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+The Project Gutenberg eBook, Vocational Guidance for Girls, by Marguerite
+Stockman Dickson
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+
+
+
+Title: Vocational Guidance for Girls
+
+
+Author: Marguerite Stockman Dickson
+
+Release Date: April 9, 2005  [eBook #15595]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+
+***START OF THE PROJECT GUTENBERG EBOOK VOCATIONAL GUIDANCE FOR GIRLS***
+
+
+E-text prepared by Audrey Longhurst, Jeannie Howse, and the Project
+Gutenberg Online Distributed Proofreading Team (https://www.pgdp.net)
+
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+
+
+
+
+
+
+    +-------------------------------------------------------+
+    |                                                       |
+    |                    OTHER VOCATIONAL                   |
+    |                     GUIDANCE BOOKS                    |
+    |                                                       |
+    |                 J. ADAMS PUFFER, Editor               |
+    |                                                       |
+    |   _VOCATIONAL GUIDANCE--THE TEACHER AS A COUNSELOR_   |
+    |                   By J. Adams Puffer                  |
+    |                                                       |
+    |                  _A VOCATIONAL READER_                |
+    |                   By C. Park Pressey                  |
+    |                                                       |
+    |       _VOCATIONAL GUIDANCE FOR THE PROFESSIONS_       |
+    |                By Edwin Tenney Brewster               |
+    |                                                       |
+    +-------------------------------------------------------+
+
+
+
+     "Vocational guidance seeks the largest realization of the
+     possibilities of every child and youth, measured in terms of
+     worthy service."
+
+
+[Illustration: Photograph by Brown Bros.
+CAMP FIRE GIRLS
+The lessons of patriotism, kindness, and industry taught by the Camp
+Fire Girls' organization make it a power for good]
+
+
+
+
+VOCATIONAL GUIDANCE FOR GIRLS
+
+by
+
+MARGUERITE STOCKMAN DICKSON
+
+Author of _From the Old World to the New_, _A Hundred Years of
+Warfare. 1689-1789_, _Stories of Camp and Trail_, _Pioneers and
+Patriots in American History_
+
+Rand Mcnally & Company
+Chicago New York
+
+1919
+
+
+
+
+
+
+THE CONTENTS
+
+                                                              PAGE
+A Foreword                                                     ix
+
+PART I. PRESENT-DAY IDEALS OF WOMANHOOD
+
+CHAPTER
+   I. WOMAN'S PLACE IN SOCIETY                                  3
+
+  II. THE IDEAL HOME                                           18
+
+ III. ESTABLISHING A HOME                                      27
+
+  IV. RUNNING THE DOMESTIC MACHINERY                           49
+
+
+PART II. GUIDING GIRLS TOWARD THE IDEAL
+
+   V. THE EDUCATIONAL AGENCIES INVOLVED                        75
+
+  VI. TRAINING THE LITTLE CHILD                                86
+
+ VII. TEACHING THE MECHANICS OF HOUSEKEEPING                  102
+
+VIII. THE GIRL'S INNER LIFE                                   122
+
+  IX. THE ADOLESCENT GIRL                                     130
+
+   X. THE GIRL'S WORK                                         151
+
+  XI. THE GIRL'S WORK (Continued)--CLASSIFICATION
+        OF OCCUPATIONS                                        163
+
+ XII. THE GIRL'S WORK (Continued)--VOCATIONS AS
+        AFFECTING HOMEMAKING                                  194
+
+XIII. THE GIRL'S WORK (Continued)--VOCATIONS
+        DETERMINED BY TRAINING                                203
+
+ XIV. MARRIAGE                                                218
+
+Suggested Readings                                            241
+
+The Index                                                     243
+
+
+
+
+A LIST OF THE PORTRAITS
+
+                                                              PAGE
+LOUISA M. ALCOTT                                              221
+
+RUTH MCENERY STUART                                           223
+
+LOUISE HOMER AND HER FAMILY                                   225
+
+MARGARET JUNKIN PRESTON                                       227
+
+COLONEL AND MRS. ROOSEVELT WITH MEMBERS OF THEIR FAMILY       229
+
+JULIA WARD HOWE AND HER GRANDDAUGHTER                         231
+
+CAROLINE BARTLETT CRANE                                       233
+
+ALICE FREEMAN PALMER                                          235
+
+AMELIA E. BARR                                                237
+
+
+
+
+A FOREWORD
+
+
+Fortunate are we to have from the pen of Mrs. Dickson a book on the
+vocational guidance of girls. Mrs. Dickson has the all-round life
+experiences which give her the kind of training needed for a broad and
+sympathetic approach to the delicate, intricate, and complex problems
+of woman's life in the swiftly changing social and industrial world.
+
+Mrs. Dickson was a teacher for seven years in the grades in the city
+of New York. She then became the partner of a superintendent of
+schools in the business of making a home. In these early homemaking
+years there came from the pen of Mrs. Dickson a series of historical
+books for the grades which have placed her among the leading
+educational writers of the country. During the long sickness of her
+husband she filled for a while two administrative positions--homemaker
+and superintendent of schools.
+
+Her three children are now in high school and are beginning to plan
+for their own life work. With the broad training of homemaker, wife,
+mother, teacher, writer, and administrator, Mrs. Dickson has the
+combination of experiences to enable her to introduce teachers and
+mothers to the very difficult problems of planning wisely big life
+careers for our girls.
+
+The book is so plainly and guardedly written that it can also be used
+as a textbook for the girls themselves in connection with civic and
+vocational courses. The only difficulty with the book for a text is
+that it is so attractively written on such vital problems that the
+student will not stop reading at the end of the lesson.
+
+J. ADAMS PUFFER
+
+
+
+
+     "Vocational guidance has for its ideal the granting to
+     every individual of the chance to attain his highest
+     efficiency under the best conditions it is humanly possible
+     to provide."
+
+
+
+
+PART I
+
+PRESENT-DAY IDEALS OF WOMANHOOD
+
+
+
+
+     "How to preserve to the individual his right to aspire, to
+     make of himself what he will, and at the same time find
+     himself early, accurately, and with certainty, is the
+     problem of vocational guidance."
+
+
+
+
+VOCATIONAL GUIDANCE FOR GIRLS
+
+
+CHAPTER I
+
+WOMAN'S PLACE IN SOCIETY
+
+
+Any scheme of education must be built upon answers to two basic
+questions: first, What do we desire those being educated to become?
+second, How shall we proceed to make them into that which we desire
+them to be?
+
+In our answers to these questions, plans for education fall naturally
+into two great divisions. One concerns itself with ideals; the other,
+with methods. No matter how complex plans and theories may become, we
+may always reach back to these fundamental ideas: What do we want to
+make? How shall we make it?
+
+Applying this principle to the education of girls, we ask, first: What
+ought girls to be? And with this simple question we are plunged
+immediately into a vortex of differing opinions.
+
+Girls ought to be--or ought to be in the way of becoming--whatever the
+women of the next generation should be. So far all are doubtless
+agreed. We therefore find ourselves under the necessity of restating
+the question, making it: What ought women to be?
+
+Probably never in the world's history has this question occupied so
+large a place in thought as it does to-day. In familiar discussion, in
+the press, in the library, on the platform, the "woman question" is an
+all-absorbing topic. Even the most cursory review of the literature
+of the subject leads to a realization of its importance. It leads also
+into the very heart of controversy.
+
+[Illustration: Photograph by Brown Bros.
+Suffrage parade in Washington. Women will parade or even fight for
+their rights]
+
+It is safe to say that no woman, in our own country at least, escapes
+entirely the unrest which this controversy has brought. Even the most
+conservative and "old-fashioned" of women know that their daughters
+are living in a world already changed from the days of their own young
+womanhood; and few indeed fail to see that these changes are but
+forerunners of others yet to come. They know little, perhaps, of the
+right or wrong of woman's industrial position, but "woman in industry"
+is all about them. They perhaps have never heard of Ellen Key's
+arraignment of existing marriage and sex relations, but they cannot
+fail to see unhappy marriages in their own circle. They may care
+little about the suffrage question, but they can hardly avoid hearing
+echoes of strife over the subject of "votes for women." And however
+much or little women are personally conscious of the significance of
+these questions, the questions are nevertheless of vital import to
+them all.
+
+The "uneasy woman" is undeniably with us. We may account for her
+presence in various ways. We may prophesy the outcome of her
+uneasiness as the signs seem to us to point. But in the meantime--she
+is here!
+
+Naturally both radical and conservative have panaceas to suggest. The
+radicals would have us believe that the question of woman's status in
+the world requires an upheaval of society for its settlement. Says
+one, the "man's world" must be transformed into a human world, with no
+baleful insistence on the femininity of women. It is the human
+qualities, shared by both man and woman, which must be emphasized. The
+work of the world--with the single exception of childbearing--is not
+man's work nor woman's work, but the work of the race. Woman must be
+liberated from the overemphasized feminine. Let women live and work as
+men live and work, with as little attention as may be to the accident
+of sex.
+
+Says another, it is the ancient and dishonored institution of marriage
+which must feel the blow of the iconoclast. Reform marriage, and the
+whole woman question will adjust itself.
+
+Says still another, do away with marriage. "Celibacy is the
+aristocracy of the future." Let the woman be free forever from the
+drudgery of family life, free from the slavery of the marriage
+relation, free to "live," to "work," to have a "career." Men and women
+were intended to be in all things the same, except for the slight
+difference of sex. Let us throw away the cramping folly of the ages
+and let woman take her place beside man.
+
+Not so, replies the conservative. In just so far as masculine and
+feminine types approach each other, we shall see degeneracy. Men and
+women were never intended to be alike.
+
+Thus we might go on. Without the radicals there would of course be no
+progress. Without the conservatives our social fabric would scarcely
+hold. Between the two extremes, however, in this as in all things,
+stands the great middle class, believing and urging that not social
+upheaval, but better understanding of existing conditions, is the
+world remedy for unrest; that not new careers, but better adjustment
+of old ones, will bring peace; that not formal political power, even
+though that be their just due, but the better use of powers that women
+have long possessed, is most needed for the betterment of mankind.
+
+It is not the province of this book to enter into controversy with
+either radical or reactionary, but rather to search for truth which
+may be used for adjusting to fuller advantage the relation of woman to
+society. First of all must be recognized the fact that the "woman
+movement" deserves the thoughtful attention of every teacher or other
+social worker, and indeed of every thoughtful man or woman. The
+movement can no longer be considered in the light of isolated surface
+outbreaks. It is rather the result of deep industrial and social
+undercurrents which are stirring the whole world.
+
+In our study of the modern woman movement, which as teachers in any
+department of educational work we are bound to make, the fact is
+immediately impressed upon us that home life has undergone marked
+changes. Conditions once favorable to the existence of the home as a
+sustaining economic unit are no longer to be found. New conditions
+have arisen, compelling the home, like other permanent institutions,
+to alter its mode of existence in order to meet them.
+
+Briefly reviewing the causes which have brought about these changes in
+home life, we find, first, the industrial revolution. A large number
+of the activities once carried on in the home have removed to other
+quarters. In earlier times the mother of a family served as cook,
+housemaid, laundress, spinner, weaver, seamstress, dairymaid, nurse,
+and general caretaker. The father was about the house, at work in the
+field, or in his workshop close at hand. The children grew up
+naturally in the midst of the industries which provided for the
+maintenance of the home, and for which, in part, the home existed. The
+home, in those days, was the place where work was done.
+
+With the invention of labor-saving machinery came an entire revolution
+in the place and manner of work. The father of the family has been
+forced by this industrial change to follow his trade from the home
+workshop to the mechanically equipped factory. One by one, many of the
+housewife's tasks also have been taken from the home. To-day the
+processes of cloth making are practically unknown outside the factory.
+Knitting has become largely a machine industry. Ready-made clothing
+has largely reduced the sewing done in the home. In the matter of
+food, the housekeeper may, if she chooses, have a large part of her
+work performed by the baker, the canner, and the delicatessen
+shopkeeper. Even the care of her children, after the years of infancy,
+has been partly assumed by the state.
+
+The home, as a place where work is done, has lost a large part of its
+excuse for being. Among the poorer classes, women, like their
+husbands, being obliged to earn, and no longer able to do so in their
+homes, have followed the work to the factory. As a result we have
+many thousands of them away from their homes through long days of
+toil. Among persons of larger income, removal of the home industries
+to the factory has resulted in increased leisure for the woman--with
+what results we shall later consider. Practically the only
+constructive work left which the woman may not shift if she will to
+other shoulders, or shirk entirely, is the bearing of children and, to
+at least some degree, their care in early years. The interests once
+centered in the home are now scattered--the father goes to shop or
+office, the children to school, the mother either to work outside the
+home or in quest of other occupation and amusement to which leisure
+drives her.
+
+[Illustration: Photograph by Brown Bros.
+Glove making. Women, like their husbands, have followed work to the
+factories]
+
+A second change in the conditions affecting home life is found in the
+increased educational aspirations of women. Once the accepted and
+frankly anticipated career for a woman was marriage and the making of
+a home. Her education was centered upon this end. To-day all this is
+changed. A girl claims, and is quite free to obtain, an education in
+all points like her brother's, and the career she plans and prepares
+for may be almost anything he contemplates. She may, or may not, enter
+upon the career for which she prepares. Marriage may--often
+does--interfere with the career, although nearly as often the career
+seems to interfere with marriage. Under the new alignment of ideals,
+there is less interest shown in homemaking and more in "the world's
+work," with a decided feeling that the two are entirely incompatible.
+
+[Illustration: Keystone View Co.
+Employees leaving the Elgin Watch Company factory. Thousands of women
+are away from their homes through long days of toil]
+
+The girl, educated to earn her living in the market of the world, no
+longer marries simply because no other career is open to her; when
+she does marry, she is less likely than formerly, statistics tell us,
+to have children--the only remaining work which, in these days,
+definitely requires a home. Marriage and homemaking, therefore, are no
+longer inseparably connected in the woman's mind. Girls are willing to
+undertake matrimony, but often with the distinct understanding that
+their "careers" are not to be interfered with. To them, then, marriage
+becomes more and more an incident in life rather than a life work.
+
+[Illustration: Photograph by Brown Bros.
+A typical tenement house. Congestion means discomfort within the home
+and decreasing possibility for satisfying there either material or
+social needs]
+
+A third disintegrating influence as affecting home life is the great
+increase of city homes. Urban conditions are almost without exception
+detrimental to home life. Congestion means discomfort within the home
+and decreasing possibility for satisfying there either material or
+social needs; while on every hand are increasing possibilities for
+satisfying these needs outside the home. Family life under such
+conditions often lacks, to an alarming degree, the quality of
+solidarity which makes the dwelling place a home. No longer the place
+where work is done, no longer the place where common interests are
+shared, the home becomes only "the place where I eat and sleep," or
+perhaps merely "where I sleep." The great increase of urban life
+during the last half century is thus a very real menace, and, since
+the agricultural communities constantly feed the towns, the menace
+concerns the country-as well as the city-dweller.
+
+[Illustration: Photograph by Brown Bros.
+In the cities there are increasing opportunities for satisfying
+material and social needs outside the home]
+
+Believing that for the good of coming generations the true home spirit
+must be saved, we shall do well to admit at once that the old-time
+home was an institution suited to its own day, but that we cannot now
+call it back to being. Nor would we wish to do so. There is no
+possible reason for wishing our women to spin, weave, knit, bake,
+brew, preserve, clean, _if_ the products she formerly made can be
+produced more cheaply and more efficiently outside the home.
+
+There is danger, however, of generalizing too soon in regard to these
+industries. There is little doubt that in some directions, at least,
+the factory method has not yet brought really satisfactory results.
+How many women can give you reasons _why_ they believe that it no
+longer "pays" to do this or that at home as they once did? Do the
+factories always turn out as good a product as the housekeeper? If
+they do, does the housekeeper obtain that product with as little
+expenditure as when she made it? If she spends more, can she show that
+the leisure she has thus bought has been a wise purchase? Is she
+justified in accepting vague generalizations to the effect that it is
+better economy to buy than to make, or should she test for herself,
+checking up her individual conditions and results?
+
+The fact is that the pendulum has swung away from the "homemade"
+article, and most of us have not taken the trouble to investigate
+whether we are benefited or harmed. It may be that investigation will
+show us that the pendulum has swung too far, and that, in spite of
+factories mechanically equipped to serve us, some work may be done
+much more advantageously at home. It is even possible, and in some
+lines of work we know that it is a fact, that homes may be
+mechanically equipped at very little cost to rival and even to
+outclass the factory in producing certain kinds of products for home
+consumption.
+
+Spinning, weaving, and knitting are doubtless best left in the hands
+of the factory worker. But, under present conditions, buying ready
+made all the garments needed for a family may be an expensive and
+unsatisfactory method if the elements of worth, wear, finish, and
+individuality are worthy of consideration, just as buying practically
+all foodstuffs "ready made" presents a complex and disturbing problem
+to the fastidious and conscientious housewife. There is at least a
+possibility that it would be as well for the home of to-day to retain
+or resume, systematize, and perfect some of the industries that are
+slipping or have already slipped from its grasp. It is possible to
+reduce some processes to a too purely mechanical basis.
+
+[Illustration: Keystone View Co.
+Linen-mill workers. Spinning and weaving, whether of cotton, linen,
+silk, or wool, are more satisfactorily done by factory workers than in
+the home]
+
+
+  A woman lived in our town who wasn't very wise.
+  She had a reputation for making homemade pies.
+  And when she found her pies would sell, with all her might and main
+  She opened up a factory, and spoiled it all again.
+
+Nonsense? Yes--but with a strong element of sense, nevertheless.
+
+Entirely aside, however, from the industrial status of the home,
+unless we are to see a practical cessation of childbearing and
+rearing, homes must apparently continue to exist. No one has yet found
+a substitute place for this particular industry. It is a commonly
+accepted fact that young children do better, both mentally and
+physically, in even rather poor homes than in a perfectly planned and
+conducted institution. And we need go no farther than this in seeking
+a sufficient reason for saving the home. This one is enough to enlist
+our best service in aid of homemaking and home support.
+
+From earliest ages woman has been the homemaker. No plan for the
+preservation of the home or for its evolution into a satisfactory
+social factor can fail to recognize her vital and necessary connection
+with the problem. Therefore in answer to the question "What ought
+woman to be?" we say boldly, "A homemaker." Reduced to simplest terms,
+the conditions are these: if homes are to be made more serviceable
+tools for social betterment, women must make them what they ought to
+be. Consequently homemaking must continue to be woman's
+business--_the_ business of woman, if you like--a considerable,
+recognized, and respected part of her "business of being a woman." Nor
+may we overlook the fact that it is only in this work of making homes
+and rearing offspring that either men or women reach their highest
+development. Motherhood and fatherhood are educative processes,
+greater and more vital than the artificial training that we call
+education. In teaching their children, even in merely living with
+their children, parents are themselves trained to lead fuller lives.
+
+"The central fact of the woman's life--Nature's reason for her--is the
+child, his bearing and rearing. There is no escape from the divine
+order that her life must be built around this constraint, duty, or
+privilege, as she may please to consider it."[1] It is the fashion
+among some women to assume that it is time all this were changed, and
+that therefore it will be changed. They look forward to seeing
+womankind released from this "constraint, duty, or privilege," and yet
+see in their prophetic vision the race moving on to a future of
+achievement. The fact, however, ignore it as we may, cannot be
+gainsaid: no man-made or woman-made "emancipation" will change
+nature's law.
+
+It was well that after centuries of repression and subjection woman
+sought emancipation. She needed it. But the wildest flight of fancy
+cannot long conceal the ultimate fact. Woman is the mother of the
+race. "The female not only typifies the race, but, metaphor aside, she
+_is_ the race."[2] Emancipation can never free her from this destiny.
+In the United States, where woman has the largest freedom to enter the
+industrial world and maintain herself in entire independence, the
+percentage of those who marry is higher than in the countries where
+woman is a slave. Ninety per cent of the mature women in our country
+become homemakers for a certain period, and probably over 90 per cent
+are assistant homemakers for another period of years before or after
+marriage.
+
+Any vocational counselor who fails to reckon first with the homemaking
+career of girls is therefore blind to the facts of life. All
+education, all training, must be considered in its bearing on the one
+vocation, homemaking. The time will come when the occupations of boys
+and men must likewise be considered in relation to homemaking, but
+that problem is not the province of this book.
+
+Women will bear and rear the children of the future, just as they have
+borne and reared the children of the past. But _under what
+conditions_--the best or those less worthy? And _what women_--again,
+the best or those less worthy? Has woman been freed from subjection,
+from an inferior place in the scheme of life, only to become so
+intoxicated with a personal freedom, with her own personal ambition,
+that she fails to see what emancipation really means? Will she be
+contented merely to imitate man rather than to work out a destiny of
+her own? We think not. When the first flush of freedom has passed, the
+pendulum will turn again and woman will find a truer place than she
+knows now or has known.
+
+Two obstacles to the successful pursuit of her ultimate vocation stand
+prominently before the young woman of to-day: first, the instruction
+of the times has imbued her with too little respect for her calling;
+second, her education teaches her how to do almost everything except
+how to follow this calling in the scientific spirit of the day. She
+may scorn housework as drudgery, but no voice is raised to show her
+that it may be made something else. With the advent of vocational
+guidance, vocational training of necessity follows close behind. And
+with vocational training must come a proper appreciation, among the
+other businesses of life, of this "business of being a woman."
+
+Must we then educate the girl to be a homemaker, and keep her out of
+the industrial life which has claimed her so swiftly and in which she
+has found so much of her emancipation? No, we could not, if we would,
+keep her from the outside life. We must rather recognize her double
+vocation and, difficult though it seem, must educate her for both
+phases of her "business." She will be not only the better woman, but
+the better worker, because of the very breadth of her vocational
+horizon.
+
+Training for homemaking, then, must go hand in hand with training for
+some phase of industrial life. Vocational guides must consider not
+only inclination and temperament, but physical condition and the
+supply and demand of the industrial world. They will consider the girl
+not merely as an industrial worker, but as a potential homemaker. They
+will, therefore, also study the effect of various vocations upon
+homemaking capabilities.
+
+How then shall the teaching of this double vocation be approached? How
+shall we, as teachers of girls, make them capable of becoming
+homemakers? How shall we make them see that homemaking and the world's
+work may go hand in hand, so that they will desire in time to turn
+from their industrial service to the later and better destiny of
+making a home? This book offers its contribution toward answering
+these questions.
+
+
+FOOTNOTES:
+
+[Footnote 1: Ida M. Tarbell, _The Business of Being a Woman_.]
+
+[Footnote 2: Lester F. Ward, _Pure Sociology_.]
+
+
+
+
+CHAPTER II
+
+THE IDEAL HOME
+
+
+That we may understand, and to some extent formulate, the problem
+which we would have girls trained to solve, we must of necessity study
+homes. What must girls know in order to be successful homemakers?
+
+A historical survey of the home leads us to the conclusion that
+although times have changed, and homes have changed, and indeed all
+outward conditions have changed, the spiritual ideal of home is no
+different from what it has always been. The home is the seat of family
+life. Its one object is the making of healthy, wise, happy, satisfied,
+useful, and efficient people. The home is essentially a spiritual
+factory, whether or not it is to remain to any degree whatever a
+material one. "Home will become an atmosphere, a 'condition in which,'
+rather than 'a place where,'" says Nearing in his _Woman and Social
+Progress_. "The home is a factory to make citizenship in," writes Mrs.
+Bruère.
+
+But although this spiritual significance of home has always existed,
+we are sometimes inclined to overlook the fact. Because conditions
+have changed, and because our external ideals of home have changed and
+are still changing, we fail to see that the foundation of home life is
+still unchanged.
+
+"I sometimes think that many women don't consciously know _why_ they
+are running their homes," says Mrs. Frederick, author of _The New
+Housekeeping_. We might add that many of those who do know, or think
+they know, are struggling to attain to purely trivial or
+fundamentally wrong ideals. It seems wise, then, for us to face at the
+outset the question "What is the ideal home?"
+
+[Illustration: Copyright by Keystone View Co.
+An attractive living room in which there is that atmosphere of peace
+so conducive to a happy family life]
+
+Laying aside all preconceived notions, and remembering that changes
+are coming fast in these days, let us look for the ideals which may be
+common to all homes, in city or country, among rich or poor.
+
+[Illustration: Photograph by Brown Bros.
+A well-arranged kitchen forms an important part of the smoothly
+running mechanism of the ideal home]
+
+First of all, the home must be comfortable, and its whole atmosphere
+must be that of peace. In no other way can the tension of modern life
+be overcome. This implies order and cleanliness, beauty, warmth,
+light, and air; but it implies far more. It means a home planned for
+the people who will occupy it, and so planned that father's needs, and
+mother's, and the children's, will all be met. What does each member
+of the family require of the house? A place to _live in_. And that
+means far more than eating and sleeping and having a place for one's
+clothes. There must be not only a place for everything, but a place
+for everybody in the ideal house. The boys who wish to dabble in
+electricity, the girls who wish to entertain their friends in their
+own way, the tired father who wishes to read his newspaper "in peace,"
+the younger children who want to pop corn or blow bubbles or play
+games, all must be planned for. There will be no room too good for
+use, and no furnishings so delicate that mother worries over family
+contact with them. There will be a minimum of "keeping up appearances"
+and a maximum of comfort and cheer. There will be little formal
+entertaining, but many spontaneous good times. In addition to being
+comfortable, the ideal home must be convenient. There will be places
+for things, and every appliance for making work easy.
+
+[Illustration: Photograph by Brown Bros.
+Contrast this old-fashioned kitchen with the modern one shown on the
+opposite page]
+
+The ideal mother, who is the mainspring of the smoothly running
+mechanism of the ideal home, will be scientifically trained for her
+position. Her "domestic science" will no longer be open to the
+criticism that it is not science at all, nor will she feel that her
+business is unworthy of scientific treatment. Always she will keep
+before her the object of her work--to make of her family, _including
+herself_, good, happy, efficient people. She will not be overburdened
+with housework, for overworked mothers have neither time nor strength
+for the higher aspects of their work. She will know how to feed
+bodies, but also how to develop souls. She will clothe her children
+hygienically, but she will teach them to value more the more
+important vestments of modesty and gentleness and courtesy. She will
+require obedience, but, as their years increase, the requirement will
+be less and less obedience to authority and more and more obedience to
+a right spirit within.
+
+[Illustration: Photograph by Brown Bros.
+The wise mother will teach her children the true value of work by
+making them wish to work with her]
+
+She will work for her children and will make them wish to work with
+her, teaching them the true value of work and sacrifice. She will play
+with them, for their pleasure and development, and she will also play,
+in her own way, for her own rejuvenation and her soul's good. She will
+study each member of her family as an individual problem, and,
+abandoning forever the idea of pressing any child's soul into the mold
+that she might choose, will rather strive to aid its growth toward its
+natural ideal. She will strive to hold and to be worthy of her
+children's confidence, that they may turn to her in those times that
+try their souls. But she will always respect the personal liberty of
+either child or husband to live his own life.
+
+She will interest herself in the interests of husband and children,
+that she may remain a vital factor in their lives; and she will make
+the home so delightful as to reduce to a minimum the scattering
+influences that tend to destroy home life. She will weave intangible
+but indestructible ties of affection, holding all together and to
+herself. She will keep her interest in the outside world, so that she
+may better prepare her children to live in it and may resist the
+narrowing influence of her enforced temporary withdrawal. She will
+take some part in civic work and social uplift, and, when her years of
+child rearing are ended, in the leisure of middle age she will return
+to the less circumscribed life of her youth, bending her matured
+energies to the world's work.
+
+The father of this ideal family will be first of all a man happy in
+his work. The plodding, weary slave to distasteful labor can be ideal
+neither as husband nor as father. Overworked fathers are quite as
+impossible in our scheme as overburdened mothers. In ideal conditions
+the father will have time, strength, and willingness to be more of a
+factor in the home life than he sometimes is at the present time. More
+than that, his early education will have included definite preparation
+for homemaking, so that his coöperation will be intelligent and
+therefore helpful. He will know more than he does now about the cost
+of living and he will assist in making a preliminary division of the
+year's income upon an intelligent basis. He will recognize the
+necessity for equipment for the homemaking business and will
+contribute his share of thought and labor to improving the home plant.
+
+He will be a companion as well as adviser to his boys and girls and
+will retain their respect and love by his sympathetic understanding
+and his remembrance of the boy's point of view. In all his dealings
+with his children he will be careful that interference with his
+comfort and convenience or the wounding of his pride by their
+shortcomings does not obscure his sense of justice. He will be a
+student of child nature and will keep in view the ultimate good and
+usefulness of his child. He will regard his fatherhood as his greatest
+service to the state.
+
+[Illustration: Pals. The wise father will be companion as well as
+adviser to his children]
+
+The children reared by this ideal father and mother in their ideal
+home will grow as naturally as plants in a well-cared-for garden. With
+examples of courtesy and kindness, of cheerful work and
+health-producing play, ever before them in the lives of their parents,
+they may be led along the same paths to similar usefulness. Their
+educational problems will be met by the combined effort of teachers
+and parents, and natural aptitude as well as community needs will
+dictate the choice of their life work.
+
+That this ideal family is far removed from many families of our
+acquaintance merely proves the necessity of training for more
+efficient homemaking, and indeed for a better conception of homemaking
+ideals and problems. If we are to teach our girls and our boys to be
+homemakers, we must consider carefully what they need to know. If we
+are to counteract the tendencies of the past two or three decades away
+from homemaking as a vocation, we must show the true value of the
+homemaker to the community, and the opportunities which domestic life
+presents to the scientifically trained mind.
+
+Education for homemaking necessarily implies teachers who are trained
+for homemaking instruction; and we may pause here to notice that no
+homemaking course in normal school or college can be sufficient to
+give the teacher true knowledge of ideal homes. She must have seen
+such homes, or those which approximate the ideal. Perhaps she has
+grown up in such a home. More probably she has not. If not, it must
+then necessarily follow that the lower have been the ideals in the
+home where the teacher had her training, the more she should see of
+other homes, and especially of good homes. Her whole outlook may be
+changed by such contact; and with her outlook, her teaching; and with
+her teaching, her influence.
+
+If all girls grew up in ideal homes, it seems probable that homemaking
+would appeal to them quite naturally as the ultimate vocation. Indeed,
+we know that many girls feel this natural drawing, in spite of most
+unlovely conditions in their childhood homes. The task of mother,
+teacher, and vocational counselor (who may be either) in this matter
+is a complicated one. Some girls are not fitted by nature to be
+homemakers. Some may with careful training overcome inherent defects
+which stand in the way of their success. Some have the natural
+endowment, but have their eyes fixed on other careers. Some have
+unhappy ideals to overcome. The fact, however, confronts us that at
+some time in their lives a very large majority of these girls will be
+homemakers. It is the part of those who have charge of them in their
+formative years to do two things for them: first, to train them so
+that they may understand the tasks of the homemaker and perform them
+creditably if they are called upon; second, to teach all those girls
+who seem fitted for this high vocation to desire it, and to choose it
+for at least part of their mature lives.
+
+
+
+
+CHAPTER III
+
+ESTABLISHING A HOME
+
+
+Certain very definite attempts are being made in these days to meet
+the evident lack of homemaking knowledge in the rising generation. And
+since definiteness of plan lends power to accomplishment, we cannot do
+better than to analyze as carefully as possible the various lines of
+knowledge required by the prospective homemaker in entering upon her
+life work.
+
+What are the problems of homemaking? And how far can we provide the
+girl with the necessary equipment to make her an efficient worker in
+her chosen vocation?
+
+Country life and city life are apparently so far removed from each
+other as to present totally different problems to the homemaker and to
+the vocational educator of girls. And yet underlying the successful
+management of both urban and rural homes are the same principles of
+domestic economy and of social efficiency. The principles are there,
+however widely their application may differ. While we may wisely train
+country girls for country living, and city girls to face the problems
+of urban life, we must not lose sight of the fact that country girls
+often become homemakers in the city and that city girls are often
+found establishing homes in the country. Nor should we overlook the
+truth that some study of home conditions in other than familiar
+surroundings will broaden the girl's knowledge and fit her in later
+life to make conditions subservient to that knowledge.
+
+Both rural and urban homemakers must be taught to appreciate their
+advantages and to make the most of them. They must also learn to face
+their disadvantages and to work intelligently toward overcoming them.
+
+The country homemaker has no immediate need of studying the problems
+of congestion in population which menace the millions of
+city-dwellers. The country home has plenty of room and an abundance of
+pure air. Yet it is often true that country homes are poorly
+ventilated and that much avoidable sickness results from this fact.
+The country home is often set in the midst of great natural beauty,
+yet misses its opportunity to satisfy the eye in an artistic sense.
+Its very isolation is sometimes a cause of the lack of attention to
+its appearance to the passerby.
+
+The farmer's wife has an advantage in the matter of fresh vegetables,
+eggs, and poultry, but the city housekeeper has the near-by market and
+finds the question of sanitation, the preservation of food, and the
+disposal of waste far easier of solution.
+
+The city housewife is often troubled in regard to the source of her
+milk supply; the country-dweller has plenty of fresh milk, but
+frequently finds it difficult to be sure of pure water.
+
+The country homemaker often lacks the conveniences which make
+housekeeping easier; the city woman is often misled, by the ease of
+obtaining the ready-made article, into buying inferior products in
+order to avoid the labor of producing.
+
+The family in the farming community often has meager social life and
+lack of proper recreations; the city-dweller is made restless and
+improvident by an excess of opportunities for certain sorts of
+amusement.
+
+Thus each type of community has its own problems. But practically all
+of these problems fall under certain general heads which both city and
+country homemakers should consider as part of their education. The
+present turning of thought toward training in these directions is most
+promising for the homes of the future.
+
+[Illustration: Photograph by Brown Bros.
+A country home which, though set in the midst of natural beauty, yet
+fails to satisfy the eye in an artistic sense]
+
+[Illustration: Courtesy of Mrs. Joseph E. Wing
+In contrast to the illustration above, this home shows what a few
+artistic touches may do to enhance the natural beauty of the
+surroundings]
+
+It is one of the misfortunes of existing conditions that the city and
+the country are not better acquainted with each other. Scorn
+frequently takes the place of understanding. The town or village girl
+goes out to teach in the country school, knowing little of country
+living and less of country homes. It is difficult, if not impossible,
+for such a teacher to be an influence for good. Especially as she
+approaches the homemaking problem is she without the knowledge which
+must underlie successful work. It is important that the city girl
+under such conditions should make a special effort to study country
+life and country homes in a sympathetic, helpful spirit.
+
+Perhaps our analysis of homemaking problems can take no more practical
+form than to follow from its hypothetical beginning the making of an
+actual home.
+
+No more inspiring moment comes in the lives of most men and women than
+that in which the first step is taken toward making their first home.
+There is an instinctive recognition of the greatness of the occasion.
+But ignorance will dull the glow of inspiration and wrong standards
+will lead to wreck of highest hopes. Let us, therefore, be practical
+and definite and face the facts.
+
+A home is to be established. The first question is: Where? To a
+certain extent circumstances must answer this question. The character
+and place of employment of the breadwinner, the income, social
+relations already established, school, church, library, market, water
+and sanitary conditions, must all be considered. Yet even these
+regulating conditions must receive intelligent treatment. How many
+young homemakers have any definite idea as to what proportion of the
+income may safely be expended for shelter? How many can tell the
+relative advantages of renting and owning?
+
+[Illustration: Copyright by Keystone View Co.
+A tenement district. One of the greatest disadvantages in urban life
+is the overcrowding in tenement houses]
+
+Probably the first consideration in selection is likely to be whether
+the home is to be permanent or merely temporary. When the occupation
+is likely to be permanent, the greatest comfort and well-being will
+usually result from establishing early a permanent home; and this
+involves a long look ahead to justify the selection of a site. Not
+only must health and convenience be considered, but future questions
+relative to the expanding requirements of the homemakers and to the
+education and proper upbringing of a family as well. Then, too, young
+people must usually begin modestly from a financial standpoint, and
+they are therefore cut off from certain locations which they may
+perhaps desire and which they might hope to attain in later years. In
+the country, where the livelihood is often gained directly from the
+land, a new element enters into selection and must to some extent take
+precedence over others. Soil considerations aside, however, we have
+health, beauty, social environment, educational advantages, and
+expense to consider; and we should establish certain standards in
+these directions for our young people to measure by.
+
+Considerations of health must include not only climatic conditions,
+but questions of drainage, water supply, time and comfort of
+transportation to work, and the sanitary condition of the
+neighborhood.
+
+Prospective homemakers must learn, too, the value of reposeful
+surroundings and of some degree of natural beauty. They must recognize
+the value also of desirable social environment--that is, of such moral
+and intellectual surroundings as will be uplifting for the homemakers
+and safe for the future family. They will, it is hoped, learn that a
+merely fashionable neighborhood is not necessarily a desirable
+environment. The church, the school, the library, and proper
+recreation centers are also to be considered in one's social outlook.
+They are all distinctly worth paying for, as also is a good road.
+
+With the site selected, the great problem of building next confronts
+the homemaker. Here again the principles of selection should be
+sufficiently known to young people, boys and girls alike, to save them
+from the mistakes so commonly made and frequently so regretted.
+
+The people who can afford to employ an architect to design their homes
+are in a decided minority, and the only way to insure good houses for
+the less well-to-do majority is to see that the less well-to-do do not
+grow up without instruction as to what good houses are. The great
+tendency of the day in building is fortunately toward increased
+simplicity and toward a quality which we may call "livableness." This
+tendency we shall do well to fix in our teaching.
+
+In general, the good house is plain, substantial, convenient, and
+suited to its surroundings. Efficient housekeeping is largely
+conditioned by such very practical details as closets and pantries,
+the relative positions of sink and stove, the height of work tables
+and shelves, the distance from range to dining table, the ease or
+difficulty of cleaning woodwork, laundry facilities, and the like.
+Housekeeping is made up of accumulated details of work, and adequate
+preparation for comfort in working can be made only when the house is
+in process of construction.
+
+Not less are the higher and more abstract duties of the homemaker
+served by the kind of house she lives and works in. In a hundred
+details the homemaker should be able to increase the efficiency of the
+"place to make citizens in." A common mistake in building produces a
+house which adds to, rather than lessens, the burdens of its inmates.
+More often than not this is the result of a misapprehension of what
+houses are for.
+
+There are many large mansions in our villages and cities built for
+show and display of wealth in which no one will live today. These
+houses are being torn down and sold for junk. The modern home is built
+for one purpose only, a home.
+
+We must therefore teach our boys and girls that houses are for
+shelter, work, comfort, and rest, and to satisfy our sense of beauty,
+not to serve as show places nor to establish for us a standing in the
+community proportionate to the size of our buildings. We must teach
+them to measure their house needs and to avoid the uselessly ornate as
+well as the hopelessly ugly. We must teach them to consider ease of
+upkeep a distinctly valuable factor in building. But most of all must
+the homemaker be taught that the comfort and well-being of the family
+come first in the making of plans.
+
+Few persons possess sufficient originality to think out new and
+valuable arrangements for houses; therefore we must see that their
+minds are rendered alert to discover successful arrangements in the
+houses they are constantly seeing and to adapt these arrangements to
+their own needs. Unless their minds are awakened in this direction,
+the majority will merely see the house problem in large units,
+overlooking the finer points of detail which mean comfort or the
+opposite.
+
+I recall spending a considerable number of drawing periods in my
+grammar-school days upon copying drawings of houses. I recall that we
+became sufficiently conversant with such terms as front elevation,
+side elevation, and floor plan to feel that we were deep in technical
+knowledge. But I do not recall that anyone suggested any question as
+to the suitability of these houses for homes, or opened our minds to
+consideration of the fact that house building was a proper concern for
+our minds. It was merely a case in which educative processes failed to
+function. They do things better now in many schools. But we should not
+rest until all of our prospective homemakers have opportunity to
+obtain practical instruction in home planning and building.
+
+Matters pertaining to heating, ventilating, and plumbing are easily
+taught as resting upon certain definite, well-understood principles.
+Here the personal element is less to be considered, and scientific
+knowledge may be passed on with some degree of authority. Our courses
+in physics, chemistry, and hygiene can be made thoroughly practical
+without losing any of their scientific value. Especially in our rural
+schools should matters of this sort receive careful and adequate
+treatment. In times past it was considered inevitable that the
+country-dweller should lack the advantages, found in most city houses,
+of a plentiful supply of water, radiated heat for the whole house,
+proper disposal of waste, and arrangements for cold storage. We know
+now that these things are obtainable at less cost than we had
+supposed; and we know also that it is not lack of means, but lack of
+knowledge, which forces many to do without them. In many a farm home
+the doctor's bills for one or two winters would pay for installing
+proper systems of heat and ventilation. Everything that tends to
+increase the comfort and safety of home life must be taught, as well
+as everything that tends to lessen the labor of keeping a family
+clean, warm, and properly fed.
+
+Accurate figures should be obtained to set before the boys and girls
+who will be homemakers, showing the cost, in time, labor, and money,
+of running a heating plant for the house as compared with several
+stoves scattered about in the dwelling. To accompany these we must
+have more figures, showing the comparative time spent in doing the
+necessary work incidental to the operation of each type of apparatus.
+We must consider the comparative cleanliness of both types of heating
+plants, with their effect, first, upon the health of the family, and
+secondly, upon the amount of cleaning necessary to keep the house in
+proper condition. We must compare types of stoves with one other,
+hot-air, steam, and hot-water plants with one another, and various
+kinds of fuels, both as to cost and as to efficacy.
+
+The water question is one of real interest to both city-and
+country-dweller, although the chances are that the country-dweller
+knows less about his source of supply than the city-dweller can know
+if he chooses to investigate. The city-dweller should know whence and
+by what means the water flows from his faucet, if for no other reason
+than that he may do his part in seeing that the money spent by his
+city or town brings adequate return to the taxpayer. For the rural
+homemaker, of course, the problem usually becomes an individual one.
+
+[Illustration: Photograph by Brown Bros.
+A dangerous well. The rural homemaker must make sure that his water
+supply is at a safe distance from contaminating impurities]
+
+Is the water supply adequate? Is the water free from harmful bacteria?
+Is the source a safe distance from contaminating impurities? Are we
+obtaining the water for household and farm purposes without more labor
+than is compatible with good management? Is not running water as
+important for the house as for the barn? How much water does an
+ordinary family need for all purposes in a day? How much time does it
+take to pump and carry this quantity by hand or to draw it from a
+well? How much strength and nerve force are thus expended that might
+be saved for more important work? Does lack of time or strength cause
+the homekeeper to "get along" with less water in the house than is
+really needed? Is there any natural means at hand for pumping the
+water--any "brook that may be put to work," any gravity system that
+may be installed? If not, are there mechanical means available that
+would really pay for themselves in increased water, time, and comfort
+for all the family?
+
+[Illustration: Photograph by Brown Bros.
+Where water must be pumped and carried by hand much strength and
+nerve force are expended which might be kept for more important work]
+
+[Illustration: Photograph by Brown Bros.
+A "brook put to work" may be utilized in supplying water to a
+farmhouse]
+
+From a consideration of water supply we pass naturally to questions of
+the disposal of waste, and here again is found a subject too often
+neglected both in town and in rural communities. In the city the
+problems are not individual ones in the main, but rather questions of
+the best management and use of the public utilities concerned. Does
+the average city householder know what becomes of the waste removed
+from his door by the convenient arrival of the ash man, the garbage
+man, the rubbish man? Does he know whether this waste is disposed of
+in the most sanitary way? Does he consider whether it is removed in
+such a way as to be inoffensive and without danger to the people
+through whose streets it is carried? Does he know anything of the cost
+to the city of waste disposal? Is it merely an expense, and a heavy
+one, for him in common with other taxpayers to bear? Or is the
+business made to pay for itself? If not, is it possible to make it
+pay? Does any community make the waste account balance itself at the
+end of the year?
+
+[Illustration: Photograph by Brown Bros.
+An objectionable garbage wagon. Disposal of waste is a subject too
+often neglected both in urban and in rural communities]
+
+[Illustration: Photograph by Brown Bros.
+This new covered garbage wagon subjects the public to no danger]
+
+In the country, once more we face the individual problem rather than
+that of the community. Here proper provision for the disposal of waste
+often necessitates more knowledge of the subject than is possessed by
+the homemaker, or sometimes it requires the installation of apparatus
+whose cost seems prohibitive. A careful consideration of these matters
+will possibly disclose the fact that a smaller expenditure may
+accomplish the desired purpose. Or, if this is not true, it may be
+found that the end accomplished is worth the expenditure of what
+seemed a prohibitive sum. A water closet, for instance, has not only a
+sanitary but a moral value. We must somehow educate people to
+understand and to believe that the basis of family health and
+usefulness is proper living conditions, and that some system of sewage
+and garbage disposal is a necessary step toward proper living
+conditions. With the urban population these matters are removed from
+personal and immediate consideration, but every rural homemaker must
+face his own problems, with the knowledge that since his conditions
+are individual his solution must be equally his own.
+
+In the matters pertaining to decoration within the house as well as
+beautifying its surroundings, the country-and the city-dweller meet on
+equal terms. Their problems may differ in detail, but the principles
+to be studied are the same. Here our art courses must be made to
+contribute their share to the homemaker's training. We must strike the
+keynote of simplicity, both within and without, and must teach girls
+especially the value of carefully thought-out color schemes and
+decorating plans, to be carried out by different people in the
+materials and workmanship suited to their purses. They must learn that
+expense is not necessarily a synonym for beauty; they must know the
+characteristics of fabrics and other decorative materials; and they
+must be trained to recognize the qualities for which expenditure of
+money and effort are worth while.
+
+In the designing of school buildings nowadays close attention is paid
+to beauty of architecture, symmetry of form, convenience of
+arrangement, and durable but artistic furnishings. All unwittingly the
+child receives an aesthetic training through his daily life in the
+midst of attractive surroundings.
+
+Many of our rural schools are doing excellent work in teaching
+children to beautify the school grounds. Some, of them go farther and
+interest their pupils in attacking the problem of improving outside
+conditions at home. Every child whose mind is thus turned in the
+direction of attractive home grounds has unconsciously taken a step
+toward one branch of efficient homemaking. If it were possible to give
+pupils the foundation principles of landscape gardening, they might
+learn to see with a trained eye the problems they will otherwise
+attack blindly.
+
+[Illustration: An example of the newer architecture. An artistic
+approach to a school has a daily effect on the mind of the child]
+
+[Illustration: Photograph by Brown Bros.
+Rural school with flower bed. Many of the rural schools are doing
+excellent work in teaching children to beautify the school grounds]
+
+With the house built and ready for its furniture, the selection of the
+latter becomes both part of the scheme of decoration and part also of
+the domestic plans for securing comfort and inspiring surroundings.
+The same principles of beauty and utility, restfulness, comfort, and
+suitability, are called into requisition. The trained housewife will
+have an eye toward future dusting and will choose the less ornate
+articles. The same person, in her capacity as the mother of citizens,
+will see that chairs are comfortable to sit in, that tables and desks
+are the right height for work, that book cases and cabinets are
+sufficient in number and size to take care of the family treasures.
+She will use pictures sparingly and choose them to inspire. Perhaps,
+most of all, the woman with the trained mind will know how to avoid a
+superfluity of furniture in her rooms. She will be educated to the
+beauty of well-planned spaces and will not feel obliged to fill every
+nook and corner with chairs or tables or sofas or other pieces of
+furniture which merely "fill the space."
+
+[Illustration: Photograph by Brown Bros.
+An artistic living room. The principles of beauty and utility,
+restfulness, comfort, and suitability, must all be considered in the
+furnishing of a home]
+
+Before furnishing is considered complete, the housekeeper must take
+into account the matter of operating apparatus. Perhaps a large part
+of this important department of house equipment has been built into
+the house. The water system, the sewer connection or its substitute,
+and the lighting apparatus are already installed, so that the turn of
+a switch or a faucet, the pull of a chain, sets one or all to work for
+us. We are now to consider whether we shall buy a vacuum cleaner or a
+broom and dustpan; a washing machine and electric flatiron or the
+services of a washerwoman, or shall telephone the laundry to call for
+the wash. Shall we invest in a "home steam-canning outfit" at ten
+dollars, or make up a list for the retailer of the products of the
+canning factory? Shall we have a sewing machine, or plan to buy our
+clothing from "the store"?
+
+Once upon a time practically the only labor-saving device possible to
+the housekeeping woman was another woman. To-day many devices are
+offered to take her place. Our homemaker must know about them, and
+must compare their value with the older piece of operating machinery,
+the domestic servant. She must know what it costs to keep a servant,
+in money, in responsibility, and in all the various ways which cannot
+be reduced to figures.
+
+Already the pros and cons of the "servant question" have caused much
+and long-continued agitation. The woman of the future should be taught
+to approach the matter with a scientific summing up of the facts and
+with a readiness to lift domestic service to a standardized vocation
+or to abandon it altogether in favor of the "labor-saving devices" and
+the "public utilities." Certain of our home-efficiency experts assure
+us that all "industries in the home are doomed." If this is true, the
+domestic servant must of necessity cease to exist. Most persons,
+however, cannot yet see how "public utilities" will be able to do all
+of our work. We may send the washing out, but we cannot send out the
+beds to be made, the eggs to be boiled, or the pictures, chairs, and
+window sills to be dusted. The table must be set at home, and the
+dishes washed there, until we approach the day of communal eating
+places, which, as we all know, will be difficult to utilize for
+infants and the aged, for invalids, and for the vast army of those who
+are averse to faring forth three times daily in search of food. For a
+long time yet the domestic servant, _or her substitute_, will be with
+us, doing the work that even so great a power as "public utilities"
+cannot remove from the home.
+
+[Illustration: Photograph by Brown Bros.
+Contrast the bad taste displayed in the furnishing of this hopelessly
+inartistic room with the simplicity shown in that on page 43]
+
+At present there is much to indicate that the servant's substitute, in
+the form of various labor-saving devices, will eventually fill the
+place of the already vanishing domestic worker. Whether this proves to
+be the case will rest largely with these girls whom we are educating
+to-day. The pendulum is swinging rather wildly now, but by their day
+of deciding things it may have settled down to a steady motion so that
+their push will send it definitely in one direction or the other.
+
+There is no inherent reason why making cake should be a less honorable
+occupation than making underwear or shoes; why a well-kept kitchen
+should be a less desirable workroom than a crowded, noisy factory. But
+under existing conditions the comparison from the point of view of the
+worker is largely in favor of the factory. Among the facts to be faced
+by the homemaker who wishes to intercept the flight of the housemaid
+and the cook are these:
+
+  1. Hours for the domestic worker must be definite, as they are in
+     shop or factory work.
+
+  2. The working day must be shortened.
+
+  3. Time outside of working hours must be absolutely the worker's
+     own.
+
+  4. The worker must either live outside the home in which she
+     works, or must have privacy, convenience, comfort, and the
+     opportunity to receive her friends, as she would at home.
+
+In short, the houseworker must have definite work, definite hours, and
+outside these must be free to live her own life, in her own way, and
+among her own friends, as the factory girl lives hers when her day's
+work is done.
+
+That women are already awaking to these responsibilities is shown by
+the increasing number who choose the labor-saving devices in place of
+the flesh-and-blood machine. Many of these women will tell you that
+they make this choice to avoid the personal responsibility involved
+in having a resident worker in the house. There _is_ comfort in not
+having to consider "whether or not the vacuum cleaner likes to live in
+the country," or the bread mixer "has a backache," or the electric
+flatiron desires "an afternoon off to visit its aunt." It is the same
+satisfaction we feel in urging the automobile to greater speed
+regardless of the melting heat, the pouring rain, or the number of
+miles it has already traveled to-day. Perhaps the future will see
+machines for household work so improved and multiplied that we can
+escape altogether this perplexing personal problem of "the woman who
+works for us."
+
+Whether or not we escape this problem when we patronize the laundry,
+the bakeshop, the underwear factory, is a matter for further thought.
+To many it seems a simpler matter to face the problem of one cook, one
+laundress, than to investigate conditions in factory, bakery, and
+laundry, to agitate, to "use our influence," to urge legislation, to
+follow up inspectors and their reports, to boycott the bakery, to be
+driven into the establishment of a coöperative laundry whether we will
+or no, in order to fulfill our obligations to the "women who work for
+us" in these various places. True, our duty to womankind requires that
+we do all these things to a certain extent so long as the public
+utilities exist, but with the multiplication of utilities to a number
+sufficient to do a large portion of our work, it would seem that women
+would be left little time for anything else than their supervision and
+regulation.
+
+Problems relating to the establishing of a home would once have been
+considered far from the province of the teacher in the public school.
+Formerly we taught our children a little of everything except how to
+live. Now we are realizing that the teacher should be a constructive
+social force. Living is a more complicated thing than it once was, and
+the school must do its share in fitting the children for their task.
+All these matters we have been considering--the selection of a home
+site, building, decorating, furnishing, sanitation, and all the
+rest--represent constructive social work the teacher may do, which, if
+she passes it by, may not be done at all. College courses should
+prepare the teacher for such work, but even the girl who is not
+college-trained will find, if she seeks it, help sufficient for her
+training. And the work awaits her on every hand.
+
+
+
+
+CHAPTER IV
+
+RUNNING THE DOMESTIC MACHINERY
+
+
+With a home established, the problems confronting the homemaker become
+those of administration. The "place for making citizens" is built and
+ready. The making of citizens must begin.
+
+One of the fundamental requisites for the efficient operation of the
+home plant is that the homemaker shall have a firm grasp upon the
+financial part of the business. To estimate the number of homes
+wrecked every year by lack of this economic knowledge is of course
+impossible; but you can call up without effort many cases in which
+this lack was at least a contributing element to the wreck.
+
+Keeping expenditures within the income is only the _ABC_ of the
+financial knowledge required, although, like other _ABC_'s, it is
+essential to the acquirement of deeper knowledge. It is not enough
+that the housekeeper merely succeeds in keeping out of debt. She must
+know what to expect in return for the money that she spends, and she
+must know whether or not she gets it. She must have definitely in mind
+the results she expects, and she must know why she spends for certain
+objects rather than for others.
+
+In the days of famine and fear, the individual was fortunate who had
+food, shelter, and a skin to wrap about his shivering shoulders. In
+these days it is not enough to have merely these things. Certain
+standards of civilized life must be met, and we shall find that it
+requires judgment and skill to apportion our funds properly.
+
+The common needs of civilized mankind are usually roughly classified
+as follows: food; shelter; clothing; operating expenses, including
+service, heat, light, water, repairs, refurnishing, and the general
+upkeep of the plant; advancement, including education, recreation,
+travel, charity, church, doctor, dentist, savings.
+
+The exact proportion of any income devoted to each of these is of
+course a matter conditioned by the needs of the particular family as
+well as by its tastes and desires. Figures are obtainable which throw
+light upon proportions found advisable in what are considered typical
+cases. We may learn the minimum amount of money which will feed a man
+in New York or in various other cities and towns. We may find
+estimates as to the prices of a "decent living" in various parts of
+the country. Home-economics experts will furnish us with figures which
+may be used as a basis for apportioning this amount among departments
+of household expenses. That the figures offered by these experts
+differ more or less widely need not disturb us. It is perhaps too
+early in such work for final authoritative estimates.
+
+The following apportionment is taken from Chapin's _The Standard of
+Living among Workingmen's Families in New York City_ and has to do
+with the minimum income required for normal living for a family of
+father, mother, and three children on Manhattan Island:
+
+     Food             $359.00
+     Housing           168.00
+     Fuel and light     41.00
+     Clothing          113.00
+     Carfare            16.00
+     Health             22.00
+     Insurance          18.00
+     Sundry items       74.00
+                      -------
+                      $811.00
+
+"Families having from $900 to $1,000 a year," concludes Dr. Chapin,
+"are able, in general, to get food enough to keep body and soul
+together, and clothing and shelter enough to meet the most urgent
+demands of decency." Regarding incomes below $900, he says, "Whether
+an income between $800 and $900 can be made to suffice is a question
+to which our data do not warrant a dogmatic answer."
+
+The two apportionments given below have been made by the federal
+government and concern the maintenance of a normal standard in two
+industrial sections of the country. In each case the family is assumed
+to be, as in Dr. Chapin's estimate,[1] made up of father, mother, and
+three children.
+
+                    Fall River,      Georgia and
+                       Mass.        North Carolina
+     Food            $312.00         $286.67
+     Housing          132.00           44.81
+     Clothing         136.80          113.00
+     Fuel and light    42.75           49.16
+     Health            11.65           16.40
+     Insurance         18.40           18.20
+     Sundry items      78.00           72.60
+                     -------         -------
+                     $731.90         $600.74
+
+These estimates do no more than suggest the minimum upon which the
+various items of living expense can be met and the proportion to each
+account. People who can do more upon their incomes than merely live
+must look farther for help.
+
+Mrs. Bruère in her _Increasing Home Efficiency_ offers the following
+as a minimum schedule[3] for efficient living:
+
+     Food         $  344.93
+     Shelter         144.00
+     Clothing        100.00
+     Operation       150.00
+     Advancement     312.00
+     Incidentals      46.85
+                    -------
+                  $1,097.78
+
+
+"When the income is over $1,200," Mrs. Bruère adds, "the family has
+passed the line of mere decency in living and entered the realm of
+choice. Their budget need not show how the entire income _must_ be
+spent, but how it may be spent to gain whatever special end the family
+has in view."
+
+That any estimated schedule for any income will fit exactly the needs
+of any family of father, mother, and three children in any given town
+in the United States no one supposes, but it is at least a basis upon
+which to work. And perhaps the main point from an educational
+standpoint is that it is a schedule at all.
+
+The happy-go-lucky, spend-as-you-go style of housekeeping does not
+constitute efficiency. The homemaking expert we are training will have
+a better plan. She will have been long familiar with the idea of
+apportioning incomes. She will have applied the tests of efficient
+decision to her personal income before she has to attack the problem
+of spending for a family. The ideal homemaker of the future will be a
+woman who has had a personal income, and preferably one that she has
+earned herself and learned how to spend before she enters upon
+matrimony and motherhood.
+
+By the less scientific plan of merely recording what one has spent,
+when the spending is over, it is more than likely that some
+departments of home expenditure will gain at the expense of others. If
+we can afford only $150 for rent, and we pay $200, it is evident that
+we must go without some portion of the food or clothing or advancement
+that we need. If we dress extravagantly, we must pay for our
+extravagance by sacrificing efficient living in some other direction.
+The budget is not entirely or even in large measure for the sake of
+saving, but rather for the sake of spending wisely. When women become
+as businesslike in the administration of home finances as they must be
+to succeed in business life, or as men usually are in their business
+relations, home administration will be placed upon a secure financial
+footing and will gain immeasurably in dignity thereby.
+
+Feeding and clothing a family are perhaps the fundamentals of the
+homemaker's daily tasks. And upon neither of them will the application
+of scientific principles be wasted. It is not enough that we merely
+set food before our families in sufficient quantity to appease the
+clamoring appetite. Children and adults may suffer from malnutrition
+even though their consumption of food is normal in quantity three
+times a day. No housewife is properly fitted for her task unless she
+has some knowledge of dietetics.
+
+[Illustration: Photograph by Brown Bros.
+Teaching housewives food values. No housewife in these days need lack
+the knowledge of dietetics which will fit her for her task]
+
+Many a notable housewife who has perhaps never even heard of dietetics
+has nevertheless a practical working knowledge of some or many of its
+principles. There are traditions among housewives that we should serve
+certain foods at the same meal or should cook certain foods together.
+Often these time-honored combinations rest upon the soundest of
+dietetic principles. On the other hand, many cooks feed their families
+by a hit-or-miss method which as often as not violates all the laws of
+scientific feeding, and which farmers long ago discarded in the
+feeding of their cows.
+
+[Illustration: Blackburn College students preparing dinner.
+Fortunately girls may study dietetics in the school that teaches them
+the law of gravity and the rules for forming French plurals]
+
+Fortunately the girl who so desires may now learn something of these
+feeding laws in the same school that teaches her the law of
+gravitation or the rules for forming French plurals. Fortunately,
+also, the girls of to-day seem inclined to undertake such study. It is
+not too much to expect that the girl of the future will be able to set
+before her family meals scientifically planned or food wisely and
+economically purchased, well cooked, and attractively served. Nor is
+it too much to expect that teachers will be able to do these things
+and to instruct others how to do them. That this ideal requires
+considerable and varied knowledge is clear at the outset. The serving
+of a single meal involves: (1) knowledge of food values, (2) skill in
+making a "balanced ration," (3) knowledge of market conditions, (4)
+skill in buying, with special reference to personal tastes and
+financial conditions, (5) knowledge of the chemistry of cooking, (6)
+skill in applying chemical knowledge, (7) skill in adapting knowledge
+of cooking to existing conditions, (8) knowledge of serving a meal and
+practice in service.
+
+The fact that a large proportion of deaths is directly due to
+digestive troubles is certainly food for thought. Such a statement
+alone would warrant action of some sort looking toward increased
+knowledge of food values and food preparation. It is not necessarily
+because people live upon homemade food that their digestions are
+impaired, as we so often hear stated nowadays, but because we have
+taken it for granted that, given a stove, a saucepan, and a spoon, any
+woman could instinctively combine flour, water, and yeast into food.
+There is little dependence upon instinct in producing the bread of
+commerce. Bakers' bread is scientifically made, no doubt; but there is
+no reason why the homemade article may not also be a product of
+science. And there will always be this difference between the baker
+and the housewife: the baker's profit must be expressed in dollars and
+cents, while that of the housewife will be represented in increased
+force and efficiency in the family that she feeds. With such differing
+ends in view, the processes and results of each must continue to
+differ as widely as we know they do at present.
+
+It is now some years since Charlotte Perkins Gilman wrote of woman's
+work:
+
+    Six hours a day the woman spends on food,
+          Six mortal hours!
+           *       *       *       *       *
+    Till the slow finger of heredity
+    Writes on the forehead of each living man,
+    Strive as he may: "His mother was a cook!"
+
+[Illustration: A Blackburn College student mixing bread. There is no
+reason why homemade bread may not be the product of science]
+
+Many women now doubtless spend less time on cooking than when Mrs.
+Gilman wrote; perhaps her scorn has borne fruit. But the implication
+that being a cook is unworthy loses all its force unless it can be
+shown that "his mother was _nothing but_ a cook." Even so, there are
+worse things one might be. It is true that women should not spend six
+hours out of the working day on merely one department of their
+household work. Yet the ill-fed family is out of the race for a place
+among the efficient. Let us then teach the coming woman to use less
+time, more science, and all the labor-savers there are available, and
+still accomplish the same, or perhaps better, results.
+
+That the question of clothing is equally fundamental, perhaps few of
+us will acknowledge. Yet we must not underrate its importance. Food
+furnishes the fuel with which to support the fires of life. Clothes,
+however, contribute not only to comfort and health, but to mental
+well-being and self-respect. So long as we mingle with our fellow men
+in civilized communities, raiment will continue to require "taking
+thought." That much of the feminine part of the population devotes an
+undue amount of thought to certain aspects of the clothing question we
+cannot deny. It is equally certain that many women, if not most women,
+devote too little thought to other phases of the problem.
+
+Present conditions seem to indicate that the average woman, of any
+class of society, places the "prevailing mode" first in her personal
+clothing problems. How to be "in style" absorbs much attention and
+time. Surely it is overshadowing other very important considerations
+relating to dress. When American women have awakened to the real
+importance of these considerations, we shall observe a better
+proportion in studying the clothes question.
+
+As a scientific foundation upon which to build her practical knowledge
+of how to clothe herself and her family, the girl of the future must
+be trained to an understanding of (1) the hygiene of clothes, (2) art
+expressed in clothes, (3) the psychology of clothes, (4) ethics as
+affected by clothes, (5) personality as expressed by clothes.
+
+There is no stage of life in which hygiene, art, psychology, and
+ethics do not apply to clothes. The practical knowledge built upon
+these as a foundation will guide the girl in choosing clothes which
+are suitable to the occasion for which they are designed, are not
+extravagant in either price or style, give good value for the money
+expended, express the individuality of the wearer, and exert an
+influence uplifting rather than the reverse upon the community at
+large.
+
+[Illustration: Class in dressmaking at Blackburn College. With women
+scientifically trained in the matter of clothing, we shall do away
+with much of the absurdity of dress]
+
+With such a girl, the fact that "they" are wearing this or that will
+be always a minor consideration. With women trained in matters of
+clothing, we shall no longer be confronted by the absurdity of
+identical styles for thick and thin, short and tall, middle-aged and
+young, rich and poor. We shall no longer see dress dominating, as it
+does to-day, the entire lives of thousands of women. From the woman of
+wealth who spends a fortune every season upon her wardrobe, all the
+way down the money scale to the young girl who strains every nerve and
+spends every cent she can earn to buy and wear "the latest style,"
+slavery to fashion is an evil gigantic in its proportions and
+far-reaching in its results.
