cadence.  It is also a help in the understanding of their characters.  Much trouble of mind is saved by recognizing that a certain cadence which sounds indignant is only intended to be convincing, and that another which sounds defiant is only giving to itself the signal for retreat.  Again, for the teacher’s own sake, it is good to observe that there are tones which dispose towards obedience, and others which provoke remonstrance and, as Mme. Necker de Saussure remarks:  “It is of great consequence to prevent remonstrances and not allow girls to form a habit of contradicting and cavilling, or to prolong useless opposition which annoys others and disturbs their own peace of mind.”

There are “teacher’s manners” in many varieties, often spoiling admirable gifts and qualities, for the professional touch in this is not a grace but puts both children and “grown-ups” on the defensive.  There is the head mistress’s manner which is a signal to proceed with caution, the modern “form mistress’s” or class mistress’s manner, with an off-hand tone destined to reassure by showing that there is nothing to be afraid of, the science mistress’s manner with a studied quietness and determination that the knife-edge of the balance shall be the standard of truthfulness, the professionally encouraging manner, the “stimulating” manner, the manner of those whose ambition is to be “an earnest teacher,” the strained tone of one whose ideal is to to be overworked, the kindergarten manner, scientifically “awakening,” giving the call of the decoy-duck, confidentially inviting co operation and revealing secrets—­these are types, but there are many others.

Such mannerisms would seem to be developed by reliance on books of method, by professional training imparted to those who have not enough originality to break through the mould, and instead of following out principles as lines for personal experiment and discovery, deaden them into rules and abide by them.  The teacher’s manner is much more noticeable among those who have been trained than among the now vanishing class of those who have had to stand or fall by their own merits, and find out their own methods.  The advantage is not always with the trained teacher even now, and the question of manner is not one of minor importance.  The true instinct of children and the sensitiveness of youth detect very quickly and resent a professional tone; a child looks for freedom and simplicity, and feels cramped if it meets with something even a little artificial.  Children like to find real people, not anxiously careful to improve them, but able to take life with a certain spontaneity as they like to take it themselves.  They are frightened by those who take themselves too seriously, who are too acute, too convincing or too brilliant; they do not like people who appear to be always on the alert, nor those of extreme temperatures, very ardent or very frigid.  The people whom they like and trust are usually quiet, simple people, who have not startling ways, and do not manifest those strenuous ideals which destroy all sense of leisure in life.