It will, perhaps, here be necessary to say something of Mrs. Adair; I
will not, however, enter upon her motive for opening a boarding-school.
It is a well known fact that the loss of fortune, contracted incomes, or
troubles in one shape or another, are the origin of almost all female
seminaries. I never heard but of one lady beginning a school, and
persevering to the conclusion of a protracted life, without any motive
but benefiting a friend. To her credit let me remark, that she never
regretted this, as it may justly be styled, "labour of love."
Mrs. Adair's personal appearance and manner were calculated to excite
respect and deference from pupils. The general cast of her countenance
was serious, to a degree bordering upon severity; but when she did
unbend, the cheerfulness that beamed in her features, and the benevolent
expression of her dark and pleasing eyes, invited confidence and regard
from every beholder. She had been a widow several years, and was going
to commence a school patronized by respectable friends. I shall not
attempt to describe her daughters, for beauty is of so perishable a
nature, and of so little value without good qualities, it is but time
wasted dwelling on the subject. Jane, the youngest, had been some time
in a delicate and declining state of health; and, viewing life as
uncertain in its tenor, had wisely adapted her mind to passing
circumstances. Next to her brightest hopes, was her desire to be useful
whilst she remained upon earth.
Elizabeth had high health and spirits, and could ill brook the idea of
the restraint and confinement of a school. But the evening was now
arrived previous to beginning "the irksome task," as she styled it.
Mrs. Adair had been looking over her folio, and her daughters were
seated at their work, when she observed, "We may consider ourselves
particularly fortunate, for I have now the promise of fifteen pupils.
Several things, however, we must take into consideration. Elizabeth, you
are sometimes a little petulant in temper: remember you must never be
rash in deciding, or hasty in punishing; curb the bold, but encourage
the timid. We must likewise be cautious to treat the parents of every
child with equal respect; not allow ourselves to be dazzled with
glittering equipages, or dashing manners. And let us be tender and
careful of children who are deprived of a mother: give them all the aid
in our power, to make them a credit to their father's house."
"And I think, my dear mother," said Elizabeth, "it will be necessary to
fix children of weak capacities in one class: let all the dunces go
together."
"But we must first weigh their talents justly," returned Mrs. Adair;
"and always recollect, that 'children of the present age are the hope of
the one to come.'
"There is one thing I particularly charge you to avoid: never speak in a
tone of ridicule of any lady who has previously instructed a pupil;
there is something contemptible in trying to depreciate the talents of
another. We are not to consider ourselves as supreme in wisdom, for our
abilities are moderate; if we can do good, I believe it is the chief
merit we can claim."
"I hope one thing," said Elizabeth, "that the young ladies must never be
allowed to learn their lessons at meals; for I am persuaded they will
think more of the present participle _loving_ than of declining the verb
_to love_. And I trust likewise, my dear mother, that you will never let
them read their own themes at public examinations: for the voice I am
certain will tremble when hundreds are listening."
"We will not talk of public examinations, my dear, until we have tried
our own abilities at teaching. But I must caution you never to criticize
letters from parents or friends; nor look upon a teacher as a solitary
being, without friends and without feelings."
"I hope you do not think I would exact too much, or be unreasonable in
any command to a teacher," said Elizabeth.
"I do not say that you will do so; I only wish to remind you, that we
should have due consideration for those persons who are dependent upon
us. And now I have only to observe, that we must not think entirely of
the time our pupils are to be with us, but extend our thoughts to the
period when they will be enabled to judge by what spirit we were
actuated. In teaching, punishing, or rewarding, let us always consider
whether the means we then pursue will be useful to the young lady in
future life."