+
+We have no right to interfere with the woman's instinct to make
+herself beautiful. Rather we should encourage it, and should carefully
+instruct her in her impressionable years as to what real beauty is. It
+is almost safe to say that at present the principle by which the
+modern woman is guided in deciding the great questions of feminine
+attire is imitation. Incidentally, we may remark that nobody profits
+by such a mistaken foundation except the manufacturer, who moves the
+women of the world about like pawns on a chessboard merely to benefit
+his business. The society woman brings the latest thing "from Paris."
+The large New York establishments sell to their patrons copies of
+"Paris models." The middle-class shops and the middle-class women copy
+the copies. The cheap shops and the poor women copy the copy of the
+copy. Every copy is made of less worthy material than its model, of
+gaudier colors, with cheaper trimmings, until we have the pitiful
+spectacle of girls who earn barely enough to keep body and soul
+together spending their money for garments neither suitable nor
+durable--sleazy, shabby after a single wearing, short-lived--yet for a
+few ephemeral minutes "up to date."
+
+How far this heartbreaking habit of imitation extends in the poor
+girl's life we can hardly say. She marries, and buys furniture,
+crockery, and lace curtains cheap and unsuitable, like her clothes,
+always imitations and soon gone, to be superseded by more of the same
+sort. What thoughtful woman desires to feel herself part of an
+influence which leads to so much that is insincere, uneconomical,
+wasteful both of raw material and of the infinitely more important
+material which makes women's souls? What teacher of young girls has a
+right to hold back from setting her hand against the formation of
+habits so undesirable?
+
+And what of the vast output of the factories which turn out cheap
+cloth, cheaper trimmings, imitations of silk, imitations of velvet,
+ribbons which will scarcely survive one tying, shoes with pasteboard
+soles, and all the other intrinsically worthless products which now
+find ready sale? When women have been educated to a standard of taste,
+of suitability, of quality, which will forbid the use of cheap
+imitations of elegant and costly articles, will not the world gain in
+bringing such factories to the making of products of real worth
+instead of their present output?
+
+The mother of the future will bring to bear upon the clothing question
+not only more knowledge, but more serious thought, than she does
+to-day. For the children she must provide comfortable, serviceable
+play clothes in generous quantity, that they may pursue their
+development unhampered in either body or mind. She must know the
+hygiene of childhood and the psychology of children's clothes. For the
+growing girls there must be a proper recognition of the growing
+interest in adornment, avoiding the Scylla of vanity on one hand and
+the Charybdis of unhappy consciousness of being "different from the
+other girls" on the other. For the sons there must be careful
+provision for the athletic life so dear to the boy, together with due
+recognition of the approaching dignities of manhood, with special care
+for the small details which mark the well-groomed man.
+
+As in the matter of the food supply, there must be knowledge of
+markets and skill in buying. And, as in that case, there should be
+knowledge of the process of transforming materials into the finished
+product. Processes involving a great degree of technical skill, such
+as the tailor's art, the average woman will not attempt; but the
+simpler forms of garment making present no special difficulty to
+those who wish to try them or who find it expedient to do so.
+
+[Illustration: Photograph by Brown Bros.
+Buying clothing ready made. The question of buying clothing ready
+made or of making it will find individual solution according to means,
+inclination, and ability]
+
+A wholesale assumption that it is only a question of a short time
+before all garment making will be done in the factory is probably
+without warrant. We read again and again of late, "The day of buying
+instead of making _is here_! We may like it or not like it, but the
+fact remains, _it is here_!" And then we look all about us, and find
+that the day is apparently not here for at least several thousands of
+people of whom we have personal knowledge. That discovery gives us
+courage to look farther. We find paper-pattern companies flourishing;
+dress goods selling in the retail departments as they have always
+sold; seamstresses fully occupied; and we conclude that for some time
+yet the question of buying or making will find individual solution,
+according to means, inclination, and ability. What we wish to guard
+against in the upbringing of our future mothers is the necessity of
+buying because of a lack of the ability to make. The woman trained to
+a knowledge of the making of garments is the only woman who can
+intelligently decide the question for her own household. The others
+are forced to a decision by their own limitations.
+
+[Illustration: Photograph by Brown Bros.
+In a community preserving kitchen questions of food supply may
+sometimes be solved and community interests unified]
+
+Passing from the elemental needs, shelter, warmth, food, and clothing,
+we enter upon the most complex of woman's duties--adjustment of her
+home to community conditions and provision for her family's share in
+community life. That these more abstract problems frequently overlap
+the concrete ones already enumerated need not be said. It is
+impossible, even if we so desire, to live "to ourselves alone." We
+shall undoubtedly stand for something in the community, whether
+consciously or otherwise. If it were given us to know the extent of
+our influence, we should probably be appalled at the crossing and
+recrossing of the lines emanating from our daily lives.
+
+In some households there are definite aims in the direction of
+community life. These differ widely. In many the question seems to be
+entirely, "What can I get from the community?" in some, "What can I
+give?" in a few, "What can I share?" Of the three, the last is without
+doubt the one which contributes most to community well-being.
+
+[Illustration: Photograph by Brown Bros.
+A community Christmas tree. Even the younger children may be given
+the opportunity to take part in community work]
+
+The ordinary family of necessity touches community life at one time or
+another at certain well-defined points. The efficient homemaker must
+therefore make intelligent provision for these points of contact with
+the community.
+
+Church and charity organizations have always been recognized in
+American life as community matters and have provided community meeting
+places and community work. Through them, especially in earlier days,
+women often found their only common activities. The school furnished
+the same common ground for the children. In the present time of
+multiplied activity these organizations still stand in the foreground.
+In them, both young and old find perhaps their best opportunity for
+"team work."
+
+A parish in which all pull together is perhaps as rare as a school in
+which every child truly desires to learn. Yet neither is beyond the
+possibilities. To keep each family in a proper attitude toward these
+community institutions is part of the homemaker's work--and a delicate
+task it often is. It is not enough for a mother to adopt a cast-iron
+policy of indiscriminate approval of pastor or teacher, although that
+is often recommended. Do you remember your resentment as a child of
+the inflexible judgment "The teacher _must_ be right"? Really there is
+no "must" about it, and the child knows that as well as we. The
+mother, therefore, who is able to review the matter in dispute calmly,
+justly, and withal sympathetically, and who indorses the teacher's
+action after such review, is a better conserver of the public peace
+than the prejudging mother.
+
+Or suppose she fails to indorse the teacher's course. We have always
+been led to expect that this failure ruins forever the teacher's
+influence with the child. There are some of us, however, who doubt the
+immediate destruction of a wise influence, even if we should say, "No,
+I do not think I should have punished you in just that way. But
+perhaps you have not told me all that occurred. Or perhaps you
+overlook the fact that you had annoyed Miss ---- until, being human
+like the rest of us, she lost her temper. Is it fair for you to treat
+your teacher in such a way that you cause her to lose her
+self-control?" It is usually possible for the wise mother to turn her
+fire upon the child's own error without outraging the childish sense
+of justice by indorsing something which does not really deserve
+indorsement.
+
+There is, perhaps, no way in which the mother of a family can do so
+much for the community institutions as by keeping up her own interest
+in them and thus stimulating the other members of the family to a
+willingness to do their part in the work of uplift. Where everybody is
+really interested and working, the first great stumbling block in the
+way of public enterprises has already been surmounted.
+
+In the case of the school, however, the well-trained mother will find
+additional work to do. We who have been teachers know how vainly we
+have sought for intimate acquaintance on the part of parents with the
+school. And we who have been mothers know something of the
+difficulties in the way of gaining such intimate acquaintance. In
+spite of, or perhaps because of, my long years of schoolroom
+experience, I am quite unable to conquer my reluctance to knock at a
+classroom door. There is an aloofness about being a school visitor
+which most mothers feel and few enjoy. However, it is possible to gain
+so much of sympathetic understanding by persistent visiting that I
+have found it worth while to disregard my reluctance.
+
+So often we hear mothers say, "I try to visit school at least once
+each year." I wonder if they ever think of that one visit as an
+injustice to the teacher? Suppose that, as is quite probable, the
+visitor arrives at an inopportune moment, finding the children in the
+midst of work which won't "show off," or the air heavy with the
+echoes of a disciplinary encounter, or the children restless as the
+session draws to a close, or dull and listless from the heat of an
+unusually hot day. What the visitor needs to do is not to visit once a
+year, but to get acquainted with the school as she does with her
+next-door neighbor or her mother-in-law. Having done this, she may
+attend the meetings of the parent-teacher association with a
+consciousness of knowing something of the problems to be met and
+solved. Until she has formed such acquaintance she deals with unknown
+quantities and is therefore in danger of erroneous conclusions.
+
+[Illustration: Mothers visiting a school garden. Mothers need to
+visit the schools often in order to know something of the problems to
+be met and solved by the teachers]
+
+It is interesting to see how completely both teacher and pupils take
+to their hearts the mother who really does get acquainted them. How
+easy it is to appeal to her for advice and help; and what a sense of
+familiar ownership she comes to have in the school. It is no longer
+merely "what my child is learning" or whether "my children are getting
+what they ought to get in school," but rather "what _we_ are doing in
+our school."
+
+The activities of women in the church usually follow along well-worn
+paths. The women help as they have always helped by their attendance
+at service, by their ladies' aid society or guild, by their missionary
+society, and by their aid to the poor of the town. Many struggling
+churches depend almost solely upon their women's work for support.
+That the woman whose problems we are studying should enter upon her
+church duties armed with wisdom is quite as necessary as that she
+should be earnest and enthusiastic. The church is not primarily a
+neighborhood social center. It is first of all a means for spiritual
+uplift. It must not, in a multiplicity of humanitarian activities,
+lose its character of spiritual guide. Its women will therefore be
+animated by a spiritual conception of the church and will base their
+activities in church work upon such a conception. The church built
+upon such a foundation will be foremost among local forces devoted to
+community service and will be a true force in the individual lives of
+its people. The women of the church need to use the church as an
+effective instrument for community betterment--not merely material
+welfare, but actual increase in spiritual worth. Perfunctory church
+attendance has little part in such a program. It calls rather for
+intelligent understanding of church problems and an application of
+spiritual ideals to everyday life.
+
+Outside the organizations common to all communities the homekeeper
+finds that she must keep in touch with her particular neighborhood
+through its social life. It is here that her children are growing up,
+here that they find their friends, here that they give and take
+knowledge of themselves, of people, of ways to enjoy life and to meet
+its problems. Here perhaps they will find their life mates and will
+start out to be homemakers themselves. The mother of a family must
+know her community thoroughly. She must do her share toward making it
+a safe place and a pleasant place in which her children and other
+children may grow up, and in which she and her husband, other women
+and their husbands, may spend their lives. The mother who knows her
+children's friends, who makes them welcome at her house, who "gets
+acquainted" with their qualities good and bad, who is a "big sister"
+to them all, will not find herself shut out from her children's social
+life. If all the mothers were "big sisters" and all the fathers were
+"big brothers," neighborhood society would be a safer thing than it
+sometimes is.
+
+Nor should all the social life center about the young people. The
+woman's club, the village improvement society, the men's civic league,
+all have their places. Club life will menace neither the man nor the
+woman whose first interest is the home; and every man and woman needs
+the stimulus of contact with other minds.
+
+[Illustration: Photograph by Brown Bros.
+A road in DeKalb, Illinois, before improvements were made. Through
+the agency of improvement societies, homemakers may often bring about
+community reforms]
+
+[Illustration: Photograph by Brown Bros.
+The same road after repairs were made through the efforts of members
+of the community]
+
+Sometimes it will happen that the homemaker finds work to be done in
+the line of community reform. Perhaps the roads are out of repair, or
+the cemetery is neglected, or the school building insanitary. Perhaps
+the water supply is not properly guarded, or milk inspection not
+thoroughly looked after. Perhaps industrial conditions in the town are
+not what they should be. Perhaps laws are not being enforced. New
+conditions require new laws. There may be loafing places on streets
+and in stores which are dangerous. The billiard halls may need a
+thorough moral cleaning and a moral man placed in charge. The public
+dance halls may need proper chaperonage. The moving pictures need
+state and national censorship to eliminate the careless suggestions
+leading toward both vice and crime. The homemaker must know under such
+circumstances how to stir public opinion, how to make use of her
+existing organizations, how to set on foot the various movements
+necessary for reform.
+
+In connection with the subject of the homemaker's place in the
+community we must return to the thought of woman as the buyer for the
+home and of her consequent influence upon the economic standards of
+the community. It is not unusual in these days to read or hear such
+statements as the following: "The woman was no longer producer and
+consumer.... She became the consumer and her entire economic function
+changed.... The housewife is the buying agent for the home." Like many
+statements in regard to woman and her function, this seems overdrawn,
+since woman in her capacity as homemaker is still a producer as well
+as a consumer in thousands of cases. That she will become,
+economically, _merely_ a buying agent, some of us not only doubt, but
+should consider a certain misfortune, should it occur. The fact
+remains, however, that as buyer of both raw materials and finished
+products the woman spends a very large percentage (some say
+nine-tenths) of the money taken in by the retail merchants of the
+country. This gives, or should give her, a commanding position in the
+producing world. If the women of America should definitely decide
+to-day that they would buy no more corn flakes, or mercerized crochet
+cotton, or silk elastic, the factories now so busy turning out these
+products would be shut down to-morrow until they could be converted to
+other uses. Women often fail to realize their power in this
+direction. When they do realize it, they are able to accomplish
+quietly all sorts of reforms in the mercantile and industrial worlds.
+There need be no crusade against adulterated foods other than real
+education and the refusal of homemakers to buy from merchants who
+carry them in stock. The same remedy will apply to overworked and
+underpaid workers, to insanitary shops and factories. That it is the
+woman's duty to control these matters is a necessary conclusion when
+we consider her power as the "spender of the family income." Who else
+has this power as she has it?
+
+We have already noted how this power might be used to regulate not
+only the quality but the character of products in the factories. If
+women merely passed by the outlandish hats, the high heels, the hobble
+skirts, of fashion, their stay would necessarily be short. The woman,
+therefore, _if she choose_, is absolutely the controller of production
+along most lines of food and raiment. That she shall use this
+controlling power wisely is one of her obligations. And to meet the
+obligation she must be wisely trained.
+
+It would seem that the homemaker, as we have conceived her, has a part
+in most of the concerns of the community. We speak of "woman and
+citizenship." To many this means, perhaps, "woman and suffrage." Woman
+in politics is already an accomplished fact in fourteen western
+states. Suffrage has been granted her in the state of New York. That
+her political influence will widen seems a foregone conclusion. She
+must therefore be prepared for real service in civic concerns. Women
+have already applied their housecleaning knowledge and skill to the
+smaller near-by problems of civic life. As time goes on they must
+render the same service to state and nation.
+
+We shall soon see nation-wide "votes for women," in our own country,
+at least. But whether we do or not, or until we do, woman and
+citizenship are, as they have always been, closely linked together. In
+every community relation the homemaker is the good, or indifferent, or
+bad citizen; and in every home relation she is the citizen still, and,
+more than that, the mother of future citizens.
+
+In spite of the "uneasy women" who feel that the home offers
+insufficient scope for their intellectual powers, the executive
+ability required to run a home smoothly and well is of no mean order.
+"This being a mother is a complicated business," as one mother of my
+acquaintance expresses it. Can we afford to have homemaking underrated
+as a vocation, to be avoided or entered into lightly, often with
+neither natural aptitude nor training to serve as guide to the
+"complications"? It would seem not. We must then consider "guidance
+toward homemaking" as a necessary part of a girl's education and as a
+possible solution of the home problems on every hand.
+
+We have thus far in this book concerned ourselves with making plain
+our ideal of girlhood and womanhood and with considering the problems
+which our girl and woman, when we have done our best to prepare her,
+will have to meet. We have thus far not concerned ourselves with the
+questions of how, when, and where the work of preparation is to be
+done. A clear vision of the end to be attained, not obscured by
+thought of the means used in reaching it, seems a necessity. From this
+we may pass on to careful, detailed consideration of agencies and
+methods. Knowing what we desire our girls to be, we may enlist all the
+forces which react upon girls to make them into what we desire.
+
+
+FOOTNOTES:
+
+[Footnote 3: No studies of present-day conditions are available. The
+proportion spent for food, clothing, etc., will remain nearly the
+same. It is safe to multiply the above estimates by two to obtain the
+actual cost of living in the year 1919.]
+
+
+
+
+PART II
+
+GUIDING GIRLS TOWARD THE IDEAL
+
+
+
+
+     "A vocational guide is one who helps other people to find
+     themselves. Vocational guidance is the science of this
+     self-discovery."
+
+
+
+
+CHAPTER V
+
+THE EDUCATIONAL AGENCIES INVOLVED
+
+
+The three agencies most vitally concerned in this problem of "woman
+making" are necessarily the home, the church, and the school--the home
+and the church, because of their vital interest in the personal
+result; the school, because, whatever public opinion has demanded,
+schools have never been able to turn out merely educated human beings,
+but always boys and girls, prospective men and women. And so they must
+continue to do. Nature reasserts itself with every coming generation.
+This being so, we must continue to "make women." If we desire to make
+homemaking women, the most economical way to accomplish this is to use
+the already existing machinery for making women of some sort. We
+cannot begin too soon, nor continue our efforts too faithfully. The
+school cannot leave the whole matter to the home, nor can the home
+safely assume that the "domestic science" course or courses will do
+all that is needed for the girl. Being a woman is a complex,
+many-sided business for which training must be broad and
+long-continued.
+
+The teacher has perhaps scarcely realized her responsibilities or her
+opportunities in this matter. For years, and in fact until very
+recently, the whole tendency in education for girls has been toward a
+training which ignores sex and ultimate destiny. The teachers
+themselves were so trained and are therefore the less prepared to see
+the necessity for any special teaching along these lines. They may
+even resent any demand for specialized instruction for girls.
+
+Yet we are confronted by the fact that the majority of girls do marry,
+and that many of this majority are woefully lacking in the knowledge
+and training they should have. Nor are these girls exclusively from
+the poor and ignorant classes. There is no question about the
+responsibility of the school in the matter. The state which "trains
+for citizenship" cannot logically ignore the necessity for training
+the mothers of future citizens.
+
+"While I sympathize profoundly with the claim of woman for every
+opportunity which she can fill," says G. Stanley Hall in
+_Adolescence_, "and yield to none in appreciation of her ability, I
+insist that the cardinal defect in the woman's college is that it is
+based upon the assumption, implied and often expressed, if not almost
+universally acknowledged, that girls should primarily be trained to
+independence and self-support; and matrimony and motherhood, if it
+come, will take care of itself, or, as some even urge, is thus best
+provided for." This criticism, of existing educational conditions is
+quite as applicable to schools for younger girls as to those which Dr.
+Hall has in mind. There is no reason why both school and college may
+not fit girls for a broad and general usefulness, for "independence
+and self-support," and at the same time give them the training for
+that which, with the majority already mentioned, comes to be the great
+work of their lives.
+
+Through all the lower grades of school life, and to a certain extent
+through the whole course, the methods of instruction used will be
+largely indirect. The child will-seldom be told, "This is to teach you
+how to keep house." I can think of no field in which this indirect
+method will produce greater results than the one we are considering.
+
+[Illustration: Montavilla School garden, Portland, Oregon, where boys
+and girls raise vegetables for serving in the lunchroom. Here the
+science of growing things is taught as part of the "training for
+citizenship"]
+
+[Illustration: Lunchroom where vegetables grown in the Montavilla
+School garden are prepared and eaten]
+
+[Illustration: Photograph by Brown Bros.
+A model school home. One way of teaching children how to "keep house"
+is by means of the model home where they are given instruction in all
+the duties of the homemaker]
+
+The teacher, in most cases, must begin her homemaking training by
+realizing that her own example is by the very nature of things opposed
+to the homemaking principle, the unmarried teacher being the rule in
+most of our schools. Her first care, then, must be to counteract her
+own example. Her references to home life must be always of the most
+appreciative and even reverent sort. If, as is quite possible, she
+comes from unsatisfactory conditions in her own home, she must be
+doubly careful lest her prejudices be passed on to her pupils. She
+will find ways in which to let it be understood that her ideals of
+home life are not wanting, although she has not as yet--perhaps for
+some reason never will--become a homemaker. I have sometimes thought
+that teachers, in their effort to impress children in more direct
+ways, lose sight of the great effect of their unconscious influence.
+After all, it is what the teacher does, rather than what she says,
+that impresses; and what she _is_, regulates what she does. The
+teacher must, therefore, have the right attitude toward homemaking and
+domestic life. It may be of the greatest value in determining the
+force of her influence in this direction for the children to catch
+intimate little glimpses of her domestic accomplishments, of her
+sewing, or of her cooking, or of her quick knowledge and deft handling
+of emergency cases. The teacher whose influence is felt most and lasts
+longest is the one whose "motherliness" supplements her academic
+acquirements and supplies a sympathetic understanding of the child.
+
+[Illustration: Canning tomatoes at the Montavilla School. In such a
+class the mothers of future citizens are given training in one of the
+fundamental needs of the home--scientific cooking]
+
+[Illustration: Lunchroom where children benefit by the scientific
+cooking of the vegetables they grow]
+
+With innate motherliness as a basis, the teacher must build up a
+careful understanding not only of child nature, but of man and woman
+nature as the developed product of child growth. She must be a student
+of the "woman question" as a vital problem, always recognizing that
+the whole social structure inevitably depends upon the status of woman
+in the world. She must face without flinching her responsibilities in
+sex matters. She may, or may not, be called upon to furnish sex
+instruction to the girls under her care, but no rules can free her
+from her moral responsibility in striving to keep the sex atmosphere
+clean and invigorating. The "conspiracy of silence" on these subjects
+is broken, and we must accept the fact that modesty does not require
+an assumed or a real ignorance of the most wonderful of nature's laws.
+"The idea that celibacy is the 'aristocracy of the future' is soundly
+based if the Business of Being a Woman rests on a mystery so
+questionable that it cannot be frankly and truthfully explained by a
+girl's mother the moment her interest and curiosity seek
+satisfaction."[4] And what the mother should tell, the teacher must
+know.
+
+Practical use of the teacher's carefully worked-out theories will be
+made all along the line of the girl's, and to a certain degree the
+boy's, education. The indirect teaching of the primary grades will
+give place in the higher grades to more direct dealing with the
+science, or, better, sciences, upon which homemaking rests. The
+classroom becomes a "school of theory." The home stands in the equally
+vital position of a laboratory in which the girl sees the theory
+worked out and in time performs her own experiments. The finest
+teaching presupposes perfect coöperation between school and home.
+
+[Illustration: Photograph by Brown Bros.
+Mothers' and daughters' meeting on sewing day. Coöperation between
+the home and the school makes for the best teaching of domestic
+science]
+
+The first duty of the mother, like that of the teacher, is to preserve
+always a right attitude toward home life. The girl who grows up in an
+ideal home will be likely to look forward to making such a home some
+day. Or, if the home is not in all respects ideal, the father or
+mother who nevertheless recognizes ideal homes as possible may show
+the girl directly or otherwise how to avoid the mischance of a less
+than perfect home.
+
+The prevalence of divorce places before young men and women sad
+examples of mismating, of incompetent homemakers, of wrecked homes. We
+can scarcely estimate the blow struck at ideals of marriage in the
+minds of girls and boys by these flaunted failures. Nor can we even
+guess how many boys and girls are led to a cynical attitude toward all
+marriage by their daily suffering in families where parents have
+missed the real meaning of "home." However practical we may become,
+therefore--and we must be practical in this matter--we must never
+overlook the need for parents to give home life an atmosphere of
+charm. No one else can take their place in doing this. Hence it is
+their first duty to make homemaking seem worth while.
+
+The home must take the lead also in giving the idea of homemaking as a
+definite and scientific profession. The school may teach the science,
+but unless the home shows practical application of the scientific
+principles, it would be much like teaching agriculture without showing
+results upon real soil. Skillful teachers recognize the home as a
+valuable adjunct to their school equipment and are able by wise
+coöperation to use it to its full value.
+
+The home, in its character of laboratory for the school of domestic
+theory, must possess certain qualifications. Like all laboratories, it
+should be well equipped. This does not mean necessarily with expensive
+outfit, but with at least the best that means will allow. It implies
+that the home shall be recognized as a teaching institution quite as
+much as the school. Like other laboratories, it must be a place of
+experiment, not merely a preserver of tradition. The efficient
+laboratory presupposes an informed and open-minded presiding genius.
+
+[Illustration: Courtesy of L.A. Alderman
+First crop of radishes and lettuce at the Alameda Park School,
+Portland, Oregon, June, 1916. Even in the primary grades children may
+learn much about the science of growing things]
+
+[Illustration: Bringing exhibits to a school fair in Tacoma,
+Washington. Skillful teachers who recognize the home as a valuable
+adjunct to the school equipment encourage the children to make gardens
+at home]
+
+The greatest service that the home can render in the cause of training
+girls for homemaking is probably close, painstaking study of its own
+individual girl--her likes, dislikes, aptitudes, and limitations.
+Home-mindedness shows itself nowhere so much as in the home; lack of
+home-mindedness shows there quite as much. The results of such study
+should throw great light upon the problem of the girl's future.
+Combined with the observations recorded by her teacher during year
+after year of the girl's school life, this study offers the strongest
+arguments for or against this or that career. Frequent and sympathetic
+conferences between parent and teacher become a necessity. There is
+then less likelihood of opposing counsel when the girl seeks guidance
+toward her life work.
+
+It is quite probable that, while the school undertakes to lay a
+general foundation for homemaking efficiency, the home, when it
+reaches the full measure of its power and responsibility, will be best
+fitted to help the girl to specialize in the direction most suited to
+her individual power. It can, if it will, _give_ the girl individual
+opportunities such as the mere fact of numbers forbids the school to
+give.
+
+The special work of the church in training the girl is necessarily
+that which has to do with her spiritual concept of life, the
+strengthening of her moral fiber. Here school, home, and church must
+each contribute its share. None of them can undertake alone so
+important and delicate a task. Any attempt to make arbitrary divisions
+in the work of these three agencies is bound to be at least a partial
+failure. Conditions differ so widely that we can only say of much of
+the work, "at school or church or in the home," or, better, "at
+school and church and home in coöperation." Each must supplement the
+efforts of the other, and where one fails, the other must take up the
+task. It really matters little where the work is done, provided that
+it _is_ done. The ensuing chapters of this book are written in the
+hope that they may bring the vital problems of girl training and girl
+guidance home to both teacher and parent; and especially that they may
+convince both of the value of coöperation in the inspiring work of
+helping our daughters to make the most of their lives.
+
+
+FOOTNOTES:
+
+[Footnote 4: Ida M. Tarbell, _The Business of Being a Woman_.]
+
+
+
+
+CHAPTER VI
+
+TRAINING THE LITTLE CHILD
+
+
+"Children are the home's highest product." That means at the outset
+that we have children because we believe in them, and that we train
+them, as the skilled workman shapes his wood and clay, to achieve the
+greatest result of which the human material is capable.
+
+A factory's output can be standardized. An engine's power can be
+measured. But he who trains a child can never fully know the mind he
+works with nor the result he attains. We do know, however, that if it
+is subject to certain influences, trained by certain laws, _the
+chances are_ that this mind which we cannot fully know will react in a
+certain way.
+
+To attempt in a chapter to outline a system of training for children
+would be an attempt doomed to certain failure. Books are written on
+this subject, and the shelves of the child-study and child-training
+department in the libraries are rapidly filling. What I have in mind
+here is rather a single line of the child's development--that which
+leads toward making him a useful factor in the home life of which he
+forms a part. The boy or girl who fills successfully a place in the
+home of his childhood will be in a fair way to undertake successfully
+the greater task of founding a home of his own.
+
+In the days of infancy and early childhood, training for boys and
+girls may be more nearly identical than in later life. A large part of
+the differentiation in the work and play of little boys and girls
+would seem to be quite artificial. We give dolls to girls and drums
+to boys, but only because of some preconceived notion of our own. The
+girls will drum as loudly and the boys care for the baby quite as
+tenderly, until some one ridicules them and they learn to simulate a
+scorn for "boys' things" and "girls' things" which they do not really
+feel.
+
+Throughout this chapter, therefore, it is to be assumed that the
+training suggested is quite as applicable and quite as necessary for
+one sex as for the other.
+
+Young mothers sometimes ask the family doctor, "When shall I begin to
+train the baby to eat at regular intervals, to go to sleep without
+rocking, in general to accept the plan of life we outline for him?"
+The answer seldom varies: "Before he is twenty-four hours old." It is
+therefore evident that all the basic principles of living, whether
+physical or mental, must have their foundations far back in the
+child's young life.
+
+[Illustration: Photograph by Brown Bros.
+Helping with the housework. The boy or girl who successfully fills a
+place in the home of his childhood will be in a fair way to undertake
+successfully the greater task of founding a home of his or her own]
+
+As a basis for all the rest, we must work for health. A truly
+successful life, rounded and full, presupposes health. Regular habits,
+nourishing food, plenty of sleep, are axiomatic in writings treating
+of the care of young children, yet it is surprising how often these
+rules are violated. "It is easier" to give the child what he wants or
+what the others are having; easier to let him sit up than to put him
+to bed; easier to regard the moment than the years ahead.
+
+[Illustration: Already well started on his education]
+
+Aside from the physical foundation, the training that we are to give
+our little children will probably be based upon our conception of what
+they need to make them good sons and daughters, good brothers and
+sisters, good friends, good husbands and wives, and good fathers and
+mothers. In other words, it is the social aspect of life that we have
+in mind, and our social ideals. Whatever the boy "wants to be when he
+grows up," he is sure to have social relations with his kind. Whether
+the girl marries or remains single, she cannot entirely escape these
+relations. Indeed they are thrust upon both boy and girl already. What
+then do they need to enable them to be successful in the human
+relations of living?
+
+We might enumerate here a long list of virtues that will help, but,
+since long lists shatter concentration, let us narrow them to four:
+(1) sympathy, (2) self-control, (3) unselfishness, (4) industry.
+
+I do not mean to say that, with these four qualities only, a man will
+make a successful merchant or farmer, or that a woman will become a
+good housekeeper or a skillful teacher. But I do mean that in family
+relations these four qualities are worth more than intellectual
+attainments or any sort of manual skill. It is really astonishing to
+see how much these four will cover. We desire thrift--what is thrift
+but self-control? Tolerance--what but sympathy--the "put yourself in
+his place" feeling? Courtesy--what but unselfishness?
+
+Let us, then, in the child's early years concentrate upon sympathy,
+self-control, unselfishness, and industry. You will doubtless remember
+Cabot's summary of the four requirements of man[5]--work, play, love,
+and worship. Suppose we could write on the wall of every nursery in
+the land:
+
+     Sympathy      }      { Work
+     Self-control  }  in  { Play
+     Unselfishness }      { Love
+     Industry      }      { Worship
+
+Would not this writing on the wall be a fruitful reminder to the
+mothers?
+
+The period of early childhood is the one in which the home may act
+with least interference as the child's teacher. Later, whether she
+will or no, the mother must share the work of training with the
+school, the church, and that indefinite influence we class vaguely as
+society. During these few early years, then, the mother must use her
+opportunity well. It will soon be gone.
+
+How shall she teach such abstract virtues as sympathy, unselfishness,
+self-control? Recognizing the fact that the little child acts merely
+as his instinct and feelings prompt, she must make all training at
+this stage of his life take the form of developing the instincts.
+Probably the strongest of these at this time is imitation.
+Consequently most of the teaching must take advantage of the imitative
+instinct. The first care should be to surround the child with the
+qualities we desire him to possess. The mother who scolds, gives way
+to temper, or is unwilling or unable to control her own emotions and
+acts can hope for little self-control in her child. In the same way
+the father who kicks the dog or lashes his horse or is hard and cold
+in his dealings with his family may expect only that his child will
+begin life by imitating his undesirable qualities. This necessary
+supervision of the child's environment is a strong argument for direct
+oversight of little children by the mother. It is often difficult even
+for her to keep an ideal example before the child; and if she leaves
+it to hired caretakers, they seldom realize its necessity or are
+willing to take the pains she would herself. Especially is this true
+of the young and ignorant girls who are often seen in sole charge of
+little children.
+
+This first step being merely passive education, it is not enough. We
+must not only set an example; we must go farther and strive to get
+from the child acts or attitudes of mind based upon these examples.
+
+Let us take first the quality of sympathy, which is closely allied to
+reflex imitation. It is difficult to say just when the child merely
+reflects the emotions of those about him and when he consciously
+thinks of others as having feelings like his own. This conscious
+thought is, of course, the foundation of real sympathy, and it comes
+early in the child's life--probably before the fourth year.
+
+[Illustration: Copyright by Underwood & Underwood
+Stories that broaden the child's conception of the lives and feelings
+of others are of value in training for sympathy]
+
+A little girl of three was greatly interested and pleased at the
+appearance of a roast chicken upon the family dinner table. She
+chattered about the "birdie" as she had done before on similar
+occasions. But when the carving knife was lifted over it, she
+astonished everyone by her terrified cry of "Don't cut the birdie.
+Hurt the birdie." No explanation or excuse satisfied her, and it was
+finally necessary to remove the platter and have the carving done out
+of her sight. Most children are naturally sympathetic _when they have
+experienced or can imagine_ the feelings of others. The cruelty of
+children, is usually due to their absorption in their own feelings
+without a _realization_ of the pain they inflict.
+
+Training for sympathy then must consist of enlargement of experience
+and cultivation of imagination. Some mothers do not talk enough with
+their children. They talk _to_ them--that is, they reprimand or direct
+them, but do not carry on conversations, as they might do greatly to
+the child's advantage. Telling stories is one of the most fruitful
+methods of training at this age. Even "this little pig went to market"
+has possibilities in the hands of a skillful mother. The bedtime story
+is a definite institution in many families. It deserves to be so in
+all. Beginning with the nursery rimes, the stories will gradually
+broaden in theme, and if their dramatic possibilities are at all
+realized by the story-teller, the children will broaden in their
+conception of the lives and feelings of others. Sympathy will thus in
+most cases be a plant of natural and easy growth.
+
+Intercourse with other children and with the older members of the
+child's family will also furnish constant material for the thoughtful
+mother. The baby bumps its head, and the mother soothes it with
+gentle, loving words. It is more than likely that the three-or
+four-year-old will express his sympathy also. Surely he will if the
+mother says, "Poor baby. See the great bump. How it must hurt!" Or
+perhaps "big sister" is happy on her birthday. Again, the
+three-year-old is likely to show happiness also, and the wise mother
+will help the child by a timely word to take the step from reflex
+imitation of happiness to true sympathy. Nor must we overlook the
+occasions when some one in the nursery has been "naughty" and must be
+punished. "Poor Bobby! He is sad because he cannot play with us this
+morning. He feels the way you did when you were naughty and had to sit
+so still in your little chair. I am sorry for Bobby--aren't you? We
+hope he will be good next time, don't we?"
+
+[Illustration: Photograph by Brown Bros.
+Kindergarten games afford the intercourse with other children
+necessary to the child's development]
+
+Teaching self-control is quite a different matter from the foregoing,
+and one which requires infinitely more work and patience. The first
+step is, however, the same. If you would have sympathy, show sympathy.
+If you would have self-control in a child, control yourself. Remember
+the strength of the imitative instinct. Next, strive to obtain control
+in the young child in some small matter where control is easy. Any
+normal child will learn that control _pays_--_if you make it pay_.
+Encourage the hungry child to stop crying while you prepare his food,
+but prepare it quickly, or he will begin to cry again to make you
+hurry. Mothers usually work hard to teach control of bodily functions,
+but often far less to obtain control of mental and moral conditions.
+Obedience, considered from time immemorial the chief virtue of
+childhood, is really only of value as it conduces to self-control in
+later life. The wise parent, therefore, while requiring obedience for
+the convenience of the family and the safety of the child, will lay
+far more stress upon teaching the child to control himself. The work
+must be done almost entirely by indirect methods during the early
+years. Offering artificial rewards and dealing out artificial
+punishments are the crudest forms of encouraging effort. The natural
+reward and the inevitable natural punishment are far better when they
+can be employed.
+
+[Illustration: Courtesy of the United Charities of Chicago
+A group of children at the Mary Crane Nursery, Chicago. Children
+acquire self-control by learning to help themselves]
+
+The child who overcomes his tendency to play before or during his
+dressing may be rewarded by some special morning privilege which will
+automatically regulate itself. In our family it is the joyful task of
+bringing in and distributing the morning mail. The child not dressed
+"on time" necessarily loses the privilege. We are not punishing, but
+"we can't wait." Lack of control of temper presupposes solitude.
+"People can't have cross children about." Quarrels inevitably bring
+cessation of group play or work--solitude again. The child's love of
+approbation may also be made of great assistance. Always we must
+remember that doing _what we tell him to do_ is not after all the main
+thing. It is doing the right thing, being willing to do the right
+thing, and being able to hold back the impulse to do the wrong thing,
+that count. We are working "to train self-directed agents, not to make
+soldiers."
+
+Unselfishness is a plant of slow growth. Indeed it is properly not a
+childish trait at all, and the most we can probably get is its outward
+seeming. But it is important that we at least acquaint the child with
+ideals of unselfishness. We must find much in the child to appeal to,
+even though altruistic motives do not appear until much later than
+this. The love of approbation will prove a strong help again, also the
+sense of justice with which children seem endowed from the beginning.
+"Help him because he helped you," or "Give her some because she always
+gives you part of hers," is often effective. Just as in the case of
+self-control, the child will learn to overcome his innate selfishness
+"if it pays" to do so. It may seem wrong to encourage any but the
+highest motive, but a habit of unselfish acts, resting upon a desire
+to win the approbation of others, is a better foundation upon which to
+build than no foundation at all. Purely disinterested or altruistic
+motives do not appear in the normal child much before the age of
+adolescence, and by that time selfishness, which accords so well with
+the individualistic instincts of the child, will have hardened into a
+fixed habit if not vigorously checked.
+
+Care must be taken to _lead_ the child toward unselfish acts, but not
+to _force_ them upon him. The common courtesies of life we may
+require, but, beyond that, example, tactful suggestion, wisely chosen
+stories, and judicious praise will do far more than force.
+
+The idea of kindness may be grasped by young children and, together
+with the great ideal of service, should be emphasized in their home
+life and in their intercourse with other children. The "only child"
+suffers most from lack of opportunity to learn these two great needs
+of his best self--kindness and service. Occasions should be
+systematically made for such a child (indeed for all children) to meet
+other children on some common ground. Playthings should be shared,
+help given and received, and the idea of interdependence brought out.
+"We must help each other" should be emphasized from early childhood.
+
+Much must be made of the little helps the child is able to give in the
+home--bringing slippers for father, going on little errands about the
+house for mother, picking up his own playthings, hanging up his coat
+and hat, caring for the welfare of the family pets. Careful provision
+should be made for the child's convenience in performing these little
+services. There must be places for the toys, low hooks for the wraps,
+and constant encouragement and recognition of the small helper. Some
+day he may help you because he loves to help. Now he loves to be
+praised for helping.
+
+[Illustration: Photograph by Brown Bros.
+Helping the little sister. Children will learn unselfishness and
+kindness if they are early taught to help one another]
+
+Activity is a natural and absorbing part of a child's life. He is
+always doing something. It remains for the parent to direct this
+restless movement and to transform some of it into useful labor. Work,
+in the sense of accomplishing results for the satisfaction and benefit
+of the parent, is quite foreign to our plan for training the young
+child. But work for the child's own satisfaction and for the formation
+of the habit of industry must occupy our attention in large measure.
+The child's playthings should from his earliest days be chosen in
+recognition of his desire to do things and make things. The shops are
+filled with showy toys, mechanical and otherwise, and children find
+the toyshop a veritable fairyland. But once satiated with the sight of
+any particular toy, however cunningly devised--and satiety comes
+soon--the child forsakes the gorgeous plaything for his blocks, or
+paper and a pair of scissors, or even his mother's clothespins. He can
+do something with these.
+
+The Montessori materials are perhaps the most thoughtfully planned in
+this direction of anything now obtainable; and no one having the care
+of young children should be without some knowledge of this now famous
+method. All the materials have this advantage: they offer definite
+problems and consequently afford the child the joy of accomplishment.
+A few of the occupations of life afford us unending enjoyment at every
+stage of the doing, but not many. It is rather the achievement of our
+end, the "lust of finishing," which carries us through the tiresome
+details of our work. The child must therefore be early introduced to
+the joy of accomplishment. Instead of unending toys, give him
+something to work with. He will appreciate your thoughtfulness, and he
+will find not only joy but real development in their use.
+
+At first the child's work will consist of fragmentary efforts, but at
+a remarkably early age he will show evidence of a power of
+concentration and persistence which will make possible the
+accomplishment of finished undertakings. He begins to know what he
+wants to do and to exhibit considerable ingenuity in finding and
+combining materials. Most of all, he wants to imitate the activities
+he sees around him.
+
+In the strain of modern life a widespread restlessness seems to have
+seized mankind. Whatever people do, they want to be doing something
+else, and the pathway of the average individual is strewn with crude
+beginnings, half-finished jobs, abandoned work. The child very easily
+falls into line with this tendency of his elders. Hence he needs
+definite encouragement to see clearly what he has in hand and to bring
+his industrial attempts to a worth-while conclusion. Avoid, even with
+a little child, that inconsiderate habit of "grown-ups" of calling the
+little worker away whenever you desire his attention or help, quite
+regardless of the damage you may do to his work by your untimely
+interruption. Keep the child, as far as possible, too, from
+undertaking tasks too difficult or requiring too much time for
+completion. Discourage aimless handling of tools. A cheerful "What are
+you making?" sometimes crystallizes hitherto rambling desires. A
+timely suggestion often meets with enthusiastic response.
+
+[Illustration: Photograph by Brown Bros.
+Helping in the home tasks. Wisely directed activity will teach the
+child both unselfishness and industry]
+
+The working outfit of a child under school age may or may not include
+kindergarten or Montessori material. Balls, blocks, pencils and paper,
+paste, colored crayons, scissors, a blackboard, a cart, a wheelbarrow,
+stout little garden tools, a sand tray or, better, in summer an
+outdoor sandpile, will furnish endless work and endless delight to a
+child or group of children. It is not so much what sort of material we
+use as the way in which we use it. Even at this age the child longs to
+be a producer, to "make things"; and his best development requires
+that we train this inclination. There is a prevalent notion that women
+especially are no longer required to be producers and that all our
+energies should be bent toward the sole task of making them
+intelligent consumers. There is, however, a joy in producing without
+which no life is really complete. And no scheme of education can be a
+true success which ignores or neglects the necessity of producing. The
+joy of work, the delight in achievement, should be the keynote of all
+industrial training. This should be kept constantly in view.
+
+To most people there is something wonderfully appealing about the
+innocence of the little child. We watch with delight the marvelous
+development of the little mind keeping pace with the growth of bodily
+strength and dexterity. We are reluctant to see the day drawing near
+when the child must begin his long course of training in school.
+Sometimes we fail to recognize the fact that before school days come
+the child has already received a considerable part of his education;
+that the habits which will make or mar his future are often firmly
+implanted and in a fair way to become masters of the young life. An
+elaborate plan for the little child's training would probably be
+abandoned even if undertaken, since elaborate plans involve endless
+work. If, however, we attempt no more than I have outlined in this
+chapter, we have some reasonable chance of success. Given good health,
+with regular bodily habits, as a physical foundation, the child will
+have had much done for him if we have begun to build the habits of
+sympathy, self-control, industry, and service which will purify and
+sweeten the family relations of later years and make the one-time
+child worthy himself to undertake the important task of home building.
+
+It is naturally a matter for regret that the teacher into whose hands
+the child comes first at school usually knows so little of the home
+training he has had or failed to have. Children whose parents have
+made little or no attempt to teach these fundamental qualities which
+we have had under discussion are sometimes forever handicapped unless
+the teacher can supply the deficiency. Children who have made a good
+beginning may lose much of what they have been taught unless the
+teacher recognizes and holds them to the ideal. The kindergarten or
+primary teacher needs to know the homes of her pupils; and the time is
+not far distant when the school will recognize the home as after all
+the first grade in school life. Then mothers will receive the
+inspiration of contact with the teachers and their ideals, not alone
+when their children reach school age, but from the time the first
+child arrives in the home. The Sunday school has its "cradle roll."
+The day school may emulate its example.
+
+
+FOOTNOTES:
+
+[Footnote 5: Cabot, _What Men Live By_.]
+
+
+
+
+CHAPTER VII
+
+TEACHING THE MECHANICS OF HOUSEKEEPING
+
+
+Going to school marks an epoch in every child's life. Hitherto,
+however wide or narrow the child's contact with the world has been,
+the mother has been, at least nominally and in most cases actually,
+the controlling power. Now she gives her child over for an
+increasingly large part of every day to outside influence.
+
+More and more we are coming to see that the evolution of a successful
+homemaker requires that the school as well as the home keep the
+homemaking ideal before it. And so the best schools of the country are
+doing. The greatest needs of the little girl's early school days would
+seem to be a definite understanding between teacher and mother of the
+share each should assume in the homemaking training. This necessitates
+personal conferences or mothers' meetings, or both.
+
+The little girl of primary-school age points the way for both teacher
+and mother by her adaptation and imitation of home activities in her
+play. In primary grades girls are approaching the height of the doll
+interest, which Hall and others place at eight or nine years. A doll's
+house, therefore, may be made the source of almost infinite enjoyment
+and profit in these grades. Indeed it is hardly too much to say that
+no primary room is complete without one. Nor is there any reason why
+any school should remain without one, since its making is the simplest
+of processes. Four wooden boxes, of the same size, obtained probably
+from the grocer, the dry-goods merchant, or the local shoe dealer,
+will make a most satisfactory house if placed in two tiers of two
+each, with the open sides toward the front. This gives four rooms,
+which may be furnished as kitchen, dining room, living room, and
+bedroom. Windows may be cut in the ends or back, if the boys of the
+school are sufficiently expert with tools or if outside assistance can
+be secured for an hour or so.
+
+The best results with the doll's house are obtained if the children
+are allowed to furnish it themselves, with the teacher's advice and
+help, rather than to find it completely equipped and therefore merely
+a "plaything" of the sort that children have less use for because they
+can do little with it. An empty house presents exciting possibilities,
+and perhaps for the first time these little girls look with seeing
+eyes at the home furnishings, for they have wall paper to select,
+curtains and rugs to make, and indeed no end of things to do.
+
+[Illustration: The little girl adapts and imitates home activities in
+play]
+
+It is perhaps scarcely necessary to call to mind the educational
+advantages possible in the planning and making of bedding, draperies,
+table linen, towels, couches and pillows, window seats, and other
+furnishings, as well as in the ingenuity brought into play in evolving
+kitchen utensils and in stocking the cupboards with the necessities
+for housekeeping. The free interchange of ideas should be encouraged,
+and the spirit of seeking the best fostered.
+
+The conspicuous results in this work are two: we secure the child's
+attention to details of housekeeping, and we build up a foundation
+ideal of what housekeeping equipment should be. Children in poorly
+equipped homes may find the most practical of training in this way. My
+experience has been that teachers have only to begin this work in
+order to arouse enthusiasm in any class of little girls. Once begun,
+it carries itself along. There should be no compulsion in this work.
+Choice and not necessity must be the rule in all our training for
+homemaking. To compel a child's attention to that which she will later
+do voluntarily, if at all, will at the very outset defeat our purpose.
+
+[Illustration: Making furniture for a doll's house affords
+educational advantages in emphasizing the details of housekeeping]
+
+The finest sort of coöperation arises in this work when parents are
+led to provide the little girl at home with a doll's house fashioned
+like the one at school. Perhaps they may go a step farther and find
+space for a larger scheme of housekeeping, in the attic or elsewhere.
+Coöperation among the children means interchange of ideas, materials,
+and labor, most helpful to social ideals.
+
+From the furnishing of the doll's house it is easy to pass to plays
+involving the activities of home life. Children delight in sweeping,
+dusting, washing dishes, arranging cupboards and pantries, and making
+beds in their miniature houses, and if their efforts are wisely
+directed, orderly habits easily begin to form. In all these varieties
+of work the children must be led to feel that there is a right way,
+and that only that way is good enough, even for play.
+
+The great result of all play housekeeping is the formation of ideals.
+It is just as easy to learn at seven or eight the most efficient way
+of washing dishes as it is to defer that knowledge until years of
+inefficient work harden into inefficient habits. The teacher will find
+abundant and interesting studies in household efficiency in recently
+published books to inspire her guidance of the children's activity.
+
+The step from washing play dishes at school to washing real dishes at
+home is easily taken, and children are delighted to take it. Here
+again the school and home may--indeed must, for best results--work
+together. Some schools are giving school credit for home work along
+domestic lines. That there are complex elements entering into the
+successful working out of such a plan one must admit. A school giving
+credit for work it does not see may put a premium upon quantity rather
+than quality. The teacher who asks her little pupils to wash the home
+dishes according to school methods may encounter adverse comment from
+certain parents who are quick to resent outside "management."
+Nevertheless, home practice in accordance with school theory is the
+ideal of any coöperative education in the mechanics of housekeeping;
+therefore some scheme must be worked out whereby the girls will
+practice at home, and, having learned to do by doing, will continue to
+do in the families where their doing will be a help.
+
+Let us consider for a moment the present condition of the
+school-credit-for-home-work idea. Schemes are being worked out in
+various places, under one or the other of the following plans.
+
+_Plan I_ (often known as the Massachusetts plan). Each pupil, with the
+advice of his teacher and the consent of his parents, selects some one
+definite piece of work to do at home regularly, under direction of the
+school and with some study at school of the practical problems
+involved. School credit depends upon approval by the teacher on the
+occasion of a visit of inspection to the home.
+
+_Plan II_ (sometimes called the Oregon plan). This is more directly
+concerned with the cultivation of a helpful spirit than with perfect
+technique or broad knowledge. No attempt is made to correlate home and
+school work. Credit is given merely for the fact that the dishes were
+washed, the table set, or the baby bathed, the fact being properly
+certified by the parent. Whether the work was acceptably done or not
+rests entirely with the parent. In the carrying out of the latter plan
+blanks are usually issued to be filled out and handed in once a week
+or once a month. Each task carries a certain value in school credit.
+
+That either of these plans possesses certain weaknesses doubtless even
+their makers would admit. But they are at least opening wedges. A plan
+might be worked out whereby little girls are taught one household task
+at a time, through their play housekeeping, after which credit may be
+given for satisfactory performance of the task at home. Later another
+household duty may be taught, and put into practice, with credit, at
+home, thus building up a body of known duties for which the little
+house-helper has been duly trained. For its highest efficiency such a
+plan would require more than consent on the part of mothers. Its
+success would depend upon coöperative leadership and its value upon
+the acceptance, for school credit, of only that work done in
+conformity with school ideals.
+
+But at all events, whether school credit be given or not, the stimulus
+of interest in home tasks may be given strength by the teacher's wise
+suggestion, and thoughtful consideration of the matter in teachers'
+and mothers' meetings will insure coöperation of the most helpful
+sort. The tactful teacher will find ways to suggest to mothers that
+children be held up at home to the ideals of efficiency she has been
+at pains to put before them at school.
+
+The suggestion has been recently made by several thoughtful educators
+that the noon hour, in schools where children do not go home for
+dinner, be made use of for the simplest of cooking lessons. The
+children who at seven are quite content to play house soon pass into
+the stage where they wish to see results from their work. They want to
+"make things," real things, that they or some one can use. Children of
+nine or ten can learn to cook cereals and eggs in various ways, to
+make cocoa, and to prepare other simple dishes. Their pride and
+delight in these accomplishments are intense. These activities are
+equally suited to the small rural school and to the consolidated
+schools which are happily taking the place of the one-room buildings.
+In both, the teacher may find the lunch hour a real educational force
+if it is used aright. If the teacher allows and guides these efforts
+in the schoolroom, she must keep in mind her "ideal of efficiency."
+Accurate measurements, logical processes, elimination of awkward and
+unnecessary movements, care in following directions, neatness, and
+precision are the real lessons to be learned.
+
+[Illustration: Photograph by Brown Bros.
+A school garden. The possibilities for good through school-garden
+work are numberless]
+
+School gardens are perhaps already too familiar to require more than a
+word. Their possibilities for good are numberless. In them many
+children get their first insight into the joys of making things grow
+and are led by this joy to undertake the care of a home garden and to
+beautify the home surroundings as they had never thought of doing
+before. School-garden work leads to beautifying the school grounds,
+with resulting pride and interest in the school.
+
+Accompanying the activities we have suggested, teachers will find a
+wide field in attractive stories of helpful coöperative home life.
+Extracts from many of Miss Alcott's stories, the Cratchits' Christmas
+dinner from Dickens' _Christmas Carol_, and many other delightful
+glimpses of home life can be read, or, better, dramatized, with little
+effort and with good results.
+
+It may seem that the homemaking training here suggested for younger
+children is too desultory, too slight, in fact, to affect the
+situation much. But let us consider. Homemaking is an art, coming more
+and more to be based on a foundation of science. For it is undoubtedly
+true that, while the pessimists are telling us that the home is
+doomed, we who are optimists see coming toward us a great wave of
+homemaking knowledge which if seized upon will put the homemaker's art
+upon a surer foundation than it has ever been.
+
+The elements of housekeeping are the _ABC_ of homemaking. We shall do
+well to teach them early, incidentally, and with no undue exaggeration
+of their place in the scheme of living. We simply familiarize the
+girl, by long and quiet contact, with the tools of the homemaker, for
+future scientific use, just as we teach the multiplication facts for
+later use in the science of mathematics.
+
+A definite list of the simple homemaking tasks suitable for little
+girls to undertake may not be out of place here:
+
+  1. Setting the table. (A card list of table necessities is
+     useful. Such a list may be given each little girl when she
+     undertakes home practice work.)
+  2. Clearing the table.
+  3. Washing the dishes.
+  4. Sweeping the kitchen. Sweeping the piazza.
+  5. Dusting.
+  6. Making beds and caring for bedrooms.
+  7. Arranging her own bureau drawers and closets.
+  8. Simple cooking.
+  9. Hemming towels and table linen.
+  10. Ironing handkerchiefs and napkins.
+
+As the child grows older, methods of teaching grow increasingly
+direct. Even here we shall perhaps not talk a great deal about
+"preparing for homemaking." But we shall see that the tools grow
+increasingly familiar, and that ideals once taught are retained and
+added to. We shall see that our science, our mathematics, our art, all
+contribute to the acquirement of homemaking knowledge. We shall give a
+practical turn to these more or less abstract subjects.
+
+Sewing and cooking classes are by this time a recognized part of
+grammar-school courses in many city schools. That they are not so
+firmly intrenched in the country schools is due usually to
+difficulties in the way of securing equipment and to the already
+crowded condition of the school program. The ideal remedy is the
+substitution of the consolidated school with its domestic science room
+and its specially trained teacher for the scattered one-room
+buildings. Wherever the consolidated school has come, it has been
+enthusiastically received and supported. No one wishes to go back to
+the old way. But in many localities the consolidated school has not
+come and cannot be immediately looked for; and in these places the
+need of the homemaking work is just as great. The teacher must find
+the way to give these girls what they need. If no other way presents
+itself, the teacher will do well to ask the help of the mothers of the
+neighborhood. Perhaps one who is an expert needlewoman will give an
+hour or two a week in the school or at her own home to carrying out
+the sewing course which the teacher cannot crowd into her own already
+overcrowded program. Perhaps another will do the same for the cooking,
+making her own kitchen for one afternoon a week an annex of the
+school. It is important, however, when such arrangements are made that
+they be recognized as school work, and if possible the courses
+followed should be planned and supervised by the regular teacher of
+the school. Thus only can they be held to standardized accomplishment.
+
+The inadequacy of the "one-portion" method of teaching girls to cook
+has aroused serious thought, and remedies of various sorts have been
+applied. You know, perhaps, the story of the Chicago cooking-school
+student who "had to make seven omelets in succession at home last
+night" because one egg would not make enough omelet for the family.
+The first remedy tried was cooking for the school lunch room. This
+was, however, usually going from one extreme to the other, since the
+lunch room is as a rule maintained only in large schools.
+"Institutional cooking," some one calls it. Instead of one
+egg-cooking, it became one-hundred-egg cooking, and the difficulty of
+the average student in adapting school methods to family use was not
+by any means at an end.
+
+The Central High School of Newark, New Jersey, has solved its problem
+by putting its girls to work, not at the task of providing the
+sandwiches, soups, and other luncheon dishes for its large lunch room,
+but at providing "family dinners" at twenty-five cents a plate for the
+faculty of the school. Other schools follow similar plans.
+
+The grammar-school girls of Leominster, Massachusetts, serve luncheon
+to a limited number every day at their domestic science house. Here
+the girls do the marketing, cook and serve the meal, and keep the
+various rooms of the house in order. In Montclair, New Jersey, work of
+this same sort is done. In each of these cases the cooking is done as
+it would have to be in the home, not for one person, nor for hundreds,
+but for approximately a family-sized group.
+
+Sewing courses also grow more and more practical. In some schools the
+girls make their own graduating dresses as a final test of their
+ability. Courses are definite, and girls completing them will have
+definite knowledge of everyday processes of hand sewing. The schools
+which add to their hand-sewing courses well-planned practice in the
+use of the sewing machine are further adding to the accomplishment of
+their girls. Those which go farther still and teach garment planning
+and making may consider their sewing courses fairly complete.
+
+[Illustration: Teachers' luncheon cooked and served by pupils at the
+Clinton Kelly School, Portland, Oregon. Other schools have adopted
+similar plans for teaching girls how to cook]
+
+The formation of ideals must go hand in hand with practice in manual
+processes. The girl must learn to know good work when she sees it, to
+know a properly constructed garment from one carelessly put together,
+and to value good work and construction.
+
+Time was when domestic science meant sewing and cooking, and these
+alone. That time, however, is past. The care of a house is
+practically taught in many schools throughout the country by the
+maintenance of a model apartment in or near the school building. In
+Public School No. 7, New York City, grammar-school girls, many of whom
+are of foreign parentage and tradition, are thus introduced to the
+American ideal of living. The school is thus establishing standards of
+equipment, of food, of service, of comfortable living, that tend to
+Americanize quite as much as the establishment of standards of speech,
+of business methods, or of civic duties. The work done in this school
+is typical of that prevailing in hundreds of towns and cities.
+
+[Illustration: A girls' sewing class. Work in sewing offers unlimited
+possibilities]
+
+The question arises: How much of her housekeeping training should a
+girl receive before entering upon her high-school course? After
+careful consideration it seems wise to urge that the greater part of
+the practical household work be taught during the period from eleven
+to fourteen. This does not imply that homemaking training should
+cease at fourteen, but rather that after that age attention shall be
+centered upon the more difficult aspects of the subject--upon
+"household economics" rather than the skillful doing of household
+tasks.
+
+In view, however, of the fact that the majority of girls never reach
+the high school, every bit of household science which they can grasp
+should be given them in the elementary school. Knowing how to do is
+only part of the housekeeper's work. Knowing what and when to do is
+quite as important. Elementary study of food values is quite as
+comprehensible as elementary algebra. Home sanitation and decoration
+are no harder to understand than commercial geography. The principles
+of infant feeding and care may be grasped by any girl who can
+successfully study civil government or grammar.
+
+Shall we then crowd out commercial geography or government or grammar
+to make room for these homemaking studies? Not necessarily, although,
+if it came to a choice, much might be said for the practical studies
+in learning to live. Fortunately it need not come to a choice. There
+is room for both. We must, however, learn to adapt existing courses to
+the requirements of girls.
+
+[Illustration: Courtesy of L.A. Alderman
+A model school home where all the practical details of housekeeping
+are taught]
+
+[Illustration: A domestic science class at work in the model school
+home shown above]
+
+There is arithmetic, for instance. Most of us have already learned to
+skip judiciously the pages in the textbook which deal with compound
+proportion, averaging payments, partial payments, and cube root. Now
+we must learn to insert the keeping of household accounts; the study
+of apportioning incomes; the scientific spending of a dollar in food
+or clothing value; the relative advantage of cash or credit systems of
+paying the running expenses of a home; the dangers of the
+"easy-payment plan"; the cost of running an automobile; comparison
+with the upkeep of a horse and wagon; comparison of the two from the
+point of view of their usefulness to a family; mortgaging homes, what
+it means, and what it costs to borrow; when borrowing is justified;
+the accumulation of interest in a savings account; the comparative
+financial advantage of renting and owning a home; the cost of building
+houses of various sorts; the cost of securing, under varying
+conditions, a water supply in the country home; and other locally
+important problems. We already have "applied science" in our courses,
+and we are making a strenuous effort to apply arithmetic; but we have
+not usually tried to apply it to the education of the prospective
+homemaker.
+
+Take the one question of the "installment plan." Where, if not in the
+public school, can we fight the menace offered to the inexperienced
+young people of the land by this method of doing business? And where
+in the public school if not in the arithmetic class? Consider the
+possibility of lives spent in paying for shoes and hats already worn
+out, of furniture double-priced because payment is to be on the "easy
+plan," of families always in debt, with wages mortgaged for months in
+advance. The pure science of mathematics will be of little avail in
+fighting this possibility, but "applied arithmetic" can be a most
+effective weapon.
+
+In our geography classes we may find time for the study of food and
+clothing products, of their sources, their comparative usefulness, and
+their cost. We may learn whether it is best to buy American-made
+macaroni or the imported variety; whether French silks and gloves are
+superior to those made in America; what "shoddy" is, what we may
+expect from it if we buy it, how much it is worth in comparison with
+long-wool fabrics, how to know whether shoddy is being offered us when
+we buy. Countless other matters concerning the markets and products of
+the world will repay the same sort of treatment.
+
+[Illustration: One of the class exercises in the model school home
+shown on page 115]
+
+[Illustration: The correct serving of meals forms part of the class
+work in this same home]
+
+Food questions are opened up by study of our meat, vegetable, and
+fruit supply. Every town may make this a personal and immediate
+problem. From whom did Mr. Blank, the local grocer, obtain his canned
+tomatoes? It is sometimes possible to follow up those canned tomatoes
+to their source. In one investigation of this sort they were found to
+have passed through six hands. The arithmetic class may pass upon the
+question of profits and comparative cost between this and the
+"producer-to-consumer" method.
+
+The art work of the schools may also contribute generously to the body
+of homemaking knowledge. For the average girl the designing and making
+of Christmas cards and book covers, or even the prolonged study of
+great paintings, is a less productive use of time than the designing
+of cushion covers, curtains, bureau scarfs, or candle shades. In a
+certain town in New England considerable effort was expended in
+bringing about the introduction of art work in the schools a few years
+ago. A normal-school art graduate took charge of the work. It has now
+been abandoned because "the children took so little interest." And
+really, if you knew the conditions, you could not blame them They
+studied art and copied art and tried to cultivate an artistic sense in
+ways as remote from their daily lives as could apparently be
+contrived. And the pity of it all is that here were girls whose homes,
+whose personal dress, were crying out for the application of art;
+whose artistic sense was growing of failing to grow according as their
+individual conditions would allow; and the public school has passed
+its opportunity by.
+
+Art, as applied to school work, is divided usually into appreciative
+and creative work. We place before children the best in picture and
+sculpture and music. Why do we not teach them also the foundation
+principles of good taste in matters less remote from the lives of many
+of them? Why not teach the girl something of artistic color
+combination? Why not apply the test of art to the lines of woman's
+attire? Why not study the contour of heads and styles of hairdressing?
+
+Happily, in these days, these things also are being done. We have
+"manual arts" rooms and teachers by whose aid girls are taught to use
+the principles of design they study in their everyday planning of
+everyday things. A visitor to the Central School of Auburn,
+Washington, reports interesting work going on in such a room. On the
+blackboard was written:
+
+  The general aim of design work--order and beauty.
+  The three principles governing design are:
+    Balance--Harmony--Rhythm.
+  Balance: opposition of equal forms.
+  Rhythm: movement in direction--joint action--motion.
+  Harmony: similarity.
+
+In the room were girls doing various sorts of work--coloring designs
+on fabrics for curtains and pillow covers; making original designs for
+crocheted lace; hemstitching draperies; preparing color material for a
+primary room; while on a table in the center of the room were many
+finished articles, made by the girls and carrying out their principles
+of design--"not one of which," says the visitor, "but would serve a
+useful purpose in home or office."
+
+House building, interior decorating, and furnishing are all worthy of
+serious attention in the art course. Simplicity, harmony, and
+suitability may well be taught as the principles of good taste. Girls
+must learn these principles somewhere to make the most of their homes
+by and by. And again the public school, and probably the elementary
+school, must do the work.
+
+Physiology and hygiene are already contributing to the knowledge which
+makes for human betterment, but they also can be made to contribute
+much more than they have sometimes done. The physiology of infancy
+must be widely and insistently taught.
+
+     With proper education she [the young mother] would know the
+     meaning of the words food and sleep; she would know
+     something of their overwhelming importance upon the future
+     being and career of her child, who in his turn is to be one
+     of the world's citizens with full capacity for good or evil.
