In a word, she did not labor to root in those tender minds a multitude of facts which the passing of time sweeps away; it was her desire to form of each impressionable girl, a noble woman.
It was her conviction that no higher work exists in the world than the development of high ideals of womanhood. If she could have reached young girls in any other way, in daily living, she could have dispensed altogether with the school.
The school was but a means to the end of shaping lives. There were, perhaps, girls in Melbourne at that time, who were learning more facts than Mrs. Carr's girls were learning; who might, it may be, have answered with greater exactitude if questioned as to the dimensions of the planets' orbits, or as to the geological eons.
These things did not seem to her of supreme importance. What to her mind, mattered, was to make world-blessings of her girls. This was so deep a conviction of her soul, that she had little patience with literalism.
It is necessary to understand her purpose, in order to comprehend the relationship between her and her pupils. When Mrs. Carr found in any girl those true and enduring qualities which, however much neglected, promise a harvest of love, and gratitude, and noble deeds, and thoughts, there were no pains too great for her to take, to develop that soul.
But when it was her lot to be thrown with a girl whose life-purposes were all antagonistic to the sphere of the cultured woman—a girl who suspected insincere motives, and watched for faults, and hardened herself against sweet influences, Mrs. Carr felt that she could do more good by giving her time to more susceptible spirits.
Thus it came about that the pupil who reached after the higher standards of life, found Mrs. Carr a woman of motherly tenderness; while she who drew back, found her cold and unsympathetic.
It is difficult to learn the real character of any teacher from her pupils, unless we take into consideration the character and point of view of those interrogated. The pupil in sympathy with the instructress will praise her, one in rebellion will blame her. It seems necessary to say this, because Mrs. Carr has often been misunderstood and misrepresented. An obdurate and intractable pupil usually has a family to espouse her view of the case; and the neighbors share the impression of the family; and visiting guests share the opinions of the neighbors.
It is not always that the pupil wilfully misrepresents; indeed, in most cases, she does not intentionally do so; but she cannot understand, because her heart is not in accord. It would be a strange thing if any teacher should be universally praised by her pupils, and the suspicion would inevitably arise that she had not done her full duty.
On one point all of Mrs. Carr's pupils are agreed; that she was a splendid disciplinarian. Whether you loved her or feared her, or disliked her, she made you keep good order while under her instruction.