Evening star. [volume] (Washington, D.C.) 1854-1972, 1906-03-18

lege and the successful prize winner in
postgraduate work in another and tackled
the magnetism which in itself makes some
women adorable and adored. In truth. she
was more and more afraid of the girls she
taught: her native dif1dence and shyness
made her seem stiff and stern; she encrust-
ed herself as diftident people often do in
chain armor of reserve. She recoiled from
the unspoken criticism of the girls who sat
before her, and though she honestly tried
she was seldom able to make them feel
that she cared for them personally. They
supposed that In her view they We're so
many pegs in a row or pawns on a chess
board, and they resented the impersonalit:
of her near-sighted gaze. Girls are some
times very heartless, and instead OF feeling
pitiful when occasionally they saw a CULVER
OF pain cross Miss B. 8 countc3ance sCcl
a token of constituencies on her part only
made them dislike her the more. In her
endeavor to be just and to exact the best
work of which the class was capable she
often went too far and marked too
verely any failure. II right relations are
not existent between teacher ard scholars
1t Is very difficult for either to accomplish
much. Often 1t would be for the benefit
of all concerned were the teacher 10 lie
transplanted to a new environment " here
she could begin unhampered by unfrIendly
traditions.
If teacher in the depths of her own soul
is aware that she is no discipinaran, she
probably makes efforts in the direction
, where she is weak and the result is a con-
tinual conflict between her class and her
self. The resistance may not be open, but
it Is always ready to break our like a
smoldering fire. Nothing on earth is
harder to vanquish than a prejudice. and
the less reasonable 1t be the more stubborn
1t probably is in maintaining Its ground
l wish | could persuade girls % initiate
! Penelope and be fair to the unpopular
teacher in whose interest / am hoidin;, q
brief. She may not be happy and at ease
in her home life In the background there
may be an ailing father OF mother whose
welfare is a matter of deep anxiety TO her,
and whose care robs her of sleep. For
instance, | know teacher rather rnpopu-
lar in the class room. who for several years
lost half of her nights rest in sitting up
with and ministering TO an invalid sister
There was no one else to take her lace
and in consequence she brought with her
to school an atmosphere of fatigue which
made itself felt without her knowle lsya.
Irfitability is often born of WEAKNESS.
Girls are by the way of worshiping teach
ers because of little externals that have not
very much to do with the teachers effici-
ency. teacher who has lovely eyes and
beautiful hair, and the suspicion of a
dimple when she smiles, who wears
pretty things and is very attractive as to
waists and stocks. has great advantage
over her palmer associate. who is indif-
ferent to dress
On Ihe Wiioie, eAiiipsitsiSc VIII si'iS IA
admiring the teacher who is Invariably i'm
maculate and tidy, and who has about her
the bright attraetireness of perfect health
and the beauty that is typical of womanly
goodness. 1t is our duty, whether we are
girls In our teens or women beyond them,
always to look IS charming and ID behave
as amably as we can. When the unpopn-
lar teacher forgets this fact or ignores Il,
when she Is wiilfully eccentric or lspses
into mannerisms that are awkward and IN
calmly, she sacrifices part OF her capital