Miss Fanson was a high school teacher who was justly admired by the
girls under her care. She had talked to the girls about the deference
and homage which they should show to their parents in social matters.
Alice Grant believed that Miss Fanson was exactly right, hence was
willing to act upon her teacher’s advice.
Since she had entered high school, boys had suddenly become very
interesting to Alice. She blushed one afternoon as she plucked up her
courage to reveal certain developments to her mother.
“Mother, the Freshmen are going to give a party, and a boy in my German
class has asked me to go. May I?” Her voice affected indifference.
[Sidenote: Retaining Control]
But Mrs. Grant knew her young daughter and saw through that coolness.
Her Alice was excited and flushed and happy over a boy! And she stared
blankly for a moment as the realization forced its way. Then a
tempestuous refusal from a heart that resented her little girl’s growing
up sprang swiftly to her lips, but she kept back the words. It did,
indeed, hurt to have Alice begin to be a young lady, but could even she,
the most adoring of mothers, restrain time and the youth that was
blossoming in her child?
“I’ll have to think it over, Alice. I’ll tell you in the morning.”
And Alice went to her studying, confident that, whatever her mother
decided, she would be just and allow only big reasons to weigh with her.
Mrs. Grant thought it over and that night talked it over with her
husband.
“She’s absurdly young—only fifteen,” he objected.
“Yes, but absurdly natural, too, and strong in her desires. I fear, if I
refuse, it may only surround boys with a mysterious glamour for her, and
she might then be tempted to associate with them in spite of me, and any
secrecy or deceit just now is dangerous. And you know our Alice is
growing pretty.”
Mr. Grant regretted and bemoaned the loss of his little girl, but
agreed. “But who is this boy?” he demanded. “Do you know him?”
“No. But I’m going to know all her friends from now on.”
And next morning, when Alice, pink-cheeked and eager-eyed, sought her
mother’s decision, she welcomed the “Yes” with a little squeal of
delight.
“But I’ve been thinking, Alice,” her mother added, “that I’d like to
know the boys and girls you’re going with. Wouldn’t you like to ask some
of them over here some evening before the party?”
“Would I? Well, rather! Mother, you’re a dear.”
“And what about a dress. I suppose you’d like a new one?” Further
question was stifled by an enthusiastic hug.
So they talked of the party and the dress, and then it was not far to
“the boys” and Alice’s new feeling for them. And Mrs. Grant felt that
the sweet intimacy she was entering with this new daughter more than
compensated for the loss of the little girl, who had suddenly become a
young woman.
When Alice returned from the party her mother showed interest in each
detail that her daughter related. She remarked: “You must have had loads
of fun—what did you have to eat? What did you especially like in the
conduct of your classmates?” It is while such concrete subjects are
being discussed that much guidance can be given the daughter in her
formation of opinions as to what is proper or improper conduct. A
teacher who brings about such intimacy as this incident illustrates has
done much for both mother and daughter.