+     Knowing what were normal functions, she would be able to
+     recognize and guard against deviations from them. No day
+     would pass in which she would not find opportunity to
+     exercise self-restraint, keen observation and sensible
+     knowledge in furthering the normal and healthful evolution
+     of her child.[6]
+
+The "little mother" classes in settlement houses, in community social
+centers, and in some public schools are doing excellent work in
+beginning this knowledge of infancy. No elementary school can really
+afford to miss the opportunity such work holds out. Have we any right
+to let a girl approach the care of her child with less than the best
+that modern science can offer in this most important and exacting work
+of her life? If not, it is again the public school which alone can be
+depended upon to do the work, and we must get at least the beginning
+of it done before the girl escapes us at the close of her
+elementary-school course.
+
+If you are impatient with a program which presupposes that practically
+all women will be homemakers and mothers, either trained or otherwise,
+let me remind you that the majority of women do marry, that most of
+these and many of the unmarried do become homemakers, and that it will
+be far safer for society to train the few--less than 10 per cent--who
+never enter the career than to pursue the economically wasteful plan
+of assuming educationally that no women will be homemakers, or that if
+they are they can successfully undertake the most complicated,
+difficult, and most important profession open to women with no
+preparation at all, or with only what they have unconsciously absorbed
+at home in the brief pauses of the education which did not educate
+them for life.
+
+The education for homemaking will never lose sight of the fact that
+girls must really be prepared for a double vocation, since it is a
+question whether or not they will become homemakers, and they must at
+all events be prepared for the years intervening between school and
+home. On the contrary, the education which prepares the homemaker will
+exercise special care in training for those intervening years, or for
+life work if it should prove to be such. Of all distinctly vocational
+training, it is only fair, however, that the homemaking training
+should come first, as a foundation for all later work. Whether the
+girl thus trained ever presides over a home of her own or not, the
+training will have made her a broader woman and a better worker, with
+a finer understanding of the universal business of her sex.
+
+
+FOOTNOTES:
+
+[Footnote 6: Oppenheim.]
+
+
+
+
+CHAPTER VIII
+
+THE GIRL'S INNER LIFE
+
+
+While we are occupied in teaching the girl the "ways and means" by
+which she is later to carry on the business of homemaking, we must not
+overlook the fact that, although ways and means are vitally necessary,
+it is after all the spirit of the girl which will supply the motive
+power to make the home machinery run. With this in view we must so
+plan the girl's training as to secure not only the concrete knowledge
+of doing things, but also the more abstract qualities which will equip
+her for her work.
+
+False ideals and ignorance of housekeeping processes are responsible
+for thousands of homekeeping failures; but lack of fairness, of good
+temper, patience, humor, courage, courtesy, stability, perseverance,
+and initiative must be held accountable for thousands more. For these
+qualities, then, the girl must be definitely and painstakingly
+trained. In other words, we must work for the highest type of woman,
+spiritually as well as industrially.
+
+It may seem that definite instruction in such abstract qualities as
+good temper or stability or fairness is difficult or perhaps
+impossible to Secure. Since, however, all the girl's intercourse with
+her kind affords daily opportunity for practice of these qualities,
+instruction may easily accompany and become a part of her daily life.
+The lack of these qualities handicaps the girl even in her school life
+and shows there plainly the handicap that, unless help is given her,
+she will suffer for life.
+
+Her school work offers ample opportunity for the cultivation of
+patience and perseverance. Teachers must combat vigorously the
+"give-up" spirit, and the troublesome "changing her mind" which leads
+the girl along a straight path from "trying another" essay subject or
+embroidery stitch as soon as difficulties present themselves to trying
+another husband when the first domestic cloud arises. Play hours as
+well as work hours are invaluable in teaching the girl the difficult
+art of getting along with the world. The educational value of games is
+largely found in their social training. Experience teaches that
+children require long and patient instruction to enable them to play
+games. They have to learn fairness, courtesy, good temper; honesty,
+kindness, sympathy. They have to learn to be good losers and to
+consider the fun of playing a better end than winning the game.
+
+[Illustration: Photograph by Brown Bros.
+Play hours as well as work hours are invaluable in teaching the girl
+the difficult art of getting on with the world]
+
+Games must be carefully distinguished from the more general term play.
+All play not solitary has recognized social value; games, because the
+idea of contest is involved, have a special value of their own. Close
+observation of young children in their games, especially when
+unsupervised, shows us self supreme. According to temperament, the
+child either pushes his way savagely to the goal or furtively seeks to
+win by cunning and craft. He must win, regardless of the process. How
+many of these unsupervised games end in "I sha'n't play," in angry
+bursts of tears, or even in blows! How many fail upon close scrutiny
+to show some less assertive child, who never wins, who is never
+"chosen," who might better not be playing at all than never to "have
+his turn"!
+
+[Illustration: Copyright by Underwood & Underwood
+Hunter High School girls playing hockey in Central Park, New York.
+The educational value of games lies in the fact that they teach fair
+play, self-control, and proper consideration of others]
+
+During the individualistic period games must be for the satisfaction
+of individualistic desires. Team work must await a later development
+of child nature. But while each child may play to win, his future
+welfare demands that his efforts be in harmony with certain
+principles.
+
+  1. He must respect the rules of the game.
+  2. He must "play fair."
+  3. He must control anger, jealousy, boastfulness, and other of the
+     more elemental emotions.
+  4. He must consider the handicaps suffered by some players, and
+     see that they get a "square deal."
+
+Girls' games and boys' games at this period happily show little
+differentiation. Almost any game not prejudicial to health serves to
+call into action the moral forces we strive to cultivate. The game to
+a certain extent typifies the larger life--the life of effort,
+contest, striving to win. Self-control and proper consideration of
+others in the one must serve as a help in fitting for the other.
+
+[Illustration: Courtesy of L.A. Alderman
+Drill work as well as games is beneficial to health and also teaches
+self-control]
+
+Teachers are often inclined to overlook or undervalue the training of
+girls in games. The fact is that girls especially need this training
+as the woman's sphere in present-day life is widening. Men have always
+had contact with the world. Women have in times past had to content
+themselves with a single interest involving contest--the social game.
+
+How far we may safely go in utilizing the game element--that is, the
+contest or competition element--in school work is a question for
+thought. The "rules of the game" are less easy to enforce here;
+jealousies are harder to control; handicaps are more in evidence and
+less easy to make allowance for in contests; the discouragement of
+failure may have more serious results. The mere fact of class grouping
+involves a natural competition, healthful and beneficial and wisely
+preparatory for future living. More emphasis than this upon rivalry
+may produce feverish and unhealthful conditions, far removed from the
+mental poise we desire for our girls. The school can give the girl few
+things finer than the ability to attack work quietly and yet with
+determination and a sense of power to meet and overcome obstacles.
+
+The school and the playground form the growing girl's community life.
+In them she must learn to practice community virtues, to shun
+community evils, and to accept community responsibilities. For her the
+school and the playground are society. Here she will take her first
+lessons in the pride of possessions, in the prestige accompanying
+them, in the struggle for social supremacy, in doubtful ideals brought
+from all sorts of doubtful sources. Here she will find exaggerated
+notions of "style" and its value, impure English, whispered
+uncleanness in regard to sex matters, and surreptitious reading of
+forbidden books. Here also she will find worthier examples--clean,
+pure thought, honesty and fair dealing, pride of achievement rather
+than of externals, fine ideals exemplified in the best homes. And no
+finer or more delicate task lies before teacher and mother than the
+guidance of the girl in her choice.
+
+[Illustration: Photograph by Brown Bros.
+A school playground. The school and the playground form the growing
+girl's community life]
+
+[Illustration: Photograph by Brown Bros.
+A model playground. The model playgrounds in the parks are doing much
+to aid the playground movement]
+
+Going to school is rightly considered an epoch in the child's life. No
+longer confined to the narrow circle of home and family friends, the
+child may lose all the tiny beginnings of desired virtues in this
+larger life. Or, on the contrary, when the school recognizes and
+continues home training, or supplies what has not been given, these
+foundation virtues may be so applied to the old problems in new places
+as to form a foundation for the life conduct of the girl and the woman
+that is to be.
+
+Take the question of sex knowledge, so widely agitated of late. We
+cannot guard our girls against contact with some who will exert a
+harmful influence. We can only forearm them by natural, gradual
+information on this subject as their young minds reach out for
+knowledge, so that sex knowledge comes, as other knowledge comes,
+without solemnity or sentimentality on the one hand or undue mystery
+and a hint of shame on the other. No course in sex hygiene can take
+the place of this early gradual teaching, answering each question as
+it comes, in a perfectly natural way, and with due regard for the
+child's wonder at all of nature's marvelous processes. The little girl
+_who knows_ presents no possibilities to the perverted mind which
+seeks to astonish and excite her. And if she knows because "my mother
+told me," the guard is as nearly perfect as can be devised.
+
+Upon this foundation the formal course in sex hygiene may be built.
+Such a course will then be a scientific summing up, with application
+to personal ideals and requirements. It can easily, safely, and wisely
+be deferred until the adolescent period.
+
+Teachers and mothers can find scarcely any field more worthy of their
+thoughtful concentration than the cultivation of good temper in the
+girls under their care. The number of marriages rendered failures, the
+number of homes totally wrecked, by sulking or nagging or outbursts
+of ill-temper, can probably not be estimated. Neither can we count the
+number of innocent people in homes not apparently wrecked whose lives
+are rendered more or less unhappy by association with the woman of
+uncertain temper. Think of the families in which some undesirable
+trait of this sort seems to pass from generation to generation,
+accepted by each member calmly as an inheritance not to be thrown off.
+"It's my disposition," one will tell you with a sigh. "Mother was just
+the same." Surely the time to combat these undesirable traits is in
+childhood, and probably the first step is for the mother, who looks
+back to her mother as "being just the same," to stop talking or
+thinking about inherited traits and at least to present an outward
+show of good temper for the child to see.
+
+Then there is the teacher, who is under a strain and who finds
+annoyances in every hour which tend to destroy her equanimity. Her
+serenity, if she can accomplish it, will prove an excellent example.
+And little by little the mother and the teacher who have accomplished
+self-control for themselves may teach self-control and the beauties of
+good temper to the little girls who live in the atmosphere they
+create.
+
+
+
+
+CHAPTER IX
+
+THE ADOLESCENT GIRL
+
+
+Adolescence, the critical period of the training of the boy and girl,
+presents a complexity of problems before which parents and teachers
+alike are often at a loss.
+
+The adolescent period, the growing-up stage of the girl's life, is
+physically the time of rapid and important bodily changes. New cells,
+new tissue, new glands, are forming. New functions are being
+established. The whole nervous system is keyed to higher pitch than at
+any previous time. Excessive drain upon body or nerve force at this
+time must mean depletion either now or in the years of maturity.
+
+But, on the other hand, the keynote of the girl's adolescent mental
+life is _awakening_. Her whole nature calls out for a larger, fuller,
+more intense life. Home, school, society, dress, all take on new
+aspects under the transforming power of the new sex life stirring and
+perfecting itself within. The world is beckoning to the emerging
+woman, and her every instinct leads her to follow the beckoning hand.
+
+Now, if ever, the girl needs the influence and guidance of some wise
+and sympathetic woman friend. It may be--let us hope it is--her
+mother; or, failing that, her teacher; or, better than either alone,
+both mother and teacher working in sympathetic harmony.
+
+[Illustration: Photograph by Brown Bros.
+Camp Fire Girls. Outdoor life is one of the best means of
+safeguarding the girl's health]
+
+The first care demanded for the maturing girl is the safeguarding of
+her health. School demands at this age are likely to be excessive
+under existing systems of instruction. In many ways the secondary
+school, in which we may assume our adolescent girl to be, merits the
+criticism constantly made, that it works its pupils too hard or,
+perhaps more accurately, that it works them too long. Nothing but the
+closest coöperation between parents and teachers can afford either of
+them the necessary data for working out this problem. It can never be
+anything but an individual problem, since girls will always differ
+whether school courses do so or not, and adjustment of one to the
+other must be made every time the combination is effected. Some
+schools content themselves with asking for a record of time spent on
+school work at home. Many parents merely acquiesce in the girl's
+statement that she does or doesn't have to study to-night, and the
+matter rests. Other schools and other parents go into the question
+with more or less detail, but usually quite independently of each
+other in the investigation. It is only very recently that anything
+like adequate knowledge of pupils has begun to be gathered and
+recorded to throw light upon the home-study question.
+
+School girls naturally divide into fairly well-defined classes: the
+girl who is overanxious or overconscientious about her work, the girl
+who intends to comply with rules but has no special anxiety about
+results, and the girl who habitually takes chances in evading the
+preparation of lessons. How many parents know at all definitely to
+which class their girl belongs?
+
+The same girls may be classified again with regard to activities
+outside the school. They may help at home much or little or not at
+all. They may have absorbing social interests or practically none.
+They may be in normal health or may already be nervous wrecks from
+causes over which the school has no control.
+
+There is no question about the value of definite information on all of
+these points gathered by home and school acting together for the best
+understanding of the child. The modern physician keeps a carefully
+tabulated record of his patient's history and condition. The school
+should do the same thing and should prescribe with due reference to
+such record.
+
+It frequently happens, however, that the schoolgirl's health is
+menaced less by her hours of school work than by misuse of the
+remaining portion of the twenty-four hours. No mother has a right to
+accuse the school of breaking down her daughter's health unless she is
+duly careful that the girl has a proper amount of sleep, exercise in
+the open air, and hygienic clothing, and that her life outside the
+school is not of the sort that we describe in these days as
+"strenuous."
+
+It is this strenuous life which our girls must be taught to avoid. Any
+daily or weekly program which is crowded with activities is a
+dangerous program for developing girlhood. The very atmosphere of many
+modern homes is charged with the spirit of haste, and parents scarcely
+realize that the daughter's time is too full, because their own is too
+full also. They have no time to stop and realize anything. A quiet
+home is an essential help in preserving a girl's health and
+well-being.
+
+[Illustration: Copyright by Underwood & Underwood
+A mountain camp. Good health is conserved by outdoor games and
+exercise]
+
+It need scarcely be said that the children of a family should be
+troubled as little as possible with the worries of their elders.
+Parents are often unaware how much of the family burden their sons and
+daughters are secretly bearing, or how long sometimes they continue to
+struggle under the burden after it has mercifully slipped from
+father's or mother's shoulders.
+
+Good health means buoyancy, a springing to meet the future with a
+tingle of joy in facing the unknown. The adolescent period is
+essentially an unfolding time, in which probably for the first time
+choice seems to present itself in a large way in ordering the girl's
+life. In school she is confronted with a choice of studies or of
+courses. To make these choices she must look farther ahead and ask
+herself many questions as to the future. What is she to be? Nor is she
+loath to face this question. Some of the very happiest of the girl's
+dreams at this time are concerned with that problematical future.
+There was a day when girls dreamed only of husbands, children, and
+homes. Then, as the pendulum swung, they dreamed of careers, a hand in
+the "world's work." Now they dream of either or both, or they halt
+confused by the wide outlook. But of one thing we may be sure--our
+girl is dreaming, and she seldom tells her dreams.
+
+It is during this period in a girl's life that she is most likely to
+chafe at restraint, to picture a wonderful life outside her home
+environment, and to demand the opportunity to make her own choice. As
+she goes on through high school, she longs more and more for
+"freedom," quite unconscious of the fact that what seems freedom in
+her elders is, in reality, often farthest removed from that elusive
+condition. Her imagination is taking wild flights in these days.
+Sometimes we catch fleeting glimpses of its often disordered fancies,
+although oftener we see only the most docile of exteriors standing
+guard over an inner self of which we do not dream.
+
+The wise mother and the wise teacher are they whose adolescent
+memories, longings, misapprehensions, and mistakes are not forgotten,
+but are being sympathetically and understandingly searched for light
+in guiding the girls whose guardians they are. They recognize once
+and for all that normal girls are filled with what seem abnormal
+notions, desires, and ideals. They recall how little they used to know
+of life, and the pitfalls they barely escaped, if they did escape.
+Thus only can they keep close to the girl in spirit and help her as
+they once needed help. They respect her longing for freedom of choice
+and they teach her how to choose. It is of little use to attempt to
+clip the wings of the girl's imagination, however riotous. The wings
+are safely hidden from our profaning touch. Instead we must teach her
+to dream true dreams and to choose real things rather than shams.
+
+[Illustration: A study room. The life of the adolescent girl is by no
+means bounded by the schoolroom walls]
+
+At this time the girl's life often seems to the casual observer to be
+bounded by her schoolroom walls. As a matter of fact, however, school
+work appeals to her much less than it has probably done earlier or
+than it will do in her college days. Dress is becoming an absorbing
+subject. "The boys," however little you may think it, are seldom far
+from her thoughts. Intimate friendship with another adolescent girl
+perhaps affords an outlet, beneficial or otherwise, for the crowding
+life which is too precious to bear the unsympathetic touch of the
+world of her elders. Or perhaps the girl becomes solitary in her
+habits, living in a world of romance found in books or in her own
+dreams, impatient with the world about her, feeling sure she is
+"misunderstood."
+
+What can home, school, and society in general do for the adolescent
+girl, that her awakening may be sweet and sane, that her future
+usefulness may not be impaired or her life embittered by wrong choice
+at the brink of womanhood?
+
+Any wise plan for the training of girls "in their teens" must include
+provision for:
+
+  1. Outdoor play and exercise. In the country this is much more
+     easily accomplished. City problems bearing on this question
+     are among the most acute of all concerning boys and girls.
+
+  2. Systematic attention to the work of the schoolroom. Thus the
+     girl acquires habits of concentration and industry that she
+     will need all her life.
+
+  3. Some manual work in kitchen, garden, sewing room, or workshop.
+     Here the girl's natural tastes and inclination may be
+     discovered and trained.
+
+  4. Food for the imagination. Books, music, pictures, inspiring
+     plays. The Campfire Girls' movement is valuable in its
+     imaginative aspect.
+
+  5. Attention to dress. Laying the foundation for wise lifelong
+     habits.
+
+  6. Healthful social intercourse under the best conditions with
+     boys and with other girls, both at home and at school. Croquet,
+     tennis, skating, offer fine opportunities for such
+     intercourse. "Parties," dancing, present more difficulties, but
+     have their value under right conditions. Not all "fun" should
+     include the boys. Athletic contests between girls do much to
+     develop a neglected side of girl nature.
+
+  7. Companionship with her mother, or some other woman of
+     experience. Nothing can quite take the place of this. The girl
+     is sailing out upon an uncharted sea. She needs the help of
+     someone who has sailed that way before.
+
+[Illustration: A botanical laboratory in Portland, Oregon. Through
+systematic attention to the work of the schoolroom the girl acquires
+habits of concentration and industry]
+
+  8. Preparation for marriage and motherhood. Much that the girl
+     should know can come to her through no other medium than that
+     indicated in the preceding paragraph--confidential intercourse
+     with the woman of mature years. For the sake of the girls who
+     fail to find this woman elsewhere every school for adolescent
+     girls should have on its faculty a woman who will "mother" its
+     girls.
+
+  9. Acquaintance with the lives of some of the great women of
+     history, as well as of some who have lived inspiring lives in
+     the girl's own country and time. A long list of such women
+     might be made.
+
+  10. Some unoccupied time. Our girl must not be permitted to
+     acquire the bad habit of rushing through life.
+
+  11. Study of vocations and avocations for women. Avocations--the
+     work which serves as play--should be wisely studied, and some
+     avocation adopted by every girl.
+
+[Illustration: Photograph by Brown Bros.
+A quiet retreat. Every girl needs some unoccupied time in order that
+she may not acquire the habit of rushing]
+
+Part of this training girls everywhere in this country may get if the
+opportunities open to them are seized. The proportion of purely mental
+work and of handwork will vary according to the locality in which the
+girl finds herself. In general, however, such matters receive more
+consideration than the more complex ones of direct social bearing.
+
+How a girl shall dress, with whom and under what conditions she shall
+find her social life, what she shall know of herself, of woman in
+general, of the opposite sex, what her relations with her mother shall
+be--these things are more often than not left to chance or to the
+girl's untrained inclination.
+
+The dress question rests fundamentally upon the personal question,
+What do clothes mean to the girl? Behind that we usually find what
+clothes mean to her mother, to her teachers, to the women who have a
+part in her social life. Instinct teaches the girl to adorn her
+person. Environment is largely responsible for the sort of adornment
+she will choose. To bring the matter at once to a practical basis,
+what standards shall we set up for our girls to see, to admire, and to
+adopt as their own?
+
+"Well dressed" may be interpreted to mean simply, or serviceably, or
+conspicuously, or becomingly, or fashionably, or cheaply, or
+appropriately, according to the standard of the person who uses the
+term. It would necessarily be impossible to establish a common
+standard for any considerable group of women, since individual
+conditions must govern individual choice. A wise standard for girls
+and their mothers, however, will conform to certain principles, even
+though the application of the principles be widely different.
+
+These principles may be expressed somewhat as follows:
+
+  1. Beauty in dress is expressed in line, color, and adaptation to
+     personal appearance, not in expense.
+
+  2. Fitness depends upon the occasion and upon the relation of cost
+     to the wearer's income.
+
+  3. Simplicity conduces to beauty, fitness, and to ease of upkeep.
+
+  4. Upkeep, including durability and cleansing possibilities, is as
+     important a consideration in selecting clothes as in selecting
+     buildings and automobiles. Freshness outranks elegance.
+
+  5. Individuality should be the keynote of expression in dress.
+
+Conformity to the foregoing principles in establishing a personal
+standard will of necessity prevent slavish imitation and the striving
+to reach some other woman's standard which bears again and again such
+bitter fruit. The erroneous notion fostered by thousands of American
+women, that if you can only look like the women of some social set to
+which you aspire you are like them for all social purposes, is a
+fallacy, in spite of its general acceptance. We might as well expect
+blue eyes, straight noses, or number three shoes to form the basis of
+a social group.
+
+The mother or the teacher who bases her instruction in this matter on
+the assumption that pretty clothes of necessity breed vanity and all
+its attendant evils is merely sowing the seed of her influence upon
+stony ground when once the girl discovers her belief. Nature is
+telling the girl to make herself beautiful. It is not only useless but
+wrong to set ourselves against this instinct. Instead we must show her
+what beauty in clothes means, and how to attain it without paying for
+it more than she can afford, in money, in time, or in sacrifice of her
+spiritual self. The school does its share when it teaches the general
+theory of beauty, with practical illustration in study of line and
+color schemes. The individual teacher and the mother have to impart
+the far more delicate lessons concerning influence and cost--mental,
+moral, and spiritual--in other words, the psychology of clothes.
+
+Our girl must grow up fully cognizant of what her clothes cost. When
+she desires, as she doubtless will desire, silk petticoats, and an
+"up-to-date" hat, and high-heeled shoes, and an absurdly beruffled
+dress, and a wonderful array of ribbons, she must discover what each
+and every one of these things costs and whether it is worth the price.
+The high heels sometimes cost health; the conspicuous dress may cost
+the good opinion or the admiration of those who value modesty above
+style; the silk petticoat may be bought at the cost of mother's or
+father's sacrifice of something needed far more; the trimming on the
+hat may have cost the life of a beautiful mother bird and the slow
+starvation of her nestlings. Nothing the girl wears costs money only.
+
+She must also learn that fine clothes are out of place on a girl whose
+body is not finely cared for; that money is better expended for
+quality than for show; and, most of all, that clothes are secondary
+matters, when all is said.
+
+Wisdom and sympathy and tact are never more needed than in this sort
+of teaching. The principles of good dressing cannot be laid down
+baldly and coldly, like mathematical rules, for the guidance of a girl
+palpitating with youthful and beauty-loving instincts. The mother who
+says, merely, "Certainly not. You don't need them. I never had silk
+stockings when I was a girl," is failing to meet her obligations quite
+as much as the mother who allows her daughter to appear at school in a
+costume suited only to some formal evening function. There are mothers
+of each of these sorts.
+
+The wise mother whose daughter has developed a sudden scorn for the
+stockings she has worn contentedly enough hitherto does not dismiss
+the subject in the "certainly not" way, however kindly spoken. She
+treats her daughter's request seriously, asks a few questions, in the
+answers to which "the other girls" will probably figure largely, and
+talks it over.
+
+"Of course, there is the first cost to consider. The price of three or
+four pairs of silk stockings would give you a dozen pairs of fine
+cotton. Yes, I know there are cheaper silk ones to be had, but their
+quality is poor. We should scarcely want you to wear coarse, poorly
+made ones. And of course you know silk ones do not last so long. They
+are pretty, and pleasant to wear, and cool, I know. How would it do to
+have silk ones to wear with your new party dress, and keep on with the
+cotton ones for school? We don't want to be overdressed in business
+hours, you know. Then, it seems to me, it is a little hard on the
+really poor girls at school if the rest of you are inclined to
+overdress. They are so likely to get into the habit of spending their
+money for cheap imitations of what you other girls wear--or if they
+are too sensible for that they are probably unhappy because they have
+to look different. Wouldn't it be kinder not to wear expensive things
+to school at all?"
+
+The object is not so much to keep the girl from having unsuitable
+garments as to teach her to see all sides of the clothes question, to
+realize her responsibilities, and to learn to choose wisely for
+herself.
+
+It is highly desirable that mothers keep up their own standards of
+dress as they approach middle life and their daughters enter the
+adolescent period. Some women even make the mistake of dressing
+shabbily that they may gown their daughters resplendently. They are
+educating their daughters to a false standard and to a selfish life.
+
+Teachers also probably seldom realize how wide an influence they may
+exercise upon their adolescent girl pupils in the matter of dress.
+Many a girl forms her standard and her ideal from what her teacher
+wears. Teachers must accept their responsibility and make good use of
+the opportunities it gives them.
+
+It is approximately at the time of her awakening to the beautifying
+instinct that the girl begins to take a special interest in social
+matters. Here again she needs wise guidance, and usually more
+_guidance_ and less _direction_ than most girls get. The American
+mother is prone in social questions to trust her daughter too much, or
+not enough, and to train her very little.
+
+[Illustration: Copyright by Underwood & Underwood
+Skating offers fine opportunity for healthful social intercourse]
+
+In many cases adolescent society centers about the school. There are
+the everyday walks and talks of the boys and girls, the games and
+meets and contests, with their attendant social features, the literary
+societies and debating clubs, the school parties and dances. The
+school thus comes to assume a considerable part in the boy's and
+girl's social training, much more than was the case twenty or even ten
+years ago; and the whole trend of educational movement in this matter
+is toward doing more even than it now does.
+
+In some cases schools have merely drifted into this social work,
+without definite aims and without conspicuously good results, just as
+some parents have drifted into acceptance of the situation, with
+little oversight and a comfortable shifting of responsibility.
+
+[Illustration: Games form an important part of the adolescent girl's
+life]
+
+When this sort of school and this sort of parent happen to be the
+joint guardians of a girl's social training, it usually happens that
+the girl discovers some things by a painful if not heartbreaking
+trial-and-error method, and other things she quite fails to discover
+at all. Most of all, she needs her mother at this time--a wise,
+interested, companionable mother, who knows much about what goes on at
+school parties and at school generally, but who never forces
+confidences and, indeed, who never needs to; an elder sister sort of
+mother, who helps. And she needs also teachers who supervise and
+chaperon social affairs with a full realization that social training
+is in progress and that lives are being made or marred.
+
+There are schools and there are mothers who look upon every phase of
+school life as contributing to the educative process, and these find
+in the social affairs of the school their opportunities to teach some
+vital lessons. Some schools are lengthening the free time between
+periods, merely for the purpose of adding to the informal social
+intercourse between pupils.
+
+Wise teachers as well as wise mothers will see that the social phase
+of school life, especially in the evening, is not overdone. Not only
+health but future usefulness and happiness suffer if the girl "goes
+out" so much that going out becomes the rule and staying at home the
+exception. It is not usually, however, the social affairs of the
+school alone which cause the girl to develop the habit of too many
+evenings away from home. It is the school party plus the church
+social, plus the moving pictures, plus the girls' club, plus the
+theater, plus choir practice, plus the informal evening at her chum's,
+plus a dozen other dissipations, that in the course of a few years
+change a quiet, home-loving little schoolgirl into a gadding,
+overwrought, uneasy woman.
+
+Unless one has tried it, it is perhaps hard to realize how difficult
+it is for an individual mother to regulate social custom in her
+community even for her own daughter without causing the girl
+unhappiness and possibly destroying her delight in her home. No girl
+enjoys leaving the party at ten when "the other girls" stay until
+twelve. Nor does she enjoy declining invitations when the other girls
+all go. But what the individual mother finds difficult, community
+sentiment can easily accomplish. The woman's club or the mothers' club
+or the parent-teacher association, or better yet all three, may
+profitably discuss the question, and may set about the creation of the
+sentiment required.
+
+Quite as important as "How often shall she go?" is the question "With
+whom is she going?" There are two ways of approaching the problem here
+involved. One requires more knowledge for the girl herself, that she
+may better judge what constitutes a worthy companion. The other is
+reached by the better training of boys, that more of them may develop
+into the sort of young men with whom we may trust our daughters.
+
+Parents who take the time and trouble to acquaint themselves with the
+boys in their daughter's social circle will find themselves better
+able to aid the girl in her choice of friends. The very best place for
+this getting acquainted is the girl's own home, to which, therefore,
+young people should often be informally invited. Nor should parents
+neglect occasional opportunities to observe their daughter's friends
+in other environment--at the church social or supper, at
+entertainments, at school, or on the street. Fortunately the revolt
+against a dual standard of purity for men and women holds promise of a
+larger proportion of clean, controlled, trustworthy boys.
+
+It will never be quite safe, however, to trust either our boys or our
+girls to resist instincts implanted by nature and restrained only by
+the artificial barriers of society, unless we keep their imaginations
+busy, and unless we implant ideals of conduct high enough to make them
+desire self-control for ends which seem beautiful and good to
+themselves. The adolescent period is especially favorable for the
+formation of ideals, and a high conception of love and marriage will
+probably prove the truest safeguard our boys and girls can have.
+
+The reading of the period is of special importance. At no other time
+of life will altruism, self-sacrifice, high ideals of honor and of
+love, make so strong an appeal as now. Adolescent reading must make
+the most of this fact. Some of the great love stories of literature
+and biography should be read, especially one or two which involve the
+putting aside of desire at the call of a higher motive. At least one
+story involving the world-old theme of the betrayed woman--_The
+Scarlet Letter_, perhaps, or _Adam Bede_--should be "required reading"
+for every adolescent girl, and should after reading be the subject of
+thoughtful and loving discussion by the girl and her mother in one of
+the confidential chats which should be frequent between them.
+
+Girls must learn from their mothers and teachers to distrust the boy
+who shows any inclination to take liberties, and they must also learn
+that girls, consciously or more often otherwise, daily put temptation
+in the way of boys who desire to do right, and invite liberties from
+the other sort. Restraint, in dress, in carriage, in manners, and in
+conversation, _must be made to seem right and desirable to the girl_,
+for her own sake and no less for the good of the other sex. This of
+course means that teachers must set fine examples before the girl in
+their own dress and deportment.
+
+To counteract the dangerous tendencies which have become intensified
+by the wholesale breaking of social customs during the war, it is
+necessary that parents and teachers give very careful attention to the
+dress of girls and to the demeanor of boys and girls of the adolescent
+period. Many teachers are improperly dressed and setting the wrong
+example. Many parents are dressing carelessly and sending their girls
+to high school improperly dressed. The boys are tempted--yes, are
+forced--to observe the bodies of their girl classmates, in
+study-rooms, halls, laboratories, and on playgrounds. These girls who
+are immodestly dressed are not only exposing themselves to danger and
+inviting familiarities, but are tempting the boys to go wrong. Many
+of the tragedies in our schools can be traced to this source.
+
+To handle this very serious and very difficult problem it is necessary
+that all mothers of high-school boys and girls organize and cooperate
+with principals and teachers. The task is gigantic, for the customs
+and suggestions which are responsible for present-day conditions are
+many and permeate our magazines, books, moving pictures, dances, and
+nearly all social gatherings.
+
+Many superintendents, teachers, and parents have been very seriously
+studying these social and moral problems and making plans to start
+reforms at once in the public schools. The most practical method thus
+far presented appears to be the requirement of uniform dress for all
+girls in the upper grades and in high school. This custom is already
+established in some of our best private schools. Uniform dress has a
+very democratic training which commends it. It is less expensive than
+the present varied styles. It is practical, for it avoids
+discrimination which would lead to many private difficulties.
+
+The girl has now reached the time when her bits of knowledge of sex
+matters, gained gradually since the first stirrings of curiosity in
+her little girlhood, should be gathered, summarized, and given
+practical application to the mature life she will soon enter upon.
+
+Thoughtful investigation does not lead to the conclusion that girls
+need especially a detailed physiological presentation of the subject
+so much as a study of the psychological aspects of the sex life.
+Personal purity is primarily a matter of mind.
+
+Girls who all their lives have been familiar with the mystery of
+birth, who at puberty have been instructed in the delicacy of the
+sexual organs and processes and in the care they must exercise to
+bring them to normal development, are now ready to be taught the
+vital necessity of subordinating the animal to the spiritual in the
+sex life.
+
+It may seem unwise and unnecessary to put before young girls so dark
+and distressing a subject as the social evil. Yet I know of no way to
+combat this evil without teaching all girls what must be avoided. When
+girls realize that the social evil
+
+  1. Rests upon a foundation of purely unrestrained animal
+     instinct;
+
+  2. That a single sexual misstep has ruined thousands upon
+     thousands of girls' lives;
+
+  3. That ignorance or the one misstep has led thousands to a
+     permanent life of shame;
+
+  4. That such a life means, sooner or later, sorrow, impaired or
+     destroyed health, disgrace, and early death to its woman
+     victims;
+
+  5. That the social evil destroys the efficiency and the moral
+     worth of men;
+
+  6. That it sets free deadly disease germs to permeate society,
+     causing untold misery among the innocent,
+
+then, and not until then, can they be taught
+
+  1. To recognize and fear animal instinct unrestrained by higher
+     motive;
+
+  2. To guard their own instincts;
+
+  3. To hold men to a high standard of social purity and to help
+     them attain it.
+
+Nor does this teaching necessitate morbid consideration of the
+subject. It will, in fact, in many cases clear away the morbid
+curiosity and surreptitious seeking after information in which
+untaught girls indulge. Skillfully and delicately taught this
+knowledge as an important and serious part of woman's work, girls will
+be sweeter and more womanly for the knowledge of their responsibility
+to society and to their unborn offspring.
+
+Schools that attempt such a course for girls are finding their chief
+difficulty in discovering people properly endowed by nature and
+properly trained to teach it. To give such work into any but the
+wisest hands invites disaster. To make it a study of the physical
+basis of sexual life is disaster in itself. Service, through making
+one's self a pure member of society, and through helping others to
+keep the same standard--this must be the keynote of the teaching, an
+education toward social efficiency and social uplift.
+
+
+
+
+CHAPTER X
+
+THE GIRL'S WORK
+
+
+The adolescent girl, already the product of a general training which
+has aimed at all-round development of body, mind, and spirit, is now
+ready for the specializing which shall place her in tune with the
+world of industry and help her to make for herself a permanent and
+useful place in society. Henceforward the girl's training must face
+her double possibilities. She must not be allowed to have an eye
+single to making an industrial place for herself; nor can those who
+educate her fail to see the double work she must do.
+
+Any consideration of the subject of girls' work outside the home or
+work in the home for financial return must begin with a general survey
+of the field of industry, discovering what women have done and are
+doing, together with the effects of gainful occupation upon the
+character and efficiency of women.
+
+The United States Census reports for 1910 give the following figures:
+
+                   Number of Females Ten Years and Over
+  Year                Engaged in Gainful Occupations
+  1880                           2,647,157
+  1890                           4,005,532
+  1900                           5,319,397
+  1910                           8,075,772
+
+It is thus seen that gainful occupations for women have increased
+greatly in the thirty years covered by the report. At present 21.2 per
+cent of all females, or 23.4 of all over ten years of age, are engaged
+in work for wages. Further tabulation brings out the fact that,
+whereas the age period from twenty-one to forty-four shows the largest
+percentage of men employed in gainful work, women show the largest
+proportion of their numbers so employed during the age period from
+sixteen to twenty. Evidently the girls are at work. The figures
+follow:
+
+  MALES TEN YEARS AND OVER        FEMALES TEN YEARS AND OVER
+  Age Period      Per Cent        Age Period        Per Cent
+    10-13            16.6           10-13               8.0
+    14-15            41.4           14-15              19.8
+    16-20            79.2           16-20              39.9
+    21-44            96.7           21-44              26.3
+    45 and over      85.9           45 and over        15.7
+
+Compare with these figures the following table:
+
+AGES AT WHICH WOMEN MARRY[7]
+
+  11.2 per cent, or 1/9,  of all women marry before 20
+  47.3  "   "    "  1/2   "   "    "     "     "    25
+  72.4  "   "    "  3/4   "   "    "     "     "    30
+  83.3  "   "    "  5/6   "   "    "     "     "    35
+  88.8  "   "    "  8/9   "   "    "     "     "    45
+  92.1  "   "    "  11/12 "   "    "     "     "    55
+  93.3  "   "    "  14/15 "   "    "     "     "    65
+  93.8  "   "    "  15/16 "   "    "     "     "   100
+
+It will be observed that since the percentage of women at work
+decreases after twenty, the number of women who marry and presumably
+become homemakers is very largely increased.
+
+These figures would seem to indicate that girls go to work early, that
+as yet industry does not largely prevent marriage, and that marriage
+does in many or most cases stop women's industrial careers.
+
+Inquiry as to what women are doing in the industrial world elicits
+important facts. It would seem that Olive Schreiner's "For the present
+we take all labor for our province" is very nearly a bare statement
+of attested fact. The Census report includes 509 closely classified
+occupations. Women are found in all but 43. Even allowing for the
+inaccuracy of such figures, and passing over the occupations which
+take in only an occasional woman, it is seen that "woman's sphere" can
+no longer be arbitrarily defined. The following facts and figures for
+women give us food for thought:
+
+  Farm laborers (working out)        337,522
+  Iron and steel industries           29,182
+  Chemical industries                 15,577
+  Clay, glass, and stone industries   11,849
+  Electrical supply factories         11,041
+  Lumber and furniture industries     17,214
+  Steam railroad laborers              3,248
+
+[Illustration: Photograph by C. Park Pressey
+The 1910 Census showed over three hundred and thirty thousand women
+employed as farm laborers. This number did not include wives or
+daughters of farm-owners]
+
+The foregoing facts concern occupations which were once associated
+entirely with men. If we enter the ranks of more womanly work we shall
+find:
+
+  Dressmakers                                     447,760
+  Milliners                                       122,070
+  Sewers and sewing-machine operators             231,106
+  Telephone operators                              88,262
+  Nurses                                          187,420
+  Clerks and saleswomen in stores                 362,081
+  Stenographers and typists                       263,315
+  Bookkeepers, cashiers, and accountants          187,155
+  Cooks                                           333,436
+  Laundresses (not in laundries)                  520,004
+  Teachers                                        478,027
+
+These are of course merely a few among the four hundred and fifty
+kinds of work in which women are found. Any survey of women's work
+comes close to a general survey of industry. We shall find that in
+some occupations the proportion of men is much larger than that of
+women. In others women have made rapid strides. The accompanying
+diagram shows that in professional service, in domestic and personal
+service, and in clerical occupations women are found in largest
+numbers. In domestic and personal service the women outnumber the men
+more than two to one. In professional service there are four women to
+five men, a large proportion of the women being teachers. In the
+clerical occupations we have one woman to each two men, in
+manufacturing one woman to six men, in agriculture one woman to seven
+men, and in trade one to eight. The occupations for women have been
+changed somewhat by the new industrial conditions forced upon us by
+the war, but it is very probable that in a few years the industrial
+world will return to its normal status before the war for both men and
+women.
+
+[Illustration: Proportions of men and women in the United States
+engaged in special occupations]
+
+[Illustration: Copyright by Underwood & Underwood
+Farmerettes. During the World War women at home and abroad rendered
+especially valuable services in agricultural work]
+
+If it is true that women are claiming and will continue to claim "all
+labor" for their province, the claim must rest upon one of two
+assumptions: Either women are physically, mentally, and morally
+identical in their capabilities with men, or differences in physical,
+mental, and moral make-up must be considered as not affecting work.
+Most of us are not yet ready to agree to either of these premises. We
+must therefore believe that some occupations are more suitable for one
+sex than for the other. The fact is, however, that only a small group
+of radical thinkers have made the opposite claim. Women are found, it
+is true, in a large number of the occupations in which men are found.
+But they are there for some other reason than that they claim all
+labor as their sphere. Some are driven by the stern necessity of doing
+whatever work is at hand; some by ignorance of their unfitness, or of
+the unfitness of the work for them; some by the spirit of the age
+which says, "Come, be free. Try these things that men do. See if they
+suit you. Find your sphere."
+
+Probably, however, this last reason for entering unsuitable
+occupations is the one least often underlying the choice. Girls select
+vocations in the main as boys do. Until very lately chance has been
+the ruling element far oftener than anything else.
+
+Studies in industry are now for the first time giving us adequate
+information as to requirements for efficiency, working conditions,
+wages, living possibilities, and the effects, moral and physical, of
+various occupations upon both men and women. The problems arising out
+of the crossing and recrossing of these various elements are as yet
+but vaguely understood. The great gain lies in the fact that their
+solution is being sought.
+
+The community is of necessity interested in workingwomen as it is in
+workingmen. Without these workers the community does not exist. When
+they are ill-paid, overworked, underfed, discontented, or inefficient,
+the community necessarily suffers. When they work under proper
+conditions, the community shares their prosperity. It is thus coming
+to be seen that the condition of workers is the concern of all the
+members of the community.
+
+[Illustration: Photograph by Brown Bros.
+Factory workers. Sewers and sewing-machine operators to the number of
+over 230,000, according to the 1919 Census, are employed in the United
+States]
+
+In the case of the woman worker, however, and especially of the young
+woman worker, the community has a further interest because of the
+service that women render as the mothers of the next and indeed of all
+future generations. If, then, it is shown that women are physically
+unfit for certain occupations that men may follow with safety, it
+becomes the business of the community to protect women, even against
+themselves if necessary, and to deter them from entering such lines of
+work.
+
+The community must make use of various agencies in bringing about the
+proper relations between women and their work. It may use legislation,
+thereby securing, for example, factory inspectors to improve the
+sanitary and moral conditions in the places where women and girls are
+employed. It may use the school, the library, and various civic
+improvement forces to inform both girls and their parents as to
+conditions under which girls should work. It may employ vocational
+guides to make proper connections between women and their work.
+
+For all these agencies to do satisfactory work, the first requisite is
+knowledge of conditions. This means skillful work upon a vast and
+rapidly increasing body of facts, and wide dissemination of the
+results of such work.
+
+[Illustration: Copyright by Underwood & Underwood
+Unemployed utilizing their spare time to make themselves more
+efficient. The community may make use of the schools for such
+purposes]
+
+We may not stop here to consider what legislatures have done and are
+doing to improve conditions, other than to mention that the number of
+hours that women may work is restricted in some states, as is night
+work, and that a minimum wage is required in some.
+
+Our question, however, is not so much what is forbidden women in the
+way of work, as what women and girls will choose to do of the work
+which is not forbidden. Facts as to what women are doing concern us
+mainly as material from which to deduce information of value to the
+girls who have not yet chosen.
+
+A serious obstacle to wise choice on the part of young girls who are
+pushing into industrial occupations is the uncertainty of their
+continuing as workers outside the home. The average length of the
+girl's industrial life is computed to be only about five years. She
+enters upon work at an age when it is often impossible to tell whether
+she will marry or remain single. She is usually unable to know whether
+or not she will desire to marry. The great majority of girls have
+therefore no stable conditions upon which to build a choice. The work
+girls choose and their instability in the work they enter upon are
+direct results of these unstable conditions. Many girls feel the need
+of little or no training, and apply for any work obtainable, merely
+because they anticipate that their industrial career will soon be
+over.
+
+A government report on the condition of woman and girl wage-earners in
+the United States gives the following facts concerning 1,391 women
+working in stores:
+
+     Average length of service     5.17 years
+     Average wage:
+       First year               $4.69 per week
+       Second year               5.28  "   "
+       Tenth year                9.81  "   "
+
+     Among 3,421 factory women investigated:
+
+     Average length of service      4.46 years
+     Average wage:
+       First year                $4.62 per week
+       Second year                5.34  "   "
+       Tenth year                 8.48  "   "
+
+These stores and factories were presumably filled by girls who seized
+the most available source of a weekly wage regardless of all but the
+pay envelope. Few of them remained more than five years, and those who
+did remain did not receive adequate increase in their pay by the tenth
+year for workers of ten years' experience.
+
+[Illustration: Photograph by Brown Bros.
+A cotton-mill worker. Unfortunately in the factories girls are too
+often influenced by the pay envelope rather than by any special
+fitness for the work they are to do]
+
+The whole industrial situation as it concerns women would indicate
+that women even more than men show lack of discrimination in seeking
+to place themselves, and that the sources of information for them have
+been few if not entirely lacking. Happily these conditions are
+changing. We have now to teach girls to avail themselves of the
+information and the guidance at hand and to learn to discriminate in
+their choice of work.
+
+Girls must realize that unskillful, mechanical work, done always with
+a mental reservation that it is merely a temporary expedient, keeps
+women's wages low, destroys confidence in female capacity, and has
+definite bearing not only on the individual woman's earning capacity,
+but on her character as well. Girls must learn to choose in such a way
+that their work may be an opening into a life career or may be an
+enlightening prelude to marriage and the making of a home.
+
+Some of the women who uphold the doctrine of equality between the
+sexes make the mistake of thinking and of teaching that there can be
+no equality without identical work. They take the attitude that unless
+women do all the sorts of work that men do, they are unjustly deprived
+of their rights. Our contention is rather that women have higher
+rights than that of identical work with men. They, above all other
+workers, should have the right of intelligent choice of work which
+they can do to the advantage of themselves, their offspring, and the
+community. Such a choice will ignore the question of sex as a
+drawback, accepting it, on the other hand, merely as a condition
+which, like other conditions, complicates but does not necessarily
+hamper choice. No girl need feel hampered by her sex because she
+chooses not to do work which fails either to utilize her peculiar
+gifts or to lead in what seems to her a profitable direction. No girl
+should feel that her industrial experience, however short, has nothing
+to contribute to the home life of which she dreams. No girl need waste
+the knowledge and skill gained in industrial life when she abandons
+gainful occupation for the home. Homemaking education, with industrial
+experience, ought to make the ideal preparation for life work.
+
+This, however, can be true only when the girl's industrial experience
+is of the right sort. Girls must therefore be led to choose the
+developing occupation. It is a part of the world's economy to lead
+them to this choice.
+
+
+FOOTNOTES:
+
+[Footnote 7: From Puffer, _Vocational Guidance_, based on Census
+figures.]
+
+
+
+
+CHAPTER XI
+
+THE GIRL'S WORK (Continued)--CLASSIFICATION OF OCCUPATIONS
+
+
+It is well at the outset to recognize that vocation choosing is at
+best a complicated matter which, to be successfully carried out,
+demands not only much information, but information from different
+viewpoints. It is not enough to insure a living, even a good living,
+in the work a girl chooses. We must take into consideration the girl's
+effect upon society as a teacher, nurse, saleswoman, or office worker;
+and no less, in view of her evident destiny as mother of the race,
+must we consider society's effect upon her, as it finds her in the
+place she has chosen. In other words, will she serve society to the
+best of her ability, and will her service fit her to be a better
+homemaker than she would have been had no vocation outside the home
+intervened between her school training and her final settling in a
+home of her own making?
+
+This double question must find answer in consideration of vocations
+from each of several viewpoints. We may classify occupations open to
+girls (1) from the standpoint of the girl's fitness, physical and
+psychological; (2) from the standpoint of industrial conditions, the
+sanitary, mental, and moral atmosphere, and the rewards obtainable;
+(3) as factors increasing, decreasing, or not affecting the girl's
+possible home efficiency or the likelihood of taking up home life; (4)
+from the standpoint of the girl's education; (5) from the standpoint
+of service to society.
+
+Our first classification concerns the girl's fitness for this or that
+work. The everyday work of the world in which our girls are to find a
+part may be separated into three fairly well-marked classes: making
+things, distributing things, and service. The first question we must
+ask concerning a girl desirous of finding work is, then: Toward which
+of these classes does her natural ability and therefore probably her
+inclination tend? Natural handworkers make poor saleswomen; natural
+traders or saleswomen are likely to be uninterested and ineffective
+handworkers. The girl whose interests are all centered in people must
+not be condemned to spend her life in the production of things; nor,
+as is far more common, must the girl who can make things, and enjoys
+making them, spend her life in merely handling the things other people
+have made, as she strives to make connection between these things and
+the people who want them. Then there is the girl who is efficient and
+who finds her pleasure in "doing things for people." Service--and we
+must remember that service is a wide term, and that no stigma should
+attach to the class of workers which includes the teacher, the
+physician, and the minister--is clearly the direction in which such a
+girl's vocational ambition should be turned.
+
+It would be idle to assert that all women are suited to marriage,
+motherhood, and domestic life, although there is little doubt that
+early training may develop in some a suitability which would otherwise
+remain unsuspected. When, however, early training fails to bring out
+any inclination toward these things, we may well consider seriously
+before we exert the weight of our influence toward them.
+Home-mindedness shows itself in many ways, and it should have been a
+matter of observation years before the girl faces the choice of a
+vocation. It is usually of little avail to attempt to turn the
+attention of the girl who is definitely not thus minded toward the
+domestic life. On the other hand, the girl who is naturally so minded
+will respond readily to suggestions leading toward the occupations
+which require and appeal to her domestic nature. The great majority of
+girls, however, are not definitely conscious of either home-mindedness
+or the opposite. They are in fact not yet definitely cognizant of any
+natural bent. It is these girls who are especially open to the
+influence of environment, of what may prove temporary inclination, or
+of false notions of the advantage of certain occupations in choosing a
+life work. These are the girls, too, who are likely to drift into
+marriage as they are likely to drift into any other occupation, and
+whose previous vocation may have added to or perfected their
+homemaking training or, on the other hand, may have developed in them
+habits and traits which will effectually kill their usefulness in the
+home life. These, then, are the girls who are most of all in need of
+wise assistance in choosing that which may prove to be a temporary
+vocation or may become a life work. The temporary idea must be
+combated vigorously in the girl's mind. Many an unwise choice would
+have been avoided had the girl really faced the possibility of making
+the work she undertook a life work. The temporary idea makes
+inefficient workers and discontented women.
+
+There is in most cases, especially among the fairly well-to-do, no
+dearth of assistance offered to the young girl in making her choice.
+Much of the advice, unfortunately, is not based on real knowledge
+either of vocations or of the girl. Knowledge is absolutely necessary
+to successful judgment in this delicate matter.
+
+From a large number of letters written by high-school girls let me
+quote the following typical answers to the question: Why have you
+chosen the vocation for which you are preparing?
+
+     "Ever since I could walk my uncle has been making plans for
+     me in music."
+
+     "My first ambition was to be a stenographer, but my father
+     objected. My father's choice was for me to be a teacher, and
+     before long it was mine too."
+
+     "My ambition until my Junior year in High School was to be a
+     teacher. From that time until now my ambition is to be a
+     good stenographer. My reason for changing is due partly to
+     my friends and parents. My parents do not want me to be a
+     teacher, as they consider it too hard a life."
+
+     "I have been greatly influenced by my teacher, who thinks I
+     have a chance [as a dramatic art teacher]. I am willing to
+     take her word for it.".
+
+     "Mother says it is a very ladylike occupation"
+     [stenography].
+
+     "My music instructor wishes for me to become a concert
+     player, or at least a good music teacher, and I now think I
+     wish the same."
+
+These answers all show the customary ease of throwing out advice, and
+also the undue significance attached by girls to these probably
+inexpert opinions.
+
+Parents often fail in their attempts to launch their children
+successfully. Sometimes they attempt unwisely to thrust a child into
+an occupation merely because "it is ladylike," or the "vacation is
+long," or "the pay is good," regardless of the child's aptitude or
+limitations. Quite often they await inspiration in the form of some
+revelation of the child's desires, regardless of the demand of society
+for such service as the child may elect to supply or the effect of the
+vocation upon the child's health or character. Undue sacrifice on the
+part of parents has without question swelled the ranks of mediocre
+physicians and lawyers and clergymen. It has doubtless produced
+thousands of teachers who cannot teach, nurses who are quite unsuited
+to the sick-room, and office workers who have not the rudiments of
+business ability.
+
+It would seem that truly successful guidance in a girl's search for a
+vocation can come, like much of her training, only from wise
+coöperation of school and home. Teacher and parent see the girl from
+different angles. Their combined judgment will consequently have
+double value.
+
+As the time of vocational choice approaches, school records should
+cover larger ground than before, and should be made with great care,
+with constant appeal to parents for confirmation and additional facts.
+
+The record should cover:
+
+1. _Physical characteristics_: Height; weight; lung capacity; sight;
+hearing; condition of nasal passages; condition of teeth; bodily
+strength and endurance; nerve strength or weakness.
+
+2. _Health history_: Time lost from school by illness; school work as
+affected by physical condition when the girl is in school; probable
+ability or inability to bear the confinement of an indoor occupation;
+any early illness, accident, or surgical operation which may affect
+health and therefore vocational possibilities.
+
+3. _Mental characteristics_: The quality of school work; studious or
+active in temperament; best suited for head work, handwork, or a
+combination; ability to work independently of teacher or other guide;
+studies most enjoyed; studies in which best work is done; evidences,
+if any, of special talent, and whether or not sufficient to form basis
+of life work.
+
+4. _Moral characteristics_: Honesty; moral courage; stability; tact;
+combativeness; leader or follower.
+
+5. _Heredity_: Physical statistics in regard to parents, brothers,
+sisters, grandparents, uncles, aunts; occupations followed by these,
+with success or otherwise; family traditions as to work; special
+abilities in family noted.
+
+6. _Vocational ambitions_.
+
+7. _Family resources for special training_.
+
+Without some such record as this--and it need scarcely be said that
+the one given here is capable of wide adaptation to special
+needs--teachers, parents, or other friends of the girl are poorly
+equipped for giving advice as to the girl's future. And yet it is
+common enough for such advice to be thrown out in the most casual
+manner, with scarcely a thought of the ambitions awakened or of the
+future to which they may lead.
+
+"You certainly ought to go on the stage," chorus the admiring friends
+of the girl who excels in the work of the elocution class. And
+sometimes with no other counsel than this, from people who really know
+nothing about the matter, the girl struggles to enter the theatrical
+world, only to find that her talent, sufficient to excite admiring
+comment among her friends, has proved inadequate to make her a
+worth-while actress.
+
+"Why don't you study art?" say the friends of another girl; or, "You
+like to take care of sick people. Why don't you train for nursing?"
+or, "You're so fond of books. I should think you would be a
+librarian"--quite regardless of the fact that the girl advised to
+study art has neither the perseverance nor the health to study
+successfully; that the one advised to be a nurse lacks patience and
+repose to a considerable degree; or that the one advised to be a
+librarian is already suffering from strained eyes and should choose
+her vocation from the great outdoors.
+
+Knowledge of the girl must, however, be supplemented by a wide
+knowledge of vocations to be of real value to the teacher or parent
+who is preparing to give vocational counsel. Final choice may be
+reached only after the girl and the vocation are brought into
+comparative scrutiny, and their mutual fitness determined. In rare
+cases the choice may be made by the swift process of observing a great
+talent which, in the absence of serious objections, must govern the
+life work. Oftener the process is one of elimination, or of building
+up from a general foundation of the girl's abilities and limitations,
+and her possibilities for training sufficient to make her an efficient
+worker in the line chosen.
+
+A knowledge of vocations presupposes, first of all, a grasp of the
+essentials of the work, and hence the characteristics required in the
+worker to perform it. What sort of girl is needed to make an efficient
+teacher, nurse, saleswoman, or office worker? How may we recognize
+this potential teacher without resorting to a clumsy, time-wasting,
+trial-and-error method? These are matters with which schools and
+vocational guides all over the country are occupying themselves.
+Perhaps we cannot do better than to examine somewhat these
+requirements for some occupations toward which girls most often
+incline.
+
+
+THE PRODUCING GROUP
+
+The girl who is by nature a maker of things may be a factory worker, a
+needlewoman, a baker, a poultry farmer, a milliner, a photographer, or
+an artist with brush or with voice, or in dramatic work. She is still
+one who makes things. We see at once how wide a range of industry may
+open to her.
+
+How shall we know this type of girl? First of all, by her interest in
+things rather than in people. With the exception of, the singer and
+the dramatic artist, whose production is of an intangible sort, the
+girl who makes things is a handworker by choice. The extent to which
+her handwork is touched by the imaginative instinct of course measures
+the distance that she may make her way up the ladder of productive
+work. The girl's school record will usually show her best work with
+concrete materials. She draws or sews well, has excellent results in
+the cooking class, works well in the laboratory. At home she finds
+enjoyment in "making things" of one sort or another. She displays
+ingenuity, perhaps, in meeting constructive problems. If so, that must
+be considered in finding her place.
+
+Handwork for women includes a wide range of occupations. Let us now
+examine some of these kinds of work.
+
+[Illustration: _In the packing room of a wholesale house. The
+untrained girl finds it easy to obtain factory work_]
+
+_Factory work._ This term covers many departments of manufacturing
+industries. In the main, however, they may be classed together, since
+in practically all of them the worker contributes only one small
+portion of the work incidental to the making of candy, or artificial
+flowers, or coats, or pickles, or shoes, or corsets, or underwear, or
+anyone of a hundred different products, some one or several of which
+may be found in nearly every American town.
+
+The great advantage of factory work, as the untrained girl sees it, is
+that it is usually easy to obtain and that it promises some return
+even from the start. Hence a large proportion of untrained girls who
+leave school as soon as the law allows enter the factories near their
+homes.
+
+The great disadvantages of factory work, laying aside for a moment
+many minor disadvantages, are that it not only requires no skill in
+the beginner, but that it produces little if any skill even with years
+of work and offers practically no advancement for a large proportion
+of the workers. It should therefore, be reserved for girls of less
+keen intelligence, and other girls should if possible be guided toward
+other occupations.
+
+Teachers must make themselves thoroughly familiar with working
+conditions in local factories, since there will always be girls who,
+because of their own limitations or the limitations of their
+environment, will find themselves obliged to take up factory work.
+Under the teacher's guidance girls should make definite studies and
+prepare detailed reports of local conditions with respect to working
+hours, character of work, wages, possible advancement, dangers to
+health, moral conditions, advantages over other occupations open to
+girls with no more training, and disadvantages. Girls should at least
+go into factory work with their eyes open, that they may pass their
+days in the best surroundings available.
+
+_Dressmaking_. The possibilities for the girl entering upon work
+connected with dressmaking with the ultimate object of becoming a
+dressmaker herself are far wider than in the case of the machine
+worker in shop or factory. The immediate return for the untrained
+girl is far less, but the farsighted girl must learn to look beyond
+the immediate present. Not all girls, however, will make good
+dressmakers. Not all, even of the producing type of girl, will do so.
+Certain definite qualities are required. The girl who would succeed as
+a dressmaker must possess ingenuity, imagination, and the visualizing
+type of mind. She must see the end from the beginning, and must be
+able to find the way to produce that which she visualizes. She must be
+a keen observer. She must have confidence in her own power to create.
+She must possess manual dexterity, artistic ideas, and, if she aims at
+a business of her own, a pleasing personality and keen business sense.
+
+[Illustration: Photograph by Brown Bros.
+A millinery class. Millinery requires of the girl a certain degree of
+creative ability]
+
+_Millinery_. Millinery requires in its workers the same general type
+of mind required for dressmaking, and in addition a certain millinery
+faculty or creative ability. The girl who can make and trim hats
+usually discovers her own talent fairly early in life.
+
+_Arts and crafts._ This somewhat elastic term we use to include a wide
+range of occupations which have to do with articles of use or ornament
+which are handmade and which require skill in designing or in carrying
+out designs. Embroidery, lace making, rug and tapestry weaving,
+basketry, china painting, wood and leather work, handwork in metals,
+bookbinding, and the designing and painting of cards for various
+occasions are familiar examples of this kind of work. Photography, map
+making, designing of wall paper and fabrics, costume designing and
+illustrating, making of signs, placards, diagrams, working drawings,
+advertising illustrations, book and magazine illustrating, landscape
+gardening and architecture, interior decorating, are other lines
+offering work to men and women alike.
+
+The range of work here is no greater than the range of qualities which
+may be happily and usefully employed in arts and crafts. All branches
+of the work, however, are alike in demanding a certain degree of
+artistic sense and deftness of manual touch. An accurate, observant
+eye is an absolute essential, and, for all but the lowest and most
+mechanical lines of work, imagination, originality, and an inventive
+habit of mind make the foundation of success. In some lines a fine
+sense of color values must underlie good work, in others the ability
+to draw easily. All work of this sort requires the ability to do
+careful, painstaking, and persevering work. Given this ability and the
+artistic sense before mentioned, the girl's work may be determined by
+some special talent, by the special training possible for her, or by
+the openings possible in her chosen line of work within comparatively
+easy access.
+
+[Illustration: Photograph by C. Park Pressey
+A youthful farmer. The Census figures for the year 1910 report
+one-fifth of all women employed in gainful occupations as engaged in
+the pursuit of agriculture and animal husbandry]
+
+_Agriculture._ The Census figures which report one-fifth of all women
+gainfully employed as engaged in agriculture and animal husbandry are
+somewhat startling until we observe that southern negro women make up
+a very large number of the farm workers reported. Even aside from
+these, however, there are many women who are finding work in
+gardening, poultry raising, bee culture, dairying, and the like. The
+girl who is fitted to take up work of this sort is usually the girl
+who has grown up on the farm or at least in the country and who has a
+sympathy with growing things. She is essentially the "outdoor girl."
+She must be willing to study the science of making things grow. She
+must be able to keep accounts, that she may know what she is doing and
+what her profits are. Above all, she must have no false pride about
+"dirty work." Properly such a girl should have entered upon her career
+even before she has finished her formal education, so that "going to
+work" means merely enlarging her work to occupy her time more fully
+and to bring in as soon as possible a living income.
+
+In this sort of work the girl possessing initiative and an independent
+spirit will naturally do best, since there are comparatively few
+opportunities for such work under supervision. Care must, however, be
+exercised by vocational guides in suggesting, and by girls in
+choosing, the independent career. Usually it is the girl who has shown
+promise in independent work at school or at home that will make a
+success of such work later in life. The girl who relaxes when the
+pressure of compulsion is removed will not be a success as "her own
+boss." It goes without saying that the girl who does well as her own
+superior officer will be happier to do work upon her own initiative
+than merely to carry out the plans made by others. Agricultural work
+will sometimes offer her exactly the conditions she desires. Many
+successful farm-owners are women, and their work compares favorably
+with that of men.
+
+_Food production_. It is common, in these days, to meet the assertion
+that the preparation of food, once woman's undisputed work, has been
+almost if not quite removed from her hands; and that, even where she
+may still contribute to this work, she must do so in the factory, the
+bakery, the packing house, or the delicatessen shop. There are,
+nevertheless, still many women who are fitted for cooking and kindred
+pursuits who will not find an outlet for their abilities in any of the
+places mentioned. In the main, factory production of food is like
+factory production of other things--a highly differentiated process,
+in which the individual worker finds little satisfaction for her
+desire to "make things" and little, if any, opportunity to contribute
+from her ability to the final result.
+
+In the canning factory she may sit all day before an ever-moving
+procession of beans or peas, from which she removes any unsuitable for
+cooking. Or it may be an endless procession of cans, upon which she
+rapidly lays covers as they pass. In the pickle factory she may pack
+tiny cucumbers into bottles. In the packing house she may perform the
+task of painting cans. None of these occupations is more than mere
+unskilled labor. None is suitable for the girl who likes to cook, and
+who can cook. The number of such girls is already fairly large and
+will undoubtedly increase as the domestic science classes of our
+schools do more and better work.
+
+[Illustration: An up-to-date factory. In the factory the work is
+necessarily routine, and the individual worker finds very little
+satisfaction for her desire to make things]
+
+Opposed to the theoretical statement that food is or at least
+to-morrow will be prepared entirely in the public-utility plants
+outside the home is the practical fact that home-cooked food,
+home-preserved fruits and jellies, and home-canned vegetables and
+meats find ready sale and that women who can produce these things do
+find it profitable to do so. There is, consequently, a field for some
+girls in such work.
+
+[Illustration: Cooking class at Benson Polytechnic School for Girls,
+Portland, Oregon. In spite of the statement that foods will be
+prepared in the public utility plants, the trained, accurate worker
+may find a ready sale for home-cooked foods]
+
+Not all girls, on the other hand, who have taken the domestic science
+course are fitted to take up this work, even if a market could be
+found for their work. Only the expert, that is, the precise, accurate,
+painstaking cook, can secure uniform results day after day. Only the
+rapid worker can do enough to insure pay for her time. Only the girl
+with a keen sense of taste can properly judge results and devise
+successful combinations. Only a business woman can buy to advantage
+and compute ratios of expense and return. This combination, of course,
+is not to be found every day.
