I mean
the attitude of mind which recognizes in
the youngest, commonest child, the potential
dignity, majesty, and mystery of the
developed human soul. Genuine reverence
for the humanity of the "other fellow"
marks a definite degree of courtesy in the
intercourse of adults, does it not? And
the same quality of respect, tempered by
the demands of a wise control, is exactly
what is needed among children. Again
and again, in dealing with young minds,
the teacher who respects personality as
sacred, no matter how embryonic it be,
wins the victories which count for true
education. Yet, all too often, we forget the
claims of this reverence, in the presence
of the annoyances and the needed corrections.
As for voice: work in schoolrooms brings
two opposing mistakes constantly before
me: one is the repressed voice, and the
other, the forced. The best way to avoid
either extreme, is to keep in mind that
the ideal is development of one's own
natural voice, along its own natural lines.
A "quiet, gentle voice" is conscientiously
aimed at by many young teachers, with so
great zeal that the tone becomes painfully
repressed, "breathy," and timid. This is
quite as unpleasant as a loud voice, which
is, in turn, a frequent result of early
admonitions to "speak up." Neither is natural.
It is wise to determine the natural volume
and pitch of one's speaking voice by a
number of tests, made when one is thoroughly
rested, at ease, and alone.
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