Embracing Adulthood: Anne Shirley’s Teaching Journey

The Shift in Aspirations

The narrative begins on the eve of a new school year, capturing a poignant moment of transition for Anne Shirley. Originally, Anne had planned to go to college; however, life at Green Gables took an unexpected turn. Following the loss of Marilla’s savings in a bank failure and the sudden death of Matthew, Anne’s path shifted from student to educator. This change was facilitated by the support of Gilbert Blythe, who “generously gave up his teaching job at Avonlea” to take a position in White Sands, allowing Anne to remain close to home and support Marilla. This sacrifice highlights the deepening bond between the former rivals, who have now transitioned into trusted friends.

Pedagogical Philosophies: Kindness vs. Discipline

As the three friends—Anne, Gilbert, and Jane—discuss their upcoming roles, a debate regarding classroom management emerges. Jane, who values order, expresses her intent to be “very strict” and “not tolerate any rude behavior,” echoing the cautionary words of Mrs. Rachel Lynde, who famously “only considers the bad side of things.”

Anne, however, rejects this approach. Drawing inspiration from her former mentor, Miss Stacy, Anne insists that she wants her students to “want to learn” rather than study out of fear. When consulted, Gilbert offers a nuanced perspective, suggesting that one must “judge each student differently,” as some respond to kindness while others may require more firm handling. Anne remains steadfast in her belief that “punishment does not help children learn,” reflecting her compassionate nature and her desire to move away from the rigid structures of the past.

The Weight of Expectation

Walking back to Green Gables, Anne experiences a profound sense of melancholy. She realizes that she is “no longer the same little orphan girl” and acknowledges that she must “say goodbye to childhood.” The transition to being a teacher—an “adult job”—signifies that her world is fundamentally changing. At breakfast, her anxiety is palpable; she confesses to Marilla that she fears she might be an “awful teacher.” Marilla, with her characteristic practicality, dismisses these fears, noting that Anne will not “ruin everything in a single day.”

The First Day: Reality versus Preparation

Anne’s arrival at the schoolhouse is marked by uncharacteristic distraction; she is so consumed by her thoughts that she fails to “smell the flowers or admire the trees.” Despite having prepared an “inspiring speech” about the power of learning, her nerves get the better of her, and she forgets every word, forcing her to start the day with a simple, faint command: “Please take out your readers.”

Amidst the blur of the day, Anne encounters a new student, Paul Irving, a boy with a “serious face but bright, questioning eyes.” Recognizing him immediately as a “kindred spirit,” Anne finds a connection that hints at future joy in her profession. While she successfully handles a minor incident involving Andrew Pye, the day leaves her feeling disappointed. As she sits alone in the classroom, she is haunted by the existential worry: “Wouldn’t it be terrible... if I spent forty years doing something I disliked?”

Ultimately, while the first day lacked the perfection she craved, it stands as a testament to her growth. Anne’s journey into teaching is not merely a professional milestone but a complex emotional evolution, marking her final departure from the innocence of childhood into the responsibilities of the adult world.