+
+
+THE DISTRIBUTING GROUP
+
+_Salesmanship_. Passing from the class of work which has to do with
+making things to that group of occupations which has to do with the
+distribution of various products to the consumer, we shall naturally
+consider, first of all, the saleswoman. In any given group of young
+and untrained girls drawn as in our schools from varying environment
+and heredity, the _natural_ saleswomen will probably be in the
+minority. I do not mean that girls may not often express a desire to
+"work in a store" as apparently the easiest and most immediate
+employment for the untrained girl. This may or may not indicate that
+the girl has a commercial mind. The girl who is really interested in
+commercial undertakings is easily distinguished from her fellow
+workers in any salesroom. She is not the girl who lingers in
+conversation with the girl next to her while a customer waits, or who
+gazes indifferently over the customer's head while the latter makes
+her choice from the goods laid before her. To the real saleswoman
+every customer is a possibility, every sale a victory, and every
+failure to sell distinctly a defeat. The fact that we see so few girls
+and women of this type behind the counters in our shopping centers is
+sufficient indication that many girls would have been better placed in
+other occupations.
+
+[Illustration: Photograph by Brown Bros.
+Hardware section of a department store. Salesmanship offers large
+opportunities to the real saleswoman, who considers every customer a
+possibility]
+
+We find, however, in 1910, the number of saleswomen reported as
+257,720, together with 111,594 "clerks" in stores, many of whom the
+report states are "evidently saleswomen" under another name. There are
+also about 4,000 female proprietors, officials, managers, and
+floorwalkers in stores, and 2,000 commercial travelers. This gives us
+a large number of women who are engaged in the sale of goods. For the
+girl of the commercial mind, salesmanship in some form presents
+certain possibilities, although there is far less chance for her to
+rise in this work than for a boy. She must begin at the most
+rudimentary work, as cash or errand girl, and her progress will
+necessarily be slow. She will require an ability to handle with some
+skill elementary forms of arithmetic, an alert and observing mind, an
+interest in and some knowledge of human nature, and good health to
+endure the confinement of the long day. She will be fortunate if she
+finds a place in one of the stores in which a continuation school is
+conducted. At such a school in Altman's department store in New York
+the girls pursue a regular course designed to be especially helpful in
+their work, and are graduated with all due formality, in which both
+public-school and store officials take part. Such a school helps girls
+to feel a pride in their work and to feel that they are under
+observation by those who will recognize and reward real endeavor.
+Filene's in Boston and Wanamaker's in New York and Philadelphia are
+other notable examples of such schools.
+
+In a government report previously quoted we find interesting figures
+as to the possibility of advancement for the saleswoman. In a study of
+twenty-six of the largest department stores in New York, Chicago, and
+Philadelphia, employing more than 35,000 women, the workers were
+classed as follows:
+
+                                                    Per Cent
+  Cash girls, messengers, bundle girls, etc           13.2
+  Saleswomen                                          46.2
+  Buyers and assistant buyers                          1.2
+  Office and other employees                          39.4
+
+"It will be seen," adds the report, "that the opportunity for reaching
+the coveted position of buyer or assistant buyer is small."
+
+The disadvantages and dangers of salesmanship for girls, other than
+small pay and improbability of much advancement, we shall consider in
+a later chapter. We may say here, however, that these disadvantages
+and dangers, for the really commercially minded girl, are to a certain
+extent neutralized by her nature and possibilities. She is the girl
+whose mind is more or less concentrated on "the selling game." Her
+nerves are less worn because of a certain exhilaration in her work.
+She is the girl who passes beyond the underpaid stage and is able to
+live decently and to rise to a position of some responsibility, partly
+because of her concentration and partly because she has been able to
+resist the influences about her which make for mediocrity or worse.
+
+_Office work_. The girl emerging from high school and looking for work
+is usually on the lookout for what in a boy we call a "white-collar
+job." Especially in the case where the girl has been kept in school
+at more or less sacrifice on the part of her parents, both they and
+the girl feel that the extra years of schooling entitle her to a
+"high-class" occupation of some kind. Girls are far less willing than
+boys to "begin at the bottom" and work up through the various stages
+of apprenticeship to ultimate positions near the top. They resent
+being asked to take the "overall" job and fear mightily to soil their
+hands.
+
+[Illustration: Office girls at work. The successful office worker
+must be neat and accurate and have a temperament in which pleasure in
+arrangement takes precedence over joy in production]
+
+Twenty-five years ago a large proportion of high-school graduates went
+at once into the teaching force, where they succeeded (or not) in
+"learning to do by doing," without professional training of any sort.
+Now, however, teaching as a profession is in many places fortunately
+reserved for the girls who prepare in college or normal school; and a
+larger proportion of girls who cannot have this professional training
+are looking for other occupations. Office work attracts a large
+number, and, with present-day business courses in high schools, many
+girls find employment as stenographers, typists, cashiers in small
+establishments, bookkeepers, or general office assistants. In any of
+these positions girls without special training or experience must
+begin at very low wages. Whether they rise to higher ones depends to
+some extent at least upon the girls themselves.
+
+What sort of girl shall we encourage to enter office work? Not the
+girl whose talent lies in making things, for to her the routine of the
+office will be a weary and endless treadmill entirely barren of
+results; nor the girl who requires the stimulus of people to keep her
+alert and keyed to her best work; nor the girl who cannot be happy at
+indoor work. Office work seems to require a temperament in which
+pleasure in arrangement takes precedence over joy in production; in
+which neatness, accuracy, and precision afford satisfaction even in
+monotonous tasks. Coupled with these a mathematical bent gives us the
+cashier or accountant or bookkeeper; mental alertness and manual
+dexterity, the stenographer; a talent for organization, the secretary.
+
+Girls who enter upon office work directly from high school must be
+content with rudimentary tasks and must beware lest they remain at a
+low level in the office force. Girls with more training may begin
+somewhat farther up, the best positions usually going to those whose
+general education and equipment are greatest. Stenographers are more
+valuable in proportion as their knowledge of spelling, sentence
+formation, and letter writing is reinforced by a feeling for good
+English and an ability to relieve their superiors of details in
+outlining correspondence. It is not enough that bookkeepers know one
+or several systems of keeping business records, or that cashiers
+manipulate figures rapidly and well. More important than these
+fundamental requirements is the determination to grasp the details of
+the business as conducted in the office in which they find themselves
+and to adapt their work to the needs of the person whose work they do.
+General knowledge and the ability to think not only supplement, but
+easily become more valuable than, technical training.
+
+[Illustration: Photograph by Brown Bros.
+The successful secretary must have a talent for organization]
+
+A careful study of local conditions as they affect office positions
+will enable girls and their guides to have a better conception of
+requirements and rewards in this field. A valuable study of conditions
+among office girls in Cleveland has recently been published which
+sheds considerable light on the ultimate industrial fate of the
+overyoung and poorly trained office worker. A more general study is
+found in the volume on _Women in Office Service_ issued by the Women's
+Educational Union of Boston.
+
+
+THE SERVICE GROUP
+
+The third, or service, group of workingwomen covers without doubt the
+widest range of all. Here we find the domestic helper (or servant, as
+she has usually been called), the telephone operator, the librarian,
+the teacher, the nurse, the physician, the lawyer, the social worker,
+the clergyman or minister. All degrees of training are represented,
+and many varieties of work, from the simplest to the most complex.
+
+Strictly speaking, service has to do with personal attendance and
+help, but it is constantly overlapping other lines of work. The
+household assistant is not only a helper, but at times a producer; the
+telephone operator and the librarian are distributors as well as
+public helpers; the secretary is an office worker, although she is a
+personal assistant to her employer as well. For successful work in any
+of these lines, however, a girl must possess certain definite
+characteristics, to which her peculiar talent or tendency may give the
+determining direction as she chooses her work.
+
+In service of any sort the girl is brought into constant relation with
+people. Hence she must be the sort of girl to whom people and not
+things are the chief interest of life. She should have an agreeable
+personality, that she may give pleasure with her service; she needs
+tact, that she may keep the atmosphere about her unruffled; she needs
+to find pleasure for herself in service, seeing always the end rather
+than merely the often wearisome details of work. Beyond these general
+qualities we must begin at once to make subdivisions, since the
+additional traits necessary to make a girl successful in one line of
+service differ often widely from those required in any other line. We
+must therefore take up some of the lines of work in more or less
+detail.
+
+_Domestic work_. The untrained girl who naturally falls into the
+service group has a rather poor outlook for congenial and successful
+work as conditions exist. With ability which she perhaps does not
+possess, and with training which she cannot afford, she would
+naturally become a teacher, a nurse, a private secretary, a librarian,
+or a social worker. Without training, she finds little except domestic
+service open to her; and domestic service finds little favor with
+girls, or with students of vocational possibilities for girls.
+
+These are unfortunate facts. For the untrained girl of merely average
+abilities, with no pronounced talent or inclination, but with an
+interest in persons and a pleasure in doing things for people, helping
+in the tasks of homemaking ought to prove suitable work. It is,
+however, the one vocation for the untrained girl which requires her to
+live in the home of her employer, thus curtailing her independence,
+rendering her hours of work long and uncertain, and cutting off the
+natural social environment possible if she returned to her own home at
+the end of the day's work. The social position of girls in domestic
+service, especially in the towns and cities, is peculiarly hard for a
+self-respecting girl to bear. It is in large part a reflection upon
+her sacrifice of independence. The derisive slang term "slavey"
+expresses the generally prevalent public contempt. It is small wonder
+that a girl fears to brave such a sentiment and as a result avoids
+what is perhaps in itself congenial work in pleasanter surroundings
+than most noisy, ill-smelling factories.
+
+Almost all the conditions surrounding the domestic worker are such
+that it is practically impossible to say except of each place
+considered by itself whether or not it is a suitable and desirable
+place for a girl, or whether work and wages are fair. Practically no
+progress has been made in standardizing household work. The factory
+girl knows what she is to do and when she is to do it and how long her
+day is to be. The housework girl seldom knows any of these things with
+any degree of certainty. Any plan which will make it possible to
+regulate these matters according to some recognized standard, and
+which will enable domestic workers to live at home, going to and from
+their work at regular hours as shop, factory, and office employees do,
+will help very materially to solve the problem of opening another
+desirable vocation to the untrained girl.
+
+The untrained girl who is willing to accept a difficult and trying
+position in a private kitchen with the idea of making her work serve
+her as a training school for better work in the future may make a
+success of her life after all. Such a girl will have good observing
+powers and ability to follow directions and gauge the success of
+results. She will have adaptability, patience, and a very definite
+ambition. For domestic service may be a stepping stone.
+
+For the high-school girl a better opening may sometimes be found as a
+mother's helper. Many women who find the ordinary household helper
+unsatisfactory give employment to girls of refinement and high-school
+training who are capable of assisting either with household tasks or
+with the care of children. Girls in such positions are usually made
+"one of the family," and are sometimes very happily situated. Their
+earnings are often more than those of other girls of their
+intelligence and training who are in offices or stores; but there is
+of course little chance of advancement, and there is still the
+prejudice against domestic work to be reckoned with. Here, as with
+household assistants, the greatest drawback is probably lack of
+standardization of work and of working conditions.
+
+The girl who wishes to become a "mother's helper" must have a natural
+refinement and some knowledge of social usage if she is to be a sharer
+in the family life of her employer. She must use excellent English,
+must know how to dress quietly and suitably, and must not only _know
+how_ to keep herself in the background of family life, but must be
+_willing_ to remain somewhat in the shadows.
+
+Probably no better field for the investigation of these trying
+questions could be found than the high school. The ranks of employers
+of domestic help are being constantly recruited from the girls who
+were the high-school students of yesterday and have now taken their
+places as housekeepers. The high school then, where the problem may be
+approached in an impersonal manner quite impossible later when the
+question has become a personal one, is the proper place in which to
+study the domestic service question and to attempt its standardization.
+
+The higher positions involving domestic work are more in the nature of
+supervisory employment. Many women are employed as matrons in
+hospitals, boarding schools, and other institutions, as housekeepers
+in hotels, club buildings, or in large private establishments. These
+positions of course call for women who are not only thoroughly
+familiar with the work to be done, but are skilled in managing their
+subordinates who do the actual work. They require women who have
+administrative ability, knowledge of keeping accounts, proper
+standards of living and of service, and initiative.
+
+For the woman who has a desire to enter business for herself there are
+openings in the line of domestic work. From time immemorial women have
+managed lodging and boarding houses, sometimes with good returns. They
+are also the owners and managers of tea rooms, restaurants, laundries,
+dyeing and cleaning establishments, hairdressing and manicure shops,
+and day nurseries. All these occupations can be followed successfully
+only by the woman of business ability and some technical knowledge.
+They require not only knowledge but aptitude on the part of the
+worker. They are usually undertaken only by women of some experience,
+and are the result of some earlier choice rather than the choice of
+the vocation-seeking girl.
+
+[Illustration: The true teacher represents a high type of social
+worker]
+
+_Teaching_. The teacher differs from the person who has merely an
+interest in human kind in the abstract, because she has a special
+interest in one particular class of human beings--those who are most
+distinctly in the process of making. She is interested in children, or
+she should not be teaching. This, however, is not enough. The girl who
+wishes to teach must possess certain well-defined characteristics. Her
+health must be good, and her nerve force stable. Temperamentally she
+must be enthusiastic and optimistic, but capable of sustained effort
+even in the face of apparent failure. Her outlook must be broad, and
+her patience unfailing. Intellectually she must be a student, and if
+she possess considerable initiative and originality in her study, so
+much the better. She must not, however, become a student of
+mathematics or history or languages to the exclusion of the more
+absorbing study of her pupils, nor even to so great a degree as she
+studies them. The true teacher represents a high type of social
+worker. Many girls enter upon the work of teaching badly handicapped
+by the lack of some of these essential qualities and are in
+consequence never able to rise to real understanding and
+accomplishment of their work.
+
+Teaching in these days is a broad vocation, covering many different
+lines of work; probably no occupation for girls is so well known with
+both its conditions and rewards as this. In general, more girls than
+are by nature fitted for the work stand ready to undertake it. There
+is nevertheless difficulty for school officials in finding real
+teachers enough to fill their positions. For the right girl, teaching
+has much to offer.
+
+_Library work_. The librarian in these modern days is a most important
+public servant, and many openings in library work are to be found. The
+services to be performed range from purely routine work to a very high
+type of constructive service for the community. In the small libraries
+an "all-round" type of worker is required. In the larger ones
+specialties may be followed. In these larger libraries there are to be
+found permanent places for the routine workers. In smaller ones each
+worker should be in line for even the highest type of constructive
+work.
+
+The routine worker in the library is merely an office worker, and the
+same girl who would do well at the mechanical tasks of an office will
+do well here. The real librarian is of a different sort. She must have
+the neatness, precision, and accuracy of the office worker, to be
+sure; but to these she must add a broad conception of the place of the
+library in the community, and must display initiative and originality
+in bringing it to occupy that place. She must know books; she must
+know people. She must be in touch with current history, and be alert
+to place library material bearing upon it at the disposal of the
+people. She must have quick sympathies, tact, the teaching spirit
+(carefully concealed), and much administrative ability. And she must
+be trained for her work.
+
+[Illustration: Photograph by Brown Bros.
+A well-equipped library. The successful librarian must be
+scientifically trained for her work]
+
+_Nursing_. The nurse is in many ways like the teacher, and the girl
+who has the right temperament for successful teaching will usually
+make a successful nurse, temperamentally considered. Her mental
+traits, or perhaps more exactly her habits of thought, may be somewhat
+different. The teacher must be able to attend to many things; the
+nurse must be able to concentrate on one. Originality and initiative
+are less to be desired, since the nurse is not usually in charge of
+her case directly, but rather subject to the doctor's orders. She
+must, nevertheless, be resourceful in emergencies, and of good
+judgment always. She should be calm as well as patient, quiet in
+speech and movement, a keen observer, and willing to accept
+responsibility. Absolute obedience and loyalty to her superiors is
+expected, and a high conception of the ethics of her calling.
+Underlying all these qualifications, the nurse must have not only good
+health but physical strength.
+
+[Illustration: Copyright by Keystone View Co.
+During the World War nursing offered to women perhaps the largest
+opportunities for service. Here is shown Princess Mary of England in
+the Great Ormond Street Hospital, London]
+
+_Social work_. This term covers many occupations which overlap the
+work of the teacher, the nurse, the secretary, the house mother or
+matron, and even that of the physician and lawyer. The field of work
+is a large one, including settlement leaders and assistants, workers
+in social and community centers and recreation centers, vacation
+playgrounds, public and private charities, district nurses and
+visiting nurses sent out by various agencies, deaconesses and other
+church visitors, Young Women's Christian Association leaders and
+helpers, missionaries, welfare workers in large manufacturing or
+mercantile establishments, probation officers, and many others.
+
+[Illustration: Photograph by Brown Bros.
+Settlement work at Greenwich House, New York. The settlement worker
+to succeed must be truly altruistic]
+
+The social worker must of course have the same suitability for
+teaching or nursing or any other of the various tasks that she may
+undertake as has the teacher or nurse or other person who works under
+different auspices. She must have in addition a truly altruistic
+spirit, a deep earnestness which will survive discouragement, and a
+real insight into the circumstances, handicaps, and possibilities of
+others. This insight presupposes maturity of thought; and the young
+girl must serve a long apprenticeship with life before she is at her
+best as a social worker. It sometimes seems as though no field was so
+exactly suited to the abilities of the married woman who has time for
+service, or the mother whose children are grown, leaving her free
+again to teach or nurse the sick or bring justice to the little child
+as she was trained to do in her youth.
+
+Less common vocations for women--but still often chosen after all--are
+reserved for those whose abilities are so specialized and so striking
+that they compel a choice. Singers, artists with brush or pen, the
+natural actress, the journalist or author, need usually no one to
+guide their choice. Our great difficulty here is not to open the
+girl's eyes to her opportunity, but to restrain the one who has not
+measured her ability correctly from attempting that which she cannot
+perform. The same is true of girls who aspire to be physicians,
+lawyers, or ministers. Some few succeed in all these vocations. Many
+more have not the scientific habits of mind, the stability, or the
+endurance to make a successful fight for recognition against great
+odds.
+
+Many girls mistake what may be a pleasant and satisfying avocation for
+a life work. For the girl who will not be held back, there may be a
+life of achievement ahead, with fame and all the other accompaniments
+of successful public life; or there may be the disappointments of
+unrealized ambition. We must see that girls face this possibility with
+the other.
+
+
+
+
+CHAPTER XII
+
+THE GIRL'S WORK (Continued)--VOCATIONS AS AFFECTING HOMEMAKING
+
+
+Choice of vocation is far from being a simple matter for either boy or
+girl; but for the girl who recognizes homemaking as woman's work,
+double possibilities complicate her problem more than that of the boy.
+_The girl must prepare for life work in the home, or life work outside
+the home, or a period of either followed by the other, or perhaps a
+combination of both during some part or even all of her mature life_.
+
+It is the part of wisdom for us to study vocations in their relation
+to homemaking. Will the girl who works in the factory, for instance,
+or who becomes a teacher or a lawyer or a physician, be as good a
+homemaker as she would have been had she chosen some other occupation?
+Will she perhaps be a better homemaker for her vocational experience?
+Or will her life in the industrial world unfit her for life in the
+home or turn her inclination away from the homemaker's work?
+
+These questions have somehow fallen into the background in the steady
+increase of girls as industrial workers. "Good money" has usually come
+first, and after that other considerations of social advantage,
+working conditions, or local demand. Marriage and motherhood are still
+recognized as normal conditions for most women, but we let their
+industrial life step in between their homemaking preparation in home
+and school, with the result that many lose physical fitness or mental
+aptitude or inclination for the home life. We treat marriage as an
+incident, even though it occurs often enough to be for most women the
+rule rather than the exception. At some time in their lives, 93.8 per
+cent of all women marry.
+
+The first broad classification of vocations in their relation to
+homemaking is: (1) those which are favorable to homemaking, (2) those
+which are unfavorable, (3) those which are neutral.
+
+It must, however, be recognized at the outset that few hard-and-fast
+lines between these groups can be drawn, and that "the personal
+equation" is as important a factor here as in most personal questions.
+It is true, nevertheless, that helpful deductions may be drawn from
+facts which it is possible to gather concerning the physical, mental,
+and moral results of pursuing certain occupations as a prelude to
+marriage and the making of a home.
+
+In a general way, economic independence, that is, the earning of her
+own living by a girl for several years before marriage, tends to
+increase her knowledge of the value of money and to make her a better
+financial manager. Probably this same independence makes a girl
+slightly less anxious to marry, especially since in most cases she has
+hitherto been expected to give up her personal income in exchange for
+an extremely uncertain system of sharing what the husband earns.
+Independence of any sort is reluctantly laid aside by those who have
+possessed it. This very reluctance on the part of girls ought to be a
+force in the direction of economic independence of wives, a most
+desirable and necessary condition for society to bring about. Gainful
+occupation has then much to recommend it and little to be said against
+it as part of the training for matrimony.
+
+Certain occupations, however, are so essentially favorable to the
+girl's homemaking ability and to her probable inclination to make a
+home of her own that we do not hesitate to recommend them as the best
+directions for girls' vocational work to take, _other things being
+equal._ We have already said that the girl distinctly not home-minded
+is more safely left to her own inclinations. She would not be a
+success as a homemaker under any circumstances. Other girls may be
+made or marred by the years which intervene between their school and
+home life.
+
+[Illustration: Copyright by Underwood & Underwood
+The value of domestic work of any sort as a preparation for
+homemaking is generally admitted without argument.]
+
+The value of domestic work of any sort as a preparation for homemaking
+is generally admitted without argument. Closely in touch with a home
+throughout her maturing years, the girl may undertake her own
+housekeeping problems with ease and efficiency. Conditions as they
+often exist, however, especially for the younger and untrained
+domestic worker, do not allow the girl to obtain other experience
+quite as necessary if she is to become not merely a housekeeper but a
+true homemaker. The untrained girl who enters upon domestic work at
+fourteen or fifteen should have opportunity--indeed the opportunity
+should be thrust upon her--of attending a continuation school, where
+the special aim should be to counteract the narrowing tendency of work
+which revolves about so small an orbit. Ideals of home life are either
+lacking or distorted in the minds of many working girls, and when such
+girls become wives and mothers they strive for the wrong things or
+they fall back without striving at all, taking merely what comes. They
+fail to be forces for good in their family life.
+
+[Illustration: Demonstration by teacher in domestic science. Teaching
+affords excellent preparation for the prospective homemaker.]
+
+Teaching and nursing may be grouped together as excellent preparation
+for the prospective homemaker. It may be contended that the teacher
+and the hospital nurse spend years outside the home environment and
+that their minds are turned to other problems than those of
+housekeeping. This contention is undoubtedly true; and if we were
+striving merely to make housekeepers, it might be worthy of serious
+consideration. The home, however, as we have defined it, is a place in
+which to make people, and both the nurse and the teacher serve a long
+apprenticeship in this sort of manufacture. Expert workers in either
+line concern themselves with the bodies and the minds of their pupils
+or patients. They, together with physicians, lawyers, and social
+workers, have opportunities which can scarcely be equaled for learning
+by observation and experiment about the human relations that will
+confront them in their own homes. They learn to be resourceful and to
+meet the emergencies of which life is full; they have the advantage
+of trained minds to set to work upon the administrative problems which
+underlie successful home life.
+
+[Illustration: Copyright by Underwood & Underwood
+Women medical students. Physicians and surgeons have unusual
+opportunities for learning by observation and experiment about the
+human relations that will confront them in their own homes]
+
+A question may arise as to the physical fitness for marriage and
+motherhood of the girl who has given her nerve force to the exacting
+and often depleting work of nurse, teacher, or physician. It is
+unquestionably true that nurses and teachers do often wear out after
+comparatively few years at their vocation, although of the majority
+the opposite is true. This merely means that conditions surrounding
+these vocations should be studied with a view to their improvement, if
+necessary, since we believe the vocations to be suited to women and
+women to the vocations.
+
+Office work may prove an excellent training for certain phases of
+homemaking work. Neatness, accuracy, precision, the doing again and
+again of constantly recurring tasks, all find their place and use in
+the housekeeper's routine. The calm atmosphere of the well-kept office
+even when typewriters and calculating machines are rattling is a
+better preparation for an orderly home than the rush of the department
+store or the factory. Purely routine workers, who put little or no
+thought into their daily tasks, will enter upon homemaking lacking the
+initiative that homemakers need. But the able office worker is not
+merely a follower of routine. The greatest lack of office work as
+preparation for a homemaking career is that the girl's interests
+during so large a part of her day are led away from the home and all
+that pertains to it. She works neither with people nor with the things
+which go to make homes. Probably, on the whole, office work in a
+general way may be classed as a neutral occupation, which neither adds
+to, nor reduces, in any great degree the girl's possibilities as a
+homemaker.
+
+Salesmanship for girls, especially in the great department stores of
+the cities, is a vocation of at least doubtful advantage for the
+home-minded girl to pursue as a step in her training for managing her
+own home. In the quiet of the village store, with few associates in
+work, and with one's neighbors and fellow townsmen for customers,
+salesmanship takes on a somewhat different aspect. But the city store
+means usually hurry, excitement, nerve strain, a long day, with quite
+probably reaction to excessive gayety and hence more nerve strain at
+night. It means spending one's days among great collections of finery
+which tend to assume undue importance in the girl's eyes. It means
+constant association with people who spend, until spending seems the
+only end in life. It means almost always pay lower than is consistent
+with decent living if the girl must depend alone upon her own
+earnings. And none of these things tends toward steady, skillful,
+contented wifehood and motherhood in later years. This question of
+underpaid work is of course not found alone in the department store.
+But, wherever it is found, we may be sure that it tends on the one
+hand toward marriage as a way of escape from present want, and on the
+other toward inefficiency in the relation so lightly assumed.
+
+The factory girl is in many respects in a position parallel to that of
+the saleswoman. She earns too little to make comfortable living
+possible. She too must leave home early and return late, wearied by
+the monotony of a day in uninteresting surroundings, with neither
+energy nor inclination for anything other than complete relaxation and
+"fun." This desire for relaxation leads her often away from a crowded,
+ill-supported home in the evenings, until the habit settles into a
+confirmed disposition. This is a decided handicap for a homemaker.
+Coupled with the mental inertia resulting from years of mechanical
+work without thought, it provides poor material from which to make
+steady, responsible, efficient women. We have already noted, however,
+that factories differ widely. It follows of necessity that the girls
+who work in them come from their work with all grades of ability.
+
+The actress, the artist, and the literary woman are usually spoken of
+as far removed from the true domestic type. This I cannot believe to
+be true, except in individual cases. All these women, as makers of
+finished products, stand far nearer to the traditional type of woman
+than many others we might name. The life of the actress tends more
+than the others perhaps to break home ties, but in the case of real
+talent in any direction ordinary rules do not apply. The actress, the
+artist, and the writer are much more likely to carry on their work
+after marriage than the teacher, the office worker, or even the
+factory woman. Many of them succeed to a remarkable degree in doing
+two things well. Many more, of course, are less successful, but we
+must not overlook the fact that the failures are more noised abroad
+than the successes.
+
+It is a matter for regret that most women, upon leaving an industrial
+career for marriage, drop so completely out of touch with their former
+work. In the case of the untrained woman, who has received little and
+given little in her work, it is a matter of no moment; but when years
+have been given to skilled labor, it is economic waste to have the
+skill lost and the process forgotten. Many times the woman finds
+herself after a short life in the home obliged to earn a living once
+more for herself or it may be for a family. She returns to her
+teaching or her office work or a position in the library; but she is
+no longer, at least for a considerable time, the expert she once was.
+Why should not the former teacher keep up her interest in educational
+literature and the new ideas in what might have been her life work?
+Would it not be well for the one-time stenographer to keep a gentle
+hold upon the quirks and quirls which once brought to her her weekly
+salary? A young mother of my acquaintance who was a concert violinist
+of much ability has found no time for more than a year to practice,
+"since baby came," and thousands of dollars spent in making her a
+player are being thrown away. To some this might seem the right thing.
+She has found "the home her sphere." To others it seems a serious
+waste. We advocate often that the middle-aged woman who has reared her
+children should return in some way to the work of the world outside
+the home. In the case of the trained woman her training should be made
+of use in such return. She should, however, beware lest her tools are
+rusty from disuse.
+
+We may not perhaps leave the questions involved in a discussion of
+vocations as they affect homemaking without noticing that certain
+occupations are considered especially dangerous to the moral stability
+of girls. Nursing, private secretaryship, and domestic service present
+dangers in direct proportion as they bring about isolated
+companionship for the girl and a male employer. Girls must not enter
+these employments without the knowledge of how to protect themselves
+from lowering influences.
+
+
+
+
+CHAPTER XIII
+
+THE GIRL'S WORK (Continued)--VOCATIONS DETERMINED BY TRAINING
+
+
+The question of vocation choosing begins to make itself felt far down
+in the grammar school, first among the retarded and backward children
+who are old for their grades and are merely waiting and marking time
+until the law will allow them to leave school and go to work. These
+children are usually either mentally subnormal or handicapped by
+foreign birth and so unable to grasp the education which is being
+offered them.
+
+As soon as they are released the girls go to the factory, to the
+store, or to help with some one's baby or with the housework. No other
+places are open to them, and their possibilities in any place are few.
+They cannot rise because they are mentally untrained.
+
+The upper grades of the grammar school lose annually many children who
+would be able to profit by the help the school offers to those who can
+remain. Some drop out because they see no need of remaining when the
+factory will employ them without further knowledge. Others chafe at
+spending time on what seems to them, and what sometimes is, quite
+unrelated to the life they will lead and the work they will do. Some
+leave reluctantly, because their help is needed in financing a large
+family. Many go gladly, because they will begin to earn and to have
+some of the things they ardently desire. And until yesterday the
+school paid little attention to their going, regarding it as one of
+the necessary evils. Still less attention did it pay to what these
+pupils became after they left. The school's responsibility ended at
+its outer door.
+
+Now that these conditions are being changed, the school is finding
+responsibilities and opportunities on every hand. The foreign-born are
+taken out of the regular grades where they cannot fit, and are taught
+English by themselves first of all. The subnormal children are studied
+for latent vocational possibilities, and where minds are deficient,
+hands are the more carefully trained for suitable work. Courses are
+being revised with a view to holding in school the boy or girl who
+wants practical training for practical work. Secondary schools have
+taken their eyes off college requirements long enough to consider
+fitting the majority of their pupils to face life without the college.
+Studies of vocations are being made; vocational training is being
+offered; vocational guidance is at last coming to be considered the
+concern of the school.
+
+Vocational work is sometimes concentrated in the high school, but this
+is reaching back scarcely far enough, since those who do not reach
+high school need help quite as much as the older ones, while those who
+expect to continue their training can do so better if they have some
+idea of the goal to be reached.
+
+What are the options that the grammar-school teacher may present to
+the girls under her care?
+
+First of all, as we have already said, the school records must be kept
+with care and discrimination, so that the teacher may know the girl to
+whom she speaks. With the records in hand, she will ask herself the
+following questions:
+
+  1. Is further training at the expense of the girl's family
+     possible? Do the girl's abilities warrant effort on her
+     parents' part to give her further opportunity?
+
+  2. Could the girl's parents continue to pay her living expenses
+     during further training if the training were furnished at the
+     expense of the state?
+
+  3. Could the girl obtain training in return for her personal
+     service, either with or without pay?
+
+  4. Would the girl be able to repay in skill acquired the expense
+     of her training, whether borne by herself, her parents, or the
+     state?
+
+[Illustration: Photograph by Brown Bros.
+A flower-making class for girls of various ages. There is no reason
+why vocational work should not begin in the grammar school]
+
+Lines between obtainable work for the trained and the untrained girl
+are fairly sharply drawn, and the possibilities for each type must be
+clearly understood by the guide. If it is evident that training cannot
+be obtained before the girl must begin to earn, the choice is
+necessarily a narrow one. The factories in the neighborhood should be
+thoroughly studied, and, under the guidance of the teacher, girls
+should prepare detailed reports with respect to their working
+conditions. The "blind-alley" job should be plainly labeled, that it
+may not catch the girl unaware. Girls who must take up factory work
+should at least be enabled to choose among factories intelligently,
+and if possible should be fortified with an avocation that will supply
+them with the interest their daily task fails to inspire and that will
+provide an anchor against the instability toward which the factory
+girl tends.
+
+[Illustration: Millinery class in a trade school. Where trade schools
+do not offer such training, there are opportunities for apprentice
+work for girls]
+
+The possibilities for apprentice work with dressmakers or milliners or
+in other handwork should also be made known. Girls begin here, as in
+the factory, at simple and monotonous tasks, but the possibilities of
+advancement are far greater and mental development is unquestionably
+more likely. The ability acquired by such workers, as they progress,
+to undertake and carry through a complete piece of work is not only
+satisfying to the workers themselves, but of value in later years.
+They learn to analyze their constructive problems and to work out the
+various steps of the work to its ultimate conclusion--a knowledge
+which the factory girl never attains.
+
+Some few girls will need to be shown the possibilities which lie in
+independent productive work. For the girl who has talent or even
+merely deftness in manual work, coupled with initiative and some
+degree of originality, such work may bring a better return than
+working for others. Most girls, however, lack courage to start upon
+independent work, especially if they are in immediate need of earning
+and are untrained. It often happens, however, that they do not
+appraise at its true value the training they have received. The
+grammar-school girl, under present methods of teaching, is often fully
+qualified to do either plain cooking or plain sewing, but since she
+does not desire to enter domestic service, she considers these
+accomplishments very little or not at all in counting her assets for
+earning. Some girls have found ready employment and good returns in
+home baking, in canning fruit and vegetables, or in mending, making
+simple clothes for little children, or in making buttonholes and doing
+other "finishing work" for busy housewives. Work of these sorts,
+undertaken in a small way, has often assumed the proportions of a
+business, requiring all of a young woman's time and paying her quite
+as well as and often better than less interesting work in shop or
+factory. A girl of my acquaintance earns a comfortable living at home
+with her crochet needle. Another has paid her way through high school
+and college by raising sweet peas.
+
+The untrained girl who loves an outdoor life has fewer opportunities
+than other girls unless she is capable of independent work. If she is
+capable of this and has sufficient ability to study her work,
+gardening and poultry or bee culture may open the way for her to work
+and be happy. School gardens, poultry clubs, and canning clubs have
+shown many a girl what she may do in these ways.
+
+[Illustration: Courtesy of U.S. Department of Agriculture
+Some girls have built up a good business canning fruits and
+vegetables at home]
+
+Many times too little is realized of the possibilities of these
+grammar-school girls who are crowded by necessity into the working
+ranks. We cannot shirk our responsibilities in regard to them,
+however, although they escape from our school systems and bravely take
+up the burden of their own lives. Quite as many of these girls as of
+more favored ones will marry and be among the mothers of the next
+generation. The work they do in the interval between school and home
+will leave its impress even more strongly than upon the girl whose
+school life lasts longer and who is therefore older as well as better
+equipped when she enters upon her work. Few of these younger girls in
+times past can be said to have done anything other than drift into
+work which would make or spoil their lives and perhaps those of their
+children after them. It is well that the responsibility of the school
+toward them is being recognized and met.
+
+[Illustration: A prosperous poultry farm. Poultry farming opens the
+way for the girl who loves an outdoor life to work in the open and be
+happy]
+
+A distinct duty of the grammar-school teacher is to make known the
+facts concerning short cuts for grammar-school girls to office work.
+Unscrupulous business "colleges" sometimes mislead these immature
+girls into believing that a short course taken in their school will
+enable the girls to fill office positions. Facts are at hand which
+show the futility of attempting office work under such conditions, and
+teachers should be very careful to see that all the facts are in the
+possession of their pupils.
+
+In the early days of high schools usually the only distinction, if
+any, in courses was "general" and "classical." To-day we have many
+courses, or in the larger cities different schools fit boys and girls
+for varying paths in life. The college-preparatory course or the
+classical high school leads to college. The commercial course or
+school leads to office work. The manual training or industrial or
+practical arts course or high school leads to efficient handwork. The
+trade school leads to definite occupations. The difficulty now is to
+help girls choose intelligently which course or school will best meet
+their requirements. This involves vocation study in the grammar
+school.
+
+[Illustration: Benson Polytechnic School for Girls, Portland, Oregon.
+The trade school leads to definite occupations. The girl with
+mechanical ability may find her vocation in millinery, dressmaking, or
+the various sewing-machine trades]
+
+The girl who terminates her formal education with her graduation from
+high school may find herself not very much better placed, apparently,
+than the girl who has dropped out of school farther back. Many
+openings into desirable occupations are still closed to her. Often
+her opportunities, however, are much greater than they seem. All facts
+go to show that the high-school girl makes more rapid progress in
+efficiency, and therefore in pay, than the younger girl, even when she
+seems to begin at the same work. Some fields, too, are open to her
+that are not usually possible for the grammar-school girl. In office
+work the high-school girl who has specialized in her training may make
+a very creditable showing. Many thousands of high-school graduates are
+received into telephone exchanges where with a brief period of
+practice they become efficient workers. A very few high-school girls
+become teachers in country schools without further training, but the
+number is decreasing every year. If she meets the age requirement, the
+high-school girl may enter a training school for nurses, gaining her
+specialized training in return for her services to the hospital.
+
+The high-school girl who can spare time and money for some further
+training finds a larger field open; but, to make the most of what high
+school has to offer, her plans should be made as early as possible in
+the high-school course--at the very beginning if it can be managed.
+The girl must know what further training she is making ready for, must
+choose electives in high school to help her make ready, or possibly to
+offset the specializing of this later work by some general culture she
+may otherwise miss entirely. Vocation study, therefore, and vocational
+guidance must be quite as much a part of the course for the girl who
+will "train" for her special work as for the girl who goes directly
+from the secondary school to her vocation.
+
+One high-school Senior writes: "My special vocation has not yet been
+chosen, but if it becomes necessary for me to earn my own living I
+should like to be either a nurse, a teacher, milliner, or director of
+a cafeteria. I would probably choose the position that was open at the
+time."
+
+Here we have the girl who is in no hurry to choose, and who probably
+has a more or less vague notion of the comparative conditions,
+requirements, and rewards of the four vocations she mentions. In
+contrast to this, listen to a high-school student who has been
+studying herself and her possible vocation in much detail in class
+work. She says: "I find that I have made good school records only in
+subjects where I had materials I could see and handle. I have never
+done well in arithmetic or mathematics, but in drawing, physics,
+elementary biology, and domestic science I made good marks. I do not
+like to sew, because it tires me to sit still. I enjoy cooking and
+marketing.
+
+"I like to plan meals and to make up new recipes. I hear that
+hospitals and institutions employ women at very good salaries to buy
+all the foodstuffs used in their kitchens. The expert dietitian also
+plans meals and arranges dietaries. I learn that Teachers College,
+Columbia, has courses of study leading to this profession, and I have
+written to ask for full information."
+
+In the class of which this girl is a member, each girl is considering
+her future as this one is doing. Each gathers all available data in
+regard to the vocation she is studying. Her reports become a part of
+the class records. She makes as full a report as possible as to the
+duties and responsibilities of the occupation, the schools or training
+classes that prepare for it, the length and cost of preparation,
+possibilities of employment, salaries paid, and other details.
+
+Since training cannot alter fundamentals, but merely builds upon the
+girl's nature and heredity, the same classifications obtain in the
+choice of the girl who can have training as in that of the girl who
+goes untrained to her vocation. There are still the producers, the
+distributors, and those who serve; and it is still important that the
+girl should find a place in the right group.
+
+The producers will include the designers, the interior decorators, the
+expert dietitians, the municipal inspectors of food and housing, rural
+consulting housekeepers, state or country canning-club agents, the
+women who organize and carry on model laundries, either coöperative or
+otherwise, the managers of manufacturing enterprises, the farmers, the
+photographers, the artists, the journalists, and the authors.
+
+The distributors are chiefly represented by the higher type of office
+workers, who are the "idea thinkers" of the business world, since they
+neither make nor handle products, but merely manipulate the symbols
+which stand for the products they seldom if ever see. The women who
+manage buying and selling enterprises for themselves usually belong to
+the trained group.
+
+The service group among trained women is a large one, including
+nurses, teachers, doctors' and dentists' assistants, various social
+workers, librarians, secretaries and other confidential office
+assistants, directors or "house mothers" in school and college
+dormitories and in institutions, dentists, physicians, lawyers,
+ministers.
+
+Within the group there is wide range of choice, differing
+qualifications are necessary, and varying training is to be
+undertaken. Girls, with the help of a vocational expert, should
+analyze their physical and mental qualities and habits, and should
+study somewhat exhaustively the vocation for which they seem to find
+themselves fitted.
+
+"I should like to be a nurse, or a teacher, or a milliner, or the
+manager of a cafeteria" will not do, since those vocations presuppose
+some years of widely differing training. Perhaps the girl will narrow
+the choice to nursing or teaching. Then she must place over against
+each other the two professions--special qualifications required,
+length and cost of training, personal obstacles to be overcome, and
+especially the demand and supply of nurses and teachers in her
+locality. Upon these depends the girl's chance to succeed when she is
+fitted and launched.
+
+[Illustration: Photograph by Brown Bros.
+The children's ward in a hospital. The nurse must be resourceful and
+possess good judgment]
+
+The student who takes up college work, not as a specialized training,
+but as a completion of her general education, stands somewhat by
+herself. Such a girl may perhaps put off vocational decision until she
+is part way through her college years. The college sometimes awakens
+ambitions and brings to light abilities not hitherto discovered; and
+even when this does not occur, the choice may be made from the highest
+and most responsible positions filled by women. From the college girls
+we draw our high-school teachers and college instructors, our
+doctors, lawyers, and preachers, in so far as these professions are
+filled by women.
+
+[Illustration: Photograph by Brown Bros.
+Among the many vocations belonging to the service group teaching is
+one of the most popular]
+
+We are confronted by the statement, made again and again and
+reinforced by formidable rows of figures, that the more training a
+girl receives, the less she is inclined to marry or, if she does
+marry, to have children. The fact seems undeniable that in our larger
+eastern women's colleges, at least, not more than half the graduates
+marry up to the age of forty, which we may accept as the probable
+limit of the marriage age for the average woman. The natural inference
+is that a college education in some way prevents or discourages
+marriage. This may or may not be true. To be quite fair, the
+statistics should cover the coeducational colleges as well as the
+colleges for women alone. Also some attempt should be made to
+discover how the likelihood of marriage is affected by the age at
+which girls finish their college course. Do the younger girls of a
+college class marry, while the older ones do not? Are the younger
+married graduates more often mothers than the older ones, or do they
+have more children?
+
+[Illustration: Photograph by Brown Bros.
+The influence of the librarian extends far beyond the walls of the
+library]
+
+If it is true that training is interfering with marriage and
+motherhood for our girls, the next step is not necessarily, as some
+modern hysterical students of the question seem to suggest, that we
+immediately cut out the training which, in case they do marry, will
+make them far more valuable wives, mothers, and members of the
+community; but rather so to time and place the training, and if
+necessary so to alter its character, that any such tendency away from
+marriage will be removed and that the trained women of the college and
+professional school shall be available for the great work of mothering
+the nation of the future.
+
+A final word as to the place of the vocational guide in the choosing
+of vocations may not be amiss. That every teacher should consider
+himself or herself a helper in this most important work we must agree;
+but that any teacher must walk carefully, and use the guiding hand but
+sparingly, is equally true.
+
+The object of vocational help is not merely to keep the "square peg"
+out of the "round hole." The girl arbitrarily placed in a suitable
+occupation may never discover why she is there, and may be handicapped
+all her life by a deep conviction that she fits somewhere else. "Know
+thyself" is a good old maxim yet. The teacher or vocational guide is
+fitted by the place of observation she holds to help the girl to study
+herself and the possibilities that life holds out to such as she thus
+finds herself to be. The final choice should be made by the girl.
+
+
+
+
+CHAPTER XIV
+
+MARRIAGE
+
+
+Marriage may, or may not, in these days, be the opening door into the
+homemaker's career. Many a young woman is a homemaker before she
+marries. On the other hand, women sometimes marry without any thought
+of making a home.
+
+But, after all, it is safe to assume that marriage and homemaking do
+go hand in hand. The great majority of wives become managers of homes
+of one sort or another. Shall we then frankly educate our girls for
+marriage--"dangle a wedding ring ever before their eyes"? Or shall we
+regard marriages as "made in heaven" and keep our hands off the whole
+matter?
+
+The proportion of marriages in the United States which terminate in
+divorce was in 1910 one in twelve. Divorce in this country is now
+three times as common as forty years ago. The success or failure of
+marriages cannot, however, be measured merely by the divorce test. We
+cannot avoid the knowledge that many other unhappy unions are endured
+until release comes with death. When we say unhappy marriages, we mean
+not only those which become unendurable, but all those in which
+marriage impedes the development and hence the efficiency of either
+party to the contract. Unhappy marriages include not only the
+mismated, but also those whose unhappiness in married life is due to
+their own or their mate's misconception of what marriage really means.
+It is obviously impossible even to estimate the number of marriages
+which are happy or unhappy; but we are safe in saying that the
+processes of adjustment in many cases are far harder than they ought
+to be, and that many marriages which seemingly ought to bring
+happiness fail of real success.
+
+In view of the fact that so many marriages fall short of what they
+might be, it would seem that some sort of assistance to the girl in
+choosing a husband and to the young man in choosing a wife would be
+wise, such as the instruction we give boys and girls to enable them to
+be successful in the industrial world. In short, it is not enough to
+prepare girls for homemaking by making all our references to marriage
+indirect. Young men and women are entitled to more knowledge of
+marriage, its rights, privileges, and duties; they need to realize
+that in these days of complex living marriage is a difficult relation
+which requires their best energies and wisest thought.
+
+The modern marriage differs from the marriage of earlier centuries in
+direct proportion as the status of woman has changed. The ancient
+marriage, and indeed the medieval one, and the marriage of our own
+grandmother's time began with submission and usually ended with
+subjection. But the modern marriage at its best is a spiritual and
+material partnership. It is the modern marriage at its best and
+otherwise with which we have to do.
+
+Half a century ago girls married at eighteen or even earlier, took
+charge of their households, were mothers of good-sized families at
+twenty-eight or thirty, and were frequently grandmothers at forty.
+
+Nowadays early marriage is the exception. For years the marriage age
+has been steadily rising, until some students profess to be alarmed at
+a prospect of marriage disappearing, the maternal instinct becoming
+lost by disuse, and the race finally becoming extinct. However, the
+maximum marriage age, at least for the present, seems to have been
+reached, and statistics show a slight dropping within the last two or
+three years.
+
+The forces operating to fix the marriage age are exceedingly complex.
+The higher education of girls has undoubtedly been a large factor in
+the postponement of marriage. Its effect has been wrought in a variety
+of ways. The increasing years in schoolroom and lecture hall have been
+directly responsible in many cases. The ambitions aroused account for
+many more. The increased ability of girls to earn their own living and
+public acceptance of their doing so have practically removed "marriage
+as a trade" from the consideration of girls and their parents. Girls
+no longer need to marry in order to transfer the burden of their
+support from father to husband. Instead they may "go to work." And
+once at work they are often reluctant to give up a personal income for
+the uncertainties of sharing what a husband earns. Then, too, the
+broadening effect of education makes marriage in the abstract a less
+absorbing, momentous subject for the girl's thoughts. Also the rebound
+toward selfishness coincident with woman's "emancipation" leads girls
+to put off what they are sometimes led to consider a sacrifice of
+themselves. The tragedies of the divorce courts are directly
+responsible for many a girlish determination not to marry, a
+determination which is broken only when the first zest of mature life
+has passed and when the woman begins to long for the home ties she has
+resolved to deny herself and decides to take the risk. The increased
+cost of living and the ever-increasing responsibilities of rearing,
+educating, and launching a family of children lead many young people
+to postpone marriage until they can command a larger income. The
+strain of modern industrial life, with its fierce competitions and its
+early discard of the elderly and unfit, finds many girls who would
+otherwise marry burdened with the care of parents who can ill spare
+the daughter's help.
+
+[Illustration: The Halliday Historic Photograph Co.
+LOUISA M. ALCOTT
+Miss Alcott's lifelong devotion to the interests of her family is a
+well-known story. She made a happy home for them, and at the same time
+attained marked success in the literary field.]
+
+If all these obstacles to early marriage could be overcome, the
+question of the wisest time for marrying might be approached fairly
+and squarely on its merits.
+
+Too early marriage means immaturity in choice, with the possibility
+always of unfortunate mistakes and sad awakening. Too late marriage,
+on the other hand, means settled convictions which often result in
+that incompatibility which seeks relief in divorce. The plasticity of
+youth at least _promises_ adaptability. The mature judgment of later
+years ought to afford a wise choice. Between extreme youth then and a
+too settled maturity is the wise time.
+
+In order to approach the ideal in the marriage relation, the time of
+marriage should be so placed that the girl is (1) physically fit, (2)
+fully educated, (3) broadened by some experience with the world.
+
+She must not be too old to bear children safely, or to rear them
+sympathetically as they approach the difficult years. She must not be
+physically worn by excessive industrial service, nor with enthusiasms
+burned out by the same cause. Probably between twenty-two and
+twenty-five the girl reaches the height of physical fitness. She may
+also by that time have completed a liberal education, and she may even
+have done that and also have put her training to useful service. It
+would be better if girls completed their college courses earlier than
+most do. However, since the great majority of girls do not have a
+college education, the generally increased age of marriage cannot
+rightfully be laid, as many seem to lay it, at the doors of the
+college women. Schemes of education in the future will undoubtedly try
+to remedy the defect of present systems in this respect. If most girls
+could finish their training in college or professional school at
+twenty, as some do now, the world would be rewarded by earlier
+marriages and probably more of them. There would be more children,
+reared by younger and more enthusiastic mothers. The more difficult
+professions, which could not be successfully undertaken by the girl of
+twenty, would then be reserved, as they generally are now, for the
+women whose ambition is unusually strong and absorbing. Attempts are
+frequently made to show that ambition is becoming an inordinately
+prominent quality in all women, but there are few facts to support so
+wide a contention.
+
+[Illustration: Photograph by Paul Thompson
+RUTH MCENERY STUART
+Mrs. Stuart was one of those in whom the talent for homemaking and
+the talent for creative literary work existed side by side. On her
+husband's plantation in Arkansas she found many of the types for the
+characters in her stories]
+
+The girl graduate of twenty, reinforced by from two to five years of
+work in the vocation she has chosen, is usually fit, physically and
+mentally, for marriage. More than that, she may by that age, usually,
+be trusted to know what she wants, even in a husband, if she is ever
+going to know.
+
+In the day when girls married nearly always "in their teens," wise
+choice of a husband called for selection of a man considerably older
+than the girl herself. This disparity is less common in these days,
+and is really less desirable than it once was. The girl of the earlier
+time reached maturity of mind earlier than the girl of to-day with her
+prolonged education, and much earlier than the boy of her day did. He
+was still being educated in school or as an apprentice, and was hardly
+ready to undertake the responsibility of a family at an age when the
+girl's scanty education was long since completed and it was considered
+high time that her support was laid upon a husband's shoulders.
+
+It used to be said, "Men keep their youth better than women," so that
+any disparity in age at the time of marriage was soon lost. This is no
+longer true as it was once. The early marriage, with early and
+excessive childbearing, overwork, and the numerous restrictions that
+custom laid upon her, were responsible for woman's loss of youth.
+These conditions no longer exist. The woman of forty or fifty can now
+usually hold her own with the man of her own age in point of youth.
+
+[Illustration: LOUISE HOMER AND HER FAMILY
+Madame Homer's great success in the difficult art of operatic singing
+has by no means interfered with her career as a homemaker.]
+
+Another consideration in favor of more nearly equal age lies in the
+fact that formerly men did not look for wives who were their mental
+equals. They did not really desire mental equals as wives. To-day they
+do, or, if there still lingers in the minds of some of them the old
+notion that wives must be clinging vines, the lingering notion will
+soon be gone. The marriage of equality possesses too many advantages
+for both parties to be thrown aside. The wife who can think, who is
+mature enough to be capable of real partnership, is the wife surely of
+to-morrow, if not of to-day.
+
+Among the forces that control marriage may be mentioned (1) physical
+attraction, (2) continued social relationships, (3) dissimilarity, (4)
+affection, (5) barter.
+
+It is usually difficult to say of any marriage that any one of these
+forces alone caused the mating. It may have been physical attraction
+together with everyday companionship; or physical attraction and
+dissimilarity or strangeness, resulting in what we know as love at
+first sight. Or it may have been affection of slow growth, or
+affection with an element of appreciation of worldly advantage, or it
+may have been a little physical attraction with a great deal of desire
+for social position or wealth, or, ugliest of all, it may have been
+pure barter, without personal attraction of any sort. For these worldy
+advantages you offer, I will sell you my body and my soul.
+
+To secure the finest marriages for girls we must insure three
+conditions: (1) high ideals of marriage among our adolescents, (2)
+better knowledge of men, and (3) wise companionships during the years
+from fourteen to twenty-five.
+
+[Illustration: MARGARET JUNKIN PRESTON
+The South is justly proud of this poet of no mean rank who gave
+herself unstintedly to her home duties and responsibilities]
+
+Physical attraction on one or both sides is undoubtedly the greatest
+force in marriage selection. It is only when physical attraction
+exerts its influence upon a girl whose ideal of a husband is low or
+vague or incorrect that the danger is great. Physical attraction is
+not love, but it may be--often it is--the basis of love when it exists
+between two who are suited to a life together.
+
+Generally speaking, girls will find married life easier, and their
+husbands will find life more satisfactory, when the two have been
+reared with approximately the same ideals. The girl who falls in love
+with a man largely because he is "different" from the boys among whom
+she has grown up often finds that very difference a stumbling block to
+domestic happiness. Marriages across such chasms where there should be
+common ground are more hazardous than between those whose education,
+social training, friends, and beliefs are of the same type. When they
+do succeed, they undoubtedly are the richer for the variety of
+experience husband and wife have to give each other; and, too, they
+show an adaptability on the part of one or both which argues well for
+continued happiness. Commonly, however, they do not succeed.
+
+There are, also, deeper matters than these to be considered. Is this
+man or this woman worthy of lifelong devotion? Is the love he offers
+or she offers in return for the love you offer, the love that gives or
+the love that merely takes? Has he been a success at something,
+anything, that counts? Has he a sense of responsibility in marriage
+and the burdens it brings? Does he desire a home? Do his views as to
+children reflect man's natural desire to found a family or merely the
+selfish desire for the freedom and luxury which the absence of
+children may make possible? Has he a right to approach fatherhood--is
+his body physically and morally clean?
+
+[Illustration: Copyright by Underwood & Underwood
+COLONEL AND MRS. ROOSEVELT WITH MEMBERS OF THEIR FAMILY
+Colonel Roosevelt's own family was preëminently one in which the
+father shared with the mother a keen sense of the responsibilities of
+marriage and the highest ideals of home life]
+
+These are serious questions with which to weight the wings of a young
+man's or a young woman's fancy. But the attraction which cannot stand
+before them is not safe as a basis for marriage. Many a young man or
+woman has willfully turned closed eyes to the selfishness or the
+irresponsibility which will later wreck a home, because attraction
+blinded common sense.
+
+Barter, the lowest form of marriage, exists and has always existed
+whenever the material benefits that either husband or wife expects to
+derive from the connection are the impelling forces in the union. The
+woman desires wealth, social position, a title--or perhaps nothing
+more than security from poverty or the necessity of work outside the
+home, or perhaps no more than the mere security of a home itself. The
+man in other cases desires wealth, or social position, or a wife who
+will grace his fine home, or some business connection which the
+marriage will afford. And upon these things men and women build, or
+attempt to build, the foundations of home life.
+
+It is not true of course that every girl of moderate means, or without
+means, who marries a man of wealth does so because of his money. Nor
+is it always true when the cases are reversed. Love may be as real
+between those two as between any others. But when it is true that the
+marriage is an exchange of commodities, it is no different from
+prostitution under other circumstances. In fact, it is prostitution
+under cover, without acceptance of the stigma which for centuries has
+been the portion of voluntary selling of the body to him who cares to
+buy.
+
+[Illustration: Copyright by Underwood & Underwood
+JULIA WARD HOWE AND HER GRANDDAUGHTER
+In the life of Mrs. Howe was exemplified the identity of ideals of
+husband and wife. They worked side by side in the literary field and
+in their philanthropic and reform work]
+
+Eugenics, a modern science which aims at race regeneration, lays down
+many laws and restrictions for those who are selecting their mates. By
+the following of these laws and restrictions in the selection of
+husbands and wives, undesirable traits in the offspring are to be
+weeded out and desirable; ones are to be fostered and increased.
+That these laws should be studied with the care used by breeders of
+plants and animals goes without saying. That if they are followed
+strictly the number of marriages would be materially reduced, at least
+for a considerable time, is doubtless true. That marriages in which
+eugenics has played the major part in selection will present new
+problems is probably equally true. If marriages were mere temporary
+unions, for the purpose of obtaining offspring, eugenic principles
+could not be too exactly nor too coldly applied to the selection of
+mates. But since marriage implies living together and becoming, or
+continuing to be, worthy members of the community, and since the
+offspring are fashioned no less by the conditions of their upbringing
+than by heredity, selection of mates must involve more than looking
+for eugenically perfect fathers and mothers for the generations yet
+unborn. Eugenics, however, is in infancy as a science, and, like the
+human infants it would protect, must react to the environment in which
+it finds itself and must feel the chastening hand of time before its
+value can be known. Agitation in the direction of allowing posterity
+to be "well born" can never be out of place. What being well born is
+and how it shall be attained is a worthy subject of research. As a
+cold, exact science, however, eugenics can never hope for application
+without some consideration of the personal equation which makes
+marriage at its best not a mating merely, but a joining of souls.
+
+Choosing a husband or a wife is, after all, merely the beginning of
+the marriage problem. Good husbands are not discovered, but made, from
+originally good or perhaps indifferent or in rare cases from even poor
+material, by the reaction of married life upon what was previously
+mere "man." Even so with wives.
+
+[Illustration: CAROLINE BARTLETT CRANE
+Mrs. Crane, an expert on sanitation, has successfully applied the
+principles of good housekeeping to civic affairs in many cities, and
+has thus made women more of a factor in the community at large]
+
+The successful marriage presupposes unselfishness, even carried if
+necessary to the point of sacrifice, but it must be unselfishness for
+two, not for one alone. Neither the "child wife" who must be carried
+as a burden, nor the complacent husband who forms the center of a
+smoothly revolving little world patiently turned by a silent wife, has
+any part in the marriage of equality--the only marriage worthy of the
+name.
+
+The successful marriage calls also for freedom--again for two. Women
+sometimes hesitate to marry because the old idea of marriage involved
+loss of individuality, and they have little faith in men's readiness
+to accept any other idea. Men, on the other hand, fear to marry
+because the "new woman" demands so much for herself--development, a
+career, a chance to work out her own ideals of life. The man sees
+little in this for himself but the "second fiddle" which woman for
+centuries played to his first. Ideal marriages, however, do take place
+in which there is no sacrifice of personality--in which, indeed, each
+lives a fuller life than would have been possible without the
+marriage. For this to be realized, there must be full recognition of
+the responsibility of each for his or her own deeds, and a standing
+aside while each works out his destiny. This does not mean a
+separation of interests nor an abandonment of common counsel. It means
+merely that in individual matters each must have the freedom enjoyed
+before marriage took place. It must mean for women some sort of
+economic independence, and in addition a spiritual independence such
+as men enjoy. When this freedom is cheerfully given, and in return the
+wife gives a like liberty to the husband, the great incentive to
+concealments and deceptions or to nagging and controversy is removed.
+The petty annoyances of the day are lessened, trust is increased,
+and both man and woman find their strength increased rather than
+depleted by the relation.
+
+[Illustration: Courtesy of George Herbert Palmer
+ALICE FREEMAN PALMER
+Mrs. Palmer's was one of the ideal marriages in which husband and
+wife each lived a fuller life than would have been possible without
+the marriage. Happy in her home life, Mrs. Palmer yet had time to
+achieve a brilliant success in administrative educational work]
+
+Common interests are an almost certain safeguard in most marriages.
+Common duties are more often than not a source of difficulty. An
+untold number of matrimonial ventures fail because of inadequate
+responsibility in adjustment of expenses to income. Many more are
+rendered inharmonious by failure of parents to agree as to the
+management of children. In both these directions increased knowledge
+will do much to secure harmonious action. Family traditions are more
+than likely to clash when they are adopted as principles of family
+discipline. "Children must mind," says the father, in memory and
+emulation of his father's method with him. "Children must not be
+coerced," says the mother, who has been reared by a different method.
+Clearly a course in child psychology would have been of value to these
+parents in determining a common procedure. There is probably no
+subject upon which either father or mother finds it so hard to yield
+to the other's way as upon this. Each feels, and rightly, that the
+material to be trained is so precious, and that failure, if it comes,
+will be so stupendous, that neither dares do what seems wrong to his
+own mind. Nothing but common knowledge and a predetermined policy can
+solve this problem so near to the root of success or failure in
+marriage itself.
+
+Girls are commonly taught too little of the duties of married women to
+their husbands. They look for a lifetime of unalloyed bliss. If they
+fail to realize their impossible dream, they turn their faces toward
+the divorce court. Many girls have had too smooth a pathway, too
+little of responsibility, and too little of disappointment, before
+undertaking the serious duty of establishing and maintaining a
+lifelong partnership. There has been little in their lives to
+prepare them for long-continued relations of any sort. On the other
+hand, the same girls have equally little idea of what they have a
+right to expect of marriage for themselves. Much of the necessary
+adjustment is left to chance.
+
+[Illustration: Photograph by Paul Thompson
+AMELIA E. BARR
+Far from interfering with her career, Mrs. Barr's home interests were
+the inspiration for it. Thrown on her own resources by the death of
+her husband, who sacrificed himself in a yellow fever epidemic in
+Texas, Mrs. Barr took up writing to make a living for her children]
+
+Scarcely any phase of woman's part in marriage is arousing more
+attention at present than the question of childbearing. Women, and
+especially educated women, are accused of sterility or of
+intentionally avoiding motherhood. They are said to believe that
+children interfere with their careers, that they can render greater
+service to the world in public work than in childbearing. They "prefer
+idleness and luxury to the care of a family." The "maternal instinct
+is fading." They threaten us with "race suicide," the "extinction of
+mankind," a silent world given over to dumb beasts who have not yet
+learned the principles of "birth control" and "family limitation."
+Thus on the one hand.
+
+On the other: "The world is better served by the small family well
+reared than by the large one necessarily less well cared for." "Women
+are not merely the instruments of nature for multiplying mankind. They
+have a right to some time for living their own lives." "The maternal
+instinct has not faded, but merely come under control of a wisdom
+which directs that it shall not bring forth what it cannot care for."
+
+And so on, with added arguments for either side.
+
+In all these discussions of birth control the fathers or the husbands
+who desire not to be fathers are usually left in the background. As a
+matter of fact, however, men as well as women desire luxury and
+freedom from the care of a family. It is a general sign of the times,
+not a characteristic of one sex alone. Men as well as women fear for
+their ability to care for and educate large families. With the
+demands of our present complex existence bearing heavily upon them,
+one can scarcely wonder at the hesitation of either man or woman to
+add again and again to their already pressing cares. There is but one
+remedy--not to cut off education for women, as some suggest, but to
+learn the joys of a simpler life which will afford people time and
+strength and means to bear and rear their young. To this end let us
+teach our girls and our boys something of the essentials of a useful
+and a happy life, and teach them how to eliminate the non-essentials
+which waste their time and spirit.
+
+Who can best instruct the girl in what we may call the ethics of
+marriage? Her mother? Usually the mother's viewpoint is too personal.
+Her teacher? Most of her teachers are unmarried and know little more
+about the subject than she does herself. A specially selected married
+teacher? Perhaps, but only if she is a deep student of human nature
+and of marriage from a scientific standpoint.
+
+An ideal course for every girl somewhere before her education can be
+considered complete would cover "woman's life" as (1) industrial
+worker, (2) wife, (3) mother, (4) citizen, (5) civic force.
+
+Here, without undue "dangling of the wedding ring," girls might study
+marriage as an important phase of woman's life. Such a course,
+simplified or elaborated to suit the circumstances of the girls who
+participate, might well be given in all girls' schools and colleges,
+in continuation schools, in settlement-house clubs and classes, in
+rural clubs and neighborhood centers. For, reduced to its simplest
+terms, marriage in the tenement rests upon the same principles as
+marriage in the mansion.
