SOME THOUGHTS ON TRAINING FEMALE TEACHERS.
BY MISS M. S. G.
IN a former communication, we sought to awaken the more lively and practising interest of ladies generally (especially those possessed of large means and influence), in the subject of teacher-training to an extent and thoroughness of method which have hitherto been scarcely deemed requisite, especially in those portions of the country where education has been conducted too much, if we may say so, at hap-hazard. Such of our readers as have traversed various sections of our wide-spread land will realize what we mean, as they recall juvenile groups, collected or bustled together, because something must be done with them, to be coaxed, awed, or driven by a leader who occupied the post as a pis aller, or as a mere half-way house to some less wearisome or more lucrative avocation. We are not fearful here of wounding the self-love or better feelings of any truly estimable or conscientious teacher, for such we have ever found the most prompt to welcome improvement, the most open to suggestions of amendment. But perceiving, as we do, throughout the community, marked signs of a willingness, a desire to assign to instructors a more elevated position, a post of honor among the benefactors of the race, and knowing, by experience, the readiness of many to meet the requisite claims of expenditure, it is to teachers themselves, to young teachers especially, and to those aspiring to that high and responsible office, that we would now offer a few earnest, and we trust heart-stirring questions and remarks.
We would ask on whom and on what must mainly rest the position they are to hold, the character of the work to be effected? Surely, in themselves and in the disinterested and docile spirit with which it is entered on and pursued. Short of high aims and pure motives, no course can leave its valuable impress, and it is an acknowledged, even if too little credited, maxim, that they who best learn to obey and submit to lawful rule, best know how to govern. Let us therefore be permitted to persuade the young and high-spirited to remember that their time will come to take the lead, and that no premature assumption of authority or airs of control will avail for half the benefit to be derived from a teachable spirit, and quiet observing and waiting for opportunity. We know full well and practically that this simple method is capable of eliciting the most harmonious and beautiful results, and that between teachers of experience and those seeking preparation for the work, a friendship will grow of a character the most extended and the most varied in its points of interest. We will not pause to enlarge on the sad contrast to this state of things, its multiform evils—for we do not like looking on the dark side of subjects which should bring out every latent grace and virtue of the soul. Moreover, we are fully persuaded of better things, so far at least as intention and desire are concerned, yet a friendly hand may offer some warning hints of evils which are wont to creep in and mar the benefit and beauty of fulfilment.
A trite motto tells us that "manners make the man!" It is, at least, by all conceded that they are the outward garb and indication of that which is within, and that to a degree of which the actor is often unaware and unconscious. Can the young teacher then deem unimportant any measure of care in deportment, or regard as too severe a self-sacrifice the gentle and habitual control of those ebullitions of spirits, those out-of-place familiarities which we have oftentimes seen sweeping away the outguards of reverence by action, word, or look? If these are in an isolated individual annoying or unseemly, how great are their effect and potency when a sympathetic influence pervades a number met for the same purpose, and that avowedly one of the highest improvement and culture! A little true reflection on this point would, we are assured, convert many a well-meaning, but unpolished, and therefore ill-prepared young woman into the well-mannered lady, the true helper of her presiding teacher, and, in time, the consistently dignified instructress of others.
Again, we know that simplicity is ever the expression of the highest truth, of elegance, and of purity. We need not rake up classical authority, or quote the poets, to prove what makes its own way to every unsophisticated mind and heart. But would indeed that the "daughters of the land" might consider this, and reflect on St. Paul's caution, "Not the outward adorning of plaiting the hair, or of wearing of gold, or of putting on of apparel," ere they present themselves as examples to the young, so especially, on this point, prone to imitation and emulation. Far higher, we feel assured, would they then rise in the true esteem of their juniors, far more secure would they be of reaching and maintaining that position to which every teacher should aspire, that of feeling that in a real superiority none has the claim or the power to surpass them.
Our time and space are limited, and we do not desire to crowd on our readers too much of our own practical experience, and "notes taken from life by the way." If welcomed, however, with the sincere good-will with which they are offered, other "thoughts" may yet find utterance, and, we would fondly trust, find their counterpart in the efficient action of many an unknown young teacher, and their reflection in many a childish scholar.
