In England the different kinds of teaching for girls are very clearly defined. Socially, educational establishments are pretty clearly differentiated. There is the elementary school for the children of those whom, for want of a better name, we call the people. Next, the high school or secondary school, largely for the children of the middle classes. Lastly, the public school for the boys and the public or private school for the girls of the wealthy and the aristocracy. These all usually have their kindergarten or preparatory departments which offer attractive work to those gifted in dealing with little children.
There is a great need to-day of real peace. International war, hardly ended, has been succeeded by internal strife of a very serious nature: at the root of this lies much deep bitterness, the result of the failure of the different classes of the community to understand one another. If a number of girls of the middle and upper classes, who feel that they are called to the work of teaching, would take up work in the Elementary Schools or the new Continuation Schools, it would do much, I believe, to bring about a better understanding between class and class. In this way each would get to know something of the other and the ideals and knowledge of those who have had greater advantages would begin to permeate our national life.
Dorothea Beale tried at one time of her work to establish a school of training for such teachers, but the difficulties put in her way by the Government of that day made the continuation of the work impossible. With an educationalist at the Board of Education many difficulties have been and will be removed, and elementary teaching with smaller classes, higher pay, and better buildings, is made more possible for those who wish to embark on it. It is useless, however, to take up this work unless one has in one’s heart a great love for little children, whether dirty or clean, ragged or well-cared for. The elementary schools have not yet adopted the high school system of morning lessons and afternoon preparation, and this makes the hours of teaching long. The corrections and necessary preparation are usually less than in a high school: the holidays are shorter, but are gradually being lengthened.
Some, however, are quite incapable of understanding those outside their own social class: and such would be foolish to attempt work in the elementary schools. They would do better in high, secondary, or boarding schools. The last are not popular amongst present day girl teachers, largely because of the restrictions. Yet in a boarding school a true teacher has opportunities which never come into a day-school teacher’s life. In many ways it is a much more satisfactory sphere, provided the Head realises that no teacher can do good work without ample leisure and opportunity for a life of her own apart from the school. More and more are our generation realising that outside interests are absolutely essential for a teacher if he or she is going to be a person of real power and influence. Apart from the knowledge of one’s own subject there is nothing so necessary in a teacher as a knowledge of life; not simply the life of the schoolroom, but of life in its many branches. It is often said that unmarried women teachers never grow up. They pass from school to college, and from college back to school, and never quite lose the schoolgirl point of view. It is often the greatest boon to a teacher to be obliged to give up her own work for a year or two at some period of her life and to live in a world where people do not measure time by terms or mark out the day by bells. But in any case a teacher can always have some interest that has nothing to do with teaching and has no direct bearing on her work. Such interests do much to prevent overstrain.
The training for teaching is very thorough and long. That for secondary or high school work is usually expensive; but the cost of training for elementary school teaching is much less, as the Government have their own training colleges. After January, 1921, all teachers registered by the Government will have to be trained not only educationally but in the art of teaching. Degrees, now, are almost a sine quâ non, or are at any rate very desirable. All universities admit women to their degree examinations, though Oxford and Cambridge do not yet grant degrees.
It is a profession where a good standard of health is desirable, though people of a sensitive, nervous temperament are often the best teachers. A tired teacher is, ipso facto, a failure: it is, therefore, work in which the preservation of freshness of mind and body becomes a special duty. In the best schools the hours of teaching are short, and long holidays, wisely spent, ought to keep the health vigorous. The right use of holidays is frequently overlooked, especially by young teachers, who often spend them in the fulfilment of claims as strenuous as their work, and return to school used-up and unfit for their duties—a form of dishonesty not always recognised as such.
In considering teaching as a possible calling the advantages of the long holidays are worthy of consideration. They give opportunities of friendship, life with one’s own family, travel, study, and pleasures of many kinds. It is good, too, in these busy days that a few people have intervals of leisure in which they have time to sympathise with others, and to think of the little things of life that are in reality the great things. Holidays may be the greatest boon not only to oneself, but to all the people one meets.
Particulars about the training for teaching are to be found in many books. Two which come readily to my mind are “The Teacher’s Year Book” and “The Englishwoman’s Year Book”. The registrars of the different universities are always glad to supply particulars if asked. The Board of Education will give details about elementary school teaching: these change somewhat every few years. There are many helps for those who intend to be teachers, the chief being the scholarships offered by the different colleges to those who could not without aid afford the fees. This is especially true of some of the newer universities. Many large schools also offer help to their pupils who have the ability and desire to go on to the universities.
To the girl who feels in her the desire to teach, and has the power necessary for the task, I should say, “Accept your work, and I am sure you will have no reason to regret your decision.” For with all its hardships, all its endless striving after impossible ideals, it is a work which can really be one’s life: and surely such work is always the happiest.
It has many joys. There are few in life greater than that of seeing gradually awaken in a child interest and keenness where before there has been apathy and dullness. To be able to give life to dry bones of knowledge, to rouse from its torpor the still sleeping mind, to turn the faces of the children we teach towards the light is surely well worth doing.