+
+Happily married, or happy unmarried, with her life work stretching
+before her, the girl enters upon her heritage of work. We have
+trained her to be a homemaker, but we need feel no regret in regard to
+her training if she finds her life work in an office or a schoolroom
+or a hospital. She may never "keep house," although we hope that she
+will some time help to make a home. But, whether she becomes a
+homemaker or not, a true understanding and appreciation of the value
+of the home and a knowledge of the principles underlying its
+maintenance will make her a broader woman and a better worker than she
+could otherwise be. In the home, or wherever she may be, she cannot
+fail to show the girls who are growing up about her what home means to
+her and what it means to the race. And in her hands we may safely
+leave the future of the home.
+
+
+
+
+SUGGESTED READINGS
+
+
+GENERAL BOOKS WHICH INTRODUCE THE READER TO THE LARGER PHASES OF THE
+WOMAN MOVEMENT
+
+BRUÉRE, MARTHA B. and ROBERT W. _Increasing Home Efficiency_. New
+York: Macmillan.
+
+COLQUHOUN, MRS. A. _The Vocations of Woman_. New York: Macmillan.
+
+GILMAN, CHARLOTTE PERKINS. _Women and Economics_. Boston: Small,
+Maynard & Co.
+
+KEY, ELLEN. _Love and Marriage_. New York: Putnam.
+
+SCHREINER, OLIVE. _Woman and Labor_. New York: Frederick A. Stokes Co.
+
+SPENCER, ANNA GARLIN. _The Challenge of Womanhood._
+
+TARBELL, IDA M. _The Business of Being a Woman_. New York: Macmillan.
+
+Some of these books are conservative, others very radical. They are
+recommended, not because the writer agrees with them, but because
+every mother and teacher who acts as a vocational counselor should
+know both conservative and radical points of view.
+
+
+MORE DISTINCTLY VOCATIONAL BOOKS
+
+BLOOMFIELD, MEYER. _Readings in Vocational Guidance_. Boston: Ginn &
+Co.
+
+The following articles in this book are especially recommended:
+
+  "The Value, during Education, of the Life-Career Motive." By
+     CHARLES W. ELIOT.
+
+  "Selecting Young Men for Particular Jobs." By HERMAN SCHNEIDER.
+
+  "The Permanence of Interests and Their Relation to Abilities." By
+     EDWARD L. THORNDIKE.
+
+  "Survey of Occupations Open to the Girl of Fourteen to Sixteen
+     Years of Age." By HARRIET HAZEN DODGE.
+
+BREWER, J.M. _Vocational-Guidance Movement_. New York: Macmillan.
+
+BREWSTER, EDWIN T. _Vocational Guidance for the Professions._ Chicago:
+Rand McNally & Co.
+
+BUREAU OF EDUCATION, Washington, D.C.
+
+    _Bulletin 1913, No. 17._ "A Trade School for Girls."
+    _Bulletin 1914, No. 4._ "The School and a Start in Life."
+    _Bulletin 1914, No. 14._ "Vocational Guidance Association."
+      Papers presented at the organization meeting, October, 1913.
+
+    _Annual Reports_ of the Commissioner of Education:
+      1911, chapter viii, "A School for Homemakers."
+      1914, chapter xiii, "Education for the Home."
+      1915, chapter xii, "Home Economics."
+      1915, chapter xiv, "Home Education."
+      1916, chapter xvii, "Education in the Home."
+
+BUTLER, ELIZABETH BEARDSLEY. _Women and the Trades._ New York:
+Charities Publication Committee.
+
+----. _Saleswomen in Mercantile Stores._ New York: Survey Associates.
+
+DAVIS, JESSE BUTTRICK. _Vocational and Moral Guidance._ Boston: Ginn &
+Co.
+
+DEPARTMENT OF COMMERCE AND LABOR, Washington, D.C.:
+
+    _Twenty-fifth Annual Report of the Commissioner of Labor._
+
+     Contains nineteen volumes on "Condition of Women and Child
+     Wage-Earners in the United States." The most comprehensive
+     study of conditions of women in industry before the war.
+
+     _Bulletin No. 175._ "Summary of the Report on the Condition of
+        Women and Child Wage-Earners in the United States." Gives
+        in condensed form the findings in the nineteen volumes.
+
+GOWIN and WHEATLEY. _Occupations._ Boston: Ginn & Co.
+
+HOLLINGWORTH, H.L. _Vocational Psychology: Its Problems and Methods._
+New York: D. Appleton & Co.
+
+LASELLE and WILEY. _Vocations for Girls._ Boston: Houghton Mifflin Co.
+
+LEAKE, ALBERT H. _The Vocational Education of Girls and Women._ New
+York: Macmillan.
+
+MCKEEVER, A. _Training the Girl._ New York: Macmillan.
+
+PRESSEY, C. PARK. _A Vocational Reader._ Chicago: Rand McNally & Co.
+
+     This book shows the teacher the kind of stories that can be
+        used for inspiration for grade-school girls.
+
+PUFFER, J. ADAMS. _Vocational Guidance_. Chicago: Rand McNally.& Co.
+
+WOMEN'S EDUCATIONAL AND INDUSTRIAL UNION OF BOSTON:
+
+  _Vocations for the Trained Woman_.
+
+  _The Public Schools and Women in Office Service_.
+
+
+
+
+THE INDEX
+
+
+Acting as a preparation for homemaking, 201
+
+Adolescent girl, 130-150. _See also_ Girl
+
+Agriculture, possibilities in and qualifications for, 173 ff.
+
+Arithmetic applied to household problems, 114 ff.
+
+Art courses as education for homemaking, 40, 118 f.
+
+Artist, work of, as a preparation for homemaking, 201
+
+Arts and crafts, possibilities in and qualifications for, 173
+
+Auburn, Washington, Central School, manual arts courses in, 119
+
+
+Bibliography, 241 f.
+
+Bruère, Martha B., quoted, 18, 51 f.
+
+Budgets, 50 ff.
+
+Building problems, 32 ff.
+
+
+Census, statistics regarding women in industry, 151, 152, 153, 154
+
+Chapin, Dr., quoted, 50 f.
+
+Child:
+  imitative instinct as influencing training of, 90, 102
+  training for habits of industry, 96 ff.
+  training for self-control, 93 ff.
+  training for sympathy, 90 f.
+  training for unselfishness, 95 f.
+  training the little, 86-101
+
+Church:
+  as a means of betterment in the community, 67
+  girl influenced by, 84 f.
+  homemaking as influenced by, 84 f.
+  women and the, 67
+
+Citizenship, woman and, 71 f.
+
+Clothing (_see also_ Dress):
+  problems of, in the home, 57 ff.
+  problems of, for the adolescent girl, 139 ff., 147 f.
+
+Community:
+  church as a means of betterment in, 67
+  home, relation between, and, 62 ff.
+  working women, relation to, 157 ff.
+
+Consolidated school, 110
+
+Continuation schools, 179 f.
+
+Cooking classes in grammar schools, 110 f.
+
+
+Decoration of the home, 40
+
+Department stores:
+  continuation schools in, 179 f.
+  statistics concerning women employed in, 180
+
+Dietetics, knowledge of, necessary to the homemaker, 54 ff.
+
+Divorce, dangers of, 82, 218, 220
+
+Doll's house as a means of teaching the child mechanics of
+  housekeeping, 102-121
+
+Domestic work:
+  as a preparation for homemaking, 196 f.
+  as a vocation, possibilities in and qualifications for, 185 f.
+
+Dress (_see also_ Clothing):
+  principles of selection, for the adolescent girl, 139 ff.
+  problems of, for the adolescent girl, 139 ff., 147 f.
+
+Dressmaking, possibilities in and qualifications for, 171 f.
+
+Education:
+  for homemaking, 25 f.
+  of women, effect on home life, 8 ff.
+
+Educational agencies involved in "woman making," 75-85
+
+Eugenics as influencing marriage, 230
+
+
+Factory work:
+  as a preparation for homemaking, 200 f.
+  possibilities in and qualifications for, 170 f.
+
+Father, characteristics of the ideal, 23 f.
+
+Feeding problems in the home, 53 ff.
+
+Financial knowledge necessary for homemaking, 49 ff.
+
+Food production, possibilities in and qualifications for work in, 175 ff.
+
+Food questions, study of, in schools, 118
+
+Frederick, Mrs., quoted, 18
+
+Furniture, principles governing selection of, 42
+
+
+Games, training afforded by, 123 ff.
+
+Geography applied to household problems, 116
+
+Gilman, Charlotte Perkins, quoted, 56
+
+Girl:
+  adolescent, 130-150
+  church's influence upon, 84 ff.
+  dress problems of the adolescent, 139 ff., 147 f.
+  educational agencies involved in training the, 75-85
+  health of adolescent, methods of safeguarding, 130 ff.
+  inner life of, 122-129
+  plan for training adolescent, 136 ff.
+  school center of society of, 129 ff., 143 ff.
+  teaching the mechanics of housekeeping to, 102-121
+  work of, 151-217
+
+Grammar school, part played in vocational guidance, 204 ff.
+
+
+Hall, G. Stanley, quoted, 76
+
+Handwork, classification of, 170 ff.
+
+Health of adolescent girl, methods of safeguarding, 130 ff.
+
+Heating apparatus, 35 f.
+
+High school, part played in vocational guidance, 211 ff.
+
+Home:
+  as a means of training for homemaking, 81 ff.
+  building problems in, 32 ff.
+  clothing problems in, 57 ff.
+  community, relation to, 62 ff.
+  decoration of, 40
+  establishing a, 27-48
+  feeding problems in, 53 ff.
+  furniture, principles governing selection of, 42
+  heating problems in, 35 f.
+  income in, apportionment of, 50 ff.
+  industrial revolution, effect of, on, 7 ff.
+  industries in, 12 ff.
+  labor-saving devices in, 44 ff.
+  running the domestic machinery, 49-72
+  servant question in, 44 ff.
+  site for, selection of, 31 f.
+  the ideal, 18-26
+  urban conditions as affecting, 10 f.
+  waste disposal in, 37 ff.
+  water supply in, 36 f.
+  women, effect of education of, on, 8 ff.
+
+Homemaking:
+  community problems in country and city affecting, 28, 30
+  dietetics, knowledge of, necessary to, 54 ff.
+  education for, 25 f.
+  educational agencies involved in training for, 75-85
+  financial knowledge necessary for, 49 ff.
+  home's influence in training for, 81 ff.
+  tasks suitable for the small child, 109
+  teacher's responsibility in training for, 78, 80 f.
+  the real business of woman, 14 ff.
+  vocations as affecting, 194-202 (_see also_ the specific vocations)
+
+Home work, school credit for, 105 ff.
+
+Housekeeping:
+  tasks suitable for the small child, 109
+  teaching the mechanics of, 102-121
+
+Hygiene, study of, as a preparation for homemaking, 120
+
+
+Income, apportionment of, 50 ff.
+
+Industrial revolution, effects of, on home life, 7 ff.
+
+Industries (_see also_ Vocations):
+  in the home, 12 ff.
+  women in, Census statistics concerning, 151, 152, 153, 154
+  women's wage statistics, 160
+
+Industry, teaching the child habits of, 96 ff.
+
+Imitation, evils of, 59 f.
+
+Imitative instinct, influence of, in training the child, 90, 102
+
+
+Labor-saving devices in the home, 44 ff.
+
+Leominster, Massachusetts, a school lunch room, 111
+
+Library work, possibilities in and qualifications for, 189 f.
+
+Literary work as a preparation for homemaking, 201
+
+
+Marriage, 218-240
+  age of, for women, 152, 219 f.
+  factors influencing, 226 f.
+  ideals of, 226 f.
+
+Massachusetts plan of school credit for home work, 106
+
+Millinery, possibilities in and qualifications for, 172
+
+Montclair, New Jersey, school lunchroom, 111
+
+Montessori materials as means of teaching habits of industry, 98
+
+Mother (_see also_ Woman):
+  characteristics of the ideal, 21 ff.
+  community institutions, relation to, 65 ff.
+  school, duty to, 65 ff.
+
+
+Nearing, Scott, quoted, 18
+
+Newark, New Jersey, Central High School, lunch room in, 111
+
+New York City, Public School No. 7, model school home, 113
+
+Nursing:
+  as a preparation for homemaking, 197 ff.
+  possibilities in and qualifications for, 190 f.
+
+
+Occupations. _See_ Vocations; _see also_ the specific occupations
+
+Office work:
+  as a preparation for homemaking, 199
+  possibilities in and qualifications for, 180 ff.
+
+Oppenheim, quoted, 120
+
+Oregon plan of school credit for home work, 106
+
+
+Physiology, study of, as preparation for homemaking, 120
+
+Puffer, J. Adams, quoted, 152, 155
+
+
+Reading for the adolescent girl, 146 f.
+
+Reform, woman's opportunities in, 68, 70 f.
+
+Salesmanship:
+  as a preparation for homemaking, 200
+  possibilities in and qualifications for, 178 ff.
+
+School:
+  art courses contributing to homemaking knowledge, 118 f.
+  consolidated, 110
+  continuation, 179 f.
+  cooking classes in, 110 f.
+  homemaking, duty to educate for, 35, 47 f., 76 ff.
+  mothers' relation to, 65 ff.
+  sewing classes in grammar, 110, 111 f.
+  vocational guidance, responsibility in, 167 ff., 204 ff., 211 ff.
+
+School credit for home work, 105 ff.
+
+School gardens, 108
+
+Schreiner, Olive, quoted, 152
+
+Servant question, 44 ff.
+
+Sewing classes in grammar schools, 110, 111 f.
+
+Sex knowledge, instruction in, 80, 128, 148 ff.
+
+Social work, possibilities in and qualifications for, 191 ff.
+
+Society:
+  school and playground center of girls', 126 ff., 143 ff.
+  woman's place in, 3-17
+
+Suffrage, 71
+
+
+Tarbell, Ida M., quoted, 15
+
+Teacher:
+  as a vocational guide, 167 ff., 204 ff., 211 ff.
+  homemaking, responsibility of, in training for, 75 ff., 78, 80 f.
+
+Teaching:
+  as a preparation for homemaking, 197 ff.
+  possibilities in and qualifications for, 188 f.
+
+
+Urban conditions as affecting home life, 10 f.
+
+
+Vocational guidance:
+  considerations in, 163 ff., 194 ff.
+  grammar school's part in, 204 ff.
+  high school's part in, 211 ff.
+  need for, 161 f.
+  object of, 216
+  school's part in, 167 ff., 204 ff., 211 ff.
+  teacher's part in, 167 ff., 204 ff., 211 ff.
+
+Vocations (_see also_ the specific vocations):
+  as affecting homemaking, 194-202
+  choice of, considerations in, 163 ff., 194 ff.
+  classification of, 163-193
+  determined by training, 203-217
+  distributing group, 178-183
+  producing group, 169-177
+  service group, 184-193
+
+
+Wage statistics, 160
+
+Ward, Lester F., quoted, 15
+
+Waste disposal, 37 ff.
+
+Water supply, 36 f.
+
+Womanhood, present-day ideals of, 1-72
+
+Woman (_see also_ Mother):
+  and citizenship, 71 f.
+  as buyer, 70 f.
+  church, relation to, 67
+  community's relation to working, 157 ff.
+  education of, effect on home life, 8 ff.
+  in industry, Census statistics, 151, 152, 153, 154
+  marriage age 152, 219 f.
+  reform, opportunities in, 68, 70 f.
+  society, place in, 3-17
+  status of, views concerning, 5 f.
+  the real business of, 14 ff.
+  wage statistics, 160
+
+
+
+***END OF THE PROJECT GUTENBERG EBOOK VOCATIONAL GUIDANCE FOR GIRLS***
+
+
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+<h1 class="pg">The Project Gutenberg eBook, Vocational Guidance for Girls, by Marguerite
+Stockman Dickson</h1>
+<pre>
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at <a href = "https://www.gutenberg.org">www.gutenberg.org</a></pre>
+<p>Title: Vocational Guidance for Girls</p>
+<p>Author: Marguerite Stockman Dickson</p>
+<p>Release Date: April 9, 2005  [eBook #15595]</p>
+<p>Language: English</p>
+<p>Character set encoding: ISO-8859-1</p>
+<p>***START OF THE PROJECT GUTENBERG EBOOK VOCATIONAL GUIDANCE FOR GIRLS***</p>
+<br /><br /><h3 class="pg">E-text prepared by Audrey Longhurst, Jeannie Howse,<br />
+                and the Project Gutenberg Online Distributed Proofreading Team<br />
+                (https://www.pgdp.net)</h3><br /><br />
+<hr class="full" />
+<br />
+<br />
+<h1><a name="Page_i" id="Page_i"></a>&nbsp;</h1>
+<div class="border">
+<a name="Page_ii" id="Page_ii"></a><br />
+<p class="cen">OTHER VOCATIONAL</p>
+<p class="cen">GUIDANCE BOOKS</p>
+<br />
+<p class="cen"><span class="sc">J. Adams Puffer</span>, <i>Editor</i></p>
+<br />
+<p class="cen"><i>VOCATIONAL GUIDANCE&mdash;THE TEACHER AS A COUNSELOR</i></p>
+<p class="cen"><i>By J. Adams Puffer</i></p>
+<br />
+<p class="cen"><i>A VOCATIONAL READER</i></p>
+<p class="cen">By <i>C. Park Pressey</i></p>
+<br />
+<p class="cen"><i>VOCATIONAL GUIDANCE FOR THE PROFESSIONS</i></p>
+<p class="cen"><i>By Edwin Tenney Brewster</i></p>
+<br />
+</div>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+
+<a name="Page_iii" id="Page_iii"></a>
+<p class="lilq"><i>&quot;Vocational guidance seeks the largest realization of the
+     possibilities of every child and youth, measured in terms of
+     worthy service</i>.&quot;</p>
+
+<br />
+<br />
+<hr />
+<br />
+
+<div class="img" style="width: 50%;"><a name="Page_iv" id="Page_iv"></a>
+<img border="0" src="images/imagep001.jpg" width="100%" alt="Camp Fire Girls" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;"><span class="sc">Camp Fire Girls</span><br />
+<i>The lessons of patriotism, kindness, and industry taught by the Camp
+Fire Girls' organization make it a power for good</i></p>
+</div>
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+
+<h1><a name="Page_v" id="Page_v"></a>VOCATIONAL GUIDANCE FOR GIRLS</h1>
+
+<br />
+<br />
+<br />
+
+<h3><i>By</i></h3>
+
+<h2>MARGUERITE STOCKMAN DICKSON</h2>
+
+<br />
+
+<br />
+<br />
+<p class="lilq"><i>Author of &quot;From the Old World to the New,&quot; &quot;A Hundred Years of
+     Warfare. 1689-1789,&quot; &quot;Stories of Camp and Trail,&quot; &quot;Pioneers and
+     Patriots in American History&quot;</i></p>
+
+<br />
+<br />
+<br />
+<br />
+<br />
+<h5>     RAND McNALLY &amp; COMPANY<br />
+<i>Chicago New York</i></h5>
+
+<br /><a name="Page_vi" id="Page_vi"></a>
+<br />
+
+<h5 class="sc">1919</h5>
+
+<br />
+<br />
+<br />
+<br />
+<a name="Page_vii" id="Page_vii"></a><a name="toc" id="toc"></a><hr />
+<br />
+
+<h3>THE CONTENTS</h3>
+
+<div class="centered">
+  <table border="0" cellpadding="4" cellspacing="0" width="90%" summary="Table of Contents">
+  <tr>
+  <td colspan="3" class="tdrsc" style="font-size: 85%;">Page</td>
+</tr>
+<tr>
+  <td>&nbsp;</td>
+  <td><i>A Foreward</i></td>
+  <td class="tdr">ix</td>
+</tr>
+<tr>
+  <td colspan="3">&nbsp; &nbsp; &nbsp; &nbsp; <a href="#PART_I">PART I</a> &nbsp; &nbsp; PRESENT-DAY IDEALS OF WOMANHOOD</td>
+</tr>
+<tr>
+  <td colspan="3" class="tdlsc" style="font-size: 85%;">Chapter</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_I">I.</a></td>
+  <td class="tdlsc">Woman's Place In Society</td>
+  <td class="tdr">3</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_II">II.</a></td>
+  <td class="tdlsc">The Ideal Home</td>
+  <td class="tdr">18</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_III">III.</a></td>
+  <td class="tdlsc">Establishing A Home</td>
+  <td class="tdr">27</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_IV">IV.</a></td>
+  <td class="tdlsc">Running The Domestic Machinery</td>
+  <td class="tdr">49</td>
+</tr>
+<tr>
+  <td colspan="3">&nbsp; &nbsp; &nbsp; &nbsp; <a href="#PART_II">PART II.</a> &nbsp; &nbsp; GUIDING GIRLS TOWARD THE IDEAL</td>
+</tr>
+<tr>
+<td class="tdr"><a href="#CHAPTER_V">V.</a></td>
+  <td class="tdlsc">The Educational Agencies Involved</td>
+  <td class="tdr">75</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_VI">VI.</a></td>
+  <td class="tdlsc">Training The Little Child</td>
+  <td class="tdr">86</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_VII">VII.</a></td>
+  <td class="tdlsc">Teaching The Mechanics Of Housekeeping</td>
+  <td class="tdr">102</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_VIII">VIII.</a></td>
+  <td class="tdlsc">The Girl's Inner Life</td>
+  <td class="tdr">122</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_IX">IX.</a></td>
+  <td class="tdlsc">The Adolescent Girl</td>
+  <td class="tdr">130</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_X">X.</a></td>
+  <td class="tdlsc">The Girl's Work</td>
+  <td class="tdr">151</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_XI">XI.</a></td>
+  <td class="tdlsc">The Girl's Work (<span style="font-variant: normal;"><i>Continued</i></span>)&mdash;Classification Of Occupations</td>
+  <td class="tdr">163</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_XII">XII.</a></td>
+  <td class="tdlsc">The Girl's Work (<span style="font-variant: normal;"><i>Continued</i></span>)&mdash;Vocations As Affecting Homemaking</td>
+  <td class="tdr">194</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_XIII">XIII.</a></td>
+  <td class="tdlsc">The Girl's Work (<span style="font-variant: normal;"><i>Continued</i></span>)&mdash;Vocations Determined By Training</td>
+  <td class="tdr">203</td>
+</tr>
+<tr>
+  <td class="tdr"><a href="#CHAPTER_XIV">XIV.</a></td>
+  <td class="tdlsc">Marriage</td>
+  <td class="tdr">218</td>
+</tr>
+<tr>
+  <td colspan="2" class="tdl"><a href="#Suggested_Readings"><i>Suggested Readings</i></a></td>
+  <td class="tdr">241</td>
+</tr>
+<tr>
+  <td colspan="2" class="tdl"><a href="#The_Index"><i>The Index</i></a></td>
+  <td class="tdr">243</td>
+</tr>
+</table>
+</div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="toci" id="toci"></a><hr />
+<br />
+
+<a name="Page_viii" id="Page_viii"></a><h3>A LIST OF THE PORTRAITS</h3>
+
+
+<div class="centered">
+  <table border="0" cellpadding="4" cellspacing="0" width="90%" summary="Table of Contents">
+  <tr>
+  <td colspan="2" class="tdrsc" style="font-size: 85%;">Page</td>
+</tr>
+<tr>
+  <td class="tdlsc">Louisa M. Alcott</td>
+  <td class="tdr"><a href="#Alcott">221</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Ruth McEnery Stuart</td>
+  <td class="tdr"><a href="#Stuart">223</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Louise Homer And Her Family</td>
+  <td class="tdr"><a href="#Homer">225</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Margaret Junkin Preston</td>
+  <td class="tdr"><a href="#Preston">227</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Colonel And Mrs. Roosevelt With Members Of Their Family</td>
+  <td class="tdr"><a href="#Roosevelt">229</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Julia Ward Howe And Her Granddaughter</td>
+  <td class="tdr"><a href="#Howe">231</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Caroline Bartlett Crane</td>
+  <td class="tdr"><a href="#Crane">233</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Alice Freeman Palmer</td>
+  <td class="tdr"><a href="#Palmer">235</a></td>
+</tr>
+<tr>
+  <td class="tdlsc">Amelia E. Barr</td>
+  <td class="tdr"><a href="#Barr">237</a></td>
+</tr>
+</table>
+</div>
+
+
+<br />
+<br />
+<br />
+<br />
+<a name="A_FOREWORD" id="A_FOREWORD"></a><hr />
+<br />
+
+<h3><a name="Page_ix" id="Page_ix"></a>A FOREWORD</h3>
+<br />
+
+<p>Fortunate are we to have from the pen of Mrs. Dickson a book on the
+vocational guidance of girls. Mrs. Dickson has the all-round life
+experiences which give her the kind of training needed for a broad and
+sympathetic approach to the delicate, intricate, and complex problems
+of woman's life in the swiftly changing social and industrial world.</p>
+
+<p>Mrs. Dickson was a teacher for seven years in the grades in the city
+of New York. She then became the partner of a superintendent of
+schools in the business of making a home. In these early homemaking
+years there came from the pen of Mrs. Dickson a series of historical
+books for the grades which have placed her among the leading
+educational writers of the country. During the long sickness of her
+husband she filled for a while two administrative positions&mdash;homemaker
+and superintendent of schools.</p>
+
+<p>Her three children are now in high school and are beginning to plan
+for their own life work. With the broad training of homemaker, wife,
+mother, teacher, writer, and administrator, Mrs. Dickson has the
+combination of experiences to enable her to introduce teachers and
+mothers to the very difficult problems of planning wisely big life
+careers for our girls.</p>
+
+<p>The book is so plainly and guardedly written that it can also be used
+as a textbook for the girls themselves in connection with civic and
+vocational courses. The only difficulty with the book for a text is
+that it is so attractively written on such vital problems that the
+student will not stop reading at the end of the lesson.</p>
+
+<p class="tdrsc">J. Adams Puffer</p>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<p class="lilq"><a name="Page_x" id="Page_x"></a><i>&quot;Vocational guidance has for its ideal the granting to
+     every individual of the chance to attain his highest
+     efficiency under the best conditions it is humanly possible
+     to provide.&quot;</i></p>
+
+
+
+<br />
+<br />
+<br />
+<br />
+<a name="PART_I" id="PART_I"></a><hr />
+<br />
+<h2><a name="Page_1" id="Page_1"></a>PART I</h2>
+
+<h3>PRESENT-DAY IDEALS OF WOMANHOOD</h3>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<p class="lilq"><a name="Page_2" id="Page_2"></a><i>&quot;How to preserve to the individual his right to aspire, to
+     make of himself what he will, and at the same time find
+     himself early, accurately, and with certainty, is the
+     problem of vocational guidance.&quot;</i></p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_I" id="CHAPTER_I"></a><hr />
+<br />
+<h2><a name="Page_3" id="Page_3"></a>VOCATIONAL GUIDANCE FOR GIRLS<span class="totoc"><a href="#toc">ToC</a></span></h2>
+<br />
+
+<h3>CHAPTER I</h3>
+
+<h3 class="sc">Woman's Place In Society</h3>
+<br />
+
+<p>Any scheme of education must be built upon answers to two basic
+questions: first, What do we desire those being educated to become?
+second, How shall we proceed to make them into that which we desire
+them to be?</p>
+
+<p>In our answers to these questions, plans for education fall naturally
+into two great divisions. One concerns itself with ideals; the other,
+with methods. No matter how complex plans and theories may become, we
+may always reach back to these fundamental ideas: What do we want to
+make? How shall we make it?</p>
+
+<p>Applying this principle to the education of girls, we ask, first: What
+ought girls to be? And with this simple question we are plunged
+immediately into a vortex of differing opinions.</p>
+
+<p>Girls ought to be&mdash;or ought to be in the way of becoming&mdash;whatever the
+women of the next generation should be. So far all are doubtless
+agreed. We therefore find ourselves under the necessity of restating
+the question, making it: What ought women to be?</p>
+
+<p>Probably never in the world's history has this question occupied so
+large a place in thought as it does to-day. In familiar discussion, in
+the press, in the library, on the platform, the &quot;woman question&quot; is an
+all-absorbing <a name="Page_4" id="Page_4"></a>topic. Even the most cursory review of the literature
+of the subject leads to a realization of its importance. It leads also
+into the very heart of controversy.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep004.jpg" width="100%" alt="Suffrage parade in Washington" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Suffrage parade in Washington. Women will parade or even fight for
+their rights</i></p>
+</div>
+
+<p>It is safe to say that no woman, in our own country at least, escapes
+entirely the unrest which this controversy has brought. Even the most
+conservative and &quot;old-fashioned&quot; of women know that their daughters
+are living in a world already changed from the days of their own young
+womanhood; and few indeed fail to see that these changes are but
+forerunners of others yet to come. They know little, perhaps, of the
+right or wrong of woman's industrial position, but &quot;woman in industry&quot;
+is all about them. They perhaps have never heard of Ellen Key's
+arraignment of existing marriage and sex relations, but they cannot
+fail to see unhappy marriages in their own circle. They may care
+little about the suffrage question, but they can hardly avoid hearing
+<a name="Page_5" id="Page_5"></a>echoes of strife over the subject of &quot;votes for women.&quot; And however
+much or little women are personally conscious of the significance of
+these questions, the questions are nevertheless of vital import to
+them all.</p>
+
+<p>The &quot;uneasy woman&quot; is undeniably with us. We may account for her
+presence in various ways. We may prophesy the outcome of her
+uneasiness as the signs seem to us to point. But in the meantime&mdash;she
+is here!</p>
+
+<p>Naturally both radical and conservative have panaceas to suggest. The
+radicals would have us believe that the question of woman's status in
+the world requires an upheaval of society for its settlement. Says
+one, the &quot;man's world&quot; must be transformed into a human world, with no
+baleful insistence on the femininity of women. It is the human
+qualities, shared by both man and woman, which must be emphasized. The
+work of the world&mdash;with the single exception of childbearing&mdash;is not
+man's work nor woman's work, but the work of the race. Woman must be
+liberated from the overemphasized feminine. Let women live and work as
+men live and work, with as little attention as may be to the accident
+of sex.</p>
+
+<p>Says another, it is the ancient and dishonored institution of marriage
+which must feel the blow of the iconoclast. Reform marriage, and the
+whole woman question will adjust itself.</p>
+
+<p>Says still another, do away with marriage. &quot;Celibacy is the
+aristocracy of the future.&quot; Let the woman be free forever from the
+drudgery of family life, free from the slavery of the marriage
+relation, free to &quot;live,&quot; to &quot;work,&quot; to have a &quot;career.&quot; Men and women
+were intended to be in all things the same, except for the slight
+difference of sex. Let us throw away the cramping folly of the ages
+and let woman take her place beside man.</p>
+
+<p><a name="Page_6" id="Page_6"></a>Not so, replies the conservative. In just so far as masculine and
+feminine types approach each other, we shall see degeneracy. Men and
+women were never intended to be alike.</p>
+
+<p>Thus we might go on. Without the radicals there would of course be no
+progress. Without the conservatives our social fabric would scarcely
+hold. Between the two extremes, however, in this as in all things,
+stands the great middle class, believing and urging that not social
+upheaval, but better understanding of existing conditions, is the
+world remedy for unrest; that not new careers, but better adjustment
+of old ones, will bring peace; that not formal political power, even
+though that be their just due, but the better use of powers that women
+have long possessed, is most needed for the betterment of mankind.</p>
+
+<p>It is not the province of this book to enter into controversy with
+either radical or reactionary, but rather to search for truth which
+may be used for adjusting to fuller advantage the relation of woman to
+society. First of all must be recognized the fact that the &quot;woman
+movement&quot; deserves the thoughtful attention of every teacher or other
+social worker, and indeed of every thoughtful man or woman. The
+movement can no longer be considered in the light of isolated surface
+outbreaks. It is rather the result of deep industrial and social
+undercurrents which are stirring the whole world.</p>
+
+<p>In our study of the modern woman movement, which as teachers in any
+department of educational work we are bound to make, the fact is
+immediately impressed upon us that home life has undergone marked
+changes. Conditions once favorable to the existence of the home as a
+sustaining economic unit are no longer to be found. New conditions
+have arisen, compelling the home, like other <a name="Page_7" id="Page_7"></a>permanent institutions,
+to alter its mode of existence in order to meet them.</p>
+
+<p>Briefly reviewing the causes which have brought about these changes in
+home life, we find, first, the industrial revolution. A large number
+of the activities once carried on in the home have removed to other
+quarters. In earlier times the mother of a family served as cook,
+housemaid, laundress, spinner, weaver, seamstress, dairymaid, nurse,
+and general caretaker. The father was about the house, at work in the
+field, or in his workshop close at hand. The children grew up
+naturally in the midst of the industries which provided for the
+maintenance of the home, and for which, in part, the home existed. The
+home, in those days, was the place where work was done.</p>
+
+<p>With the invention of labor-saving machinery came an entire revolution
+in the place and manner of work. The father of the family has been
+forced by this industrial change to follow his trade from the home
+workshop to the mechanically equipped factory. One by one, many of the
+housewife's tasks also have been taken from the home. To-day the
+processes of cloth making are practically unknown outside the factory.
+Knitting has become largely a machine industry. Ready-made clothing
+has largely reduced the sewing done in the home. In the matter of
+food, the housekeeper may, if she chooses, have a large part of her
+work performed by the baker, the canner, and the delicatessen
+shopkeeper. Even the care of her children, after the years of infancy,
+has been partly assumed by the state.</p>
+
+<p>The home, as a place where work is done, has lost a large part of its
+excuse for being. Among the poorer classes, women, like their
+husbands, being obliged to earn, and no longer able to do so in their
+homes, have <a name="Page_8" id="Page_8"></a>followed the work to the factory. As a result we have
+many thousands of them away from their homes through long days of
+toil. Among persons of larger income, removal of the home industries
+to the factory has resulted in increased leisure for the woman&mdash;with
+what results we shall later consider. Practically the only
+constructive work left which the woman may not shift if she will to
+other shoulders, or shirk entirely, is the bearing of children and, to
+at least some degree, their care in early years. The interests once
+centered in the home are now scattered&mdash;the father goes to shop or
+office, the children to school, the mother either to work outside the
+home or in quest of other occupation and amusement to which leisure
+drives her.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep008.jpg" width="100%" alt="Glove Making" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Glove making. Women, like their husbands, have followed work to the
+factories</i></p>
+</div>
+
+<p>A second change in the conditions affecting home life is found in the
+increased educational aspirations of women. Once the accepted and
+frankly anticipated <a name="Page_9" id="Page_9"></a>career for a woman was marriage and the making of
+a home. Her education was centered upon this end. To-day all this is
+changed. A girl claims, and is quite free to obtain, an education in
+all points like her brother's, and the career she plans and prepares
+for may be almost anything he contemplates. She may, or may not, enter
+upon the career for which she prepares. Marriage may&mdash;often
+does&mdash;interfere with the career, although nearly as often the career
+seems to interfere with marriage. Under the new alignment of ideals,
+there is less interest shown in homemaking and more in &quot;the world's
+work,&quot; with a decided feeling that the two are entirely incompatible.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep009.jpg" width="100%"
+alt="Employees leaving the Elgin Watch Company factory" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Keystone View Co.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Employees leaving the Elgin Watch Company factory. Thousands of women
+are away from their homes through long days of toil</i></p>
+</div>
+
+<p>The girl, educated to earn her living in the market of the world, no
+longer marries simply because no other <a name="Page_10" id="Page_10"></a>career is open to her; when
+she does marry, she is less likely than formerly, statistics tell us,
+to have children&mdash;the only remaining work which, in these days,
+definitely requires a home. Marriage and homemaking, therefore, are no
+longer inseparably connected in the woman's mind. Girls are willing to
+undertake matrimony, but often with the distinct understanding that
+their &quot;careers&quot; are not to be interfered with. To them, then, marriage
+becomes more and more an incident in life rather than a life work.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep010.jpg" width="100%" alt="A typical tenement house" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A typical tenement house. Congestion means discomfort within the home
+and decreasing possibility for satisfying there either material or
+social needs</i></p>
+</div>
+
+<p>A third disintegrating influence as affecting home life is the great
+increase of city homes. Urban conditions are almost without exception
+detrimental to home life. Congestion means discomfort within the home
+and decreasing possibility for satisfying there either material or
+social needs; while on every hand are increasing possibilities for
+<a name="Page_11" id="Page_11"></a>satisfying these needs outside the home. Family life under such
+conditions often lacks, to an alarming degree, the quality of
+solidarity which makes the dwelling place a home. No longer the place
+where work is done, no longer the place where common interests are
+shared, the home becomes only &quot;the place where I eat and sleep,&quot; or
+perhaps merely &quot;where I sleep.&quot; The great increase of urban life
+during the last half century is thus a very real menace, and, since
+the agricultural communities constantly feed the towns, the menace
+concerns the country-as well as the city-dweller.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep011.jpg" width="100%" alt="satisfying material and social needs" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>In the cities there are increasing opportunities for satisfying
+material and social needs outside the home</i></p>
+</div>
+
+<p>Believing that for the good of coming generations the true home spirit
+must be saved, we shall do well to admit at once that the old-time
+home was an institution suited to its own day, but that we cannot now
+call it back to being. Nor would we wish to do so. There is no
+possible reason for wishing our women to spin, weave, knit, <a name="Page_12" id="Page_12"></a>bake,
+brew, preserve, clean, <i>if</i> the products she formerly made can be
+produced more cheaply and more efficiently outside the home.</p>
+
+<p>There is danger, however, of generalizing too soon in regard to these
+industries. There is little doubt that in some directions, at least,
+the factory method has not yet brought really satisfactory results.
+How many women can give you reasons <i>why</i> they believe that it no
+longer &quot;pays&quot; to do this or that at home as they once did? Do the
+factories always turn out as good a product as the housekeeper? If
+they do, does the housekeeper obtain that product with as little
+expenditure as when she made it? If she spends more, can she show that
+the leisure she has thus bought has been a wise purchase? Is she
+justified in accepting vague generalizations to the effect that it is
+better economy to buy than to make, or should she test for herself,
+checking up her individual conditions and results?</p>
+
+<p>The fact is that the pendulum has swung away from the &quot;homemade&quot;
+article, and most of us have not taken the trouble to investigate
+whether we are benefited or harmed. It may be that investigation will
+show us that the pendulum has swung too far, and that, in spite of
+factories mechanically equipped to serve us, some work may be done
+much more advantageously at home. It is even possible, and in some
+lines of work we know that it is a fact, that homes may be
+mechanically equipped at very little cost to rival and even to
+outclass the factory in producing certain kinds of products for home
+consumption.</p>
+
+<p>Spinning, weaving, and knitting are doubtless best left in the hands
+of the factory worker. But, under present conditions, buying ready
+made all the garments needed for a family may be an expensive and
+unsatisfactory <a name="Page_13" id="Page_13"></a>method if the elements of worth, wear, finish, and
+individuality are worthy of consideration, just as buying practically
+all foodstuffs &quot;ready made&quot; presents a complex and disturbing problem
+to the fastidious and conscientious housewife. There is at least a
+possibility that it would be as well for the home of to-day to retain
+or resume, systematize, and perfect some of the industries that are
+slipping or have already slipped from its grasp. It is possible to
+reduce some processes to a too purely mechanical basis.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep013.jpg" width="100%" alt="Linen-mill workers" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Keystone View Co.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Linen-mill workers. Spinning and weaving, whether of cotton, linen,
+silk, or wool, are more satisfactorily done by factory workers than in
+the home</i></p>
+</div>
+
+<hr class="one"/>
+
+<div class="poem"><div class="stanza">
+<span><a name="Page_14" id="Page_14"></a>A woman lived in our town who wasn't very wise.<br /></span>
+<span>She had a reputation for making homemade pies.<br /></span>
+<span>And when she found her pies would sell, with all her might and main<br /></span>
+<span>She opened up a factory, and spoiled it all again.<br /></span>
+</div></div>
+
+<p>Nonsense? Yes&mdash;but with a strong element of sense, nevertheless.</p>
+
+<p>Entirely aside, however, from the industrial status of the home,
+unless we are to see a practical cessation of childbearing and
+rearing, homes must apparently continue to exist. No one has yet found
+a substitute place for this particular industry. It is a commonly
+accepted fact that young children do better, both mentally and
+physically, in even rather poor homes than in a perfectly planned and
+conducted institution. And we need go no farther than this in seeking
+a sufficient reason for saving the home. This one is enough to enlist
+our best service in aid of homemaking and home support.</p>
+
+<p>From earliest ages woman has been the homemaker. No plan for the
+preservation of the home or for its evolution into a satisfactory
+social factor can fail to recognize her vital and necessary connection
+with the problem. Therefore in answer to the question &quot;What ought
+woman to be?&quot; we say boldly, &quot;A homemaker.&quot; Reduced to simplest terms,
+the conditions are these: if homes are to be made more serviceable
+tools for social betterment, women must make them what they ought to
+be. Consequently homemaking must continue to be woman's
+business&mdash;<i>the</i> business of woman, if you like&mdash;a considerable,
+recognized, and respected part of her &quot;business of being a woman.&quot; Nor
+may we overlook the fact that it is only in this work of making homes
+and rearing offspring that either men or women reach their highest
+development. Motherhood and fatherhood are educative <a name="Page_15" id="Page_15"></a>processes,
+greater and more vital than the artificial training that we call
+education. In teaching their children, even in merely living with
+their children, parents are themselves trained to lead fuller lives.</p>
+
+<p>&quot;The central fact of the woman's life&mdash;Nature's reason for her&mdash;is the
+child, his bearing and rearing. There is no escape from the divine
+order that her life must be built around this constraint, duty, or
+privilege, as she may please to consider it.&quot;<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1"><sup>[1]</sup></a> It is the fashion
+among some women to assume that it is time all this were changed, and
+that therefore it will be changed. They look forward to seeing
+womankind released from this &quot;constraint, duty, or privilege,&quot; and yet
+see in their prophetic vision the race moving on to a future of
+achievement. The fact, however, ignore it as we may, cannot be
+gainsaid: no man-made or woman-made &quot;emancipation&quot; will change
+nature's law.</p>
+
+<p>It was well that after centuries of repression and subjection woman
+sought emancipation. She needed it. But the wildest flight of fancy
+cannot long conceal the ultimate fact. Woman is the mother of the
+race. &quot;The female not only typifies the race, but, metaphor aside, she
+<i>is</i> the race.&quot;<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2"><sup>[2]</sup></a> Emancipation can never free her from this destiny.
+In the United States, where woman has the largest freedom to enter the
+industrial world and maintain herself in entire independence, the
+percentage of those who marry is higher than in the countries where
+woman is a slave. Ninety per cent of the mature women in our country
+become homemakers for a certain period, and probably over 90 per cent
+are assistant homemakers for another period of years before or after
+marriage.</p>
+
+<p><a name="Page_16" id="Page_16"></a>Any vocational counselor who fails to reckon first with the homemaking
+career of girls is therefore blind to the facts of life. All
+education, all training, must be considered in its bearing on the one
+vocation, homemaking. The time will come when the occupations of boys
+and men must likewise be considered in relation to homemaking, but
+that problem is not the province of this book.</p>
+
+<p>Women will bear and rear the children of the future, just as they have
+borne and reared the children of the past. But <i>under what
+conditions</i>&mdash;the best or those less worthy? And <i>what women</i>&mdash;again,
+the best or those less worthy? Has woman been freed from subjection,
+from an inferior place in the scheme of life, only to become so
+intoxicated with a personal freedom, with her own personal ambition,
+that she fails to see what emancipation really means? Will she be
+contented merely to imitate man rather than to work out a destiny of
+her own? We think not. When the first flush of freedom has passed, the
+pendulum will turn again and woman will find a truer place than she
+knows now or has known.</p>
+
+<p>Two obstacles to the successful pursuit of her ultimate vocation stand
+prominently before the young woman of to-day: first, the instruction
+of the times has imbued her with too little respect for her calling;
+second, her education teaches her how to do almost everything except
+how to follow this calling in the scientific spirit of the day. She
+may scorn housework as drudgery, but no voice is raised to show her
+that it may be made something else. With the advent of vocational
+guidance, vocational training of necessity follows close behind. And
+with vocational training must come a proper appreciation, among the
+other businesses of life, of this &quot;business of being a woman.&quot;</p>
+
+<p><a name="Page_17" id="Page_17"></a>Must we then educate the girl to be a homemaker, and keep her out of
+the industrial life which has claimed her so swiftly and in which she
+has found so much of her emancipation? No, we could not, if we would,
+keep her from the outside life. We must rather recognize her double
+vocation and, difficult though it seem, must educate her for both
+phases of her &quot;business.&quot; She will be not only the better woman, but
+the better worker, because of the very breadth of her vocational
+horizon.</p>
+
+<p>Training for homemaking, then, must go hand in hand with training for
+some phase of industrial life. Vocational guides must consider not
+only inclination and temperament, but physical condition and the
+supply and demand of the industrial world. They will consider the girl
+not merely as an industrial worker, but as a potential homemaker. They
+will, therefore, also study the effect of various vocations upon
+homemaking capabilities.</p>
+
+<p>How then shall the teaching of this double vocation be approached? How
+shall we, as teachers of girls, make them capable of becoming
+homemakers? How shall we make them see that homemaking and the world's
+work may go hand in hand, so that they will desire in time to turn
+from their industrial service to the later and better destiny of
+making a home? This book offers its contribution toward answering
+these questions.</p>
+<br />
+<hr style="width: 15%;" />
+
+<p>FOOTNOTES:</p>
+
+<div class="note"><p class="noin"><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1">[1]</a>
+Ida M. Tarbell, <i>The Business of Being a Woman</i>.</p></div>
+
+<div class="note"><p class="noin"><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2">[2]</a>
+Lester F. Ward, <i>Pure Sociology</i>.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_II" id="CHAPTER_II"></a><hr />
+<br />
+
+<h3><a name="Page_18" id="Page_18"></a>CHAPTER II<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Ideal Home</h3>
+<br />
+
+<p>That we may understand, and to some extent formulate, the problem
+which we would have girls trained to solve, we must of necessity study
+homes. What must girls know in order to be successful homemakers?</p>
+
+<p>A historical survey of the home leads us to the conclusion that
+although times have changed, and homes have changed, and indeed all
+outward conditions have changed, the spiritual ideal of home is no
+different from what it has always been. The home is the seat of family
+life. Its one object is the making of healthy, wise, happy, satisfied,
+useful, and efficient people. The home is essentially a spiritual
+factory, whether or not it is to remain to any degree whatever a
+material one. &quot;Home will become an atmosphere, a 'condition in which,'
+rather than 'a place where,'&quot; says Nearing in his <i>Woman and Social
+Progress</i>. &quot;The home is a factory to make citizenship in,&quot; writes Mrs.
+Bru&egrave;re.</p>
+
+<p>But although this spiritual significance of home has always existed,
+we are sometimes inclined to overlook the fact. Because conditions
+have changed, and because our external ideals of home have changed and
+are still changing, we fail to see that the foundation of home life is
+still unchanged.</p>
+
+<p>&quot;I sometimes think that many women don't consciously know <i>why</i> they
+are running their homes,&quot; says Mrs. Frederick, author of <i>The New
+Housekeeping</i>. We might add that many of those who do know, or think
+they <a name="Page_19" id="Page_19"></a>know, are struggling to attain to purely trivial or
+fundamentally wrong ideals. It seems wise, then, for us to face at the
+outset the question &quot;What is the ideal home?&quot;</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep019.jpg" width="100%" alt="An attractive living room" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Keystone View Co.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>An attractive living room in which there is that atmosphere of peace
+so conducive to a happy family life</i></p>
+</div>
+
+<p>Laying aside all preconceived notions, and remembering that changes
+are coming fast in these days, let us look for the ideals which may be
+common to all homes, in city or country, among rich or poor.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep020.jpg" width="100%" alt="A well-arranged kitchen" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A well-arranged kitchen forms an important part of the smoothly
+running mechanism of the ideal home</i></p>
+</div>
+
+<p>First of all, the home must be comfortable, and its whole atmosphere
+must be that of peace. In no other way can the tension of modern life
+be overcome. This <a name="Page_20" id="Page_20"></a>implies order and cleanliness, beauty, warmth,
+light, and air; but it implies far more. It means a home planned for
+the people who will occupy it, and so planned that father's needs, and
+mother's, and the children's, will all be met. What does each member
+of the family require of the house? A place to <i>live in</i>. And that
+means far more than eating and sleeping and having a place for one's
+clothes. There must be not only a place for everything, but a place
+for everybody in the ideal house. The boys who wish to dabble in
+electricity, the girls who wish to entertain their friends in their
+own way, the tired father who wishes to read his newspaper &quot;in peace,&quot;
+the younger children who want to pop corn or blow bubbles or play
+games, all must be planned for. There will be no room too good for
+use, and no furnishings so delicate <a name="Page_21" id="Page_21"></a>that mother worries over family
+contact with them. There will be a minimum of &quot;keeping up appearances&quot;
+and a maximum of comfort and cheer. There will be little formal
+entertaining, but many spontaneous good times. In addition to being
+comfortable, the ideal home must be convenient. There will be places
+for things, and every appliance for making work easy.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep021.jpg" width="90%" alt="old-fashioned kitchen" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Contrast this old-fashioned kitchen with the modern one shown on the
+opposite page</i></p>
+</div>
+
+<p>The ideal mother, who is the mainspring of the smoothly running
+mechanism of the ideal home, will be scientifically trained for her
+position. Her &quot;domestic science&quot; will no longer be open to the
+criticism that it is not science at all, nor will she feel that her
+business is unworthy of scientific treatment. Always she will keep
+before her the object of her work&mdash;to make of her family, <i>including
+herself</i>, good, happy, efficient people. She will not be overburdened
+with housework, for overworked mothers have neither time nor strength
+for the higher aspects of their work. She will know how to feed
+bodies, but also how to develop souls. She will clothe her children
+hygienically, but she <a name="Page_22" id="Page_22"></a>will teach them to value more the more
+important vestments of modesty and gentleness and courtesy. She will
+require obedience, but, as their years increase, the requirement will
+be less and less obedience to authority and more and more obedience to
+a right spirit within.</p>
+
+<div class="img" style="width: 70%;">
+<img border="0" src="images/imagep022.jpg" width="100%"
+alt="The wise mother will teach her children the true value of work" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>The wise mother will teach her children the true value of work by
+making them wish to work with her</i></p>
+</div>
+
+<p>She will work for her children and will make them wish to work with
+her, teaching them the true value of work and sacrifice. She will play
+with them, for their pleasure and development, and she will also play,
+in her own way, for her own rejuvenation and her soul's good. She will
+study each member of her family as an individual problem, and,
+abandoning forever the idea of pressing any child's soul into the mold
+that she might choose, will rather strive to aid its growth toward its
+natural ideal. She will strive to hold and to be worthy of her
+children's confidence, that they may turn to her in those times that
+try their souls. But she will always respect the personal liberty of
+either child or husband to live his own life.</p>
+
+<p><a name="Page_23" id="Page_23"></a>She will interest herself in the interests of husband and children,
+that she may remain a vital factor in their lives; and she will make
+the home so delightful as to reduce to a minimum the scattering
+influences that tend to destroy home life. She will weave intangible
+but indestructible ties of affection, holding all together and to
+herself. She will keep her interest in the outside world, so that she
+may better prepare her children to live in it and may resist the
+narrowing influence of her enforced temporary withdrawal. She will
+take some part in civic work and social uplift, and, when her years of
+child rearing are ended, in the leisure of middle age she will return
+to the less circumscribed life of her youth, bending her matured
+energies to the world's work.</p>
+
+<p>The father of this ideal family will be first of all a man happy in
+his work. The plodding, weary slave to distasteful labor can be ideal
+neither as husband nor as father. Overworked fathers are quite as
+impossible in our scheme as overburdened mothers. In ideal conditions
+the father will have time, strength, and willingness to be more of a
+factor in the home life than he sometimes is at the present time. More
+than that, his early education will have included definite preparation
+for homemaking, so that his co&ouml;peration will be intelligent and
+therefore helpful. He will know more than he does now about the cost
+of living and he will assist in making a preliminary division of the
+year's income upon an intelligent basis. He will recognize the
+necessity for equipment for the homemaking business and will
+contribute his share of thought and labor to improving the home plant.</p>
+
+<p>He will be a companion as well as adviser to his boys and girls and
+will retain their respect and love by his sympathetic understanding
+and his remembrance of the <a name="Page_24" id="Page_24"></a>boy's point of view. In all his dealings
+with his children he will be careful that interference with his
+comfort and convenience or the wounding of his pride by their
+shortcomings does not obscure his sense of justice. He will be a
+student of child nature and will keep in view the ultimate good and
+usefulness of his child. He will regard his fatherhood as his greatest
+service to the state.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep024.jpg" width="100%" alt="Pals." /><br />
+<p class="noin" style="margin-top: .2em;"><i>Pals. The wise father will be companion as well as
+adviser to his children</i></p>
+</div>
+
+<p>The children reared by this ideal father and mother in their ideal
+home will grow as naturally as plants in a well-cared-for garden. With
+examples of courtesy and kindness, of cheerful work and
+health-producing play, ever before them in the lives of their parents,
+they may be led along the same paths to similar usefulness. Their
+educational problems will be met by the combined effort <a name="Page_25" id="Page_25"></a>of teachers
+and parents, and natural aptitude as well as community needs will
+dictate the choice of their life work.</p>
+
+<p>That this ideal family is far removed from many families of our
+acquaintance merely proves the necessity of training for more
+efficient homemaking, and indeed for a better conception of homemaking
+ideals and problems. If we are to teach our girls and our boys to be
+homemakers, we must consider carefully what they need to know. If we
+are to counteract the tendencies of the past two or three decades away
+from homemaking as a vocation, we must show the true value of the
+homemaker to the community, and the opportunities which domestic life
+presents to the scientifically trained mind.</p>
+
+<p>Education for homemaking necessarily implies teachers who are trained
+for homemaking instruction; and we may pause here to notice that no
+homemaking course in normal school or college can be sufficient to
+give the teacher true knowledge of ideal homes. She must have seen
+such homes, or those which approximate the ideal. Perhaps she has
+grown up in such a home. More probably she has not. If not, it must
+then necessarily follow that the lower have been the ideals in the
+home where the teacher had her training, the more she should see of
+other homes, and especially of good homes. Her whole outlook may be
+changed by such contact; and with her outlook, her teaching; and with
+her teaching, her influence.</p>
+
+<p>If all girls grew up in ideal homes, it seems probable that homemaking
+would appeal to them quite naturally as the ultimate vocation. Indeed,
+we know that many girls feel this natural drawing, in spite of most
+unlovely conditions in their childhood homes. The task of mother,
+teacher, and vocational counselor (who may be either) in this matter
+is a complicated one. Some girls are not <a name="Page_26" id="Page_26"></a>fitted by nature to be
+homemakers. Some may with careful training overcome inherent defects
+which stand in the way of their success. Some have the natural
+endowment, but have their eyes fixed on other careers. Some have
+unhappy ideals to overcome. The fact, however, confronts us that at
+some time in their lives a very large majority of these girls will be
+homemakers. It is the part of those who have charge of them in their
+formative years to do two things for them: first, to train them so
+that they may understand the tasks of the homemaker and perform them
+creditably if they are called upon; second, to teach all those girls
+who seem fitted for this high vocation to desire it, and to choose it
+for at least part of their mature lives.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_III" id="CHAPTER_III"></a><hr />
+<br />
+<h3><a name="Page_27" id="Page_27"></a>CHAPTER III<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">Establishing A Home</h3>
+<br />
+
+<p>Certain very definite attempts are being made in these days to meet
+the evident lack of homemaking knowledge in the rising generation. And
+since definiteness of plan lends power to accomplishment, we cannot do
+better than to analyze as carefully as possible the various lines of
+knowledge required by the prospective homemaker in entering upon her
+life work.</p>
+
+<p>What are the problems of homemaking? And how far can we provide the
+girl with the necessary equipment to make her an efficient worker in
+her chosen vocation?</p>
+
+<p>Country life and city life are apparently so far removed from each
+other as to present totally different problems to the homemaker and to
+the vocational educator of girls. And yet underlying the successful
+management of both urban and rural homes are the same principles of
+domestic economy and of social efficiency. The principles are there,
+however widely their application may differ. While we may wisely train
+country girls for country living, and city girls to face the problems
+of urban life, we must not lose sight of the fact that country girls
+often become homemakers in the city and that city girls are often
+found establishing homes in the country. Nor should we overlook the
+truth that some study of home conditions in other than familiar
+surroundings will broaden the girl's knowledge and fit her in later
+life to make conditions subservient to that knowledge.</p>
+
+<p>Both rural and urban homemakers must be taught to appreciate their
+advantages and to make the most of <a name="Page_28" id="Page_28"></a>them. They must also learn to face
+their disadvantages and to work intelligently toward overcoming them.</p>
+
+<p>The country homemaker has no immediate need of studying the problems
+of congestion in population which menace the millions of
+city-dwellers. The country home has plenty of room and an abundance of
+pure air. Yet it is often true that country homes are poorly
+ventilated and that much avoidable sickness results from this fact.
+The country home is often set in the midst of great natural beauty,
+yet misses its opportunity to satisfy the eye in an artistic sense.
+Its very isolation is sometimes a cause of the lack of attention to
+its appearance to the passerby.</p>
+
+<p>The farmer's wife has an advantage in the matter of fresh vegetables,
+eggs, and poultry, but the city housekeeper has the near-by market and
+finds the question of sanitation, the preservation of food, and the
+disposal of waste far easier of solution.</p>
+
+<p>The city housewife is often troubled in regard to the source of her
+milk supply; the country-dweller has plenty of fresh milk, but
+frequently finds it difficult to be sure of pure water.</p>
+
+<p>The country homemaker often lacks the conveniences which make
+housekeeping easier; the city woman is often misled, by the ease of
+obtaining the ready-made article, into buying inferior products in
+order to avoid the labor of producing.</p>
+
+<p>The family in the farming community often has meager social life and
+lack of proper recreations; the city-dweller is made restless and
+improvident by an excess of opportunities for certain sorts of
+amusement.</p>
+
+<p>Thus each type of community has its own problems. But practically all
+of these problems fall under certain general heads which both city and
+country homemakers should consider as part of their education. The
+present turning of thought toward training in these directions is most
+promising for the homes of the future.</p>
+
+<div class="img" style="width: 65%;"><a name="Page_29" id="Page_29"></a>
+<img border="0" src="images/imagep029a.jpg" width="100%" alt="A country home" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A country home which, though set in the midst of natural beauty, yet
+fails to satisfy the eye in an artistic sense</i></p>
+</div>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep029b.jpg" width="100%"
+alt="what a few artistic touches may do to enhance the natural beauty of the surroundings" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Courtesy of Mrs. Joseph E. Wing</p>
+<p class="noin" style="margin-top: .2em;">
+<i>In contrast to the illustration above, this home shows what a few
+artistic touches may do to enhance the natural beauty of the
+surroundings</i></p>
+</div>
+
+<p><a name="Page_30" id="Page_30"></a>It is one of the misfortunes of existing conditions that the city and
+the country are not better acquainted with each other. Scorn
+frequently takes the place of understanding. The town or village girl
+goes out to teach in the country school, knowing little of country
+living and less of country homes. It is difficult, if not impossible,
+for such a teacher to be an influence for good. Especially as she
+approaches the homemaking problem is she without the knowledge which
+must underlie successful work. It is important that the city girl
+under such conditions should make a special effort to study country
+life and country homes in a sympathetic, helpful spirit.</p>
+
+<p>Perhaps our analysis of homemaking problems can take no more practical
+form than to follow from its hypothetical beginning the making of an
+actual home.</p>
+
+<p>No more inspiring moment comes in the lives of most men and women than
+that in which the first step is taken toward making their first home.
+There is an instinctive recognition of the greatness of the occasion.
+But ignorance will dull the glow of inspiration and wrong standards
+will lead to wreck of highest hopes. Let us, therefore, be practical
+and definite and face the facts.</p>
+
+<p>A home is to be established. The first question is: Where? To a
+certain extent circumstances must answer this question. The character
+and place of employment of the breadwinner, the income, social
+relations already established, school, church, library, market, water
+and sanitary conditions, must all be considered. Yet even these
+regulating conditions must receive intelligent treatment. How many
+young homemakers have any definite idea as to what proportion of the
+income may safely be <a name="Page_31" id="Page_31"></a>expended for shelter? How many can tell the
+relative advantages of renting and owning?</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep031.jpg" width="100%" alt="A tenement district" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Keystone View Co.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A tenement district. One of the greatest disadvantages in urban life
+is the overcrowding in tenement houses</i></p>
+</div>
+
+<p>Probably the first consideration in selection is likely to be whether
+the home is to be permanent or merely temporary. When the occupation
+is likely to be permanent, the greatest comfort and well-being will
+usually result from establishing early a permanent home; and this
+involves a long look ahead to justify the selection of a site. Not
+only must health and convenience be considered, but <a name="Page_32" id="Page_32"></a>future questions
+relative to the expanding requirements of the homemakers and to the
+education and proper upbringing of a family as well. Then, too, young
+people must usually begin modestly from a financial standpoint, and
+they are therefore cut off from certain locations which they may
+perhaps desire and which they might hope to attain in later years. In
+the country, where the livelihood is often gained directly from the
+land, a new element enters into selection and must to some extent take
+precedence over others. Soil considerations aside, however, we have
+health, beauty, social environment, educational advantages, and
+expense to consider; and we should establish certain standards in
+these directions for our young people to measure by.</p>
+
+<p>Considerations of health must include not only climatic conditions,
+but questions of drainage, water supply, time and comfort of
+transportation to work, and the sanitary condition of the
+neighborhood.</p>
+
+<p>Prospective homemakers must learn, too, the value of reposeful
+surroundings and of some degree of natural beauty. They must recognize
+the value also of desirable social environment&mdash;that is, of such moral
+and intellectual surroundings as will be uplifting for the homemakers
+and safe for the future family. They will, it is hoped, learn that a
+merely fashionable neighborhood is not necessarily a desirable
+environment. The church, the school, the library, and proper
+recreation centers are also to be considered in one's social outlook.
+They are all distinctly worth paying for, as also is a good road.</p>
+
+<p>With the site selected, the great problem of building next confronts
+the homemaker. Here again the principles of selection should be
+sufficiently known to young people, boys and girls alike, to save them
+from the mistakes so commonly made and frequently so regretted.</p>
+
+<p><a name="Page_33" id="Page_33"></a>The people who can afford to employ an architect to design their homes
+are in a decided minority, and the only way to insure good houses for
+the less well-to-do majority is to see that the less well-to-do do not
+grow up without instruction as to what good houses are. The great
+tendency of the day in building is fortunately toward increased
+simplicity and toward a quality which we may call &quot;livableness.&quot; This
+tendency we shall do well to fix in our teaching.</p>
+
+<p>In general, the good house is plain, substantial, convenient, and
+suited to its surroundings. Efficient housekeeping is largely
+conditioned by such very practical details as closets and pantries,
+the relative positions of sink and stove, the height of work tables
+and shelves, the distance from range to dining table, the ease or
+difficulty of cleaning woodwork, laundry facilities, and the like.
+Housekeeping is made up of accumulated details of work, and adequate
+preparation for comfort in working can be made only when the house is
+in process of construction.</p>
+
+<p>Not less are the higher and more abstract duties of the homemaker
+served by the kind of house she lives and works in. In a hundred
+details the homemaker should be able to increase the efficiency of the
+&quot;place to make citizens in.&quot; A common mistake in building produces a
+house which adds to, rather than lessens, the burdens of its inmates.
+More often than not this is the result of a misapprehension of what
+houses are for.</p>
+
+<p>There are many large mansions in our villages and cities built for
+show and display of wealth in which no one will live today. These
+houses are being torn down and sold for junk. The modern home is built
+for one purpose only, a home.</p>
+
+<p>We must therefore teach our boys and girls that houses are for
+shelter, work, comfort, and rest, and to satisfy <a name="Page_34" id="Page_34"></a>our sense of beauty,
+not to serve as show places nor to establish for us a standing in the
+community proportionate to the size of our buildings. We must teach
+them to measure their house needs and to avoid the uselessly ornate as
+well as the hopelessly ugly. We must teach them to consider ease of
+upkeep a distinctly valuable factor in building. But most of all must
+the homemaker be taught that the comfort and well-being of the family
+come first in the making of plans.</p>
+
+<p>Few persons possess sufficient originality to think out new and
+valuable arrangements for houses; therefore we must see that their
+minds are rendered alert to discover successful arrangements in the
+houses they are constantly seeing and to adapt these arrangements to
+their own needs. Unless their minds are awakened in this direction,
+the majority will merely see the house problem in large units,
+overlooking the finer points of detail which mean comfort or the
+opposite.</p>
+
+<p>I recall spending a considerable number of drawing periods in my
+grammar-school days upon copying drawings of houses. I recall that we
+became sufficiently conversant with such terms as front elevation,
+side elevation, and floor plan to feel that we were deep in technical
+knowledge. But I do not recall that anyone suggested any question as
+to the suitability of these houses for homes, or opened our minds to
+consideration of the fact that house building was a proper concern for
+our minds. It was merely a case in which educative processes failed to
+function. They do things better now in many schools. But we should not
+rest until all of our prospective homemakers have opportunity to
+obtain practical instruction in home planning and building.</p>
+
+<p>Matters pertaining to heating, ventilating, and plumbing are easily
+taught as resting upon certain definite, <a name="Page_35" id="Page_35"></a>well-understood principles.
