Page 42 - 1916 February - To Dragma

TO DRAGMA OF ALPHA OMICRON PI 121

e, teach. Clearer thinking, however, w i l l bring the knowledge that I

cannot tell whether I am f a i l i n g or not, until Mary and Jack have
- grown up, and are out in the world, or even perhaps until they have
e children of their own to "send to school." T h a t is a woefully long
e time to wait, but at once the idea brings an enlarging and broadening
y of one's efforts that is like a big open space i n which to draw f u l l ,
d free breaths.
" For i t may be that neither Mary nor Jack have foundations enough
e in themselves on which could ever be built any real appreciation of
s the beauty and value o f numbers, and a l l they may be capable of
e learning may be these mechanical operations. I f I can teach them
. these, and give them even a far-off glimpse into the broader outlook,
n I can feel I have done my work for them, though I cannot know

concerning the success of i t u n t i l they begin to show i n their lives
the qualities I have tried by means of numl>ers to give them. N o r
i f their lives disappoint me, need I yet feel utter discouragement;
the real and final test and reward of m y work f o r them w i l l be the
better foundations which they may give their children to build upon.
I f these foundations are firmer and broader. I w i l l have done my
share not only in their lives, but i n the service o f my ideals.

This assurance o f course is very intangible, f o r each person in
this world is the product of so many forces, and of the influences of
so many friends and enemies alike, and to those who have taught
well-prepared children in well-established communities, all this may
seem utterly visionary. But even w i t h the l>est o f pupils does not
this idea help to give l i f e to the teacher's work, and above a l l , does
it not individualize the teacher, who stands so o f t e n in danger of
becoming systematized? I t enables her, too, i n her first years o f
teaching to turn f r o m discouragement to hopes, and to fill her later
years, which would otherwise become d r y and barren, w i t h seeing
and rejoicing. I t keeps her, too, i n touch with this broad world
f r o m which she sometimes tends to d r i f t away.

I doubt i f B r o w n i n g had the teacher i n m i n d , but she can assume
he did when he wrote, "the last of l i f e f o r which the first was made."

They might not need me, yet they might,
I'll let my heart stay just in sight;
A very little smile might be
Precisely their necessity.

EMILY DICKINSON.