped at the shrine of childhood. and
upon the altar. as an object of devotion
l have placed the ideal or perfect child.
NO language can Sufficiently portray the
reverent regard that l have for children
those little onss IN whom the image of
COO Is not overshadowed by the serdid
concerns of life, by the sorrows. the temp
tations, the errors common to humanity.
How tender they, are in sympathy! How
sparkling in joSl The person who never
tried the companionShip of little child
has carelessly passed by one of the
greatest pleasures of life. as one passes
a rare flower, Witheut knowing its value
mot inappropTfately connected with this
occasion is the consideration of certain
question often asked by citizens and by
school boards and often discussed by
teachers themSeIves-why is ii so very
difficult for a teacher to discontinue his
work Carlyle says:
" There is an endless merit in a man
knowing when to have done, and we all
agree with him. but it remains neverthe-
less true. that when one feels secure and
strong in her position she can carry the
most independent manner out; when con-
fronted by inforced retirement there are
often anxiety, appeal and effort wholly
out of proportion to the actual loss in
volved. 1t Is said that this is not true
in other fields of labor. that with the
decline of aggressive and forceful pow
ers of effort. responsibilities easily lessen
and the individual naturally lowers to the
level of her possibilities. The poet has
assured us that:
&C AS a fond mother. when the day is DER.
Leads by the hand her little child to bed.
Half-willing. haIf-reluctant to be led,
And leaves his broken playthings on the
floor,
Still gazing at them through the open
door,
Nor wholly treasured and comforted by
others in their stead.
Which, though more splendid, may not
please him more.
50 Nature deals with US. and takes away
our playthingS, one by one, and by the
hand
Leads US to rest so gently that we go
Scarce knowing if we wish to go or
stay.
but this does not even POLITICALLY set
forth the plight of a teacher deprived
of her occupation
QUESTION OF FINANCES.
Contrary to the opinion usually held I
believe that the financial question is the
least potential 1t is true that imme-
date necessity some times obtrudes itself,
and when 1t includes those to whom we
are tenderly attached, seems overwhelm-
ing. But. under normal conditions, those
engaged in teaching are not willing to
admit that they cannot make a living in
some other way. 1t must not. however,
be overlooked that the salary basis of
employment needs to be supplemented by
some provision for helplessness, and the
example of every civilized country In
the world except our own, in providing
pension or homes for teachers. will not
only be followed by the United States,
but will be greatly improved upon some
day: 1t is buSineSS-like to urge teachers
to save part of their salary, and some
have done SO, and deposited it in banks
and others have bought real estate. and
others have tried building associations,
and yet are not treasured. Tt is true,
however. that there are demands made
upon teachers that require an outlay in
excess of the salary. and if any are so
determined that they make a successful
resistance, they do not escape censure
altogether. ...
What [ regard. as a more serious diff
fculty the fact, is that there are no
degrees of Importance or difficulty in the
work The maximum and minimum are
the. same, There is no gradual lessening
of the responsibilities. 1t Is all or moth
ing. The bright sympathetic movement
and manner fofsHthe teacher, must not
suffer diminution; patience, preparation,
unusual interest must be exercised daily,
and the teacher rarely feels inclined to
tramef up all the consequences good
means of livelihood and agreeable occu-
;pation and take an irrevocable step. And
yet, this is just what is required.
| 1T IS A LIFE WORK.
However, by far stronger than either
or both of these reasons, and stronger
than all others combined. is the fact
that teaching is an occupation which is
not only a life work, but which enters
into and forms part of the life, and as
the years go on the greater part of the
life of the instructor. She has no con-
temporaries. She withdraws from the
world and the society which by birth
and age belong to her; to live in that
best suited to the development of those
under her charge. She leads them to
the threshold, but not into the great
world. Her study of problems, her dis
cussiOn of questions all turn towards, or
bear upon the interests of a generation
to which She does not belong She lives
in the children's world, or a world she
| creates for them. and cannot easily iden-
tify herself with other conditions Far
stronger than the ma teriaI or physical
bond holding her to her calling is a
spiritual affinity transcend.ng all ex-
terror influences. Not alone do the
hopes, ambitions, aspirations of children
enter into her life making a music that
soothes and charms, but her life enters
into others. made nobler and better be-
cause of that fact. George Elliot nobiy
expresses the idea8in The Choir Inyisi-
ble,' and the utterances of that remark
able poem represent the hopes of teach
ers. How is it possible to suffer a rude
| severance from such a condition without
shock, and is not even cry of pain
almost justifiable? 1t is not, therefore.
a matter of wonder that those interested
seek a postponement and ask for an
other trial, or another year
Nor is it matter of wonder that when
finally deprived of their position that a
gloomy feeling may pervade ones being
and that the gloomy or darker features
of existence oTerShadoW the brighter
ones. That questions such as: What
have I left of the life SO full of promise
when / entered the school room? After
all. is it worth while to struggle, to care
for others and then to be cast aside?
! Have l been fairly treated? Has Justice
| been done? obtrude themselves We NAV
| conclude with the poet all the strains
of the worlds music resolve themselves
into that tune; or with Rusilin, that con
the whole there are much sadder ages
| deep than the early ones not sadder In
a noble and deep way. but in a deep and
wearied way, the way Of ennui and faded
| intellect and observation-disclosures of mind
and body, not that we are without festiy
ity more or less forced, mistaken, en-