+Here the personal element is less to be considered, and scientific
+knowledge may be passed on with some degree of authority. Our courses
+in physics, chemistry, and hygiene can be made thoroughly practical
+without losing any of their scientific value. Especially in our rural
+schools should matters of this sort receive careful and adequate
+treatment. In times past it was considered inevitable that the
+country-dweller should lack the advantages, found in most city houses,
+of a plentiful supply of water, radiated heat for the whole house,
+proper disposal of waste, and arrangements for cold storage. We know
+now that these things are obtainable at less cost than we had
+supposed; and we know also that it is not lack of means, but lack of
+knowledge, which forces many to do without them. In many a farm home
+the doctor's bills for one or two winters would pay for installing
+proper systems of heat and ventilation. Everything that tends to
+increase the comfort and safety of home life must be taught, as well
+as everything that tends to lessen the labor of keeping a family
+clean, warm, and properly fed.</p>
+
+<p>Accurate figures should be obtained to set before the boys and girls
+who will be homemakers, showing the cost, in time, labor, and money,
+of running a heating plant for the house as compared with several
+stoves scattered about in the dwelling. To accompany these we must
+have more figures, showing the comparative time spent in doing the
+necessary work incidental to the operation of each type of apparatus.
+We must consider the comparative cleanliness of both types of heating
+plants, with their effect, first, upon the health of the family, and
+secondly, upon the amount of cleaning necessary to keep the house in
+proper condition. We must compare types of stoves with one other,
+hot-air, steam, and hot-water <a name="Page_36" id="Page_36"></a>plants with one another, and various
+kinds of fuels, both as to cost and as to efficacy.</p>
+
+<p>The water question is one of real interest to both city-and
+country-dweller, although the chances are that the country-dweller
+knows less about his source of supply than the city-dweller can know
+if he chooses to investigate. The city-dweller should know whence and
+by what means the water flows from his faucet, if for no other reason
+than that he may do his part in seeing that the money spent by his
+city or town brings adequate return to the taxpayer. For the rural
+homemaker, of course, the problem usually becomes an individual one.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep036.jpg" width="90%" alt="A dangerous well." /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A dangerous well. The rural homemaker must make sure that his water
+supply is at a safe distance from contaminating impurities</i></p>
+</div>
+
+<p>Is the water supply adequate? Is the water free from harmful bacteria?
+Is the source a safe distance from contaminating impurities? Are we
+obtaining the water for household and farm purposes without more labor
+than is compatible with good management? Is not running <a name="Page_37" id="Page_37"></a>water as
+important for the house as for the barn? How much water does an
+ordinary family need for all purposes in a day? How much time does it
+take to pump and carry this quantity by hand or to draw it from a
+well? How much strength and nerve force are thus expended that might
+be saved for more important work? Does lack of time or strength cause
+the homekeeper to &quot;get along&quot; with less water in the house than is
+really needed? Is there any natural means at hand for pumping the
+water&mdash;any &quot;brook that may be put to work,&quot; any gravity system that
+may be installed? If not, are there mechanical means available that
+would really pay for themselves in increased water, time, and comfort
+for all the family?</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep037.jpg" width="90%"
+alt="Much strength and nerve force are expended which might be kept for more important work" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Where water must be pumped and carried by hand much strength and
+nerve force are expended which might be kept for more important work</i></p>
+</div>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep038.jpg" width="100%"
+alt="A brook put to work may be utilized in supplying water to a farmhouse" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A &quot;brook put to work&quot; may be utilized in supplying water to a
+farmhouse</i></p>
+</div>
+
+<p>From a consideration of water supply we pass naturally to questions of
+the disposal of waste, and here again is found a subject too often
+neglected both in town <a name="Page_38" id="Page_38"></a>and in rural communities. In the city the
+problems are not individual ones in the main, but rather questions of
+the best management and use of the public utilities concerned. Does
+the average city householder know what becomes of the waste removed
+from his door by the convenient arrival of the ash man, the garbage
+man, the rubbish man? Does he know whether this waste is disposed of
+in the most sanitary way? Does he consider whether it is removed in
+such a way as to be inoffensive and without danger to the people
+through whose streets it is carried? Does he know anything of the cost
+to the city of waste disposal? Is it merely an expense, and a heavy
+one, for him in common with other taxpayers to bear? Or is the
+business made to pay for itself? If not, is it possible to <a name="Page_39" id="Page_39"></a>make it
+pay? Does any community make the waste account balance itself at the
+end of the year?</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep039a.jpg" width="90%" alt="An objectionable garbage wagon" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>An objectionable garbage wagon. Disposal of waste is a subject too
+often neglected both in urban and in rural communities</i></p>
+</div>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep039b.jpg" width="90%"
+alt="This new covered garbage wagon subjects the public to no danger" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>This new covered garbage wagon subjects the public to no danger</i></p>
+</div>
+
+<p>In the country, once more we face the individual problem rather than
+that of the community. Here proper provision for the disposal of waste
+often necessitates more knowledge of the subject than is possessed by
+the homemaker, or sometimes it requires the installation of apparatus
+whose cost seems prohibitive. A careful consideration of these matters
+will possibly disclose the fact that a smaller expenditure may
+accomplish the desired purpose. Or, if this is not true, it may be
+found that the end accomplished is worth the expenditure of what
+seemed a prohibitive sum. A water closet, for instance, has not only a
+sanitary but a moral value. We must somehow educate people to
+understand <a name="Page_40" id="Page_40"></a>and to believe that the basis of family health and
+usefulness is proper living conditions, and that some system of sewage
+and garbage disposal is a necessary step toward proper living
+conditions. With the urban population these matters are removed from
+personal and immediate consideration, but every rural homemaker must
+face his own problems, with the knowledge that since his conditions
+are individual his solution must be equally his own.</p>
+
+<p>In the matters pertaining to decoration within the house as well as
+beautifying its surroundings, the country-and the city-dweller meet on
+equal terms. Their problems may differ in detail, but the principles
+to be studied are the same. Here our art courses must be made to
+contribute their share to the homemaker's training. We must strike the
+keynote of simplicity, both within and without, and must teach girls
+especially the value of carefully thought-out color schemes and
+decorating plans, to be carried out by different people in the
+materials and workmanship suited to their purses. They must learn that
+expense is not necessarily a synonym for beauty; they must know the
+characteristics of fabrics and other decorative materials; and they
+must be trained to recognize the qualities for which expenditure of
+money and effort are worth while.</p>
+
+<p>In the designing of school buildings nowadays close attention is paid
+to beauty of architecture, symmetry of form, convenience of
+arrangement, and durable but artistic furnishings. All unwittingly the
+child receives an aesthetic training through his daily life in the
+midst of attractive surroundings.</p>
+
+<p>Many of our rural schools are doing excellent work in teaching
+children to beautify the school grounds. Some, of them go farther and
+interest their pupils in attacking the problem of improving outside
+conditions at home. <a name="Page_41" id="Page_41"></a>Every child whose mind is thus turned in the
+direction of attractive home grounds has unconsciously taken a step
+toward one branch of efficient homemaking. If it were possible to give
+pupils the foundation principles of landscape gardening, they might
+learn to see with a trained eye the problems they will otherwise
+attack blindly.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep041.jpg" width="90%" alt="An example of the newer architecture" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>An example of the newer architecture. An artistic
+approach to a school has a daily effect on the mind of the child</i></p>
+</div>
+
+<div class="img" style="width: 60%;"><a name="Page_42" id="Page_42"></a>
+<img border="0" src="images/imagep042.jpg" width="100%" alt="Rural school with flower bed" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Rural school with flower bed. Many of the rural schools are doing
+excellent work in teaching children to beautify the school grounds</i></p>
+</div>
+
+<p>With the house built and ready for its furniture, the selection of the
+latter becomes both part of the scheme of decoration and part also of
+the domestic plans for securing comfort and inspiring surroundings.
+The same principles of beauty and utility, restfulness, comfort, and
+suitability, are called into requisition. The trained housewife will
+have an eye toward future dusting and will choose the less ornate
+articles. The same person, in her capacity as the mother of citizens,
+will see that chairs are comfortable to sit in, that tables and desks
+are the right height for work, that book cases and cabinets are
+sufficient in number and size to take care of the family treasures.
+She will use pictures sparingly and choose them to inspire. Perhaps,
+most of all, the woman with <a name="Page_43" id="Page_43"></a>the trained mind will know how to avoid a
+superfluity of furniture in her rooms. She will be educated to the
+beauty of well-planned spaces and will not feel obliged to fill every
+nook and corner with chairs or tables or sofas or other pieces of
+furniture which merely &quot;fill the space.&quot;</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep043.jpg" width="100%" alt="An artistic living room" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>An artistic living room. The principles of beauty and utility,
+restfulness, comfort, and suitability, must all be considered in the
+furnishing of a home</i></p>
+</div>
+
+<p>Before furnishing is considered complete, the housekeeper must take
+into account the matter of operating apparatus. Perhaps a large part
+of this important department of house equipment has been built into
+the house. The water system, the sewer connection or its substitute,
+and the lighting apparatus are already installed, so that the turn of
+a switch or a faucet, the pull of a chain, sets one or all to work for
+us. We are now to consider whether we shall buy a vacuum cleaner or a
+broom and dustpan; a washing machine and electric <a name="Page_44" id="Page_44"></a>flatiron or the
+services of a washerwoman, or shall telephone the laundry to call for
+the wash. Shall we invest in a &quot;home steam-canning outfit&quot; at ten
+dollars, or make up a list for the retailer of the products of the
+canning factory? Shall we have a sewing machine, or plan to buy our
+clothing from &quot;the store&quot;?</p>
+
+<p>Once upon a time practically the only labor-saving device possible to
+the housekeeping woman was another woman. To-day many devices are
+offered to take her place. Our homemaker must know about them, and
+must compare their value with the older piece of operating machinery,
+the domestic servant. She must know what it costs to keep a servant,
+in money, in responsibility, and in all the various ways which cannot
+be reduced to figures.</p>
+
+<p>Already the pros and cons of the &quot;servant question&quot; have caused much
+and long-continued agitation. The woman of the future should be taught
+to approach the matter with a scientific summing up of the facts and
+with a readiness to lift domestic service to a standardized vocation
+or to abandon it altogether in favor of the &quot;labor-saving devices&quot; and
+the &quot;public utilities.&quot; Certain of our home-efficiency experts assure
+us that all &quot;industries in the home are doomed.&quot; If this is true, the
+domestic servant must of necessity cease to exist. Most persons,
+however, cannot yet see how &quot;public utilities&quot; will be able to do all
+of our work. We may send the washing out, but we cannot send out the
+beds to be made, the eggs to be boiled, or the pictures, chairs, and
+window sills to be dusted. The table must be set at home, and the
+dishes washed there, until we approach the day of communal eating
+places, which, as we all know, will be difficult to utilize for
+infants and the aged, for invalids, and for the vast army of those who
+are <a name="Page_45" id="Page_45"></a>averse to faring forth three times daily in search of food. For a
+long time yet the domestic servant, <i>or her substitute</i>, will be with
+us, doing the work that even so great a power as &quot;public utilities&quot;
+cannot remove from the home.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep045.jpg" width="100%" alt="Contrast the bad taste displayed" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Contrast the bad taste displayed in the furnishing of this hopelessly
+inartistic room with the simplicity shown in that on page 43</i></p>
+</div>
+
+<p>At present there is much to indicate that the servant's substitute, in
+the form of various labor-saving devices, <a name="Page_46" id="Page_46"></a>will eventually fill the
+place of the already vanishing domestic worker. Whether this proves to
+be the case will rest largely with these girls whom we are educating
+to-day. The pendulum is swinging rather wildly now, but by their day
+of deciding things it may have settled down to a steady motion so that
+their push will send it definitely in one direction or the other.</p>
+
+<p>There is no inherent reason why making cake should be a less honorable
+occupation than making underwear or shoes; why a well-kept kitchen
+should be a less desirable workroom than a crowded, noisy factory. But
+under existing conditions the comparison from the point of view of the
+worker is largely in favor of the factory. Among the facts to be faced
+by the homemaker who wishes to intercept the flight of the housemaid
+and the cook are these:</p>
+
+<div style="margin-left: 5%; width: 75%;">
+<ol>
+<li>Hours for the domestic worker must be definite, as they are in
+     shop or factory work.</li>
+<li>The working day must be shortened.</li>
+<li>Time outside of working hours must be absolutely the worker's
+     own.</li>
+<li>The worker must either live outside the home in which she
+     works, or must have privacy, convenience, comfort, and the
+     opportunity to receive her friends, as she would at home.</li></ol>
+</div>
+
+<p>In short, the houseworker must have definite work, definite hours, and
+outside these must be free to live her own life, in her own way, and
+among her own friends, as the factory girl lives hers when her day's
+work is done.</p>
+
+<p>That women are already awaking to these responsibilities is shown by
+the increasing number who choose the labor-saving devices in place of
+the flesh-and-blood machine. Many of these women will tell you that
+they <a name="Page_47" id="Page_47"></a>make this choice to avoid the personal responsibility involved
+in having a resident worker in the house. There <i>is</i> comfort in not
+having to consider &quot;whether or not the vacuum cleaner likes to live in
+the country,&quot; or the bread mixer &quot;has a backache,&quot; or the electric
+flatiron desires &quot;an afternoon off to visit its aunt.&quot; It is the same
+satisfaction we feel in urging the automobile to greater speed
+regardless of the melting heat, the pouring rain, or the number of
+miles it has already traveled to-day. Perhaps the future will see
+machines for household work so improved and multiplied that we can
+escape altogether this perplexing personal problem of &quot;the woman who
+works for us.&quot;</p>
+
+<p>Whether or not we escape this problem when we patronize the laundry,
+the bakeshop, the underwear factory, is a matter for further thought.
+To many it seems a simpler matter to face the problem of one cook, one
+laundress, than to investigate conditions in factory, bakery, and
+laundry, to agitate, to &quot;use our influence,&quot; to urge legislation, to
+follow up inspectors and their reports, to boycott the bakery, to be
+driven into the establishment of a co&ouml;perative laundry whether we will
+or no, in order to fulfill our obligations to the &quot;women who work for
+us&quot; in these various places. True, our duty to womankind requires that
+we do all these things to a certain extent so long as the public
+utilities exist, but with the multiplication of utilities to a number
+sufficient to do a large portion of our work, it would seem that women
+would be left little time for anything else than their supervision and
+regulation.</p>
+
+<p>Problems relating to the establishing of a home would once have been
+considered far from the province of the teacher in the public school.
+Formerly we taught our children a little of everything except how to
+live. Now <a name="Page_48" id="Page_48"></a>we are realizing that the teacher should be a constructive
+social force. Living is a more complicated thing than it once was, and
+the school must do its share in fitting the children for their task.
+All these matters we have been considering&mdash;the selection of a home
+site, building, decorating, furnishing, sanitation, and all the
+rest&mdash;represent constructive social work the teacher may do, which, if
+she passes it by, may not be done at all. College courses should
+prepare the teacher for such work, but even the girl who is not
+college-trained will find, if she seeks it, help sufficient for her
+training. And the work awaits her on every hand.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_IV" id="CHAPTER_IV"></a><hr />
+<br />
+<h3><a name="Page_49" id="Page_49"></a>CHAPTER IV<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">Running The Domestic Machinery</h3>
+<br />
+
+<p>With a home established, the problems confronting the homemaker become
+those of administration. The &quot;place for making citizens&quot; is built and
+ready. The making of citizens must begin.</p>
+
+<p>One of the fundamental requisites for the efficient operation of the
+home plant is that the homemaker shall have a firm grasp upon the
+financial part of the business. To estimate the number of homes
+wrecked every year by lack of this economic knowledge is of course
+impossible; but you can call up without effort many cases in which
+this lack was at least a contributing element to the wreck.</p>
+
+<p>Keeping expenditures within the income is only the <i>ABC</i> of the
+financial knowledge required, although, like other <i>ABC</i>'s, it is
+essential to the acquirement of deeper knowledge. It is not enough
+that the housekeeper merely succeeds in keeping out of debt. She must
+know what to expect in return for the money that she spends, and she
+must know whether or not she gets it. She must have definitely in mind
+the results she expects, and she must know why she spends for certain
+objects rather than for others.</p>
+
+<p>In the days of famine and fear, the individual was fortunate who had
+food, shelter, and a skin to wrap about his shivering shoulders. In
+these days it is not enough to have merely these things. Certain
+standards of civilized life must be met, and we shall find that it
+requires judgment and skill to apportion our funds properly.</p>
+
+<p>The common needs of civilized mankind are usually roughly classified
+as follows: food; shelter; clothing; <a name="Page_50" id="Page_50"></a>operating expenses, including
+service, heat, light, water, repairs, refurnishing, and the general
+upkeep of the plant; advancement, including education, recreation,
+travel, charity, church, doctor, dentist, savings.</p>
+
+<p>The exact proportion of any income devoted to each of these is of
+course a matter conditioned by the needs of the particular family as
+well as by its tastes and desires. Figures are obtainable which throw
+light upon proportions found advisable in what are considered typical
+cases. We may learn the minimum amount of money which will feed a man
+in New York or in various other cities and towns. We may find
+estimates as to the prices of a &quot;decent living&quot; in various parts of
+the country. Home-economics experts will furnish us with figures which
+may be used as a basis for apportioning this amount among departments
+of household expenses. That the figures offered by these experts
+differ more or less widely need not disturb us. It is perhaps too
+early in such work for final authoritative estimates.</p>
+
+<p>The following apportionment is taken from Chapin's <i>The Standard of
+Living among Workingmen's Families in New York City</i> and has to do
+with the minimum income required for normal living for a family of
+father, mother, and three children on Manhattan Island:</p>
+<br />
+
+<div class="centered">
+<table border="0" cellpadding="0" cellspacing="0" width="40%" summary="Minimum Income for family of 5">
+<tr>
+  <td class="tdl">Food</td>
+  <td class="tdr">$359.00</td>
+</tr>
+<tr>
+  <td class="tdl">Housing</td>
+  <td class="tdr">168.00</td>
+</tr>
+<tr>
+  <td class="tdl">Fuel and light</td>
+  <td class="tdr">41.00</td>
+</tr>
+<tr>
+  <td class="tdl">Clothing</td>
+  <td class="tdr">113.00</td>
+</tr>
+<tr>
+  <td class="tdl">Carfare</td>
+  <td class="tdr">16.00</td>
+</tr>
+<tr>
+  <td class="tdl">Health</td>
+  <td class="tdr">22.00</td>
+</tr>
+<tr>
+  <td class="tdl">Insurance</td>
+  <td class="tdr">18.00</td>
+</tr>
+<tr>
+  <td class="tdl">Sundry items</td>
+  <td class="tdr" style="text-decoration: underline">&nbsp;&nbsp;&nbsp;&nbsp;74.00</td>
+</tr>
+<tr>
+  <td>&nbsp;</td>
+  <td class="tdr">$811.00</td>
+</tr>
+</table>
+</div>
+
+<br />
+
+<p>&quot;Families having from $900 to $1,000 a year,&quot; concludes Dr. Chapin,
+&quot;are able, in general, to get food <a name="Page_51" id="Page_51"></a>enough to keep body and soul
+together, and clothing and shelter enough to meet the most urgent
+demands of decency.&quot; Regarding incomes below $900, he says, &quot;Whether
+an income between $800 and $900 can be made to suffice is a question
+to which our data do not warrant a dogmatic answer.&quot;</p>
+
+<p>The two apportionments given below have been made by the federal
+government and concern the maintenance of a normal standard in two
+industrial sections of the country. In each case the family is assumed
+to be, as in Dr. Chapin's estimate<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3"><sup>[3]</sup></a>,
+made up of father, mother, and three children.</p>
+
+<br />
+
+<div class="centered">
+<table border="0" cellpadding="0" cellspacing="0" width="40%" summary="Minimum Income for family of 5">
+<tr>
+  <td class="tdl">&nbsp;</td>
+  <td class="tdr">Fall River, <br />Mass. &nbsp;&nbsp;</td>
+  <td class="tdr">Georgia and &nbsp;&nbsp;<br />North Carolina</td>
+</tr>
+<tr>
+  <td class="tdl">Food</td>
+  <td class="tdr">$312.00</td>
+  <td class="tdr">$286.67</td>
+</tr>
+<tr>
+  <td class="tdl">Housing</td>
+  <td class="tdr">132.00</td>
+  <td class="tdr">44.81</td>
+</tr>
+<tr>
+  <td class="tdl">Clothing</td>
+  <td class="tdr">136.80</td>
+  <td class="tdr">113.00</td>
+</tr>
+<tr>
+  <td class="tdl">Fuel and light</td>
+  <td class="tdr">42.75</td>
+  <td class="tdr">49.16</td>
+</tr>
+<tr>
+  <td class="tdl">Health</td>
+  <td class="tdr">11.65</td>
+  <td class="tdr">16.40</td>
+</tr>
+<tr>
+  <td class="tdl">Insurance</td>
+  <td class="tdr">18.40</td>
+  <td class="tdr">18.20</td>
+</tr>
+<tr>
+  <td class="tdl">Sundry items</td>
+  <td class="tdr" style="text-decoration: underline">&nbsp;&nbsp;&nbsp;&nbsp; 78.00</td>
+  <td class="tdr" style="text-decoration: underline">&nbsp;&nbsp;&nbsp;&nbsp; 72.60</td>
+</tr>
+<tr>
+  <td class="tdl">&nbsp;</td>
+  <td class="tdr">$731.90</td>
+  <td class="tdr">$600.74</td>
+</tr>
+</table>
+</div>
+
+<br />
+
+<p>These estimates do no more than suggest the minimum upon which the
+various items of living expense can be met and the proportion to each
+account. People who can do more upon their incomes than merely live
+must look farther for help.</p>
+
+<p>Mrs. Bru&egrave;re in her <i>Increasing Home Efficiency</i> offers the following
+as a minimum schedule for efficient living:</p>
+
+<br />
+
+<div class="centered">
+<table border="0" cellpadding="0" cellspacing="0" width="30%" summary="Minimum Income for family of 5">
+<tr>
+  <td class="tdl">Food</td>
+  <td class="tdr">$ &nbsp; 344.93</td>
+</tr>
+<tr>
+  <td class="tdl">Shelter</td>
+  <td class="tdr">144.00</td>
+</tr>
+<tr>
+  <td class="tdl">Clothing</td>
+  <td class="tdr">100.00</td>
+</tr>
+<tr>
+  <td class="tdl">Operation</td>
+  <td class="tdr">150.00</td>
+</tr>
+<tr>
+  <td class="tdl">Advancement</td>
+  <td class="tdr">312.00</td>
+</tr>
+<tr>
+  <td class="tdl">Incidentals</td>
+  <td class="tdr" style="text-decoration: underline">&nbsp;&nbsp;&nbsp;&nbsp; 46.85</td>
+</tr>
+<tr>
+  <td>&nbsp;</td>
+  <td class="tdr">$1,097.78</td>
+</tr>
+</table>
+</div>
+
+<br />
+
+<p>&quot;<a name="Page_52" id="Page_52"></a>When the income is over $1,200,&quot; Mrs. Bru&egrave;re adds, &quot;the family has
+passed the line of mere decency in living and entered the realm of
+choice. Their budget need not show how the entire income <i>must</i> be
+spent, but how it may be spent to gain whatever special end the family
+has in view.&quot;</p>
+
+<p>That any estimated schedule for any income will fit exactly the needs
+of any family of father, mother, and three children in any given town
+in the United States no one supposes, but it is at least a basis upon
+which to work. And perhaps the main point from an educational
+standpoint is that it is a schedule at all.</p>
+
+<p>The happy-go-lucky, spend-as-you-go style of housekeeping does not
+constitute efficiency. The homemaking expert we are training will have
+a better plan. She will have been long familiar with the idea of
+apportioning incomes. She will have applied the tests of efficient
+decision to her personal income before she has to attack the problem
+of spending for a family. The ideal homemaker of the future will be a
+woman who has had a personal income, and preferably one that she has
+earned herself and learned how to spend before she enters upon
+matrimony and motherhood.</p>
+
+<p>By the less scientific plan of merely recording what one has spent,
+when the spending is over, it is more than likely that some
+departments of home expenditure will gain at the expense of others. If
+we can afford only $150 for rent, and we pay $200, it is evident that
+we must go without some portion of the food or clothing or advancement
+that we need. If we dress extravagantly, we must pay for our
+extravagance by sacrificing efficient living in some other direction.
+The budget is not entirely or even in large measure for the sake of
+saving, but rather for the sake of spending wisely. When women <a name="Page_53" id="Page_53"></a>become
+as businesslike in the administration of home finances as they must be
+to succeed in business life, or as men usually are in their business
+relations, home administration will be placed upon a secure financial
+footing and will gain immeasurably in dignity thereby.</p>
+
+<p>Feeding and clothing a family are perhaps the fundamentals of the
+homemaker's daily tasks. And upon neither of them will the application
+of scientific principles be wasted. It is not enough that we merely
+set food before our families in sufficient quantity to appease the
+clamoring appetite. Children and adults may suffer from malnutrition
+even though their consumption of food is normal in quantity three
+times a day. No housewife is properly fitted for her task unless she
+has some knowledge of dietetics.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep053.jpg" width="100%" alt="Teaching housewives food values" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Teaching housewives food values. No housewife in these days need lack
+the knowledge of dietetics which will fit her for her task</i></p>
+</div>
+
+<p>Many a notable housewife who has perhaps never even heard of dietetics
+has nevertheless a practical <a name="Page_54" id="Page_54"></a>working knowledge of some or many of its
+principles. There are traditions among housewives that we should serve
+certain foods at the same meal or should cook certain foods together.
+Often these time-honored combinations rest upon the soundest of
+dietetic principles. On the other hand, many cooks feed their families
+by a hit-or-miss method which as often as not violates all the laws of
+scientific feeding, and which farmers long ago discarded in the
+feeding of their cows.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep054.jpg" width="100%" alt="Blackburn College students preparing dinner" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Blackburn College students preparing dinner.
+Fortunately girls may study dietetics in the school that teaches them
+the law of gravity and the rules for forming French plurals</i></p>
+</div>
+
+<p>Fortunately the girl who so desires may now learn something of these
+feeding laws in the same school that teaches her the law of
+gravitation or the rules for forming French plurals. Fortunately,
+also, the girls of to-day seem inclined to undertake such study. It is
+not too much to expect that the girl of the future will be able to set
+before her family meals scientifically planned or food <a name="Page_55" id="Page_55"></a>wisely and
+economically purchased, well cooked, and attractively served. Nor is
+it too much to expect that teachers will be able to do these things
+and to instruct others how to do them. That this ideal requires
+considerable and varied knowledge is clear at the outset. The serving
+of a single meal involves: (1) knowledge of food values, (2) skill in
+making a &quot;balanced ration,&quot; (3) knowledge of market conditions, (4)
+skill in buying, with special reference to personal tastes and
+financial conditions, (5) knowledge of the chemistry of cooking, (6)
+skill in applying chemical knowledge, (7) skill in adapting knowledge
+of cooking to existing conditions, (8) knowledge of serving a meal and
+practice in service.</p>
+
+<p>The fact that a large proportion of deaths is directly due to
+digestive troubles is certainly food for thought. Such a statement
+alone would warrant action of some sort looking toward increased
+knowledge of food values and food preparation. It is not necessarily
+because people live upon homemade food that their digestions are
+impaired, as we so often hear stated nowadays, but because we have
+taken it for granted that, given a stove, a saucepan, and a spoon, any
+woman could instinctively combine flour, water, and yeast into food.
+There is little dependence upon instinct in producing the bread of
+commerce. Bakers' bread is scientifically made, no doubt; but there is
+no reason why the homemade article may not also be a product of
+science. And there will always be this difference between the baker
+and the housewife: the baker's profit must be expressed in dollars and
+cents, while that of the housewife will be represented in increased
+force and efficiency in the family that she feeds. With such differing
+ends in view, the processes and results of each must continue to
+differ as widely as we know they do at present.</p>
+
+<p><a name="Page_56" id="Page_56"></a>It is now some years since Charlotte Perkins Gilman wrote of woman's
+work:</p>
+
+<div class="poem"><div class="stanza">
+<span>Six hours a day the woman spends on food,</span>
+<span>Six mortal hours!<br /></span>
+<span>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; * &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; * &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
+* &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; * &nbsp;&nbsp;&nbsp;&nbsp;&nbsp; *<br /></span>
+<span>Till the slow finger of heredity<br /></span>
+<span>Writes on the forehead of each living man,<br /></span>
+<span>Strive as he may: &quot;His mother was a cook!&quot;<br /></span>
+</div></div>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep056.jpg" width="80%" alt="A Blackburn College student mixing bread" /><br />
+<p class="noin" style="margin-top: .2em;"><i>A Blackburn College student mixing bread. There is no
+reason why homemade bread may not be the product of science</i></p>
+</div>
+
+<p>Many women now doubtless spend less time on cooking than when Mrs.
+Gilman wrote; perhaps her scorn has borne fruit. But the implication
+that being a cook is unworthy loses all its force unless it can be
+shown that &quot;his mother was <i>nothing but</i> a cook.&quot; Even so, there are
+worse things one might be. It is true that women should not spend six
+hours out of the working day on merely one department of their
+household work. Yet the ill-fed family is out of the race for a place
+among the efficient. Let us then teach the coming woman to use less
+time, more science, and all the labor-savers there are available, and
+still accomplish the same, or perhaps better, results.</p>
+
+<p><a name="Page_57" id="Page_57"></a>That the question of clothing is equally fundamental, perhaps few of
+us will acknowledge. Yet we must not underrate its importance. Food
+furnishes the fuel with which to support the fires of life. Clothes,
+however, contribute not only to comfort and health, but to mental
+well-being and self-respect. So long as we mingle with our fellow men
+in civilized communities, raiment will continue to require &quot;taking
+thought.&quot; That much of the feminine part of the population devotes an
+undue amount of thought to certain aspects of the clothing question we
+cannot deny. It is equally certain that many women, if not most women,
+devote too little thought to other phases of the problem.</p>
+
+<p>Present conditions seem to indicate that the average woman, of any
+class of society, places the &quot;prevailing mode&quot; first in her personal
+clothing problems. How to be &quot;in style&quot; absorbs much attention and
+time. Surely it is overshadowing other very important considerations
+relating to dress. When American women have awakened to the real
+importance of these considerations, we shall observe a better
+proportion in studying the clothes question.</p>
+
+<p>As a scientific foundation upon which to build her practical knowledge
+of how to clothe herself and her family, the girl of the future must
+be trained to an understanding of (1) the hygiene of clothes, (2) art
+expressed in clothes, (3) the psychology of clothes, (4) ethics as
+affected by clothes, (5) personality as expressed by clothes.</p>
+
+<p>There is no stage of life in which hygiene, art, psychology, and
+ethics do not apply to clothes. The practical knowledge built upon
+these as a foundation will guide the girl in choosing clothes which
+are suitable to the occasion for which they are designed, are not
+extravagant <a name="Page_58" id="Page_58"></a>in either price or style, give good value for the money
+expended, express the individuality of the wearer, and exert an
+influence uplifting rather than the reverse upon the community at
+large.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep058.jpg" width="100%" alt="Class in dressmaking at Blackburn College" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Class in dressmaking at Blackburn College. With women
+scientifically trained in the matter of clothing, we shall do away
+with much of the absurdity of dress</i></p>
+</div>
+
+<p>With such a girl, the fact that &quot;they&quot; are wearing this or that will
+be always a minor consideration. With women trained in matters of
+clothing, we shall no longer be confronted by the absurdity of
+identical styles for thick and thin, short and tall, middle-aged and
+young, rich and poor. We shall no longer see dress dominating, as it
+does to-day, the entire lives of thousands of women. From the woman of
+wealth who spends a fortune every season upon her wardrobe, all the
+way down the money scale to the young girl who strains every nerve and
+spends every cent she can earn to buy and wear &quot;the latest style,&quot;
+slavery to fashion is an evil gigantic in its proportions and
+far-reaching in its results.</p>
+
+<p><a name="Page_59" id="Page_59"></a>We have no right to interfere with the woman's instinct to make
+herself beautiful. Rather we should encourage it, and should carefully
+instruct her in her impressionable years as to what real beauty is. It
+is almost safe to say that at present the principle by which the
+modern woman is guided in deciding the great questions of feminine
+attire is imitation. Incidentally, we may remark that nobody profits
+by such a mistaken foundation except the manufacturer, who moves the
+women of the world about like pawns on a chessboard merely to benefit
+his business. The society woman brings the latest thing &quot;from Paris.&quot;
+The large New York establishments sell to their patrons copies of
+&quot;Paris models.&quot; The middle-class shops and the middle-class women copy
+the copies. The cheap shops and the poor women copy the copy of the
+copy. Every copy is made of less worthy material than its model, of
+gaudier colors, with cheaper trimmings, until we have the pitiful
+spectacle of girls who earn barely enough to keep body and soul
+together spending their money for garments neither suitable nor
+durable&mdash;sleazy, shabby after a single wearing, short-lived&mdash;yet for a
+few ephemeral minutes &quot;up to date.&quot;</p>
+
+<p>How far this heartbreaking habit of imitation extends in the poor
+girl's life we can hardly say. She marries, and buys furniture,
+crockery, and lace curtains cheap and unsuitable, like her clothes,
+always imitations and soon gone, to be superseded by more of the same
+sort. What thoughtful woman desires to feel herself part of an
+influence which leads to so much that is insincere, uneconomical,
+wasteful both of raw material and of the infinitely more important
+material which makes women's souls? What teacher of young girls has a
+right to hold back from setting her hand against the formation of
+habits so undesirable?</p>
+
+<p><a name="Page_60" id="Page_60"></a>And what of the vast output of the factories which turn out cheap
+cloth, cheaper trimmings, imitations of silk, imitations of velvet,
+ribbons which will scarcely survive one tying, shoes with pasteboard
+soles, and all the other intrinsically worthless products which now
+find ready sale? When women have been educated to a standard of taste,
+of suitability, of quality, which will forbid the use of cheap
+imitations of elegant and costly articles, will not the world gain in
+bringing such factories to the making of products of real worth
+instead of their present output?</p>
+
+<p>The mother of the future will bring to bear upon the clothing question
+not only more knowledge, but more serious thought, than she does
+to-day. For the children she must provide comfortable, serviceable
+play clothes in generous quantity, that they may pursue their
+development unhampered in either body or mind. She must know the
+hygiene of childhood and the psychology of children's clothes. For the
+growing girls there must be a proper recognition of the growing
+interest in adornment, avoiding the Scylla of vanity on one hand and
+the Charybdis of unhappy consciousness of being &quot;different from the
+other girls&quot; on the other. For the sons there must be careful
+provision for the athletic life so dear to the boy, together with due
+recognition of the approaching dignities of manhood, with special care
+for the small details which mark the well-groomed man.</p>
+
+<p>As in the matter of the food supply, there must be knowledge of
+markets and skill in buying. And, as in that case, there should be
+knowledge of the process of transforming materials into the finished
+product. Processes involving a great degree of technical skill, such
+as the tailor's art, the average woman will not attempt; but the
+simpler forms of garment making present no <a name="Page_61" id="Page_61"></a>special difficulty to
+those who wish to try them or who find it expedient to do so.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep061.jpg" width="100%" alt="Buying clothing ready made" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Buying clothing ready made. The question of buying clothing ready
+made or of making it will find individual solution according to means,
+inclination, and ability</i></p>
+</div>
+
+<p>A wholesale assumption that it is only a question of a short time
+before all garment making will be done in the factory is probably
+without warrant. We read again and again of late, &quot;The day of buying
+instead of making <i>is here</i>! We may like it or not like it, but the
+fact remains, <i>it is here</i>!&quot; And then we look all about us, and find
+that the day is apparently not here for at least several thousands of
+people of whom we have personal knowledge. That discovery gives us
+courage to look farther. We find paper-pattern companies flourishing;
+dress goods selling in the retail departments as they have always
+sold; seamstresses fully occupied; and we conclude that for some time
+yet the question of buying or making will find individual solution,
+according to means, inclination, and <a name="Page_62" id="Page_62"></a>ability. What we wish to guard
+against in the upbringing of our future mothers is the necessity of
+buying because of a lack of the ability to make. The woman trained to
+a knowledge of the making of garments is the only woman who can
+intelligently decide the question for her own household. The others
+are forced to a decision by their own limitations.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep062.jpg" width="100%" alt="questions of food supply" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>In a community preserving kitchen questions of food supply may
+sometimes be solved and community interests unified</i></p>
+</div>
+
+<p>Passing from the elemental needs, shelter, warmth, food, and clothing,
+we enter upon the most complex of woman's duties&mdash;adjustment of her
+home to community conditions and provision for her family's share in
+community life. That these more abstract problems frequently overlap
+the concrete ones already enumerated need not be said. It is
+impossible, even if we so desire, to live &quot;to ourselves alone.&quot; We
+shall undoubtedly stand for something in the community, whether
+consciously <a name="Page_63" id="Page_63"></a>or otherwise. If it were given us to know the extent of
+our influence, we should probably be appalled at the crossing and
+recrossing of the lines emanating from our daily lives.</p>
+
+<p>In some households there are definite aims in the direction of
+community life. These differ widely. In many the question seems to be
+entirely, &quot;What can I get from the community?&quot; in some, &quot;What can I
+give?&quot; in a few, &quot;What can I share?&quot; Of the three, the last is without
+doubt the one which contributes most to community well-being.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep063.jpg" width="100%" alt="A community Christmas tree" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A community Christmas tree. Even the younger children may be given
+the opportunity to take part in community work</i></p>
+</div>
+
+<p>The ordinary family of necessity touches community life at one time or
+another at certain well-defined points. The efficient homemaker must
+therefore make intelligent provision for these points of contact with
+the community.</p>
+
+<p><a name="Page_64" id="Page_64"></a>Church and charity organizations have always been recognized in
+American life as community matters and have provided community meeting
+places and community work. Through them, especially in earlier days,
+women often found their only common activities. The school furnished
+the same common ground for the children. In the present time of
+multiplied activity these organizations still stand in the foreground.
+In them, both young and old find perhaps their best opportunity for
+&quot;team work.&quot;</p>
+
+<p>A parish in which all pull together is perhaps as rare as a school in
+which every child truly desires to learn. Yet neither is beyond the
+possibilities. To keep each family in a proper attitude toward these
+community institutions is part of the homemaker's work&mdash;and a delicate
+task it often is. It is not enough for a mother to adopt a cast-iron
+policy of indiscriminate approval of pastor or teacher, although that
+is often recommended. Do you remember your resentment as a child of
+the inflexible judgment &quot;The teacher <i>must</i> be right&quot;? Really there is
+no &quot;must&quot; about it, and the child knows that as well as we. The
+mother, therefore, who is able to review the matter in dispute calmly,
+justly, and withal sympathetically, and who indorses the teacher's
+action after such review, is a better conserver of the public peace
+than the prejudging mother.</p>
+
+<p>Or suppose she fails to indorse the teacher's course. We have always
+been led to expect that this failure ruins forever the teacher's
+influence with the child. There are some of us, however, who doubt the
+immediate destruction of a wise influence, even if we should say, &quot;No,
+I do not think I should have punished you in just that way. But
+perhaps you have not told me all that occurred. Or perhaps you
+overlook the fact that you had <a name="Page_65" id="Page_65"></a>annoyed Miss &mdash;&mdash; until, being human
+like the rest of us, she lost her temper. Is it fair for you to treat
+your teacher in such a way that you cause her to lose her
+self-control?&quot; It is usually possible for the wise mother to turn her
+fire upon the child's own error without outraging the childish sense
+of justice by indorsing something which does not really deserve
+indorsement.</p>
+
+<p>There is, perhaps, no way in which the mother of a family can do so
+much for the community institutions as by keeping up her own interest
+in them and thus stimulating the other members of the family to a
+willingness to do their part in the work of uplift. Where everybody is
+really interested and working, the first great stumbling block in the
+way of public enterprises has already been surmounted.</p>
+
+<p>In the case of the school, however, the well-trained mother will find
+additional work to do. We who have been teachers know how vainly we
+have sought for intimate acquaintance on the part of parents with the
+school. And we who have been mothers know something of the
+difficulties in the way of gaining such intimate acquaintance. In
+spite of, or perhaps because of, my long years of schoolroom
+experience, I am quite unable to conquer my reluctance to knock at a
+classroom door. There is an aloofness about being a school visitor
+which most mothers feel and few enjoy. However, it is possible to gain
+so much of sympathetic understanding by persistent visiting that I
+have found it worth while to disregard my reluctance.</p>
+
+<p>So often we hear mothers say, &quot;I try to visit school at least once
+each year.&quot; I wonder if they ever think of that one visit as an
+injustice to the teacher? Suppose that, as is quite probable, the
+visitor arrives at an inopportune moment, finding the children in the
+midst of <a name="Page_66" id="Page_66"></a>work which won't &quot;show off,&quot; or the air heavy with the
+echoes of a disciplinary encounter, or the children restless as the
+session draws to a close, or dull and listless from the heat of an
+unusually hot day. What the visitor needs to do is not to visit once a
+year, but to get acquainted with the school as she does with her
+next-door neighbor or her mother-in-law. Having done this, she may
+attend the meetings of the parent-teacher association with a
+consciousness of knowing something of the problems to be met and
+solved. Until she has formed such acquaintance she deals with unknown
+quantities and is therefore in danger of erroneous conclusions.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep066.jpg" width="100%" alt="Mothers visiting a school garden" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Mothers visiting a school garden. Mothers need to
+visit the schools often in order to know something of the problems to
+be met and solved by the teachers</i></p>
+</div>
+
+<p>It is interesting to see how completely both teacher and pupils take
+to their hearts the mother who really does get acquainted them. How
+easy it is to appeal to her for <a name="Page_67" id="Page_67"></a>advice and help; and what a sense of
+familiar ownership she comes to have in the school. It is no longer
+merely &quot;what my child is learning&quot; or whether &quot;my children are getting
+what they ought to get in school,&quot; but rather &quot;what <i>we</i> are doing in
+our school.&quot;</p>
+
+<p>The activities of women in the church usually follow along well-worn
+paths. The women help as they have always helped by their attendance
+at service, by their ladies' aid society or guild, by their missionary
+society, and by their aid to the poor of the town. Many struggling
+churches depend almost solely upon their women's work for support.
+That the woman whose problems we are studying should enter upon her
+church duties armed with wisdom is quite as necessary as that she
+should be earnest and enthusiastic. The church is not primarily a
+neighborhood social center. It is first of all a means for spiritual
+uplift. It must not, in a multiplicity of humanitarian activities,
+lose its character of spiritual guide. Its women will therefore be
+animated by a spiritual conception of the church and will base their
+activities in church work upon such a conception. The church built
+upon such a foundation will be foremost among local forces devoted to
+community service and will be a true force in the individual lives of
+its people. The women of the church need to use the church as an
+effective instrument for community betterment&mdash;not merely material
+welfare, but actual increase in spiritual worth. Perfunctory church
+attendance has little part in such a program. It calls rather for
+intelligent understanding of church problems and an application of
+spiritual ideals to everyday life.</p>
+
+<p>Outside the organizations common to all communities the homekeeper
+finds that she must keep in touch with her particular neighborhood
+through its social life. It <a name="Page_68" id="Page_68"></a>is here that her children are growing up,
+here that they find their friends, here that they give and take
+knowledge of themselves, of people, of ways to enjoy life and to meet
+its problems. Here perhaps they will find their life mates and will
+start out to be homemakers themselves. The mother of a family must
+know her community thoroughly. She must do her share toward making it
+a safe place and a pleasant place in which her children and other
+children may grow up, and in which she and her husband, other women
+and their husbands, may spend their lives. The mother who knows her
+children's friends, who makes them welcome at her house, who &quot;gets
+acquainted&quot; with their qualities good and bad, who is a &quot;big sister&quot;
+to them all, will not find herself shut out from her children's social
+life. If all the mothers were &quot;big sisters&quot; and all the fathers were
+&quot;big brothers,&quot; neighborhood society would be a safer thing than it
+sometimes is.</p>
+
+<p>Nor should all the social life center about the young people. The
+woman's club, the village improvement society, the men's civic league,
+all have their places. Club life will menace neither the man nor the
+woman whose first interest is the home; and every man and woman needs
+the stimulus of contact with other minds.</p>
+
+<p>Sometimes it will happen that the homemaker finds work to be done in
+the line of community reform. Perhaps the roads are out of repair, or
+the cemetery is neglected, or the school building insanitary. Perhaps
+the water supply is not properly guarded, or milk inspection not
+thoroughly looked after. Perhaps industrial conditions in the town are
+not what they should be. Perhaps laws are not being enforced. New
+conditions require new laws. There may be loafing places on streets
+and in stores which are dangerous. The billiard halls may need a
+thorough moral cleaning and a moral man placed in charge. The public
+dance halls may need proper chaperonage. The moving pictures need
+state and national censorship to eliminate the careless suggestions
+leading toward both vice and crime. The homemaker must know under such
+circumstances how to stir public opinion, how to make use of her
+existing organizations, how to set on foot the various movements
+necessary for reform.</p>
+
+<div class="img" style="width: 65%;"><a name="Page_69" id="Page_69"></a>
+<img border="0" src="images/imagep069a.jpg" width="100%"
+alt="A road in DeKalb, Illinois, before improvements were made" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A road in DeKalb, Illinois, before improvements were made. Through
+the agency of improvement societies, homemakers may often bring about
+community reforms</i></p>
+</div>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep069b.jpg" width="100%"
+alt="The same road after repairs were made through the efforts of members
+of the community" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>The same road after repairs were made through the efforts of members
+of the community</i></p>
+</div>
+
+<p><a name="Page_70" id="Page_70"></a>In connection with the subject of the homemaker's place in the
+community we must return to the thought of woman as the buyer for the
+home and of her consequent influence upon the economic standards of
+the community. It is not unusual in these days to read or hear such
+statements as the following: &quot;The woman was no longer producer and
+consumer.... She became the consumer and her entire economic function
+changed.... The housewife is the buying agent for the home.&quot; Like many
+statements in regard to woman and her function, this seems overdrawn,
+since woman in her capacity as homemaker is still a producer as well
+as a consumer in thousands of cases. That she will become,
+economically, <i>merely</i> a buying agent, some of us not only doubt, but
+should consider a certain misfortune, should it occur. The fact
+remains, however, that as buyer of both raw materials and finished
+products the woman spends a very large percentage (some say
+nine-tenths) of the money taken in by the retail merchants of the
+country. This gives, or should give her, a commanding position in the
+producing world. If the women of America should definitely decide
+to-day that they would buy no more corn flakes, or mercerized crochet
+cotton, or silk elastic, the factories now so busy turning out these
+products would be shut down to-morrow until they could be converted to
+other uses. Women often fail to realize their <a name="Page_71" id="Page_71"></a>power in this
+direction. When they do realize it, they are able to accomplish
+quietly all sorts of reforms in the mercantile and industrial worlds.
+There need be no crusade against adulterated foods other than real
+education and the refusal of homemakers to buy from merchants who
+carry them in stock. The same remedy will apply to overworked and
+underpaid workers, to insanitary shops and factories. That it is the
+woman's duty to control these matters is a necessary conclusion when
+we consider her power as the &quot;spender of the family income.&quot; Who else
+has this power as she has it?</p>
+
+<p>We have already noted how this power might be used to regulate not
+only the quality but the character of products in the factories. If
+women merely passed by the outlandish hats, the high heels, the hobble
+skirts, of fashion, their stay would necessarily be short. The woman,
+therefore, <i>if she choose</i>, is absolutely the controller of production
+along most lines of food and raiment. That she shall use this
+controlling power wisely is one of her obligations. And to meet the
+obligation she must be wisely trained.</p>
+
+<p>It would seem that the homemaker, as we have conceived her, has a part
+in most of the concerns of the community. We speak of &quot;woman and
+citizenship.&quot; To many this means, perhaps, &quot;woman and suffrage.&quot; Woman
+in politics is already an accomplished fact in fourteen western
+states. Suffrage has been granted her in the state of New York. That
+her political influence will widen seems a foregone conclusion. She
+must therefore be prepared for real service in civic concerns. Women
+have already applied their housecleaning knowledge and skill to the
+smaller near-by problems of civic life. As time goes on they must
+render the same service to state and nation.</p>
+
+<p><a name="Page_72" id="Page_72"></a>We shall soon see nation-wide &quot;votes for women,&quot; in our own country,
+at least. But whether we do or not, or until we do, woman and
+citizenship are, as they have always been, closely linked together. In
+every community relation the homemaker is the good, or indifferent, or
+bad citizen; and in every home relation she is the citizen still, and,
+more than that, the mother of future citizens.</p>
+
+<p>In spite of the &quot;uneasy women&quot; who feel that the home offers
+insufficient scope for their intellectual powers, the executive
+ability required to run a home smoothly and well is of no mean order.
+&quot;This being a mother is a complicated business,&quot; as one mother of my
+acquaintance expresses it. Can we afford to have homemaking underrated
+as a vocation, to be avoided or entered into lightly, often with
+neither natural aptitude nor training to serve as guide to the
+&quot;complications&quot;? It would seem not. We must then consider &quot;guidance
+toward homemaking&quot; as a necessary part of a girl's education and as a
+possible solution of the home problems on every hand.</p>
+
+<p>We have thus far in this book concerned ourselves with making plain
+our ideal of girlhood and womanhood and with considering the problems
+which our girl and woman, when we have done our best to prepare her,
+will have to meet. We have thus far not concerned ourselves with the
+questions of how, when, and where the work of preparation is to be
+done. A clear vision of the end to be attained, not obscured by
+thought of the means used in reaching it, seems a necessity. From this
+we may pass on to careful, detailed consideration of agencies and
+methods. Knowing what we desire our girls to be, we may enlist all the
+forces which react upon girls to make them into what we desire.</p>
+<br />
+<hr style="width: 15%;" />
+
+<p>FOOTNOTES:</p>
+
+<div class="note"><p class="noin"><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3">[3]</a>
+No studies of present-day conditions are available. The
+proportion spent for food, clothing, etc., will remain nearly the
+same. It is safe to multiply the above estimates by two to obtain the
+actual cost of living in the year 1919.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="PART_II" id="PART_II"></a><hr />
+<br />
+<h2><a name="Page_73" id="Page_73"></a>PART II<span class="totoc"><a href="#toc">ToC</a></span></h2>
+<h3 class="sc">Guiding Girls Toward The Ideal</h3>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<p class="lilq"><a name="Page_74" id="Page_74"></a>&quot;<i>A vocational guide is one who helps other people to find
+     themselves. Vocational guidance is the science of this
+     self-discovery.</i>&quot;</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_V" id="CHAPTER_V"></a><br />
+<br />
+<h3><a name="Page_75" id="Page_75"></a>CHAPTER V<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Educational Agencies Involved</h3>
+<br />
+
+<p>The three agencies most vitally concerned in this problem of &quot;woman
+making&quot; are necessarily the home, the church, and the school&mdash;the home
+and the church, because of their vital interest in the personal
+result; the school, because, whatever public opinion has demanded,
+schools have never been able to turn out merely educated human beings,
+but always boys and girls, prospective men and women. And so they must
+continue to do. Nature reasserts itself with every coming generation.
+This being so, we must continue to &quot;make women.&quot; If we desire to make
+homemaking women, the most economical way to accomplish this is to use
+the already existing machinery for making women of some sort. We
+cannot begin too soon, nor continue our efforts too faithfully. The
+school cannot leave the whole matter to the home, nor can the home
+safely assume that the &quot;domestic science&quot; course or courses will do
+all that is needed for the girl. Being a woman is a complex,
+many-sided business for which training must be broad and
+long-continued.</p>
+
+<p>The teacher has perhaps scarcely realized her responsibilities or her
+opportunities in this matter. For years, and in fact until very
+recently, the whole tendency in education for girls has been toward a
+training which ignores sex and ultimate destiny. The teachers
+themselves were so trained and are therefore the less prepared to see
+the necessity for any special teaching <a name="Page_76" id="Page_76"></a>along these lines. They may
+even resent any demand for specialized instruction for girls.</p>
+
+<p>Yet we are confronted by the fact that the majority of girls do marry,
+and that many of this majority are woefully lacking in the knowledge
+and training they should have. Nor are these girls exclusively from
+the poor and ignorant classes. There is no question about the
+responsibility of the school in the matter. The state which &quot;trains
+for citizenship&quot; cannot logically ignore the necessity for training
+the mothers of future citizens.</p>
+
+<p>&quot;While I sympathize profoundly with the claim of woman for every
+opportunity which she can fill,&quot; says G. Stanley Hall in
+<i>Adolescence</i>, &quot;and yield to none in appreciation of her ability, I
+insist that the cardinal defect in the woman's college is that it is
+based upon the assumption, implied and often expressed, if not almost
+universally acknowledged, that girls should primarily be trained to
+independence and self-support; and matrimony and motherhood, if it
+come, will take care of itself, or, as some even urge, is thus best
+provided for.&quot; This criticism, of existing educational conditions is
+quite as applicable to schools for younger girls as to those which Dr.
+Hall has in mind. There is no reason why both school and college may
+not fit girls for a broad and general usefulness, for &quot;independence
+and self-support,&quot; and at the same time give them the training for
+that which, with the majority already mentioned, comes to be the great
+work of their lives.</p>
+
+<p>Through all the lower grades of school life, and to a certain extent
+through the whole course, the methods of instruction used will be
+largely indirect. The child will-seldom be told, &quot;This is to teach you
+how to keep house.&quot; I can think of no field in which this indirect
+method will produce greater results than the one we are considering.</p>
+
+<div class="img" style="width: 65%;"><a name="Page_77" id="Page_77"></a>
+<img border="0" src="images/imagep077a.jpg" width="100%" alt="Montavilla School garden, Portland, Oregon" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Montavilla School garden, Portland, Oregon, where boys
+and girls raise vegetables for serving in the lunchroom. Here the
+science of growing things is taught as part of the &quot;training for
+citizenship&quot;</i></p>
+</div>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep077b.jpg" width="100%" alt="Montavilla School garden, Portland, Oregon" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Lunchroom where vegetables grown in the Montavilla
+School garden are prepared and eaten</i></p>
+</div>
+
+<div class="img" style="width: 65%;"><a name="Page_78" id="Page_78"></a>
+<img border="0" src="images/imagep078.jpg" width="100%" alt="A model school home" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A model school home. One way of teaching children how to &quot;keep house&quot;
+is by means of the model home where they are given instruction in all
+the duties of the homemaker</i></p>
+</div>
+
+<p>The teacher, in most cases, must begin her homemaking training by
+realizing that her own example is by the very nature of things opposed
+to the homemaking principle, the unmarried teacher being the rule in
+most of our schools. Her first care, then, must be to counteract her
+own example. Her references to home life must be always of the most
+appreciative and even reverent sort. If, as is quite possible, she
+comes from unsatisfactory conditions in her own home, she must be
+doubly careful lest her prejudices be passed on to her pupils. She
+will find ways in which to let it be understood that her ideals of
+home life are not wanting, although she has not as yet&mdash;perhaps for
+some reason never will&mdash;become a homemaker. I have sometimes thought
+that teachers, in their effort to impress children in more direct
+ways, lose sight of the great effect of their unconscious influence.
+<a name="Page_80" id="Page_80"></a>After all, it is what the teacher does, rather than what she says,
+that impresses; and what she <i>is</i>, regulates what she does. The
+teacher must, therefore, have the right attitude toward homemaking and
+domestic life. It may be of the greatest value in determining the
+force of her influence in this direction for the children to catch
+intimate little glimpses of her domestic accomplishments, of her
+sewing, or of her cooking, or of her quick knowledge and deft handling
+of emergency cases. The teacher whose influence is felt most and lasts
+longest is the one whose &quot;motherliness&quot; supplements her academic
+acquirements and supplies a sympathetic understanding of the child.</p>
+
+<div class="img" style="width: 65%;"><a name="Page_79" id="Page_79"></a>
+<img border="0" src="images/imagep079a.jpg" width="100%" alt="Canning tomatoes at the Montavilla School" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Canning tomatoes at the Montavilla School. In such a
+class the mothers of future citizens are given training in one of the
+fundamental needs of the home&mdash;scientific cooking</i></p>
+</div>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep079b.jpg" width="100%"
+alt="Lunchroom where children benefit by the scientific
+cooking of the vegetables they grow" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Lunchroom where children benefit by the scientific
+cooking of the vegetables they grow</i></p>
+</div>
+
+<p>With innate motherliness as a basis, the teacher must build up a
+careful understanding not only of child nature, but of man and woman
+nature as the developed product of child growth. She must be a student
+of the &quot;woman question&quot; as a vital problem, always recognizing that
+the whole social structure inevitably depends upon the status of woman
+in the world. She must face without flinching her responsibilities in
+sex matters. She may, or may not, be called upon to furnish sex
+instruction to the girls under her care, but no rules can free her
+from her moral responsibility in striving to keep the sex atmosphere
+clean and invigorating. The &quot;conspiracy of silence&quot; on these subjects
+is broken, and we must accept the fact that modesty does not require
+an assumed or a real ignorance of the most wonderful of nature's laws.
+&quot;The idea that celibacy is the 'aristocracy of the future' is soundly
+based if the Business of Being a Woman rests on a mystery so
+questionable that it cannot be frankly and truthfully explained by a
+girl's mother the moment her interest and curiosity seek
+satisfaction.&quot;<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4"><sup>[4]</sup></a> And what the mother should tell, the teacher must
+know.</p>
+
+<p><a name="Page_81" id="Page_81"></a>Practical use of the teacher's carefully worked-out theories will be
+made all along the line of the girl's, and to a certain degree the
+boy's, education. The indirect teaching of the primary grades will
+give place in the higher grades to more direct dealing with the
+science, or, better, sciences, upon which homemaking rests. The
+classroom becomes a &quot;school of theory.&quot; The home stands in the equally
+vital position of a laboratory in which the girl sees the theory
+worked out and in time performs her own experiments. The finest
+teaching presupposes perfect co&ouml;peration between school and home.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep081.jpg" width="100%" alt="Mothers' and daughters' meeting on sewing day" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Mothers' and daughters' meeting on sewing day. Co&ouml;peration between
+the home and the school makes for the best teaching of domestic
+science</i></p>
+</div>
+
+<p>The first duty of the mother, like that of the teacher, is to preserve
+always a right attitude toward home life. The girl who grows up in an
+ideal home will be likely to look forward to making such a home some
+day. Or, if <a name="Page_82" id="Page_82"></a>the home is not in all respects ideal, the father or
+mother who nevertheless recognizes ideal homes as possible may show
+the girl directly or otherwise how to avoid the mischance of a less
+than perfect home.</p>
+
+<p>The prevalence of divorce places before young men and women sad
+examples of mismating, of incompetent homemakers, of wrecked homes. We
+can scarcely estimate the blow struck at ideals of marriage in the
+minds of girls and boys by these flaunted failures. Nor can we even
+guess how many boys and girls are led to a cynical attitude toward all
+marriage by their daily suffering in families where parents have
+missed the real meaning of &quot;home.&quot; However practical we may become,
+therefore&mdash;and we must be practical in this matter&mdash;we must never
+overlook the need for parents to give home life an atmosphere of
+charm. No one else can take their place in doing this. Hence it is
+their first duty to make homemaking seem worth while.</p>
+
+<p>The home must take the lead also in giving the idea of homemaking as a
+definite and scientific profession. The school may teach the science,
+but unless the home shows practical application of the scientific
+principles, it would be much like teaching agriculture without showing
+results upon real soil. Skillful teachers recognize the home as a
+valuable adjunct to their school equipment and are able by wise
+co&ouml;peration to use it to its full value.</p>
+
+<p>The home, in its character of laboratory for the school of domestic
+theory, must possess certain qualifications. Like all laboratories, it
+should be well equipped. This does not mean necessarily with expensive
+outfit, but with at least the best that means will allow. It implies
+that the home shall be recognized as a teaching institution quite as
+much as the school. Like other laboratories, it must be a place of
+experiment, not merely a preserver of tradition. The efficient
+laboratory presupposes an informed and open-minded presiding genius.</p>
+
+<div class="img" style="width: 68%;"><a name="Page_83" id="Page_83"></a>
+<img border="0" src="images/imagep083a.jpg" width="100%"
+alt="First crop of radishes and lettuce at the Alameda Park School, Portland, Oregon, June, 1916" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Courtesy of L.A. Alderman</p>
+<p class="noin" style="margin-top: .2em;">
+<i>First crop of radishes and lettuce at the Alameda Park School,
+Portland, Oregon, June, 1916. Even in the primary grades children may
+learn much about the science of growing things</i></p>
+</div>
+
+<div class="img" style="width: 68%;">
+<img border="0" src="images/imagep083b.jpg" width="100%"
+alt="Bringing exhibits to a school fair in Tacoma, Washington" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Bringing exhibits to a school fair in Tacoma,
+Washington. Skillful teachers who recognize the home as a valuable
+adjunct to the school equipment encourage the children to make gardens
+at home</i></p>
+</div>
+
+<p><a name="Page_84" id="Page_84"></a>The greatest service that the home can render in the cause of training
+girls for homemaking is probably close, painstaking study of its own
+individual girl&mdash;her likes, dislikes, aptitudes, and limitations.
+Home-mindedness shows itself nowhere so much as in the home; lack of
+home-mindedness shows there quite as much. The results of such study
+should throw great light upon the problem of the girl's future.
