Page 35 - 1916 February - To Dragma

1 1 4 TO DRAGMA OF ALPHA OMICRON PI

our direction. Whether we deal w i t h the wee tot i n the kindergar-
ten, the child in grammar school, or the young man or woman of
university standing, we share the responsibility f o r the implanting
and cherishing o f these ideals. They are instinct in the babe, but
recede as he g r o w s ; they are intimations o f his immortal heritage.
I t is our business to help him hold them, to bring them back to him
when he has let them slip, to keep them constantly near h i m , to
work them into the very atmosphere he breathes. T h a t is the
teacher's duty; it is her privilege.

I f i n her own l i f e there is lack o f these qualities, she can have no
vision of the greatness o f her opportunity or of her possible influence
i n the lives of her students. She w i l l work on, conscientiously
enough perhaps, but w i l l have no j o y i n the w o r k ; she w i l l teach her
subject, but f a i l to train her pupil. The days w i l l become grey, the
discouragement w i l l increase; she w i l l wonder i f she has made a
mistake i n her calling. Discontent and unrest w i l l come upon her,
and she w i l l make r a p i d strides toward the condition o f the prover-
bial old-maid school teacher.

But, on the other hand, let her catch the vision, let her become
like a l i t t l e child i n these respects, and j o y i n her work w i l l keep her
young. I n her conception of the world's w o r k she w i l l know the
importance of her own place and content w i l l dwell with her.

Every conceivable kind o f work awaits the teacher and she must
not feel above her task or show distaste f o r any part of it. Let
her not strive to appear humble because i t seems virtuous, but let
her be w i l l i n g to do hard work not f o r what it may bring, but f o r
the sake of the work itself. O f her then let i t be true at the conclu-
sion o f each day that she

"wrought
A l l kinds of service w i t h a noble ease
That graced the lowliest act i n doing of i t . "
Every day's discouragement must be offset by the knowledge that
after all, the pupils are not incorrigible, that they are really worth
working f o r , and that one can herself supply some of their many
needs. As soon as love prevades herself she w i l l spur them on to
achievement, teaching, guiding, urging, pointing out standards and
ideals high and yet higher, making them dissatisfied with the good
and eager to attain the best. F r o m her they w i l l learn the joy and
blessing of hard work, and catch the zeal and enthusiasm f o r service,
upon which her cheerfulness is based.
And thus unconsciously the pupil will imbibe the spirit of the
teacher and i f she has been true to the highest and noblest, her work
w i l l have been well done.