+Combined with the observations recorded by her teacher during year
+after year of the girl's school life, this study offers the strongest
+arguments for or against this or that career. Frequent and sympathetic
+conferences between parent and teacher become a necessity. There is
+then less likelihood of opposing counsel when the girl seeks guidance
+toward her life work.</p>
+
+<p>It is quite probable that, while the school undertakes to lay a
+general foundation for homemaking efficiency, the home, when it
+reaches the full measure of its power and responsibility, will be best
+fitted to help the girl to specialize in the direction most suited to
+her individual power. It can, if it will, <i>give</i> the girl individual
+opportunities such as the mere fact of numbers forbids the school to
+give.</p>
+
+<p>The special work of the church in training the girl is necessarily
+that which has to do with her spiritual concept of life, the
+strengthening of her moral fiber. Here school, home, and church must
+each contribute its share. None of them can undertake alone so
+important and delicate a task. Any attempt to make arbitrary divisions
+in the work of these three agencies is bound to be at least a partial
+failure. Conditions differ so widely that we can only say of much of
+the work, &quot;at school or church or in <a name="Page_85" id="Page_85"></a>the home,&quot; or, better, &quot;at
+school and church and home in co&ouml;peration.&quot; Each must supplement the
+efforts of the other, and where one fails, the other must take up the
+task. It really matters little where the work is done, provided that
+it <i>is</i> done. The ensuing chapters of this book are written in the
+hope that they may bring the vital problems of girl training and girl
+guidance home to both teacher and parent; and especially that they may
+convince both of the value of co&ouml;peration in the inspiring work of
+helping our daughters to make the most of their lives.</p>
+<br />
+<hr style="width: 15%;" />
+
+<p>FOOTNOTES:</p>
+
+<div class="note"><p class="noin"><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4">[4]</a>
+Ida M. Tarbell, <i>The Business of Being a Woman</i>.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_VI" id="CHAPTER_VI"></a><hr />
+<br />
+<h3><a name="Page_86" id="Page_86"></a>CHAPTER VI<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">Training The Little Child</h3>
+<br />
+
+<p>&quot;Children are the home's highest product.&quot; That means at the outset
+that we have children because we believe in them, and that we train
+them, as the skilled workman shapes his wood and clay, to achieve the
+greatest result of which the human material is capable.</p>
+
+<p>A factory's output can be standardized. An engine's power can be
+measured. But he who trains a child can never fully know the mind he
+works with nor the result he attains. We do know, however, that if it
+is subject to certain influences, trained by certain laws, <i>the
+chances are</i> that this mind which we cannot fully know will react in a
+certain way.</p>
+
+<p>To attempt in a chapter to outline a system of training for children
+would be an attempt doomed to certain failure. Books are written on
+this subject, and the shelves of the child-study and child-training
+department in the libraries are rapidly filling. What I have in mind
+here is rather a single line of the child's development&mdash;that which
+leads toward making him a useful factor in the home life of which he
+forms a part. The boy or girl who fills successfully a place in the
+home of his childhood will be in a fair way to undertake successfully
+the greater task of founding a home of his own.</p>
+
+<p>In the days of infancy and early childhood, training for boys and
+girls may be more nearly identical than in later life. A large part of
+the differentiation in the work and play of little boys and girls
+would seem to be quite <a name="Page_87" id="Page_87"></a>artificial. We give dolls to girls and drums
+to boys, but only because of some preconceived notion of our own. The
+girls will drum as loudly and the boys care for the baby quite as
+tenderly, until some one ridicules them and they learn to simulate a
+scorn for &quot;boys' things&quot; and &quot;girls' things&quot; which they do not really
+feel.</p>
+
+<p>Throughout this chapter, therefore, it is to be assumed that the
+training suggested is quite as applicable and quite as necessary for
+one sex as for the other.</p>
+
+<p>Young mothers sometimes ask the family doctor, &quot;When shall I begin to
+train the baby to eat at regular intervals, to go to sleep without
+rocking, in general to accept the plan of life we outline for him?&quot;
+The answer seldom varies: &quot;Before he is twenty-four hours old.&quot; It is
+therefore evident that all the basic principles of living, whether
+physical or mental, must have their foundations far back in the
+child's young life.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep087.jpg" width="75%" alt="Helping with the housework" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Helping with the housework. The boy or girl who successfully fills a
+place in the home of his childhood will be in a fair way to undertake
+successfully the greater task of founding a home of his or her own</i></p>
+</div>
+
+<p>As a basis for all the rest, we must work for health. <a name="Page_88" id="Page_88"></a>A truly
+successful life, rounded and full, presupposes health. Regular habits,
+nourishing food, plenty of sleep, are axiomatic in writings treating
+of the care of young children, yet it is surprising how often these
+rules are violated. &quot;It is easier&quot; to give the child what he wants or
+what the others are having; easier to let him sit up than to put him
+to bed; easier to regard the moment than the years ahead.</p>
+
+<div class="img" style="width: 40%;">
+<img border="0" src="images/imagep088.jpg" width="100%" alt="Already well started on his education" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Already well started on his education</i></p>
+</div>
+
+<p>Aside from the physical foundation, the training that we are to give
+our little children will probably be based upon our conception of what
+they need to make them good sons and daughters, good brothers and
+sisters, good friends, good husbands and wives, and good fathers and
+mothers. In other words, it is the social aspect of life that we have
+in mind, and our social ideals. Whatever the boy &quot;wants to be when he
+grows up,&quot; he is sure to have social relations with his kind. Whether
+the girl marries or remains single, she cannot entirely escape these
+relations. Indeed they are thrust upon both boy and girl already. What
+then do they <a name="Page_89" id="Page_89"></a>need to enable them to be successful in the human
+relations of living?</p>
+
+<p>We might enumerate here a long list of virtues that will help, but,
+since long lists shatter concentration, let us narrow them to four:
+(1) sympathy, (2) self-control, (3) unselfishness, (4) industry.</p>
+
+<p>I do not mean to say that, with these four qualities only, a man will
+make a successful merchant or farmer, or that a woman will become a
+good housekeeper or a skillful teacher. But I do mean that in family
+relations these four qualities are worth more than intellectual
+attainments or any sort of manual skill. It is really astonishing to
+see how much these four will cover. We desire thrift&mdash;what is thrift
+but self-control? Tolerance&mdash;what but sympathy&mdash;the &quot;put yourself in
+his place&quot; feeling? Courtesy&mdash;what but unselfishness?</p>
+
+<p>Let us, then, in the child's early years concentrate upon sympathy,
+self-control, unselfishness, and industry. You will doubtless remember
+Cabot's summary of the four requirements of
+man<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5"><sup>[5]</sup></a>&mdash;work, play, love,
+and worship. Suppose we could write on the wall of every nursery in
+the land:</p>
+
+<div class="centered">
+<table border="0" cellpadding="0" cellspacing="0" width="30%" summary="sympathy vs. Work">
+<tr>
+  <td width="42%">Sympathy</td>
+  <td width="5%" rowspan="5" style="font-size: 40pt;" valign="top">}</td>
+  <td width="6%" rowspan="5" valign="middle">in</td>
+  <td width="5%" rowspan="5" style="font-size: 40pt;" valign="top">{</td>
+  <td width="42%">Work</td>
+</tr>
+<tr>
+  <td>Self-control</td>
+  <td>Play</td>
+</tr>
+<tr>
+  <td>Unselfishness</td>
+  <td>Love</td>
+</tr>
+<tr>
+  <td>Industry</td>
+  <td>Worship</td>
+</tr>
+</table>
+</div>
+
+<p>Would not this writing on the wall be a fruitful reminder to the
+mothers?</p>
+
+<p>The period of early childhood is the one in which the home may act
+with least interference as the child's teacher. Later, whether she
+will or no, the mother must share the work of training with the
+school, the church, and that indefinite influence we class vaguely as
+society. During <a name="Page_90" id="Page_90"></a>these few early years, then, the mother must use her
+opportunity well. It will soon be gone.</p>
+
+<p>How shall she teach such abstract virtues as sympathy, unselfishness,
+self-control? Recognizing the fact that the little child acts merely
+as his instinct and feelings prompt, she must make all training at
+this stage of his life take the form of developing the instincts.
+Probably the strongest of these at this time is imitation.
+Consequently most of the teaching must take advantage of the imitative
+instinct. The first care should be to surround the child with the
+qualities we desire him to possess. The mother who scolds, gives way
+to temper, or is unwilling or unable to control her own emotions and
+acts can hope for little self-control in her child. In the same way
+the father who kicks the dog or lashes his horse or is hard and cold
+in his dealings with his family may expect only that his child will
+begin life by imitating his undesirable qualities. This necessary
+supervision of the child's environment is a strong argument for direct
+oversight of little children by the mother. It is often difficult even
+for her to keep an ideal example before the child; and if she leaves
+it to hired caretakers, they seldom realize its necessity or are
+willing to take the pains she would herself. Especially is this true
+of the young and ignorant girls who are often seen in sole charge of
+little children.</p>
+
+<p>This first step being merely passive education, it is not enough. We
+must not only set an example; we must go farther and strive to get
+from the child acts or attitudes of mind based upon these examples.</p>
+
+<p>Let us take first the quality of sympathy, which is closely allied to
+reflex imitation. It is difficult to say just when the child merely
+reflects the emotions of those about him and when he consciously
+thinks of others as having feelings like his own. This conscious
+thought is, <a name="Page_91" id="Page_91"></a>of course, the foundation of real sympathy, and it comes
+early in the child's life&mdash;probably before the fourth year.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep091.jpg" width="100%"
+alt="Stories that broaden the child's conception of the lives and feelings of others" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Stories that broaden the child's conception of the lives and feelings
+of others are of value in training for sympathy</i></p>
+</div>
+
+<p>A little girl of three was greatly interested and pleased at the
+appearance of a roast chicken upon the family dinner table. She
+chattered about the &quot;birdie&quot; as she had done before on similar
+occasions. But when the carving knife was lifted over it, she
+astonished everyone by her terrified cry of &quot;Don't cut the birdie.
+Hurt the birdie.&quot; No explanation or excuse satisfied her, and it was
+finally necessary to remove the platter and have the carving done out
+of her sight. Most children are naturally sympathetic <i>when they have
+experienced or can imagine</i> the feelings of others. The cruelty of
+children, is usually due to their absorption in their own feelings
+without a <i>realization</i> of the pain they inflict.</p>
+
+<p><a name="Page_92" id="Page_92"></a>Training for sympathy then must consist of enlargement of experience
+and cultivation of imagination. Some mothers do not talk enough with
+their children. They talk <i>to</i> them&mdash;that is, they reprimand or direct
+them, but do not carry on conversations, as they might do greatly to
+the child's advantage. Telling stories is one of the most fruitful
+methods of training at this age. Even &quot;this little pig went to market&quot;
+has possibilities in the hands of a skillful mother. The bedtime story
+is a definite institution in many families. It deserves to be so in
+all. Beginning with the nursery rimes, the stories will gradually
+broaden in theme, and if their dramatic possibilities are at all
+realized by the story-teller, the children will broaden in their
+conception of the lives and feelings of others. Sympathy will thus in
+most cases be a plant of natural and easy growth.</p>
+
+<p>Intercourse with other children and with the older members of the
+child's family will also furnish constant material for the thoughtful
+mother. The baby bumps its head, and the mother soothes it with
+gentle, loving words. It is more than likely that the three-or
+four-year-old will express his sympathy also. Surely he will if the
+mother says, &quot;Poor baby. See the great bump. How it must hurt!&quot; Or
+perhaps &quot;big sister&quot; is happy on her birthday. Again, the
+three-year-old is likely to show happiness also, and the wise mother
+will help the child by a timely word to take the step from reflex
+imitation of happiness to true sympathy. Nor must we overlook the
+occasions when some one in the nursery has been &quot;naughty&quot; and must be
+punished. &quot;Poor Bobby! He is sad because he cannot play with us this
+morning. He feels the way you did when you were naughty and had to sit
+so still in your little chair. I am sorry for Bobby&mdash;aren't you? We
+hope he will be good next time, don't we?&quot;</p>
+
+<div class="img" style="width: 65%;"><a name="Page_93" id="Page_93"></a>
+<img border="0" src="images/imagep093.jpg" width="100%" alt="Kindergarten games" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Kindergarten games afford the intercourse with other children
+necessary to the child's development</i></p>
+</div>
+
+<p>Teaching self-control is quite a different matter from the foregoing,
+and one which requires infinitely more work and patience. The first
+step is, however, the same. If you would have sympathy, show sympathy.
+If you would have self-control in a child, control yourself. Remember
+the strength of the imitative instinct. Next, strive to obtain control
+in the young child in some small matter where control is easy. Any
+normal child will learn that control <i>pays</i>&mdash;<i>if you make it pay</i>.
+Encourage the hungry child to stop crying while you prepare his food,
+but prepare it quickly, or he will begin to cry again to make you
+hurry. Mothers usually work hard to teach control of bodily functions,
+but often far less to obtain control of mental and moral conditions.
+Obedience, considered from time immemorial the chief virtue of
+childhood, is really only of value as it conduces to self-control <a name="Page_94" id="Page_94"></a>in
+later life. The wise parent, therefore, while requiring obedience for
+the convenience of the family and the safety of the child, will lay
+far more stress upon teaching the child to control himself. The work
+must be done almost entirely by indirect methods during the early
+years. Offering artificial rewards and dealing out artificial
+punishments are the crudest forms of encouraging effort. The natural
+reward and the inevitable natural punishment are far better when they
+can be employed.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep094.jpg" width="100%"
+alt="A group of children at the Mary Crane Nursery, Chicago" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Courtesy of the United Charities of Chicago</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A group of children at the Mary Crane Nursery, Chicago. Children
+acquire self-control by learning to help themselves</i></p>
+</div>
+
+<p>The child who overcomes his tendency to play before or during his
+dressing may be rewarded by some special morning privilege which will
+automatically regulate itself. In our family it is the joyful task of
+bringing in and distributing the morning mail. The child not dressed
+&quot;on time&quot; necessarily loses the privilege. We are not punishing, but
+&quot;we can't wait.&quot; Lack of control of temper <a name="Page_95" id="Page_95"></a>presupposes solitude.
+&quot;People can't have cross children about.&quot; Quarrels inevitably bring
+cessation of group play or work&mdash;solitude again. The child's love of
+approbation may also be made of great assistance. Always we must
+remember that doing <i>what we tell him to do</i> is not after all the main
+thing. It is doing the right thing, being willing to do the right
+thing, and being able to hold back the impulse to do the wrong thing,
+that count. We are working &quot;to train self-directed agents, not to make
+soldiers.&quot;</p>
+
+<p>Unselfishness is a plant of slow growth. Indeed it is properly not a
+childish trait at all, and the most we can probably get is its outward
+seeming. But it is important that we at least acquaint the child with
+ideals of unselfishness. We must find much in the child to appeal to,
+even though altruistic motives do not appear until much later than
+this. The love of approbation will prove a strong help again, also the
+sense of justice with which children seem endowed from the beginning.
+&quot;Help him because he helped you,&quot; or &quot;Give her some because she always
+gives you part of hers,&quot; is often effective. Just as in the case of
+self-control, the child will learn to overcome his innate selfishness
+&quot;if it pays&quot; to do so. It may seem wrong to encourage any but the
+highest motive, but a habit of unselfish acts, resting upon a desire
+to win the approbation of others, is a better foundation upon which to
+build than no foundation at all. Purely disinterested or altruistic
+motives do not appear in the normal child much before the age of
+adolescence, and by that time selfishness, which accords so well with
+the individualistic instincts of the child, will have hardened into a
+fixed habit if not vigorously checked.</p>
+
+<p>Care must be taken to <i>lead</i> the child toward unselfish acts, but not
+to <i>force</i> them upon him. The common <a name="Page_96" id="Page_96"></a>courtesies of life we may
+require, but, beyond that, example, tactful suggestion, wisely chosen
+stories, and judicious praise will do far more than force.</p>
+
+<p>The idea of kindness may be grasped by young children and, together
+with the great ideal of service, should be emphasized in their home
+life and in their intercourse with other children. The &quot;only child&quot;
+suffers most from lack of opportunity to learn these two great needs
+of his best self&mdash;kindness and service. Occasions should be
+systematically made for such a child (indeed for all children) to meet
+other children on some common ground. Playthings should be shared,
+help given and received, and the idea of interdependence brought out.
+&quot;We must help each other&quot; should be emphasized from early childhood.</p>
+
+<p>Much must be made of the little helps the child is able to give in the
+home&mdash;bringing slippers for father, going on little errands about the
+house for mother, picking up his own playthings, hanging up his coat
+and hat, caring for the welfare of the family pets. Careful provision
+should be made for the child's convenience in performing these little
+services. There must be places for the toys, low hooks for the wraps,
+and constant encouragement and recognition of the small helper. Some
+day he may help you because he loves to help. Now he loves to be
+praised for helping.</p>
+
+<p>Activity is a natural and absorbing part of a child's life. He is
+always doing something. It remains for the parent to direct this
+restless movement and to transform some of it into useful labor. Work,
+in the sense of accomplishing results for the satisfaction and benefit
+of the parent, is quite foreign to our plan for training the young
+child. But work for the child's own satisfaction and for the formation
+of the habit of industry must occupy our attention in large measure.
+The child's playthings should from his earliest days be chosen in
+recognition of his desire to do things and make things. The shops are
+filled with showy toys, mechanical and otherwise, and children find
+the toyshop a veritable fairyland. But once satiated with the sight of
+any particular toy, however cunningly devised&mdash;and satiety comes
+soon&mdash;the child forsakes the gorgeous plaything for his blocks, or
+paper and a pair of scissors, or even his mother's clothespins. He can
+do something with these.</p>
+
+<div class="img" style="width: 50%;"><a name="Page_97" id="Page_97"></a>
+<img border="0" src="images/imagep097.jpg" width="90%" alt="Helping the little sister" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Helping the little sister. Children will learn unselfishness and
+kindness if they are early taught to help one another</i></p>
+</div>
+
+<p><a name="Page_98" id="Page_98"></a>The Montessori materials are perhaps the most thoughtfully planned in
+this direction of anything now obtainable; and no one having the care
+of young children should be without some knowledge of this now famous
+method. All the materials have this advantage: they offer definite
+problems and consequently afford the child the joy of accomplishment.
+A few of the occupations of life afford us unending enjoyment at every
+stage of the doing, but not many. It is rather the achievement of our
+end, the &quot;lust of finishing,&quot; which carries us through the tiresome
+details of our work. The child must therefore be early introduced to
+the joy of accomplishment. Instead of unending toys, give him
+something to work with. He will appreciate your thoughtfulness, and he
+will find not only joy but real development in their use.</p>
+
+<p>At first the child's work will consist of fragmentary efforts, but at
+a remarkably early age he will show evidence of a power of
+concentration and persistence which will make possible the
+accomplishment of finished undertakings. He begins to know what he
+wants to do and to exhibit considerable ingenuity in finding and
+combining materials. Most of all, he wants to imitate the activities
+he sees around him.</p>
+
+<p>In the strain of modern life a widespread restlessness seems to have
+seized mankind. Whatever people do, <a name="Page_99" id="Page_99"></a>they want to be doing something
+else, and the pathway of the average individual is strewn with crude
+beginnings, half-finished jobs, abandoned work. The child very easily
+falls into line with this tendency of his elders. Hence he needs
+definite encouragement to see clearly what he has in hand and to bring
+his industrial attempts to a worth-while conclusion. Avoid, even with
+a little child, that inconsiderate habit of &quot;grown-ups&quot; of calling the
+little worker away whenever you desire his attention or help, quite
+regardless of the damage you may do to his work by your untimely
+interruption. Keep the child, as far as possible, too, from
+undertaking tasks too difficult or requiring too much time for
+completion. Discourage aimless handling of tools. A cheerful &quot;What are
+you making?&quot; sometimes crystallizes hitherto rambling desires. A
+timely suggestion often meets with enthusiastic response.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep099.jpg" width="100%" alt="Helping in the home tasks" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Helping in the home tasks. Wisely directed activity will teach the
+child both unselfishness and industry</i></p>
+</div>
+
+<p><a name="Page_100" id="Page_100"></a>The working outfit of a child under school age may or may not include
+kindergarten or Montessori material. Balls, blocks, pencils and paper,
+paste, colored crayons, scissors, a blackboard, a cart, a wheelbarrow,
+stout little garden tools, a sand tray or, better, in summer an
+outdoor sandpile, will furnish endless work and endless delight to a
+child or group of children. It is not so much what sort of material we
+use as the way in which we use it. Even at this age the child longs to
+be a producer, to &quot;make things&quot;; and his best development requires
+that we train this inclination. There is a prevalent notion that women
+especially are no longer required to be producers and that all our
+energies should be bent toward the sole task of making them
+intelligent consumers. There is, however, a joy in producing without
+which no life is really complete. And no scheme of education can be a
+true success which ignores or neglects the necessity of producing. The
+joy of work, the delight in achievement, should be the keynote of all
+industrial training. This should be kept constantly in view.</p>
+
+<p>To most people there is something wonderfully appealing about the
+innocence of the little child. We watch with delight the marvelous
+development of the little mind keeping pace with the growth of bodily
+strength and dexterity. We are reluctant to see the day drawing near
+when the child must begin his long course of training in school.
+Sometimes we fail to recognize the fact that before school days come
+the child has already received a considerable part of his education;
+that the habits which will make or mar his future are often firmly
+implanted and in a fair way to become masters of the young life. An
+elaborate plan for the little child's training would probably be
+abandoned even if undertaken, since elaborate plans involve endless
+work. If, however, we <a name="Page_101" id="Page_101"></a>attempt no more than I have outlined in this
+chapter, we have some reasonable chance of success. Given good health,
+with regular bodily habits, as a physical foundation, the child will
+have had much done for him if we have begun to build the habits of
+sympathy, self-control, industry, and service which will purify and
+sweeten the family relations of later years and make the one-time
+child worthy himself to undertake the important task of home building.</p>
+
+<p>It is naturally a matter for regret that the teacher into whose hands
+the child comes first at school usually knows so little of the home
+training he has had or failed to have. Children whose parents have
+made little or no attempt to teach these fundamental qualities which
+we have had under discussion are sometimes forever handicapped unless
+the teacher can supply the deficiency. Children who have made a good
+beginning may lose much of what they have been taught unless the
+teacher recognizes and holds them to the ideal. The kindergarten or
+primary teacher needs to know the homes of her pupils; and the time is
+not far distant when the school will recognize the home as after all
+the first grade in school life. Then mothers will receive the
+inspiration of contact with the teachers and their ideals, not alone
+when their children reach school age, but from the time the first
+child arrives in the home. The Sunday school has its &quot;cradle roll.&quot;
+The day school may emulate its example.</p>
+<br />
+<hr style="width: 15%;" />
+
+<p>FOOTNOTES:</p>
+
+<div class="note"><p class="noin"><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5">[5]</a>
+Cabot, <i>What Men Live By</i>.</p></div>
+
+
+
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_VII" id="CHAPTER_VII"></a><hr />
+<br />
+<h3><a name="Page_102" id="Page_102"></a>CHAPTER VII<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">Teaching The Mechanics Of Housekeeping</h3>
+<br />
+
+<p>Going to school marks an epoch in every child's life. Hitherto,
+however wide or narrow the child's contact with the world has been,
+the mother has been, at least nominally and in most cases actually,
+the controlling power. Now she gives her child over for an
+increasingly large part of every day to outside influence.</p>
+
+<p>More and more we are coming to see that the evolution of a successful
+homemaker requires that the school as well as the home keep the
+homemaking ideal before it. And so the best schools of the country are
+doing. The greatest needs of the little girl's early school days would
+seem to be a definite understanding between teacher and mother of the
+share each should assume in the homemaking training. This necessitates
+personal conferences or mothers' meetings, or both.</p>
+
+<p>The little girl of primary-school age points the way for both teacher
+and mother by her adaptation and imitation of home activities in her
+play. In primary grades girls are approaching the height of the doll
+interest, which Hall and others place at eight or nine years. A doll's
+house, therefore, may be made the source of almost infinite enjoyment
+and profit in these grades. Indeed it is hardly too much to say that
+no primary room is complete without one. Nor is there any reason why
+any school should remain without one, since its making is the simplest
+of processes. Four wooden boxes, of the same size, obtained probably
+from the grocer, the dry-goods merchant, or the local shoe dealer,
+will make a <a name="Page_103" id="Page_103"></a>most satisfactory house if placed in two tiers of two
+each, with the open sides toward the front. This gives four rooms,
+which may be furnished as kitchen, dining room, living room, and
+bedroom. Windows may be cut in the ends or back, if the boys of the
+school are sufficiently expert with tools or if outside assistance can
+be secured for an hour or so.</p>
+
+<p>The best results with the doll's house are obtained if the children
+are allowed to furnish it themselves, with the teacher's advice and
+help, rather than to find it completely equipped and therefore merely
+a &quot;plaything&quot; of the sort that children have less use for because they
+can do little with it. An empty house presents exciting possibilities,
+and perhaps for the first time these little girls look with seeing
+eyes at the home furnishings, for they have wall paper to select,
+curtains and rugs to make, and indeed no end of things to do.</p>
+
+<div class="img" style="width: 45%;">
+<img border="0" src="images/imagep103.jpg" width="100%"
+alt="The little girl adapts and imitates home activities in play" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>The little girl adapts and imitates home activities in play</i></p>
+</div>
+
+<p>It is perhaps scarcely necessary to call to mind the educational
+advantages possible in the planning and making of bedding, draperies,
+table linen, towels, couches and pillows, window seats, and other
+furnishings, as well as in the ingenuity brought into play in evolving
+kitchen <a name="Page_104" id="Page_104"></a>utensils and in stocking the cupboards with the necessities
+for housekeeping. The free interchange of ideas should be encouraged,
+and the spirit of seeking the best fostered.</p>
+
+<p>The conspicuous results in this work are two: we secure the child's
+attention to details of housekeeping, and we build up a foundation
+ideal of what housekeeping equipment should be. Children in poorly
+equipped homes may find the most practical of training in this way. My
+experience has been that teachers have only to begin this work in
+order to arouse enthusiasm in any class of little girls. Once begun,
+it carries itself along. There should be no compulsion in this work.
+Choice and not necessity must be the rule in all our training for
+homemaking. To compel a child's attention to that which she will later
+do voluntarily, if at all, will at the very outset defeat our purpose.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep104.jpg" width="100%"
+alt="Making furniture for a doll's house affords educational advantages" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Making furniture for a doll's house affords
+educational advantages in emphasizing the details of housekeeping</i></p>
+</div>
+
+<p>The finest sort of co&ouml;peration arises in this work when parents are
+led to provide the little girl at home with a <a name="Page_105" id="Page_105"></a>doll's house fashioned
+like the one at school. Perhaps they may go a step farther and find
+space for a larger scheme of housekeeping, in the attic or elsewhere.
+Co&ouml;peration among the children means interchange of ideas, materials,
+and labor, most helpful to social ideals.</p>
+
+<p>From the furnishing of the doll's house it is easy to pass to plays
+involving the activities of home life. Children delight in sweeping,
+dusting, washing dishes, arranging cupboards and pantries, and making
+beds in their miniature houses, and if their efforts are wisely
+directed, orderly habits easily begin to form. In all these varieties
+of work the children must be led to feel that there is a right way,
+and that only that way is good enough, even for play.</p>
+
+<p>The great result of all play housekeeping is the formation of ideals.
+It is just as easy to learn at seven or eight the most efficient way
+of washing dishes as it is to defer that knowledge until years of
+inefficient work harden into inefficient habits. The teacher will find
+abundant and interesting studies in household efficiency in recently
+published books to inspire her guidance of the children's activity.</p>
+
+<p>The step from washing play dishes at school to washing real dishes at
+home is easily taken, and children are delighted to take it. Here
+again the school and home may&mdash;indeed must, for best results&mdash;work
+together. Some schools are giving school credit for home work along
+domestic lines. That there are complex elements entering into the
+successful working out of such a plan one must admit. A school giving
+credit for work it does not see may put a premium upon quantity rather
+than quality. The teacher who asks her little pupils to wash the home
+dishes according to school methods may encounter adverse comment from
+certain parents who are <a name="Page_106" id="Page_106"></a>quick to resent outside &quot;management.&quot;
+Nevertheless, home practice in accordance with school theory is the
+ideal of any co&ouml;perative education in the mechanics of housekeeping;
+therefore some scheme must be worked out whereby the girls will
+practice at home, and, having learned to do by doing, will continue to
+do in the families where their doing will be a help.</p>
+
+<p>Let us consider for a moment the present condition of the
+school-credit-for-home-work idea. Schemes are being worked out in
+various places, under one or the other of the following plans.</p>
+
+<p><i>Plan I</i> (often known as the Massachusetts plan). Each pupil, with the
+advice of his teacher and the consent of his parents, selects some one
+definite piece of work to do at home regularly, under direction of the
+school and with some study at school of the practical problems
+involved. School credit depends upon approval by the teacher on the
+occasion of a visit of inspection to the home.</p>
+
+<p><i>Plan II</i> (sometimes called the Oregon plan). This is more directly
+concerned with the cultivation of a helpful spirit than with perfect
+technique or broad knowledge. No attempt is made to correlate home and
+school work. Credit is given merely for the fact that the dishes were
+washed, the table set, or the baby bathed, the fact being properly
+certified by the parent. Whether the work was acceptably done or not
+rests entirely with the parent. In the carrying out of the latter plan
+blanks are usually issued to be filled out and handed in once a week
+or once a month. Each task carries a certain value in school credit.</p>
+
+<p>That either of these plans possesses certain weaknesses doubtless even
+their makers would admit. But they are at least opening wedges. A plan
+might be worked out whereby little girls are taught one household task
+at a <a name="Page_107" id="Page_107"></a>time, through their play housekeeping, after which credit may be
+given for satisfactory performance of the task at home. Later another
+household duty may be taught, and put into practice, with credit, at
+home, thus building up a body of known duties for which the little
+house-helper has been duly trained. For its highest efficiency such a
+plan would require more than consent on the part of mothers. Its
+success would depend upon co&ouml;perative leadership and its value upon
+the acceptance, for school credit, of only that work done in
+conformity with school ideals.</p>
+
+<p>But at all events, whether school credit be given or not, the stimulus
+of interest in home tasks may be given strength by the teacher's wise
+suggestion, and thoughtful consideration of the matter in teachers'
+and mothers' meetings will insure co&ouml;peration of the most helpful
+sort. The tactful teacher will find ways to suggest to mothers that
+children be held up at home to the ideals of efficiency she has been
+at pains to put before them at school.</p>
+
+<p>The suggestion has been recently made by several thoughtful educators
+that the noon hour, in schools where children do not go home for
+dinner, be made use of for the simplest of cooking lessons. The
+children who at seven are quite content to play house soon pass into
+the stage where they wish to see results from their work. They want to
+&quot;make things,&quot; real things, that they or some one can use. Children of
+nine or ten can learn to cook cereals and eggs in various ways, to
+make cocoa, and to prepare other simple dishes. Their pride and
+delight in these accomplishments are intense. These activities are
+equally suited to the small rural school and to the consolidated
+schools which are happily taking the place of the one-room buildings.
+In both, the teacher may find the lunch hour a real educational force
+if it is used aright. If the teacher <a name="Page_108" id="Page_108"></a>allows and guides these efforts
+in the schoolroom, she must keep in mind her &quot;ideal of efficiency.&quot;
+Accurate measurements, logical processes, elimination of awkward and
+unnecessary movements, care in following directions, neatness, and
+precision are the real lessons to be learned.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep108.jpg" width="100%" alt="A school garden" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A school garden. The possibilities for good through school-garden
+work are numberless</i></p>
+</div>
+
+<p>School gardens are perhaps already too familiar to require more than a
+word. Their possibilities for good are numberless. In them many
+children get their first insight into the joys of making things grow
+and are led by this joy to undertake the care of a home garden and to
+beautify the home surroundings as they had never thought of doing
+before. School-garden work leads to beautifying the school grounds,
+with resulting pride and interest in the school.</p>
+
+<p>Accompanying the activities we have suggested, teachers will find a
+wide field in attractive stories of helpful co&ouml;perative home life.
+Extracts from many of Miss <a name="Page_109" id="Page_109"></a>Alcott's stories, the Cratchits' Christmas
+dinner from Dickens' <i>Christmas Carol</i>, and many other delightful
+glimpses of home life can be read, or, better, dramatized, with little
+effort and with good results.</p>
+
+<p>It may seem that the homemaking training here suggested for younger
+children is too desultory, too slight, in fact, to affect the
+situation much. But let us consider. Homemaking is an art, coming more
+and more to be based on a foundation of science. For it is undoubtedly
+true that, while the pessimists are telling us that the home is
+doomed, we who are optimists see coming toward us a great wave of
+homemaking knowledge which if seized upon will put the homemaker's art
+upon a surer foundation than it has ever been.</p>
+
+<p>The elements of housekeeping are the <i>ABC</i> of homemaking. We shall do
+well to teach them early, incidentally, and with no undue exaggeration
+of their place in the scheme of living. We simply familiarize the
+girl, by long and quiet contact, with the tools of the homemaker, for
+future scientific use, just as we teach the multiplication facts for
+later use in the science of mathematics.</p>
+
+<p>A definite list of the simple homemaking tasks suitable for little
+girls to undertake may not be out of place here:</p>
+
+<br />
+
+<ol style="margin-left: 20%; margin-right: 20%;">
+<li>Setting the table. (A card list of table necessities is useful.
+Such a list may be given each little girl when she undertakes home practice work.)</li>
+<li>Clearing the table.</li>
+<li>Washing the dishes.</li>
+<li>Sweeping the kitchen. Sweeping the piazza.</li>
+<li>Dusting.</li>
+<li>Making beds and caring for bedrooms.</li>
+<li>Arranging her own bureau drawers and closets.</li>
+<li>Simple cooking.</li>
+<li>Hemming towels and table linen.</li>
+<li>Ironing handkerchiefs and napkins.</li>
+</ol>
+
+<br />
+
+<p><a name="Page_110" id="Page_110"></a>As the child grows older, methods of teaching grow increasingly
+direct. Even here we shall perhaps not talk a great deal about
+&quot;preparing for homemaking.&quot; But we shall see that the tools grow
+increasingly familiar, and that ideals once taught are retained and
+added to. We shall see that our science, our mathematics, our art, all
+contribute to the acquirement of homemaking knowledge. We shall give a
+practical turn to these more or less abstract subjects.</p>
+
+<p>Sewing and cooking classes are by this time a recognized part of
+grammar-school courses in many city schools. That they are not so
+firmly intrenched in the country schools is due usually to
+difficulties in the way of securing equipment and to the already
+crowded condition of the school program. The ideal remedy is the
+substitution of the consolidated school with its domestic science room
+and its specially trained teacher for the scattered one-room
+buildings. Wherever the consolidated school has come, it has been
+enthusiastically received and supported. No one wishes to go back to
+the old way. But in many localities the consolidated school has not
+come and cannot be immediately looked for; and in these places the
+need of the homemaking work is just as great. The teacher must find
+the way to give these girls what they need. If no other way presents
+itself, the teacher will do well to ask the help of the mothers of the
+neighborhood. Perhaps one who is an expert needlewoman will give an
+hour or two a week in the school or at her own home to carrying out
+the sewing course which the teacher cannot crowd into her own already
+overcrowded program. Perhaps another will do the same for the cooking,
+making her own kitchen for one afternoon a week an annex of the
+school. It is important, however, when such arrangements are made that
+they be recognized as school work, and if <a name="Page_111" id="Page_111"></a>possible the courses
+followed should be planned and supervised by the regular teacher of
+the school. Thus only can they be held to standardized accomplishment.</p>
+
+<p>The inadequacy of the &quot;one-portion&quot; method of teaching girls to cook
+has aroused serious thought, and remedies of various sorts have been
+applied. You know, perhaps, the story of the Chicago cooking-school
+student who &quot;had to make seven omelets in succession at home last
+night&quot; because one egg would not make enough omelet for the family.
+The first remedy tried was cooking for the school lunch room. This
+was, however, usually going from one extreme to the other, since the
+lunch room is as a rule maintained only in large schools.
+&quot;Institutional cooking,&quot; some one calls it. Instead of one
+egg-cooking, it became one-hundred-egg cooking, and the difficulty of
+the average student in adapting school methods to family use was not
+by any means at an end.</p>
+
+<p>The Central High School of Newark, New Jersey, has solved its problem
+by putting its girls to work, not at the task of providing the
+sandwiches, soups, and other luncheon dishes for its large lunch room,
+but at providing &quot;family dinners&quot; at twenty-five cents a plate for the
+faculty of the school. Other schools follow similar plans.</p>
+
+<p>The grammar-school girls of Leominster, Massachusetts, serve luncheon
+to a limited number every day at their domestic science house. Here
+the girls do the marketing, cook and serve the meal, and keep the
+various rooms of the house in order. In Montclair, New Jersey, work of
+this same sort is done. In each of these cases the cooking is done as
+it would have to be in the home, not for one person, nor for hundreds,
+but for approximately a family-sized group.</p>
+
+<p>Sewing courses also grow more and more practical. In some schools the
+girls make their own graduating <a name="Page_112" id="Page_112"></a>dresses as a final test of their
+ability. Courses are definite, and girls completing them will have
+definite knowledge of everyday processes of hand sewing. The schools
+which add to their hand-sewing courses well-planned practice in the
+use of the sewing machine are further adding to the accomplishment of
+their girls. Those which go farther still and teach garment planning
+and making may consider their sewing courses fairly complete.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep112.jpg" width="100%"
+alt="Teachers' luncheon cooked and served by pupils at the Clinton Kelly School, Portland, Oregon" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Teachers' luncheon cooked and served by pupils at the
+Clinton Kelly School, Portland, Oregon. Other schools have adopted
+similar plans for teaching girls how to cook</i></p>
+</div>
+
+<p>The formation of ideals must go hand in hand with practice in manual
+processes. The girl must learn to know good work when she sees it, to
+know a properly constructed garment from one carelessly put together,
+and to value good work and construction.</p>
+
+<p>Time was when domestic science meant sewing and cooking, and these
+alone. That time, however, is past. <a name="Page_113" id="Page_113"></a>The care of a house is
+practically taught in many schools throughout the country by the
+maintenance of a model apartment in or near the school building. In
+Public School No. 7, New York City, grammar-school girls, many of whom
+are of foreign parentage and tradition, are thus introduced to the
+American ideal of living. The school is thus establishing standards of
+equipment, of food, of service, of comfortable living, that tend to
+Americanize quite as much as the establishment of standards of speech,
+of business methods, or of civic duties. The work done in this school
+is typical of that prevailing in hundreds of towns and cities.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep113.jpg" width="100%" alt="A girls' sewing class" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>A girls' sewing class. Work in sewing offers unlimited possibilities</i></p>
+</div>
+
+<p>The question arises: How much of her housekeeping training should a
+girl receive before entering upon her high-school course? After
+careful consideration it seems wise to urge that the greater part of
+the practical household work be taught during the period from eleven
+to <a name="Page_114" id="Page_114"></a>fourteen. This does not imply that homemaking training should
+cease at fourteen, but rather that after that age attention shall be
+centered upon the more difficult aspects of the subject&mdash;upon
+&quot;household economics&quot; rather than the skillful doing of household
+tasks.</p>
+
+<p>In view, however, of the fact that the majority of girls never reach
+the high school, every bit of household science which they can grasp
+should be given them in the elementary school. Knowing how to do is
+only part of the housekeeper's work. Knowing what and when to do is
+quite as important. Elementary study of food values is quite as
+comprehensible as elementary algebra. Home sanitation and decoration
+are no harder to understand than commercial geography. The principles
+of infant feeding and care may be grasped by any girl who can
+successfully study civil government or grammar.</p>
+
+<p>Shall we then crowd out commercial geography or government or grammar
+to make room for these homemaking studies? Not necessarily, although,
+if it came to a choice, much might be said for the practical studies
+in learning to live. Fortunately it need not come to a choice. There
+is room for both. We must, however, learn to adapt existing courses to
+the requirements of girls.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep115a.jpg" width="100%"
+alt="A model school home where all the practical details of housekeeping are taught" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Courtesy of L.A. Alderman</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A model school home where all the practical details of housekeeping are taught</i></p>
+</div>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep115b.jpg" width="100%"
+alt="A domestic science class at work in the model school home shown above" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>A domestic science class at work in the model school home shown above</i></p>
+</div>
+
+<p>There is arithmetic, for instance. Most of us have already learned to
+skip judiciously the pages in the textbook which deal with compound
+proportion, averaging payments, partial payments, and cube root. Now
+we must learn to insert the keeping of household accounts; the study
+of apportioning incomes; the scientific spending of a dollar in food
+or clothing value; the relative advantage of cash or credit systems of
+paying the running expenses of a home; the dangers of the
+&quot;easy-payment plan&quot;; the cost of running an automobile; comparison
+with the upkeep of a horse and wagon; comparison of the two from<a name="Page_115" id="Page_115"></a> <a name="Page_116" id="Page_116"></a>the
+point of view of their usefulness to a family; mortgaging homes, what
+it means, and what it costs to borrow; when borrowing is justified;
+the accumulation of interest in a savings account; the comparative
+financial advantage of renting and owning a home; the cost of building
+houses of various sorts; the cost of securing, under varying
+conditions, a water supply in the country home; and other locally
+important problems. We already have &quot;applied science&quot; in our courses,
+and we are making a strenuous effort to apply arithmetic; but we have
+not usually tried to apply it to the education of the prospective
+homemaker.</p>
+
+<p>Take the one question of the &quot;installment plan.&quot; Where, if not in the
+public school, can we fight the menace offered to the inexperienced
+young people of the land by this method of doing business? And where
+in the public school if not in the arithmetic class? Consider the
+possibility of lives spent in paying for shoes and hats already worn
+out, of furniture double-priced because payment is to be on the &quot;easy
+plan,&quot; of families always in debt, with wages mortgaged for months in
+advance. The pure science of mathematics will be of little avail in
+fighting this possibility, but &quot;applied arithmetic&quot; can be a most
+effective weapon.</p>
+
+<p>In our geography classes we may find time for the study of food and
+clothing products, of their sources, their comparative usefulness, and
+their cost. We may learn whether it is best to buy American-made
+macaroni or the imported variety; whether French silks and gloves are
+superior to those made in America; what &quot;shoddy&quot; is, what we may
+expect from it if we buy it, how much it is worth in comparison with
+long-wool fabrics, how to know whether shoddy is being offered us when
+we buy. Countless other matters concerning the markets and products of
+the world will repay the same sort of treatment.</p>
+
+<div class="img" style="width: 65%;"><a name="Page_117" id="Page_117"></a>
+<img border="0" src="images/imagep117a.jpg" width="100%"
+alt="One of the class exercises in the model school home shown on page 115" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>One of the class exercises in the model school home shown on page 115</i></p>
+</div>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep117b.jpg" width="100%"
+alt="The correct serving of meals forms part of the class work in this same home" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>The correct serving of meals forms part of the class work in this same home</i></p>
+</div>
+
+<p><a name="Page_118" id="Page_118"></a>Food questions are opened up by study of our meat, vegetable, and
+fruit supply. Every town may make this a personal and immediate
+problem. From whom did Mr. Blank, the local grocer, obtain his canned
+tomatoes? It is sometimes possible to follow up those canned tomatoes
+to their source. In one investigation of this sort they were found to
+have passed through six hands. The arithmetic class may pass upon the
+question of profits and comparative cost between this and the
+&quot;producer-to-consumer&quot; method.</p>
+
+<p>The art work of the schools may also contribute generously to the body
+of homemaking knowledge. For the average girl the designing and making
+of Christmas cards and book covers, or even the prolonged study of
+great paintings, is a less productive use of time than the designing
+of cushion covers, curtains, bureau scarfs, or candle shades. In a
+certain town in New England considerable effort was expended in
+bringing about the introduction of art work in the schools a few years
+ago. A normal-school art graduate took charge of the work. It has now
+been abandoned because &quot;the children took so little interest.&quot; And
+really, if you knew the conditions, you could not blame them They
+studied art and copied art and tried to cultivate an artistic sense in
+ways as remote from their daily lives as could apparently be
+contrived. And the pity of it all is that here were girls whose homes,
+whose personal dress, were crying out for the application of art;
+whose artistic sense was growing of failing to grow according as their
+individual conditions would allow; and the public school has passed
+its opportunity by.</p>
+
+<p>Art, as applied to school work, is divided usually into appreciative
+and creative work. We place before children the best in picture and
+sculpture and music. Why <a name="Page_119" id="Page_119"></a>do we not teach them also the foundation
+principles of good taste in matters less remote from the lives of many
+of them? Why not teach the girl something of artistic color
+combination? Why not apply the test of art to the lines of woman's
+attire? Why not study the contour of heads and styles of hairdressing?</p>
+
+<p>Happily, in these days, these things also are being done. We have
+&quot;manual arts&quot; rooms and teachers by whose aid girls are taught to use
+the principles of design they study in their everyday planning of
+everyday things. A visitor to the Central School of Auburn,
+Washington, reports interesting work going on in such a room. On the
+blackboard was written:</p>
+
+<div style="margin-left: 10%;">
+The general aim of design work&mdash;order and beauty.<br />
+The three principles governing design are: Balance&mdash;Harmony&mdash;Rhythm.<br />
+Balance: opposition of equal forms.<br />
+Rhythm: movement in direction&mdash;joint action&mdash;motion.<br />
+Harmony: similarity.<br />
+</div>
+
+<p>In the room were girls doing various sorts of work&mdash;coloring designs
+on fabrics for curtains and pillow covers; making original designs for
+crocheted lace; hemstitching draperies; preparing color material for a
+primary room; while on a table in the center of the room were many
+finished articles, made by the girls and carrying out their principles
+of design&mdash;&quot;not one of which,&quot; says the visitor, &quot;but would serve a
+useful purpose in home or office.&quot;</p>
+
+<p>House building, interior decorating, and furnishing are all worthy of
+serious attention in the art course. Simplicity, harmony, and
+suitability may well be taught as the principles of good taste. Girls
+must learn these principles somewhere to make the most of their homes
+by and by. And again the public school, and probably the elementary
+school, must do the work.</p>
+
+<p><a name="Page_120" id="Page_120"></a>Physiology and hygiene are already contributing to the knowledge which
+makes for human betterment, but they also can be made to contribute
+much more than they have sometimes done. The physiology of infancy
+must be widely and insistently taught.</p>
+
+<blockquote><p class="noin">With proper education she [the young mother] would know the
+     meaning of the words food and sleep; she would know
+     something of their overwhelming importance upon the future
+     being and career of her child, who in his turn is to be one
+     of the world's citizens with full capacity for good or evil.
+     Knowing what were normal functions, she would be able to
+     recognize and guard against deviations from them. No day
+     would pass in which she would not find opportunity to
+     exercise self-restraint, keen observation and sensible
+     knowledge in furthering the normal and healthful evolution
+     of her child.<a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6"><sup>[6]</sup></a></p></blockquote>
+
+<p>The &quot;little mother&quot; classes in settlement houses, in community social
+centers, and in some public schools are doing excellent work in
+beginning this knowledge of infancy. No elementary school can really
+afford to miss the opportunity such work holds out. Have we any right
+to let a girl approach the care of her child with less than the best
+that modern science can offer in this most important and exacting work
+of her life? If not, it is again the public school which alone can be
+depended upon to do the work, and we must get at least the beginning
+of it done before the girl escapes us at the close of her
+elementary-school course.</p>
+
+<p>If you are impatient with a program which presupposes that practically
+all women will be homemakers and mothers, either trained or otherwise,
+let me remind you that the majority of women do marry, that most of
+these and many of the unmarried do become homemakers, and that it will
+be far safer for society to train the few&mdash;<a name="Page_121" id="Page_121"></a>less than 10 per cent&mdash;who
+never enter the career than to pursue the economically wasteful plan
+of assuming educationally that no women will be homemakers, or that if
+they are they can successfully undertake the most complicated,
+difficult, and most important profession open to women with no
+preparation at all, or with only what they have unconsciously absorbed
+at home in the brief pauses of the education which did not educate
+them for life.</p>
+
+<p>The education for homemaking will never lose sight of the fact that
+girls must really be prepared for a double vocation, since it is a
+question whether or not they will become homemakers, and they must at
+all events be prepared for the years intervening between school and
+home. On the contrary, the education which prepares the homemaker will
+exercise special care in training for those intervening years, or for
+life work if it should prove to be such. Of all distinctly vocational
+training, it is only fair, however, that the homemaking training
+should come first, as a foundation for all later work. Whether the
+girl thus trained ever presides over a home of her own or not, the
+training will have made her a broader woman and a better worker, with
+a finer understanding of the universal business of her sex.</p>
+<br />
+<hr style="width: 15%;" />
+
+<p>FOOTNOTES:</p>
+
+<div class="note"><p class="noin"><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6">[6]</a>
+Oppenheim.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_VIII" id="CHAPTER_VIII"></a><hr />
+<br />
+<h3><a name="Page_122" id="Page_122"></a>CHAPTER VIII<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Girl's Inner Life</h3>
+<br />
+
+<p>While we are occupied in teaching the girl the &quot;ways and means&quot; by
+which she is later to carry on the business of homemaking, we must not
+overlook the fact that, although ways and means are vitally necessary,
+it is after all the spirit of the girl which will supply the motive
+power to make the home machinery run. With this in view we must so
+plan the girl's training as to secure not only the concrete knowledge
+of doing things, but also the more abstract qualities which will equip
+her for her work.</p>
+
+<p>False ideals and ignorance of housekeeping processes are responsible
+for thousands of homekeeping failures; but lack of fairness, of good
+temper, patience, humor, courage, courtesy, stability, perseverance,
+and initiative must be held accountable for thousands more. For these
+qualities, then, the girl must be definitely and painstakingly
+trained. In other words, we must work for the highest type of woman,
+spiritually as well as industrially.</p>
+
+<p>It may seem that definite instruction in such abstract qualities as
+good temper or stability or fairness is difficult or perhaps
+impossible to Secure. Since, however, all the girl's intercourse with
+her kind affords daily opportunity for practice of these qualities,
+instruction may easily accompany and become a part of her daily life.
+The lack of these qualities handicaps the girl even in her school life
+and shows there plainly the handicap that, unless help is given her,
+she will suffer for life.</p>
+
+<p>Her school work offers ample opportunity for the cultivation of
+patience and perseverance. Teachers must <a name="Page_123" id="Page_123"></a>combat vigorously the
+&quot;give-up&quot; spirit, and the troublesome &quot;changing her mind&quot; which leads
+the girl along a straight path from &quot;trying another&quot; essay subject or
+embroidery stitch as soon as difficulties present themselves to trying
+another husband when the first domestic cloud arises. Play hours as
+well as work hours are invaluable in teaching the girl the difficult
+art of getting along with the world. The educational value of games is
+largely found in their social training. Experience teaches that
+children require long and patient instruction to enable them to play
+games. They have to learn fairness, courtesy, good temper; honesty,
+kindness, sympathy. They have to learn to be good losers and to
+consider the fun of playing a better end than winning the game.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep123.jpg" width="100%" alt="Play hours" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Play hours as well as work hours are invaluable in teaching the girl
+the difficult art of getting on with the world</i></p>
+</div>
+
+<p>Games must be carefully distinguished from the more general term play.
+All play not solitary has recognized <a name="Page_124" id="Page_124"></a>social value; games, because the
+idea of contest is involved, have a special value of their own. Close
+observation of young children in their games, especially when
+unsupervised, shows us self supreme. According to temperament, the
+child either pushes his way savagely to the goal or furtively seeks to
+win by cunning and craft. He must win, regardless of the process. How
+many of these unsupervised games end in &quot;I sha'n't play,&quot; in angry
+bursts of tears, or even in blows! How many fail upon close scrutiny
+to show some less assertive child, who never wins, who is never
+&quot;chosen,&quot; who might better not be playing at all than never to &quot;have
+his turn&quot;!</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep124.jpg" width="100%"
+alt="Hunter High School girls playing hockey in Central Park, New York" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Hunter High School girls playing hockey in Central Park, New York.
+The educational value of games lies in the fact that they teach fair
+play, self-control, and proper consideration of others</i></p>
+</div>
+
+<p>During the individualistic period games must be for the satisfaction
+of individualistic desires. Team work must await a later development
+of child nature. But while each child may play to win, his future
+welfare demands that his efforts be in harmony with certain
+principles.</p>
+
+<div style="margin-left: 10%;">
+<ol>
+<li><a name="Page_125" id="Page_125"></a>He must respect the rules of the game.</li>
+<li>He must &quot;play fair.&quot;</li>
+<li>He must control anger, jealousy, boastfulness, and other of the more elemental emotions.</li>
+<li>He must consider the handicaps suffered by some players, and see that they get a &quot;square deal.&quot;</li>
+</ol>
+</div>
+
+<p>Girls' games and boys' games at this period happily show little
+differentiation. Almost any game not prejudicial to health serves to
+call into action the moral forces we strive to cultivate. The game to
+a certain extent typifies the larger life&mdash;the life of effort,
+contest, striving to win. Self-control and proper consideration of
+others in the one must serve as a help in fitting for the other.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep125.jpg" width="100%"
+alt="Drill work as well as games is beneficial to health and also teaches self-control" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Courtesy of L.A. Alderman</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Drill work as well as games is beneficial to health and also teaches self-control</i></p>
+</div>
+
+<p>Teachers are often inclined to overlook or undervalue the training of
+girls in games. The fact is that girls especially need this training
+as the woman's sphere in present-day life is widening. Men have always
+had contact with the world. Women have in times past had to <a name="Page_126" id="Page_126"></a>content
+themselves with a single interest involving contest&mdash;the social game.</p>
+
+<p>How far we may safely go in utilizing the game element&mdash;that is, the
+contest or competition element&mdash;in school work is a question for
+thought. The &quot;rules of the game&quot; are less easy to enforce here;
+jealousies are harder to control; handicaps are more in evidence and
+less easy to make allowance for in contests; the discouragement of
+failure may have more serious results. The mere fact of class grouping
+involves a natural competition, healthful and beneficial and wisely
+preparatory for future living. More emphasis than this upon rivalry
+may produce feverish and unhealthful conditions, far removed from the
+mental poise we desire for our girls. The school can give the girl few
+things finer than the ability to attack work quietly and yet with
+determination and a sense of power to meet and overcome obstacles.</p>
+
+<p>The school and the playground form the growing girl's community life.
+In them she must learn to practice community virtues, to shun
+community evils, and to accept community responsibilities. For her the
+school and the playground are society. Here she will take her first
+lessons in the pride of possessions, in the prestige accompanying
+them, in the struggle for social supremacy, in doubtful ideals brought
+from all sorts of doubtful sources. Here she will find exaggerated
+notions of &quot;style&quot; and its value, impure English, whispered
+uncleanness in regard to sex matters, and surreptitious reading of
+forbidden books. Here also she will find worthier examples&mdash;clean,
+pure thought, honesty and fair dealing, pride of achievement rather
+than of externals, fine ideals exemplified in the best homes. And no
+finer or more delicate task lies before teacher and mother than the
+guidance of the girl in her choice.</p>
+
+<div class="img" style="width: 65%;"><a name="Page_127" id="Page_127"></a>
+<img border="0" src="images/imagep127a.jpg" width="100%" alt="A school playground" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A school playground. The school and the playground form the growing girl's community life</i></p>
+</div>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep127b.jpg" width="100%" alt="A model playground" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A model playground. The model playgrounds in the parks are doing much
+to aid the playground movement</i></p>
+</div>
+
+<p><a name="Page_128" id="Page_128"></a>Going to school is rightly considered an epoch in the child's life. No
+longer confined to the narrow circle of home and family friends, the
+child may lose all the tiny beginnings of desired virtues in this
+larger life. Or, on the contrary, when the school recognizes and
+continues home training, or supplies what has not been given, these
+foundation virtues may be so applied to the old problems in new places
+as to form a foundation for the life conduct of the girl and the woman
+that is to be.</p>
+
+<p>Take the question of sex knowledge, so widely agitated of late. We
+cannot guard our girls against contact with some who will exert a
+harmful influence. We can only forearm them by natural, gradual
+information on this subject as their young minds reach out for
+knowledge, so that sex knowledge comes, as other knowledge comes,
+without solemnity or sentimentality on the one hand or undue mystery
+and a hint of shame on the other. No course in sex hygiene can take
+the place of this early gradual teaching, answering each question as
+it comes, in a perfectly natural way, and with due regard for the
+child's wonder at all of nature's marvelous processes. The little girl
+<i>who knows</i> presents no possibilities to the perverted mind which
+seeks to astonish and excite her. And if she knows because &quot;my mother
+told me,&quot; the guard is as nearly perfect as can be devised.</p>
+
+<p>Upon this foundation the formal course in sex hygiene may be built.
+Such a course will then be a scientific summing up, with application
+to personal ideals and requirements. It can easily, safely, and wisely
+be deferred until the adolescent period.</p>
+
+<p>Teachers and mothers can find scarcely any field more worthy of their
+thoughtful concentration than the cultivation of good temper in the
+girls under their care. The number of marriages rendered failures, the
+number of <a name="Page_129" id="Page_129"></a>homes totally wrecked, by sulking or nagging or outbursts
+of ill-temper, can probably not be estimated. Neither can we count the
+number of innocent people in homes not apparently wrecked whose lives
+are rendered more or less unhappy by association with the woman of
+uncertain temper. Think of the families in which some undesirable
+trait of this sort seems to pass from generation to generation,
+accepted by each member calmly as an inheritance not to be thrown off.
+&quot;It's my disposition,&quot; one will tell you with a sigh. &quot;Mother was just
+the same.&quot; Surely the time to combat these undesirable traits is in
+childhood, and probably the first step is for the mother, who looks
+back to her mother as &quot;being just the same,&quot; to stop talking or
+thinking about inherited traits and at least to present an outward
+show of good temper for the child to see.</p>
+
+<p>Then there is the teacher, who is under a strain and who finds
+annoyances in every hour which tend to destroy her equanimity. Her
+serenity, if she can accomplish it, will prove an excellent example.
+And little by little the mother and the teacher who have accomplished
+self-control for themselves may teach self-control and the beauties of
+good temper to the little girls who live in the atmosphere they
+create.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_IX" id="CHAPTER_IX"></a><hr />
+<br />
+<h3><a name="Page_130" id="Page_130"></a>CHAPTER IX<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Adolescent Girl</h3>
+<br />
+
+<p>Adolescence, the critical period of the training of the boy and girl,
+presents a complexity of problems before which parents and teachers
+alike are often at a loss.</p>
+
+<p>The adolescent period, the growing-up stage of the girl's life, is
+physically the time of rapid and important bodily changes. New cells,
+new tissue, new glands, are forming. New functions are being
+established. The whole nervous system is keyed to higher pitch than at
+any previous time. Excessive drain upon body or nerve force at this
+time must mean depletion either now or in the years of maturity.</p>
+
+<p>But, on the other hand, the keynote of the girl's adolescent mental
+life is <i>awakening</i>. Her whole nature calls out for a larger, fuller,
+more intense life. Home, school, society, dress, all take on new
+aspects under the transforming power of the new sex life stirring and
+perfecting itself within. The world is beckoning to the emerging
+woman, and her every instinct leads her to follow the beckoning hand.</p>
+
+<p>Now, if ever, the girl needs the influence and guidance of some wise
+and sympathetic woman friend. It may be&mdash;let us hope it is&mdash;her
+mother; or, failing that, her teacher; or, better than either alone,
+both mother and teacher working in sympathetic harmony.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep131.jpg" width="100%" alt="Camp Fire Girls" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Camp Fire Girls. Outdoor life is one of the best means of
+safeguarding the girl's health</i></p>
+</div>
+
+<p>The first care demanded for the maturing girl is the safeguarding of
+her health. School demands at this age are likely to be excessive
+under existing systems of <a name="Page_131" id="Page_131"></a>instruction. In many ways the secondary
+school, in which we may assume our adolescent girl to be, merits the
+criticism constantly made, that it works its pupils too hard or,
+perhaps more accurately, that it works them too long. Nothing but the
+closest co&ouml;peration between parents and teachers can afford either of
+them the necessary data for working out this problem. It can never be
+anything but an individual problem, since girls will always differ
+whether school courses do so or not, and adjustment of one to the
+other must be made every time the combination is effected. Some
+schools content themselves with asking for a record of time spent on
+school work at home. Many parents merely acquiesce in the girl's
+statement that she does or doesn't have to study to-night, and the
+matter rests. Other schools and other <a name="Page_132" id="Page_132"></a>parents go into the question
+with more or less detail, but usually quite independently of each
+other in the investigation. It is only very recently that anything
+like adequate knowledge of pupils has begun to be gathered and
+recorded to throw light upon the home-study question.</p>
+
+<p>School girls naturally divide into fairly well-defined classes: the
+girl who is overanxious or overconscientious about her work, the girl
+who intends to comply with rules but has no special anxiety about
+results, and the girl who habitually takes chances in evading the
+preparation of lessons. How many parents know at all definitely to
+which class their girl belongs?</p>
+
+<p>The same girls may be classified again with regard to activities
+outside the school. They may help at home much or little or not at
+all. They may have absorbing social interests or practically none.
+They may be in normal health or may already be nervous wrecks from
+causes over which the school has no control.</p>
+
+<p>There is no question about the value of definite information on all of
+these points gathered by home and school acting together for the best
+understanding of the child. The modern physician keeps a carefully
+tabulated record of his patient's history and condition. The school
+should do the same thing and should prescribe with due reference to
+such record.</p>
+
+<p>It frequently happens, however, that the schoolgirl's health is
+menaced less by her hours of school work than by misuse of the
+remaining portion of the twenty-four hours. No mother has a right to
+accuse the school of breaking down her daughter's health unless she is
+duly careful that the girl has a proper amount of sleep, exercise in
+the open air, and hygienic clothing, and that her life outside the
+school is not of the sort that we describe in these days as
+&quot;strenuous.&quot;</p>
+
+<p><a name="Page_133" id="Page_133"></a>It is this strenuous life which our girls must be taught to avoid. Any
+daily or weekly program which is crowded with activities is a
+dangerous program for developing girlhood. The very atmosphere of many
+modern homes is charged with the spirit of haste, and parents scarcely
+realize that the daughter's time is too full, because their own is too
+full also. They have no time to stop and realize anything. A quiet
+home is an essential help in preserving a girl's health and
+well-being.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep133.jpg" width="100%" alt="A mountain camp" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A mountain camp. Good health is conserved by outdoor games and exercise</i></p>
+</div>
+
+<p>It need scarcely be said that the children of a family should be
+troubled as little as possible with the worries of their elders.
+Parents are often unaware how much of the family burden their sons and
+daughters are secretly bearing, or how long sometimes they continue to
+struggle under the burden after it has mercifully slipped from
+father's or mother's shoulders.</p>
+
+<p><a name="Page_134" id="Page_134"></a>Good health means buoyancy, a springing to meet the future with a
+tingle of joy in facing the unknown. The adolescent period is
+essentially an unfolding time, in which probably for the first time
+choice seems to present itself in a large way in ordering the girl's
+life. In school she is confronted with a choice of studies or of
+courses. To make these choices she must look farther ahead and ask
+herself many questions as to the future. What is she to be? Nor is she
+loath to face this question. Some of the very happiest of the girl's
+dreams at this time are concerned with that problematical future.
+There was a day when girls dreamed only of husbands, children, and
+homes. Then, as the pendulum swung, they dreamed of careers, a hand in
+the &quot;world's work.&quot; Now they dream of either or both, or they halt
+confused by the wide outlook. But of one thing we may be sure&mdash;our
+girl is dreaming, and she seldom tells her dreams.</p>
+
+<p>It is during this period in a girl's life that she is most likely to
+chafe at restraint, to picture a wonderful life outside her home
+environment, and to demand the opportunity to make her own choice. As
+she goes on through high school, she longs more and more for
+&quot;freedom,&quot; quite unconscious of the fact that what seems freedom in
+her elders is, in reality, often farthest removed from that elusive
+condition. Her imagination is taking wild flights in these days.
+Sometimes we catch fleeting glimpses of its often disordered fancies,
+although oftener we see only the most docile of exteriors standing
+guard over an inner self of which we do not dream.</p>
+
+<p>The wise mother and the wise teacher are they whose adolescent
+memories, longings, misapprehensions, and mistakes are not forgotten,
+but are being sympathetically and understandingly searched for light
+in guiding the girls whose guardians they are. They recognize once
+<a name="Page_135" id="Page_135"></a>and for all that normal girls are filled with what seem abnormal
+notions, desires, and ideals. They recall how little they used to know
+of life, and the pitfalls they barely escaped, if they did escape.
+Thus only can they keep close to the girl in spirit and help her as
+they once needed help. They respect her longing for freedom of choice
+and they teach her how to choose. It is of little use to attempt to
+clip the wings of the girl's imagination, however riotous. The wings
+are safely hidden from our profaning touch. Instead we must teach her
+to dream true dreams and to choose real things rather than shams.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep135.jpg" width="100%" alt="A study room" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>A study room. The life of the adolescent girl is by no
+means bounded by the schoolroom walls</i></p>
+</div>
+
+<p>At this time the girl's life often seems to the casual observer to be
+bounded by her schoolroom walls. As a matter of fact, however, school
+work appeals to her much less than it has probably done earlier or
+than it will do in her college days. Dress is becoming an absorbing
+subject. &quot;<a name="Page_136" id="Page_136"></a>The boys,&quot; however little you may think it, are seldom far
+from her thoughts. Intimate friendship with another adolescent girl
+perhaps affords an outlet, beneficial or otherwise, for the crowding
+life which is too precious to bear the unsympathetic touch of the
+world of her elders. Or perhaps the girl becomes solitary in her
+habits, living in a world of romance found in books or in her own
+dreams, impatient with the world about her, feeling sure she is
+&quot;misunderstood.&quot;</p>
+
+<p>What can home, school, and society in general do for the adolescent
+girl, that her awakening may be sweet and sane, that her future
+usefulness may not be impaired or her life embittered by wrong choice
+at the brink of womanhood?</p>
+
+<p>Any wise plan for the training of girls &quot;in their teens&quot; must include
+provision for:</p>
+
+<ol style="margin-left: 10%; margin-right: 10%;">
+<li>Outdoor play and exercise. In the country this is much more
+     easily accomplished. City problems bearing on this question
+     are among the most acute of all concerning boys and girls.</li>
+
+<li> Systematic attention to the work of the schoolroom. Thus the
+     girl acquires habits of concentration and industry that she
+     will need all her life.</li>
+
+<li> Some manual work in kitchen, garden, sewing room, or workshop.
+     Here the girl's natural tastes and inclination may be
+     discovered and trained.</li>
+
+<li> Food for the imagination. Books, music, pictures, inspiring
+     plays. The Campfire Girls' movement is valuable in its
+     imaginative aspect.</li>
+
+<li> Attention to dress. Laying the foundation for wise lifelong
+     habits.</li>
+
+<li> Healthful social intercourse under the best conditions with
+     boys and with other girls, both at home and at school. Croquet,
+     tennis, skating, offer fine opportunities for such
+     <a name="Page_137" id="Page_137"></a>intercourse. &quot;Parties,&quot; dancing, present more difficulties, but
+     have their value under right conditions. Not all &quot;fun&quot; should
+     include the boys. Athletic contests between girls do much to
+     develop a neglected side of girl nature.</li>
+
+<li> Companionship with her mother, or some other woman of
+     experience. Nothing can quite take the place of this. The girl
+     is sailing out upon an uncharted sea. She needs the help of
+     someone who has sailed that way before.</li></ol>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep137.jpg" width="100%" alt="A botanical laboratory in Portland, Oregon" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>A botanical laboratory in Portland, Oregon. Through
+systematic attention to the work of the schoolroom the girl acquires
+habits of concentration and industry</i></p>
+</div>
+
+<ol start="8" style="margin-left: 10%; margin-right: 10%;">
+<li>Preparation for marriage and motherhood. Much that the girl
+     should know can come to her through no other medium than that
+     indicated in the preceding paragraph&mdash;confidential intercourse
+     with the woman of mature years. For the sake of the girls who
+     fail to find this woman elsewhere every school for adolescent
+     girls should have on its faculty a woman who will &quot;mother&quot; its
+     girls.</li>
+
+<li><a name="Page_138" id="Page_138"></a>Acquaintance with the lives of some of the great women of
+     history, as well as of some who have lived inspiring lives in
+     the girl's own country and time. A long list of such women
+     might be made.</li>
+
+<li>Some unoccupied time. Our girl must not be permitted to
+     acquire the bad habit of rushing through life.</li>
+
+<li>  Study of vocations and avocations for women. Avocations&mdash;the
+     work which serves as play&mdash;should be wisely studied, and some
+     avocation adopted by every girl.</li></ol>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep138.jpg" width="100%" alt="A quiet retreat" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A quiet retreat. Every girl needs some unoccupied time in order that
+she may not acquire the habit of rushing</i></p>
+</div>
+
+<p>Part of this training girls everywhere in this country may get if the
+opportunities open to them are seized. The proportion of purely mental
+work and of handwork will vary according to the locality in which the
+girl finds herself. In general, however, such matters receive more
+consideration than the more complex ones of direct social bearing.</p>
+
+<p><a name="Page_139" id="Page_139"></a>How a girl shall dress, with whom and under what conditions she shall
+find her social life, what she shall know of herself, of woman in
+general, of the opposite sex, what her relations with her mother shall
+be&mdash;these things are more often than not left to chance or to the
+girl's untrained inclination.</p>
+
+<p>The dress question rests fundamentally upon the personal question,
+What do clothes mean to the girl? Behind that we usually find what
+clothes mean to her mother, to her teachers, to the women who have a
+part in her social life. Instinct teaches the girl to adorn her
+person. Environment is largely responsible for the sort of adornment
+she will choose. To bring the matter at once to a practical basis,
+what standards shall we set up for our girls to see, to admire, and to
+adopt as their own?</p>
+
+<p>&quot;Well dressed&quot; may be interpreted to mean simply, or serviceably, or
+conspicuously, or becomingly, or fashionably, or cheaply, or
+appropriately, according to the standard of the person who uses the
+term. It would necessarily be impossible to establish a common
+standard for any considerable group of women, since individual
+conditions must govern individual choice. A wise standard for girls
+and their mothers, however, will conform to certain principles, even
+though the application of the principles be widely different.</p>
+
+<p>These principles may be expressed somewhat as follows:</p>
+
+<ol style="margin-left: 10%; margin-right: 10%;">
+<li>Beauty in dress is expressed in line, color, and adaptation to
+     personal appearance, not in expense.</li>
+
+<li>Fitness depends upon the occasion and upon the relation of cost
+     to the wearer's income.</li>
+
+<li>Simplicity conduces to beauty, fitness, and to ease of upkeep.</li>
+
+<li>Upkeep, including durability and cleansing possibilities, is as
+     important a consideration in selecting clothes <a name="Page_140" id="Page_140"></a>as in selecting
+     buildings and automobiles. Freshness outranks elegance.</li>
+
+<li>Individuality should be the keynote of expression in dress.</li>
+</ol>
+
+<p>Conformity to the foregoing principles in establishing a personal
+standard will of necessity prevent slavish imitation and the striving
+to reach some other woman's standard which bears again and again such
+bitter fruit. The erroneous notion fostered by thousands of American
+women, that if you can only look like the women of some social set to
+which you aspire you are like them for all social purposes, is a
+fallacy, in spite of its general acceptance. We might as well expect
+blue eyes, straight noses, or number three shoes to form the basis of
+a social group.</p>
+
+<p>The mother or the teacher who bases her instruction in this matter on
+the assumption that pretty clothes of necessity breed vanity and all
+its attendant evils is merely sowing the seed of her influence upon
+stony ground when once the girl discovers her belief. Nature is
+telling the girl to make herself beautiful. It is not only useless but
+wrong to set ourselves against this instinct. Instead we must show her
+what beauty in clothes means, and how to attain it without paying for
+it more than she can afford, in money, in time, or in sacrifice of her
+spiritual self. The school does its share when it teaches the general
+theory of beauty, with practical illustration in study of line and
+color schemes. The individual teacher and the mother have to impart
+the far more delicate lessons concerning influence and cost&mdash;mental,
+moral, and spiritual&mdash;in other words, the psychology of clothes.</p>
+
+<p>Our girl must grow up fully cognizant of what her clothes cost. When
+she desires, as she doubtless will desire, silk petticoats, and an
+&quot;up-to-date&quot; hat, and high-heeled shoes, and an absurdly beruffled
+dress, and a <a name="Page_141" id="Page_141"></a>wonderful array of ribbons, she must discover what each
+and every one of these things costs and whether it is worth the price.
+The high heels sometimes cost health; the conspicuous dress may cost
+the good opinion or the admiration of those who value modesty above
+style; the silk petticoat may be bought at the cost of mother's or
+father's sacrifice of something needed far more; the trimming on the
+hat may have cost the life of a beautiful mother bird and the slow
+starvation of her nestlings. Nothing the girl wears costs money only.</p>
+
+<p>She must also learn that fine clothes are out of place on a girl whose
+body is not finely cared for; that money is better expended for
+quality than for show; and, most of all, that clothes are secondary
+matters, when all is said.</p>
+
+<p>Wisdom and sympathy and tact are never more needed than in this sort
+of teaching. The principles of good dressing cannot be laid down
+baldly and coldly, like mathematical rules, for the guidance of a girl
+palpitating with youthful and beauty-loving instincts. The mother who
+says, merely, &quot;Certainly not. You don't need them. I never had silk
+stockings when I was a girl,&quot; is failing to meet her obligations quite
+as much as the mother who allows her daughter to appear at school in a
+costume suited only to some formal evening function. There are mothers
+of each of these sorts.</p>
+
+<p>The wise mother whose daughter has developed a sudden scorn for the
+stockings she has worn contentedly enough hitherto does not dismiss
+the subject in the &quot;certainly not&quot; way, however kindly spoken. She
+treats her daughter's request seriously, asks a few questions, in the
+answers to which &quot;the other girls&quot; will probably figure largely, and
+talks it over.</p>
+
+<p>&quot;Of course, there is the first cost to consider. The price of three or
+four pairs of silk stockings would give <a name="Page_142" id="Page_142"></a>you a dozen pairs of fine
+cotton. Yes, I know there are cheaper silk ones to be had, but their
+quality is poor. We should scarcely want you to wear coarse, poorly
+made ones. And of course you know silk ones do not last so long. They
+are pretty, and pleasant to wear, and cool, I know. How would it do to
+have silk ones to wear with your new party dress, and keep on with the
+cotton ones for school? We don't want to be overdressed in business
+hours, you know. Then, it seems to me, it is a little hard on the
+really poor girls at school if the rest of you are inclined to
+overdress. They are so likely to get into the habit of spending their
+money for cheap imitations of what you other girls wear&mdash;or if they
+are too sensible for that they are probably unhappy because they have
+to look different. Wouldn't it be kinder not to wear expensive things
+to school at all?&quot;</p>
+
+<p>The object is not so much to keep the girl from having unsuitable
+garments as to teach her to see all sides of the clothes question, to
+realize her responsibilities, and to learn to choose wisely for
+herself.</p>
+
+<p>It is highly desirable that mothers keep up their own standards of
+dress as they approach middle life and their daughters enter the
+adolescent period. Some women even make the mistake of dressing
+shabbily that they may gown their daughters resplendently. They are
+educating their daughters to a false standard and to a selfish life.</p>
+
+<p>Teachers also probably seldom realize how wide an influence they may
+exercise upon their adolescent girl pupils in the matter of dress.
+Many a girl forms her standard and her ideal from what her teacher
+wears. Teachers must accept their responsibility and make good use of
+the opportunities it gives them.</p>
+
+<p>It is approximately at the time of her awakening to the beautifying
+instinct that the girl begins to take a <a name="Page_143" id="Page_143"></a>special interest in social
+matters. Here again she needs wise guidance, and usually more
+<i>guidance</i> and less <i>direction</i> than most girls get. The American
+mother is prone in social questions to trust her daughter too much, or
+not enough, and to train her very little.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep143.jpg" width="100%"
+alt="Skating offers fine opportunity for healthful social intercourse" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Skating offers fine opportunity for healthful social intercourse</i></p>
+</div>
+
+<p>In many cases adolescent society centers about the school. There are
+the everyday walks and talks of the boys and girls, the games and
+meets and contests, with their attendant social features, the literary
+societies and debating clubs, the school parties and dances. The
+school thus comes to assume a considerable part in the boy's and
+girl's social training, much more than was the case twenty or even ten
+years ago; and the whole trend of educational movement in this matter
+is toward doing more even than it now does.</p>
+
+<p><a name="Page_144" id="Page_144"></a>In some cases schools have merely drifted into this social work,
+without definite aims and without conspicuously good results, just as
+some parents have drifted into acceptance of the situation, with
+little oversight and a comfortable shifting of responsibility.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep144.jpg" width="100%"
+alt="Games form an important part of the adolescent girl's life" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Games form an important part of the adolescent girl's life</i></p>
+</div>
+
+<p>When this sort of school and this sort of parent happen to be the
+joint guardians of a girl's social training, it usually happens that
+the girl discovers some things by a painful if not heartbreaking
+trial-and-error method, and other things she quite fails to discover
+at all. Most of all, she needs her mother at this time&mdash;a wise,
+interested, companionable mother, who knows much about what goes on at
+school parties and at school generally, but who never forces
+confidences and, indeed, who never needs to; an elder sister sort of
+mother, who helps. And she needs also teachers who supervise and
+chaperon social affairs with a full realization that social training
+is in progress and that lives are being made or marred.</p>
+
+<p><a name="Page_145" id="Page_145"></a>There are schools and there are mothers who look upon every phase of
+school life as contributing to the educative process, and these find
+in the social affairs of the school their opportunities to teach some
+vital lessons. Some schools are lengthening the free time between
+periods, merely for the purpose of adding to the informal social
+intercourse between pupils.</p>
+
+<p>Wise teachers as well as wise mothers will see that the social phase
+of school life, especially in the evening, is not overdone. Not only
+health but future usefulness and happiness suffer if the girl &quot;goes
+out&quot; so much that going out becomes the rule and staying at home the
+exception. It is not usually, however, the social affairs of the
+school alone which cause the girl to develop the habit of too many
+evenings away from home. It is the school party plus the church
+social, plus the moving pictures, plus the girls' club, plus the
+theater, plus choir practice, plus the informal evening at her chum's,
+plus a dozen other dissipations, that in the course of a few years
+change a quiet, home-loving little schoolgirl into a gadding,
+overwrought, uneasy woman.</p>
+
+<p>Unless one has tried it, it is perhaps hard to realize how difficult
+it is for an individual mother to regulate social custom in her
+community even for her own daughter without causing the girl
+unhappiness and possibly destroying her delight in her home. No girl
+enjoys leaving the party at ten when &quot;the other girls&quot; stay until
+twelve. Nor does she enjoy declining invitations when the other girls
+all go. But what the individual mother finds difficult, community
+sentiment can easily accomplish. The woman's club or the mothers' club
+or the parent-teacher association, or better yet all three, may
+profitably discuss the question, and may set about the creation of the
+sentiment required.</p>
+
+<p><a name="Page_146" id="Page_146"></a>
+Quite as important as &quot;How often shall she go?&quot; is the question &quot;With
+whom is she going?&quot; There are two ways of approaching the problem here
+involved. One requires more knowledge for the girl herself, that she
+may better judge what constitutes a worthy companion. The other is
+reached by the better training of boys, that more of them may develop
+into the sort of young men with whom we may trust our daughters.</p>
+
+<p>Parents who take the time and trouble to acquaint themselves with the
+boys in their daughter's social circle will find themselves better
+able to aid the girl in her choice of friends. The very best place for
+this getting acquainted is the girl's own home, to which, therefore,
+young people should often be informally invited. Nor should parents
+neglect occasional opportunities to observe their daughter's friends
+in other environment&mdash;at the church social or supper, at
+entertainments, at school, or on the street. Fortunately the revolt
+against a dual standard of purity for men and women holds promise of a
+larger proportion of clean, controlled, trustworthy boys.</p>
+
+<p>It will never be quite safe, however, to trust either our boys or our
+girls to resist instincts implanted by nature and restrained only by
+the artificial barriers of society, unless we keep their imaginations
+busy, and unless we implant ideals of conduct high enough to make them
+desire self-control for ends which seem beautiful and good to
+themselves. The adolescent period is especially favorable for the
+formation of ideals, and a high conception of love and marriage will
+probably prove the truest safeguard our boys and girls can have.</p>
+
+<p>The reading of the period is of special importance. At no other time
+of life will altruism, self-sacrifice, high ideals of honor and of
+love, make so strong an appeal as now. Adolescent reading must make
+the most of this <a name="Page_147" id="Page_147"></a>fact. Some of the great love stories of literature
+and biography should be read, especially one or two which involve the
+putting aside of desire at the call of a higher motive. At least one
+story involving the world-old theme of the betrayed woman&mdash;<i>The
+Scarlet Letter</i>, perhaps, or <i>Adam Bede</i>&mdash;should be &quot;required reading&quot;
+for every adolescent girl, and should after reading be the subject of
+thoughtful and loving discussion by the girl and her mother in one of
+the confidential chats which should be frequent between them.</p>
+
+<p>Girls must learn from their mothers and teachers to distrust the boy
+who shows any inclination to take liberties, and they must also learn
+that girls, consciously or more often otherwise, daily put temptation
+in the way of boys who desire to do right, and invite liberties from
+the other sort. Restraint, in dress, in carriage, in manners, and in
+conversation, <i>must be made to seem right and desirable to the girl</i>,
+for her own sake and no less for the good of the other sex. This of
+course means that teachers must set fine examples before the girl in
+their own dress and deportment.</p>
+
+<p>To counteract the dangerous tendencies which have become intensified
+by the wholesale breaking of social customs during the war, it is
+necessary that parents and teachers give very careful attention to the
+dress of girls and to the demeanor of boys and girls of the adolescent
+period. Many teachers are improperly dressed and setting the wrong
+example. Many parents are dressing carelessly and sending their girls
+to high school improperly dressed. The boys are tempted&mdash;yes, are
+forced&mdash;to observe the bodies of their girl classmates, in
+study-rooms, halls, laboratories, and on playgrounds. These girls who
+are immodestly dressed are not only exposing themselves to danger and
+inviting familiarities, but are <a name="Page_148" id="Page_148"></a>tempting the boys to go wrong. Many
+of the tragedies in our schools can be traced to this source.</p>
+
+<p>To handle this very serious and very difficult problem it is necessary
+that all mothers of high-school boys and girls organize and cooperate
+with principals and teachers. The task is gigantic, for the customs
+and suggestions which are responsible for present-day conditions are
+many and permeate our magazines, books, moving pictures, dances, and
+nearly all social gatherings.</p>
+
+<p>Many superintendents, teachers, and parents have been very seriously
+studying these social and moral problems and making plans to start
+reforms at once in the public schools. The most practical method thus
+far presented appears to be the requirement of uniform dress for all
+girls in the upper grades and in high school. This custom is already
+established in some of our best private schools. Uniform dress has a
+very democratic training which commends it. It is less expensive than
+the present varied styles. It is practical, for it avoids
+discrimination which would lead to many private difficulties.</p>
+
+<p>The girl has now reached the time when her bits of knowledge of sex
+matters, gained gradually since the first stirrings of curiosity in
+her little girlhood, should be gathered, summarized, and given
+practical application to the mature life she will soon enter upon.</p>
+
+<p>Thoughtful investigation does not lead to the conclusion that girls
+need especially a detailed physiological presentation of the subject
+so much as a study of the psychological aspects of the sex life.
+Personal purity is primarily a matter of mind.</p>
+
+<p>Girls who all their lives have been familiar with the mystery of
+birth, who at puberty have been instructed in the delicacy of the
+sexual organs and processes and in the care they must exercise to
+bring them to normal <a name="Page_149" id="Page_149"></a>development, are now ready to be taught the
+vital necessity of subordinating the animal to the spiritual in the
+sex life.</p>
+
+<p>It may seem unwise and unnecessary to put before young girls so dark
+and distressing a subject as the social evil. Yet I know of no way to
+combat this evil without teaching all girls what must be avoided. When
+girls realize that the social evil</p>
+
+<ol>
+<li>Rests upon a foundation of purely unrestrained animal
+     instinct;</li>
+
+<li>That a single sexual misstep has ruined thousands upon
+     thousands of girls' lives;</li>
+
+<li>That ignorance or the one misstep has led thousands to a
+     permanent life of shame;</li>
+
+<li>That such a life means, sooner or later, sorrow, impaired or
+     destroyed health, disgrace, and early death to its woman
+     victims;</li>
+
+<li>That the social evil destroys the efficiency and the moral
+     worth of men;</li>
+
+<li>That it sets free deadly disease germs to permeate society,
+     causing untold misery among the innocent,</li>
+</ol>
+
+<p>then, and not until then, can they be taught</p>
+
+<ol>
+<li>To recognize and fear animal instinct unrestrained by higher
+     motive;</li>
+
+<li>To guard their own instincts;</li>
+
+<li>To hold men to a high standard of social purity and to help
+     them attain it.</li>
+</ol>
+
+<p>Nor does this teaching necessitate morbid consideration of the
+subject. It will, in fact, in many cases clear away the morbid
+curiosity and surreptitious seeking after information in which
+untaught girls indulge. Skillfully and delicately taught this
+knowledge as an important and serious part of woman's work, girls will
+be sweeter <a name="Page_150" id="Page_150"></a>and more womanly for the knowledge of their responsibility
+to society and to their unborn offspring.</p>
+
+<p>Schools that attempt such a course for girls are finding their chief
+difficulty in discovering people properly endowed by nature and
+properly trained to teach it. To give such work into any but the
+wisest hands invites disaster. To make it a study of the physical
+basis of sexual life is disaster in itself. Service, through making
+one's self a pure member of society, and through helping others to
+keep the same standard&mdash;this must be the keynote of the teaching, an
+education toward social efficiency and social uplift.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_X" id="CHAPTER_X"></a><hr />
+<br />
+<h3><a name="Page_151" id="Page_151"></a>CHAPTER X<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Girl's Work</h3>
+<br />
+
+<p>The adolescent girl, already the product of a general training which
+has aimed at all-round development of body, mind, and spirit, is now
+ready for the specializing which shall place her in tune with the
+world of industry and help her to make for herself a permanent and
+useful place in society. Henceforward the girl's training must face
+her double possibilities. She must not be allowed to have an eye
+single to making an industrial place for herself; nor can those who
+educate her fail to see the double work she must do.</p>
+
+<p>Any consideration of the subject of girls' work outside the home or
+work in the home for financial return must begin with a general survey
+of the field of industry, discovering what women have done and are
+doing, together with the effects of gainful occupation upon the
+character and efficiency of women.</p>
+
+<p>The United States Census reports for 1910 give the following figures:</p>
+
+<div class="centered">
+<table border="0" cellpadding="1" cellspacing="0" width="40%" summary="Census Records">
+ <tr>
+  <td class="tdl" width="30%">Year</td>
+  <td class="tdc" width="70%">Number of Females Ten Years and Over <br />Engaged in Gainful Occupations</td>
+ </tr>
+ <tr>
+  <td class="tdl">1880</td>
+  <td class="tdc">2,647,157</td>
+ </tr>
+ <tr>
+  <td class="tdl">1890</td>
+  <td class="tdc">4,005,532</td>
+ </tr>
+ <tr>
+  <td class="tdl">1900</td>
+  <td class="tdc">5,319,397</td>
+ </tr>
+ <tr>
+  <td class="tdl">1910</td>
+  <td class="tdc">8,075,772</td>
+ </tr>
+</table>
+</div>
+
+<p>It is thus seen that gainful occupations for women have increased
+greatly in the thirty years covered by the report. At present 21.2 per
+cent of all females, or 23.4 of all over ten years of age, are engaged
+in work for wages. Further <a name="Page_152" id="Page_152"></a>tabulation brings out the fact that,
+whereas the age period from twenty-one to forty-four shows the largest
+percentage of men employed in gainful work, women show the largest
+proportion of their numbers so employed during the age period from
+sixteen to twenty. Evidently the girls are at work. The figures
+follow:</p>
+
+<div class="centered">
+<table border="0" cellpadding="1" cellspacing="0" width="60%" summary="Census Records">
+ <tr>
+  <td colspan="2" class="tdc"><span class="sc">Males Ten Years And Over</span></td>
+  <td>&nbsp;</td>
+  <td colspan="2" class="tdc"><span class="sc">Females Ten Years And Over</span></td>
+ </tr>
+ <tr>
+  <td width="23%" class="tdc">Age Period</td>
+  <td width="23%" class="tdc">Per Cent</td>
+  <td width="8%">&nbsp;</td>
+  <td width="23%" class="tdc">Age Period</td>
+  <td width="23%" class="tdc">Per Cent</td>
+ </tr>
+ <tr>
+  <td class="tdc">10-13</td>
+  <td class="tdc">16.6</td>
+  <td>&nbsp;</td>
+  <td class="tdc">10-13</td>
+  <td class="tdc">8.0</td>
+ </tr>
+ <tr>
+  <td class="tdc">14-15</td>
+  <td class="tdc">41.4</td>
+  <td>&nbsp;</td>
+  <td class="tdc">14-15</td>
+  <td class="tdc">19.8</td>
+ </tr>
+ <tr>
+  <td class="tdc">16-20</td>
+  <td class="tdc">79.2</td>
+  <td>&nbsp;</td>
+  <td class="tdc">16-20</td>
+  <td class="tdc">39.9</td>
+ </tr>
+ <tr>
+  <td class="tdc">21-44</td>
+  <td class="tdc">96.7</td>
+  <td>&nbsp;</td>
+  <td class="tdc">21-44</td>
+  <td class="tdc">26.3</td>
+ </tr>
+ <tr>
+  <td class="tdc">45 and over</td>
+  <td class="tdc">85.9</td>
+  <td>&nbsp;</td>
+  <td class="tdc">45 and over</td>
+  <td class="tdc">15.7</td>
+ </tr>
+</table>
+</div>
+
+<p>Compare with these figures the following table:</p>
+
+<div class="centered">
+<table border="0" cellpadding="0" cellspacing="0" width="40%" summary="Census Records">
+ <tr>
+  <td colspan="10" class="tdc"><span class="sc">Ages At Which Women Marry</span><a name="FNanchor_7_7" id="FNanchor_7_7"></a><a href="#Footnote_7_7"><sup>[7]</sup></a></td>
+ </tr>
+ <tr>
+  <td class="tdc">11.2 per cent., or</td>
+  <td class="tdc">1/9,</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">20</td>
+ </tr>
+ <tr>
+  <td class="tdc">47.3 per cent., or</td>
+  <td class="tdc">1/2</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">25</td>
+ </tr>
+ <tr>
+  <td class="tdc">72.4 per cent., or</td>
+  <td class="tdc">3/4</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">30</td>
+ </tr>
+ <tr>
+  <td class="tdc">83.3 per cent., or</td>
+  <td class="tdc">5/6</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">35</td>
+ </tr>
+ <tr>
+  <td class="tdc">88.8 per cent., or</td>
+  <td class="tdc">8/9</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">45</td>
+ </tr>
+ <tr>
+  <td class="tdc">92.1 per cent., or</td>
+  <td class="tdc">11/12</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">55</td>
+ </tr>
+ <tr>
+  <td class="tdc">93.3 per cent., or</td>
+  <td class="tdc">14/15</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">65</td>
+ </tr>
+ <tr>
+  <td class="tdc">93.8 per cent., or</td>
+  <td class="tdc">15/16</td>
+  <td class="tdc">of all women marry before</td>
+  <td class="tdc">100</td>
+</tr>
+</table>
+</div>
+
+<p>It will be observed that since the percentage of women at work
+decreases after twenty, the number of women who marry and presumably
+become homemakers is very largely increased.</p>
+
+<p>These figures would seem to indicate that girls go to work early, that
+as yet industry does not largely prevent marriage, and that marriage
+does in many or most cases stop women's industrial careers.</p>
+
+<p>Inquiry as to what women are doing in the industrial world elicits
+important facts. It would seem that Olive Schreiner's &quot;For the present
+we take all labor for our <a name="Page_153" id="Page_153"></a>province&quot; is very nearly a bare statement
+of attested fact. The Census report includes 509 closely classified
+occupations. Women are found in all but 43. Even allowing for the
+inaccuracy of such figures, and passing over the occupations which
+take in only an occasional woman, it is seen that &quot;woman's sphere&quot; can
+no longer be arbitrarily defined. The following facts and figures for
+women give us food for thought:</p>
+
+<div class="centered">
+<table border="0" cellpadding="1" cellspacing="0" width="40%" summary="Census Records">
+ <tr>
+  <td class="tdl" width="70%">Farm laborers (working out)</td>
+  <td class="tdr" width="30%">337,522</td>
+ </tr>
+ <tr>
+  <td class="tdl">Iron and steel industries</td>
+  <td class="tdr">29,182</td>
+ </tr>
+ <tr>
+  <td class="tdl">Chemical industries</td>
+  <td class="tdr">15,577</td>
+ </tr>
+ <tr>
+  <td class="tdl">Clay, glass, and stone industries</td>
+  <td class="tdr">11,849</td>
+ </tr>
+ <tr>
+  <td class="tdl">Electrical supply factories</td>
+  <td class="tdr">11,041</td>
+ </tr>
+ <tr>
+  <td class="tdl">Lumber and furniture industries</td>
+  <td class="tdr">17,214</td>
+ </tr>
+ <tr>
+  <td class="tdl">Steam railroad laborers</td>
+  <td class="tdr">3,248</td>
+</tr>
+</table>
+</div>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep153.jpg" width="100%" alt="female farm laborers" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by C. Park Pressey</p>
+<p class="noin" style="margin-top: .2em;">
+<i>The 1910 Census showed over three hundred and thirty thousand women
+employed as farm laborers. This number did not include wives or
+daughters of farm-owners</i></p>
+</div>
+
+<p>The foregoing facts concern occupations which were <a name="Page_154" id="Page_154"></a>once associated
+entirely with men. If we enter the ranks of more womanly work we shall
+find:</p>
+
+<div class="centered">
+<table border="0" cellpadding="1" cellspacing="0" width="40%" summary="Census Records">
+ <tr>
+  <td class="tdl" width="70%">Dressmakers</td>
+  <td class="tdr" width="30%">447,760</td>
+ </tr>
+ <tr>
+  <td class="tdl">Milliners</td>
+  <td class="tdr">122,070</td>
+ </tr>
+ <tr>
+  <td class="tdl">Sewers and sewing-machine operators</td>
+  <td class="tdr">231,106</td>
+ </tr>
+ <tr>
+  <td class="tdl">Telephone operators</td>
+  <td class="tdr">88,262</td>
+ </tr>
+ <tr>
+  <td class="tdl">Nurses</td>
+  <td class="tdr">187,420</td>
+ </tr>
+ <tr>
+  <td class="tdl">Clerks and saleswomen in stores</td>
+  <td class="tdr">362,081</td>
+ </tr>
+ <tr>
+  <td class="tdl">Stenographers and typists</td>
+  <td class="tdr">263,315</td>
+ </tr>
+ <tr>
+  <td class="tdl">Bookkeepers, cashiers, and accountants</td>
+  <td class="tdr">187,155</td>
+ </tr>
+ <tr>
+  <td class="tdl">Cooks</td>
+  <td class="tdr">333,436</td>
+ </tr>
+ <tr>
+  <td class="tdl">Laundresses (not in laundries)</td>
+  <td class="tdr">520,004</td>
+ </tr>
+ <tr>
+  <td class="tdl">Teachers</td>
+  <td class="tdr">478,027</td>
+ </tr>
+</table>
+</div>
+
+<p>These are of course merely a few among the four hundred and fifty
+kinds of work in which women are found. Any survey of women's work
+comes close to a general survey of industry. We shall find that in
+some occupations the proportion of men is much larger than that of
+women. In others women have made rapid strides. The accompanying
+diagram shows that in professional service, in domestic and personal
+service, and in clerical occupations women are found in largest
+numbers. In domestic and personal service the women outnumber the men
+more than two to one. In professional service there are four women to
+five men, a large proportion of the women being teachers. In the
+clerical occupations we have one woman to each two men, in
+manufacturing one woman to six men, in agriculture one woman to seven
+men, and in trade one to eight. The occupations for women have been
+changed somewhat by the new industrial conditions forced upon us by
+the war, but it is very probable that in a few years the industrial
+world will return to its normal status before the war for both men and
+women.</p>
+
+<div class="img" style="width: 95%;"><a name="Page_155" id="Page_155"></a>
+<img border="0" src="images/imagep155.jpg" width="100%"
+alt="Proportions of men and women in the United States engaged in special occupations" /><br />
+<p class="cen" style="margin-top: .2em;"><i>Proportions of men and women in the United States
+engaged in special occupations</i></p>
+</div>
+
+<div class="img" style="width: 65%;"><a name="Page_156" id="Page_156"></a>
+<img border="0" src="images/imagep156.jpg" width="90%" alt="Farmerettes" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Farmerettes. During the World War women at home and abroad rendered
+especially valuable services in agricultural work</i></p>
+</div>
+
+<p>If it is true that women are claiming and will continue to claim &quot;all
+labor&quot; for their province, the claim must rest upon one of two
+assumptions: Either women are physically, mentally, and morally
+identical in their <a name="Page_157" id="Page_157"></a>capabilities with men, or differences in physical,
+mental, and moral make-up must be considered as not affecting work.
+Most of us are not yet ready to agree to either of these premises. We
+must therefore believe that some occupations are more suitable for one
+sex than for the other. The fact is, however, that only a small group
+of radical thinkers have made the opposite claim. Women are found, it
+is true, in a large number of the occupations in which men are found.
+But they are there for some other reason than that they claim all
+labor as their sphere. Some are driven by the stern necessity of doing
+whatever work is at hand; some by ignorance of their unfitness, or of
+the unfitness of the work for them; some by the spirit of the age
+which says, &quot;Come, be free. Try these things that men do. See if they
+suit you. Find your sphere.&quot;</p>
+
+<p>Probably, however, this last reason for entering unsuitable
+occupations is the one least often underlying the choice. Girls select
+vocations in the main as boys do. Until very lately chance has been
+the ruling element far oftener than anything else.</p>
+
+<p>Studies in industry are now for the first time giving us adequate
+information as to requirements for efficiency, working conditions,
+wages, living possibilities, and the effects, moral and physical, of
+various occupations upon both men and women. The problems arising out
+of the crossing and recrossing of these various elements are as yet
+but vaguely understood. The great gain lies in the fact that their
+solution is being sought.</p>
+
+<p>The community is of necessity interested in workingwomen as it is in
+workingmen. Without these workers the community does not exist. When
+they are ill-paid, overworked, underfed, discontented, or inefficient,
+the community necessarily suffers. When they work under proper
+conditions, the community shares their prosperity. <a name="Page_158" id="Page_158"></a>It is thus coming
+to be seen that the condition of workers is the concern of all the
+members of the community.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep158.jpg" width="100%" alt="Factory workers" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Factory workers. Sewers and sewing-machine operators to the number of
+over 230,000, according to the 1919 Census, are employed in the United
+States</i></p>
+</div>
+
+<p>In the case of the woman worker, however, and especially of the young
+woman worker, the community has a further interest because of the
+service that women render as the mothers of the next and indeed of all
+future generations. If, then, it is shown that women are physically
+unfit for certain occupations that men may follow with safety, it
+becomes the business of the community to protect women, even against
+themselves if necessary, and to deter them from entering such lines of
+work.</p>
+
+<p>The community must make use of various agencies in bringing about the
+proper relations between women and their work. It may use legislation,
+thereby securing, for example, factory inspectors to improve the
+sanitary and <a name="Page_159" id="Page_159"></a>moral conditions in the places where women and girls are
+employed. It may use the school, the library, and various civic
+improvement forces to inform both girls and their parents as to
+conditions under which girls should work. It may employ vocational
+guides to make proper connections between women and their work.</p>
+
+<p>For all these agencies to do satisfactory work, the first requisite is
+knowledge of conditions. This means skillful work upon a vast and
+rapidly increasing body of facts, and wide dissemination of the
+results of such work.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep159.jpg" width="100%"
+alt="Unemployed utilizing their spare time to make themselves more efficient" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;"><i>Unemployed utilizing their spare time to make themselves more
+efficient. The community may make use of the schools for such purposes</i></p>
+</div>
+
+<p>We may not stop here to consider what legislatures have done and are
+doing to improve conditions, other than to mention that the number of
+hours that women may work is restricted in some states, as is night
+work, and that a minimum wage is required in some.</p>
+
+<p>Our question, however, is not so much what is forbidden women in the
+way of work, as what women and girls will <a name="Page_160" id="Page_160"></a>choose to do of the work
+which is not forbidden. Facts as to what women are doing concern us
+mainly as material from which to deduce information of value to the
+girls who have not yet chosen.</p>
+
+<p>A serious obstacle to wise choice on the part of young girls who are
+pushing into industrial occupations is the uncertainty of their
+continuing as workers outside the home. The average length of the
+girl's industrial life is computed to be only about five years. She
+enters upon work at an age when it is often impossible to tell whether
+she will marry or remain single. She is usually unable to know whether
+or not she will desire to marry. The great majority of girls have
+therefore no stable conditions upon which to build a choice. The work
+girls choose and their instability in the work they enter upon are
+direct results of these unstable conditions. Many girls feel the need
+of little or no training, and apply for any work obtainable, merely
+because they anticipate that their industrial career will soon be
+over.</p>
+
+<p>A government report on the condition of woman and girl wage-earners in
+the United States gives the following facts concerning 1,391 women
+working in stores:</p>
+
+<div class="centered">
+<table border="0" cellpadding="1" cellspacing="0" width="40%" summary="store wage-earning stats">
+ <tr>
+  <td class="tdl" width="70%">Average length of service</td>
+  <td class="tdr" width="30%">5.17 years</td>
+ </tr>
+ <tr>
+  <td class="tdl">Average wage:</td>
+  <td class="tdr">&nbsp;</td>
+ </tr>
+ <tr>
+  <td class="tdl">&nbsp; &nbsp; &nbsp;First year</td>
+  <td class="tdr">$4.69 per week</td>
+ </tr>
+ <tr>
+  <td class="tdl">&nbsp; &nbsp; &nbsp;Second year</td>
+  <td class="tdr">5.28 per week</td>
+ </tr>
+ <tr>
+  <td class="tdl">&nbsp; &nbsp; &nbsp;Tenth year</td>
+  <td class="tdr">9.81 per week</td>
+ </tr>
+</table>
+</div>
+
+<br />
+
+<p>Among 3,421 factory women investigated:</p>
+
+<div class="centered">
+<table border="0" cellpadding="1" cellspacing="0" width="40%" summary="factory wage-earning stats">
+ <tr>
+  <td class="tdl" width="70%">Average length of service</td>
+  <td class="tdr" width="30%">4.46 years</td>
+ </tr>
+ <tr>
+  <td class="tdl">Average wage:</td>
+  <td class="tdr">&nbsp;</td>
+ </tr>
+ <tr>
+  <td class="tdl">&nbsp; &nbsp; &nbsp;First year</td>
+  <td class="tdr">$4.62 per week</td>
+ </tr>
+ <tr>
+  <td class="tdl">&nbsp; &nbsp; &nbsp;Second year</td>
+  <td class="tdr">5.34 per week</td>
+ </tr>
+ <tr>
+  <td class="tdl">&nbsp; &nbsp; &nbsp;Tenth year</td>
+  <td class="tdr">8.48 per week</td>
+ </tr>
+</table>
+</div>
+
+<br />
+
+<p><a name="Page_161" id="Page_161"></a>These stores and factories were presumably filled by girls who seized
+the most available source of a weekly wage regardless of all but the
+pay envelope. Few of them remained more than five years, and those who
+did remain did not receive adequate increase in their pay by the tenth
+year for workers of ten years' experience.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep161.jpg" width="100%" alt="A cotton-mill worker" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A cotton-mill worker. Unfortunately in the factories girls are too
+often influenced by the pay envelope rather than by any special
+fitness for the work they are to do</i></p>
+</div>
+
+<p>The whole industrial situation as it concerns women would indicate
+that women even more than men show lack of discrimination in seeking
+to place themselves, and that the sources of information for them have
+been few if not entirely lacking. Happily these conditions are
+changing. We have now to teach girls to avail themselves of the
+information and the guidance at hand and to learn to discriminate in
+their choice of work.</p>
+
+<p>Girls must realize that unskillful, mechanical work, done always with
+a mental reservation that it is merely a temporary expedient, keeps
+women's wages low, destroys <a name="Page_162" id="Page_162"></a>confidence in female capacity, and has
+definite bearing not only on the individual woman's earning capacity,
+but on her character as well. Girls must learn to choose in such a way
+that their work may be an opening into a life career or may be an
+enlightening prelude to marriage and the making of a home.</p>
+
+<p>Some of the women who uphold the doctrine of equality between the
+sexes make the mistake of thinking and of teaching that there can be
+no equality without identical work. They take the attitude that unless
+women do all the sorts of work that men do, they are unjustly deprived
+of their rights. Our contention is rather that women have higher
+rights than that of identical work with men. They, above all other
+workers, should have the right of intelligent choice of work which
+they can do to the advantage of themselves, their offspring, and the
+community. Such a choice will ignore the question of sex as a
+drawback, accepting it, on the other hand, merely as a condition
+which, like other conditions, complicates but does not necessarily
+hamper choice. No girl need feel hampered by her sex because she
+chooses not to do work which fails either to utilize her peculiar
+gifts or to lead in what seems to her a profitable direction. No girl
+should feel that her industrial experience, however short, has nothing
+to contribute to the home life of which she dreams. No girl need waste
+the knowledge and skill gained in industrial life when she abandons
+gainful occupation for the home. Homemaking education, with industrial
+experience, ought to make the ideal preparation for life work.</p>
+
+<p>This, however, can be true only when the girl's industrial experience
+is of the right sort. Girls must therefore be led to choose the
+developing occupation. It is a part of the world's economy to lead
+them to this choice.</p>
+<br />
+<hr style="width: 15%;" />
+
+<p>FOOTNOTES:</p>
+
+<div class="note"><p class="noin"><a name="Footnote_7_7" id="Footnote_7_7"></a><a href="#FNanchor_7_7">[7]</a>
+From Puffer, <i>Vocational Guidance</i>, based on Census
+figures.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_XI" id="CHAPTER_XI"></a><hr />
+<br />
+<h3><a name="Page_163" id="Page_163"></a>CHAPTER XI<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Girl's Work (<span style="font-variant: normal;"><i>Continued</i></span>)&mdash;Classification Of Occupations</h3>
+<br />
+
+<p>It is well at the outset to recognize that vocation choosing is at
+best a complicated matter which, to be successfully carried out,
+demands not only much information, but information from different
+viewpoints. It is not enough to insure a living, even a good living,
+in the work a girl chooses. We must take into consideration the girl's
+effect upon society as a teacher, nurse, saleswoman, or office worker;
+and no less, in view of her evident destiny as mother of the race,
+must we consider society's effect upon her, as it finds her in the
+place she has chosen. In other words, will she serve society to the
+best of her ability, and will her service fit her to be a better
+homemaker than she would have been had no vocation outside the home
+intervened between her school training and her final settling in a
+home of her own making?</p>
+
+<p>This double question must find answer in consideration of vocations
+from each of several viewpoints. We may classify occupations open to
+girls (1) from the standpoint of the girl's fitness, physical and
+psychological; (2) from the standpoint of industrial conditions, the
+sanitary, mental, and moral atmosphere, and the rewards obtainable;
+(3) as factors increasing, decreasing, or not affecting the girl's
+possible home efficiency or the likelihood of taking up home life; (4)
+from the standpoint of the girl's education; (5) from the standpoint
+of service to society.</p>
+
+<p><a name="Page_164" id="Page_164"></a>Our first classification concerns the girl's fitness for this or that
+work. The everyday work of the world in which our girls are to find a
+part may be separated into three fairly well-marked classes: making
+things, distributing things, and service. The first question we must
+ask concerning a girl desirous of finding work is, then: Toward which
+of these classes does her natural ability and therefore probably her
+inclination tend? Natural handworkers make poor saleswomen; natural
+traders or saleswomen are likely to be uninterested and ineffective
+handworkers. The girl whose interests are all centered in people must
+not be condemned to spend her life in the production of things; nor,
+as is far more common, must the girl who can make things, and enjoys
+making them, spend her life in merely handling the things other people
+have made, as she strives to make connection between these things and
+the people who want them. Then there is the girl who is efficient and
+who finds her pleasure in &quot;doing things for people.&quot; Service&mdash;and we
+must remember that service is a wide term, and that no stigma should
+attach to the class of workers which includes the teacher, the
+physician, and the minister&mdash;is clearly the direction in which such a
+girl's vocational ambition should be turned.</p>
+
+<p>It would be idle to assert that all women are suited to marriage,
+motherhood, and domestic life, although there is little doubt that
+early training may develop in some a suitability which would otherwise
+remain unsuspected. When, however, early training fails to bring out
+any inclination toward these things, we may well consider seriously
+before we exert the weight of our influence toward them.
+Home-mindedness shows itself in many ways, and it should have been a
+matter of observation years before the girl faces the choice of a
+vocation. It is <a name="Page_165" id="Page_165"></a>usually of little avail to attempt to turn the
+attention of the girl who is definitely not thus minded toward the
+domestic life. On the other hand, the girl who is naturally so minded
+will respond readily to suggestions leading toward the occupations
+which require and appeal to her domestic nature. The great majority of
+girls, however, are not definitely conscious of either home-mindedness
+or the opposite. They are in fact not yet definitely cognizant of any
+natural bent. It is these girls who are especially open to the
+influence of environment, of what may prove temporary inclination, or
+of false notions of the advantage of certain occupations in choosing a
+life work. These are the girls, too, who are likely to drift into
+marriage as they are likely to drift into any other occupation, and
+whose previous vocation may have added to or perfected their
+homemaking training or, on the other hand, may have developed in them
+habits and traits which will effectually kill their usefulness in the
+home life. These, then, are the girls who are most of all in need of
+wise assistance in choosing that which may prove to be a temporary
+vocation or may become a life work. The temporary idea must be
+combated vigorously in the girl's mind. Many an unwise choice would
+have been avoided had the girl really faced the possibility of making
+the work she undertook a life work. The temporary idea makes
+inefficient workers and discontented women.</p>
+
+<p>There is in most cases, especially among the fairly well-to-do, no
+dearth of assistance offered to the young girl in making her choice.
+Much of the advice, unfortunately, is not based on real knowledge
+either of vocations or of the girl. Knowledge is absolutely necessary
+to successful judgment in this delicate matter.</p>
+
+<p>From a large number of letters written by high-school girls let me
+quote the following typical answers to the <a name="Page_166" id="Page_166"></a>question: Why have you
+chosen the vocation for which you are preparing?</p>
+
+<blockquote style="margin-left: 10%; margin-right: 10%;">
+<p class="noin">&quot;Ever since I could walk my uncle has been making plans for
+     me in music.&quot;</p>
+
+<p class="noin">&quot;My first ambition was to be a stenographer, but my father
+     objected. My father's choice was for me to be a teacher, and
+     before long it was mine too.&quot;</p>
+
+<p class="noin">&quot;My ambition until my Junior year in High School was to be a
+     teacher. From that time until now my ambition is to be a
+     good stenographer. My reason for changing is due partly to
+     my friends and parents. My parents do not want me to be a
+     teacher, as they consider it too hard a life.&quot;</p>
+
+<p class="noin">&quot;I have been greatly influenced by my teacher, who thinks I
+     have a chance [as a dramatic art teacher]. I am willing to
+     take her word for it.&quot;.</p>
+
+<p class="noin">&quot;Mother says it is a very ladylike occupation&quot;
+     [stenography].</p>
+
+<p class="noin">&quot;My music instructor wishes for me to become a concert
+     player, or at least a good music teacher, and I now think I
+     wish the same.&quot;</p></blockquote>
+
+<p>These answers all show the customary ease of throwing out advice, and
+also the undue significance attached by girls to these probably
+inexpert opinions.</p>
+
+<p>Parents often fail in their attempts to launch their children
+successfully. Sometimes they attempt unwisely to thrust a child into
+an occupation merely because &quot;it is ladylike,&quot; or the &quot;vacation is
+long,&quot; or &quot;the pay is good,&quot; regardless of the child's aptitude or
+limitations. Quite often they await inspiration in the form of some
+revelation of the child's desires, regardless of the demand of society
+for such service as the child may elect to supply or the effect of the
+vocation upon the child's health or character. Undue sacrifice on the
+part of parents has without question swelled the ranks of mediocre
+physicians and lawyers and clergymen. It has doubtless produced
+thousands of <a name="Page_167" id="Page_167"></a>teachers who cannot teach, nurses who are quite unsuited
+to the sick-room, and office workers who have not the rudiments of
+business ability.</p>
+
+<p>It would seem that truly successful guidance in a girl's search for a
+vocation can come, like much of her training, only from wise
+co&ouml;peration of school and home. Teacher and parent see the girl from
+different angles. Their combined judgment will consequently have
+double value.</p>
+
+<p>As the time of vocational choice approaches, school records should
+cover larger ground than before, and should be made with great care,
+with constant appeal to parents for confirmation and additional facts.</p>
+
+<p>The record should cover:</p>
+
+<p>1. <i>Physical characteristics</i>: Height; weight; lung capacity; sight;
+hearing; condition of nasal passages; condition of teeth; bodily
+strength and endurance; nerve strength or weakness.</p>
+
+<p>2. <i>Health history</i>: Time lost from school by illness; school work as
+affected by physical condition when the girl is in school; probable
+ability or inability to bear the confinement of an indoor occupation;
+any early illness, accident, or surgical operation which may affect
+health and therefore vocational possibilities.</p>
+
+<p>3. <i>Mental characteristics</i>: The quality of school work; studious or
+active in temperament; best suited for head work, handwork, or a
+combination; ability to work independently of teacher or other guide;
+studies most enjoyed; studies in which best work is done; evidences,
+if any, of special talent, and whether or not sufficient to form basis
+of life work.</p>
+
+<p>4. <i>Moral characteristics</i>: Honesty; moral courage; stability; tact;
+combativeness; leader or follower.</p>
+
+<p>5. <i>Heredity</i>: Physical statistics in regard to parents, brothers,
+sisters, grandparents, uncles, aunts; occupations <a name="Page_168" id="Page_168"></a>followed by these,
+with success or otherwise; family traditions as to work; special
+abilities in family noted.</p>
+
+<p>6. <i>Vocational ambitions</i>.</p>
+
+<p>7. <i>Family resources for special training</i>.</p>
+
+<p>Without some such record as this&mdash;and it need scarcely be said that
+the one given here is capable of wide adaptation to special
+needs&mdash;teachers, parents, or other friends of the girl are poorly
+equipped for giving advice as to the girl's future. And yet it is
+common enough for such advice to be thrown out in the most casual
+manner, with scarcely a thought of the ambitions awakened or of the
+future to which they may lead.</p>
+
+<p>&quot;You certainly ought to go on the stage,&quot; chorus the admiring friends
+of the girl who excels in the work of the elocution class. And
+sometimes with no other counsel than this, from people who really know
+nothing about the matter, the girl struggles to enter the theatrical
+world, only to find that her talent, sufficient to excite admiring
+comment among her friends, has proved inadequate to make her a
+worth-while actress.</p>
+
+<p>&quot;Why don't you study art?&quot; say the friends of another girl; or, &quot;You
+like to take care of sick people. Why don't you train for nursing?&quot;
+or, &quot;You're so fond of books. I should think you would be a
+librarian&quot;&mdash;quite regardless of the fact that the girl advised to
+study art has neither the perseverance nor the health to study
+successfully; that the one advised to be a nurse lacks patience and
+repose to a considerable degree; or that the one advised to be a
+librarian is already suffering from strained eyes and should choose
+her vocation from the great outdoors.</p>
+
+<p>Knowledge of the girl must, however, be supplemented by a wide
+knowledge of vocations to be of real value to the teacher or parent
+who is preparing to give vocational <a name="Page_169" id="Page_169"></a>counsel. Final choice may be
+reached only after the girl and the vocation are brought into
+comparative scrutiny, and their mutual fitness determined. In rare
+cases the choice may be made by the swift process of observing a great
+talent which, in the absence of serious objections, must govern the
+life work. Oftener the process is one of elimination, or of building
+up from a general foundation of the girl's abilities and limitations,
+and her possibilities for training sufficient to make her an efficient
+worker in the line chosen.</p>
+
+<p>A knowledge of vocations presupposes, first of all, a grasp of the
+essentials of the work, and hence the characteristics required in the
+worker to perform it. What sort of girl is needed to make an efficient
+teacher, nurse, saleswoman, or office worker? How may we recognize
+this potential teacher without resorting to a clumsy, time-wasting,
+trial-and-error method? These are matters with which schools and
+vocational guides all over the country are occupying themselves.
+Perhaps we cannot do better than to examine somewhat these
+requirements for some occupations toward which girls most often
+incline.</p>
+<br />
+
+<p class="cen">THE PRODUCING GROUP</p>
+
+<p>The girl who is by nature a maker of things may be a factory worker, a
+needlewoman, a baker, a poultry farmer, a milliner, a photographer, or
+an artist with brush or with voice, or in dramatic work. She is still
+one who makes things. We see at once how wide a range of industry may
+open to her.</p>
+
+<p>How shall we know this type of girl? First of all, by her interest in
+things rather than in people. With the exception of, the singer and
+the dramatic artist, whose production is of an intangible sort, the
+girl who makes things is a handworker by choice. The extent to which
+<a name="Page_170" id="Page_170"></a>her handwork is touched by the imaginative instinct of course measures
+the distance that she may make her way up the ladder of productive
+work. The girl's school record will usually show her best work with
+concrete materials. She draws or sews well, has excellent results in
+the cooking class, works well in the laboratory. At home she finds
+enjoyment in &quot;making things&quot; of one sort or another. She displays
+ingenuity, perhaps, in meeting constructive problems. If so, that must
+be considered in finding her place.</p>
+
+<p>Handwork for women includes a wide range of occupations. Let us now
+examine some of these kinds of work.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep170.jpg" width="100%" alt="In the packing room of a wholesale house" /><br />
+<p class="noin" style="margin-top: .2em;"><i>In the packing room of a wholesale house. The
+untrained girl finds it easy to obtain factory work</i></p>
+</div>
+
+<p><i>Factory work.</i> This term covers many departments of manufacturing
+industries. In the main, however, they may be classed together, since
+in practically all of them the worker contributes only one small
+portion of the work <a name="Page_171" id="Page_171"></a>incidental to the making of candy, or artificial
+flowers, or coats, or pickles, or shoes, or corsets, or underwear, or
+anyone of a hundred different products, some one or several of which
+may be found in nearly every American town.</p>
+
+<p>The great advantage of factory work, as the untrained girl sees it, is
+that it is usually easy to obtain and that it promises some return
+even from the start. Hence a large proportion of untrained girls who
+leave school as soon as the law allows enter the factories near their
+homes.</p>
+
+<p>The great disadvantages of factory work, laying aside for a moment
+many minor disadvantages, are that it not only requires no skill in
+the beginner, but that it produces little if any skill even with years
+of work and offers practically no advancement for a large proportion
+of the workers. It should therefore, be reserved for girls of less
+keen intelligence, and other girls should if possible be guided toward
+other occupations.</p>
+
+<p>Teachers must make themselves thoroughly familiar with working
+conditions in local factories, since there will always be girls who,
+because of their own limitations or the limitations of their
+environment, will find themselves obliged to take up factory work.
+Under the teacher's guidance girls should make definite studies and
+prepare detailed reports of local conditions with respect to working
+hours, character of work, wages, possible advancement, dangers to
+health, moral conditions, advantages over other occupations open to
+girls with no more training, and disadvantages. Girls should at least
+go into factory work with their eyes open, that they may pass their
+days in the best surroundings available.</p>
+
+<p><i>Dressmaking</i>. The possibilities for the girl entering upon work
+connected with dressmaking with the ultimate object of becoming a
+dressmaker herself are far wider than in the case of the machine
+worker in shop or factory. <a name="Page_172" id="Page_172"></a>The immediate return for the untrained
+girl is far less, but the farsighted girl must learn to look beyond
+the immediate present. Not all girls, however, will make good
+dressmakers. Not all, even of the producing type of girl, will do so.
+Certain definite qualities are required. The girl who would succeed as
+a dressmaker must possess ingenuity, imagination, and the visualizing
+type of mind. She must see the end from the beginning, and must be
+able to find the way to produce that which she visualizes. She must be
+a keen observer. She must have confidence in her own power to create.
+She must possess manual dexterity, artistic ideas, and, if she aims at
+a business of her own, a pleasing personality and keen business sense.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep172.jpg" width="100%" alt="A millinery class" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A millinery class. Millinery requires of the girl a certain degree of
+creative ability</i></p>
+</div>
+
+<p><i>Millinery</i>. Millinery requires in its workers the same general type
+of mind required for dressmaking, and in addition a certain millinery
+faculty or creative ability. The girl who can make and trim hats
+usually discovers her own talent fairly early in life.</p>
+
+<p><a name="Page_173" id="Page_173"></a><i>Arts and crafts.</i> This somewhat elastic term we use to include a wide
+range of occupations which have to do with articles of use or ornament
+which are handmade and which require skill in designing or in carrying
+out designs. Embroidery, lace making, rug and tapestry weaving,
+basketry, china painting, wood and leather work, handwork in metals,
+bookbinding, and the designing and painting of cards for various
+occasions are familiar examples of this kind of work. Photography, map
+making, designing of wall paper and fabrics, costume designing and
+illustrating, making of signs, placards, diagrams, working drawings,
+advertising illustrations, book and magazine illustrating, landscape
+gardening and architecture, interior decorating, are other lines
+offering work to men and women alike.</p>
+
+<p>The range of work here is no greater than the range of qualities which
+may be happily and usefully employed in arts and crafts. All branches
+of the work, however, are alike in demanding a certain degree of
+artistic sense and deftness of manual touch. An accurate, observant
+eye is an absolute essential, and, for all but the lowest and most
+mechanical lines of work, imagination, originality, and an inventive
+habit of mind make the foundation of success. In some lines a fine
+sense of color values must underlie good work, in others the ability
+to draw easily. All work of this sort requires the ability to do
+careful, painstaking, and persevering work. Given this ability and the
+artistic sense before mentioned, the girl's work may be determined by
+some special talent, by the special training possible for her, or by
+the openings possible in her chosen line of work within comparatively
+easy access.</p>
+
+<div class="img" style="width: 65%;">
+<img border="0" src="images/imagep174.jpg" width="90%" alt="A youthful farmer" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by C. Park Pressey</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A youthful farmer. The Census figures for the year 1910 report
+one-fifth of all women employed in gainful occupations as engaged in
+the pursuit of agriculture and animal husbandry</i></p>
+</div>
+
+<p><i>Agriculture.</i> The Census figures which report one-fifth of all women
+gainfully employed as engaged in <a name="Page_174" id="Page_174"></a>agriculture and animal husbandry are
+somewhat startling until we observe that southern negro women make up
+a very large number of the farm workers reported. Even aside from
+these, however, there are many women who are finding work in
+gardening, poultry raising, bee culture, dairying, and the like. The
+girl who is fitted to take up work of this sort is usually the girl
+who has grown up on the farm or at least in the country and who has a
+sympathy with growing things. She is essentially the &quot;outdoor girl.&quot;
+She must be willing to study the science of making things grow. She
+must be able to keep accounts, that she may know what she is doing and
+what her profits are. Above all, she must have no false pride about
+&quot;dirty work.&quot; Properly such a girl should have entered upon her career
+even before she has finished her formal education, so that &quot;going to
+work&quot; <a name="Page_175" id="Page_175"></a>means merely enlarging her work to occupy her time more fully
+and to bring in as soon as possible a living income.</p>
+
+<p>In this sort of work the girl possessing initiative and an independent
+spirit will naturally do best, since there are comparatively few
+opportunities for such work under supervision. Care must, however, be
+exercised by vocational guides in suggesting, and by girls in
+choosing, the independent career. Usually it is the girl who has shown
+promise in independent work at school or at home that will make a
+success of such work later in life. The girl who relaxes when the
+pressure of compulsion is removed will not be a success as &quot;her own
+boss.&quot; It goes without saying that the girl who does well as her own
+superior officer will be happier to do work upon her own initiative
+than merely to carry out the plans made by others. Agricultural work
+will sometimes offer her exactly the conditions she desires. Many
+successful farm-owners are women, and their work compares favorably
+with that of men.</p>
+
+<p><i>Food production</i>. It is common, in these days, to meet the assertion
+that the preparation of food, once woman's undisputed work, has been
+almost if not quite removed from her hands; and that, even where she
+may still contribute to this work, she must do so in the factory, the
+bakery, the packing house, or the delicatessen shop. There are,
+nevertheless, still many women who are fitted for cooking and kindred
+pursuits who will not find an outlet for their abilities in any of the
+places mentioned. In the main, factory production of food is like
+factory production of other things&mdash;a highly differentiated process,
+in which the individual worker finds little satisfaction for her
+desire to &quot;make things&quot; and little, if any, opportunity to contribute
+from her ability to the final result.</p>
+
+<p><a name="Page_176" id="Page_176"></a>In the canning factory she may sit all day before an ever-moving
+procession of beans or peas, from which she removes any unsuitable for
+cooking. Or it may be an endless procession of cans, upon which she
+rapidly lays covers as they pass. In the pickle factory she may pack
+tiny cucumbers into bottles. In the packing house she may perform the
+task of painting cans. None of these occupations is more than mere
+unskilled labor. None is suitable for the girl who likes to cook, and
+who can cook. The number of such girls is already fairly large and
+will undoubtedly increase as the domestic science classes of our
+schools do more and better work.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep176.jpg" width="100%" alt="An up-to-date factory" /><br />
+<p class="noin" style="margin-top: .2em;"><i>An up-to-date factory. In the factory the work is
+necessarily routine, and the individual worker finds very little
+satisfaction for her desire to make things</i></p>
+</div>
+
+<p>Opposed to the theoretical statement that food is or at least
+to-morrow will be prepared entirely in the public-utility plants
+outside the home is the practical fact that <a name="Page_177" id="Page_177"></a>home-cooked food,
+home-preserved fruits and jellies, and home-canned vegetables and
+meats find ready sale and that women who can produce these things do
+find it profitable to do so. There is, consequently, a field for some
+girls in such work.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep177.jpg" width="100%"
+alt="Cooking class at Benson Polytechnic School for Girls, Portland, Oregon" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Cooking class at Benson Polytechnic School for Girls,
+Portland, Oregon. In spite of the statement that foods will be
+prepared in the public utility plants, the trained, accurate worker
+may find a ready sale for home-cooked foods</i></p>
+</div>
+
+<p>Not all girls, on the other hand, who have taken the domestic science
+course are fitted to take up this work, even if a market could be
+found for their work. Only the expert, that is, the precise, accurate,
+painstaking cook, can secure uniform results day after day. Only the
+rapid worker can do enough to insure pay for her time. Only the girl
+with a keen sense of taste can properly judge results and devise
+successful combinations. Only a business woman can buy to advantage
+and compute ratios of expense and return. This combination, of course,
+is not to be found every day.</p>
+<br />
+
+<p class="cen"><a name="Page_178" id="Page_178"></a>THE DISTRIBUTING GROUP</p>
+
+<p><i>Salesmanship</i>. Passing from the class of work which has to do with
+making things to that group of occupations which has to do with the
+distribution of various products to the consumer, we shall naturally
+consider, first of all, the saleswoman. In any given group of young
+and untrained girls drawn as in our schools from varying environment
+and heredity, the <i>natural</i> saleswomen will probably be in the
+minority. I do not mean that girls may not often express a desire to
+&quot;work in a store&quot; as apparently the easiest and most immediate
+employment for the untrained girl. This may or may not indicate that
+the girl has a commercial mind. The girl who is really interested in
+commercial undertakings is easily distinguished from her fellow
+workers in any salesroom. She is not the girl who lingers in
+conversation with the girl next to her while a customer waits, or who
+gazes indifferently over the customer's head while the latter makes
+her choice from the goods laid before her. To the real saleswoman
+every customer is a possibility, every sale a victory, and every
+failure to sell distinctly a defeat. The fact that we see so few girls
+and women of this type behind the counters in our shopping centers is
+sufficient indication that many girls would have been better placed in
+other occupations.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep179.jpg" width="100%" alt="Hardware section of a department store" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Hardware section of a department store. Salesmanship offers large
+opportunities to the real saleswoman, who considers every customer a possibility</i></p>
+</div>
+
+<p>We find, however, in 1910, the number of saleswomen reported as
+257,720, together with 111,594 &quot;clerks&quot; in stores, many of whom the
+report states are &quot;evidently saleswomen&quot; under another name. There are
+also about 4,000 female proprietors, officials, managers, and
+floorwalkers in stores, and 2,000 commercial travelers. This gives us
+a large number of women who are engaged in the sale of goods. For the
+girl of the commercial mind, salesmanship in some form presents
+certain possibilities, <a name="Page_179" id="Page_179"></a>although there is far less chance for her to
+rise in this work than for a boy. She must begin at the most
+rudimentary work, as cash or errand girl, and her progress will
+necessarily be slow. She will require an ability to handle with some
+skill elementary forms of arithmetic, an alert and observing mind, an
+interest in and some knowledge of human nature, and good health to
+endure the confinement of the long day. She will be fortunate if she
+finds a place in one of the stores in which a continuation school is
+conducted. At such a school in Altman's department store in New York
+the girls pursue a regular course designed to be especially helpful in
+their work, and are graduated with all due formality, in which both
+public-school and store officials take part. Such a school helps girls
+to feel a pride in their work and to feel that they are under
+observation by those who will recognize and reward <a name="Page_180" id="Page_180"></a>real endeavor.
+Filene's in Boston and Wanamaker's in New York and Philadelphia are
+other notable examples of such schools.</p>
+
+<p>In a government report previously quoted we find interesting figures
+as to the possibility of advancement for the saleswoman. In a study of
+twenty-six of the largest department stores in New York, Chicago, and
+Philadelphia, employing more than 35,000 women, the workers were
+classed as follows:</p>
+
+<br />
+
+<div class="centered">
+<table border="0" cellpadding="1" cellspacing="0" width="40%" summary="department store stats">
+ <tr>
+  <td class="tdl" width="70%">&nbsp;</td>
+  <td class="tdr" width="30%">Per Cent</td>
+ </tr>
+ <tr>
+  <td class="tdl">Cash girls, messengers, bundle girls, etc</td>
+  <td class="tdr">13.2</td>
+ </tr>
+ <tr>
+  <td class="tdl">Saleswomen</td>
+  <td class="tdr">46.2</td>
+ </tr>
+ <tr>
+  <td class="tdl">Buyers and assistant buyers</td>
+  <td class="tdr">1.2</td>
+ </tr>
+ <tr>
+  <td class="tdl">Office and other employees</td>
+  <td class="tdr">39.4</td>
+ </tr>
+</table>
+</div>
+
+<br />
+
+<p>&quot;It will be seen,&quot; adds the report, &quot;that the opportunity for reaching
+the coveted position of buyer or assistant buyer is small.&quot;</p>
+
+<p>The disadvantages and dangers of salesmanship for girls, other than
+small pay and improbability of much advancement, we shall consider in
+a later chapter. We may say here, however, that these disadvantages
+and dangers, for the really commercially minded girl, are to a certain
+extent neutralized by her nature and possibilities. She is the girl
+whose mind is more or less concentrated on &quot;the selling game.&quot; Her
+nerves are less worn because of a certain exhilaration in her work.
+She is the girl who passes beyond the underpaid stage and is able to
+live decently and to rise to a position of some responsibility, partly
+because of her concentration and partly because she has been able to
+resist the influences about her which make for mediocrity or worse.</p>
+
+<p><i>Office work</i>. The girl emerging from high school and looking for work
+is usually on the lookout for what in a boy we call a &quot;white-collar
+job.&quot; Especially in the case <a name="Page_181" id="Page_181"></a>where the girl has been kept in school
+at more or less sacrifice on the part of her parents, both they and
+the girl feel that the extra years of schooling entitle her to a
+&quot;high-class&quot; occupation of some kind. Girls are far less willing than
+boys to &quot;begin at the bottom&quot; and work up through the various stages
+of apprenticeship to ultimate positions near the top. They resent
+being asked to take the &quot;overall&quot; job and fear mightily to soil their
+hands.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep181.jpg" width="100%" alt="Office girls at work" /><br />
+<p class="noin" style="margin-top: .2em;"><i>Office girls at work. The successful office worker
+must be neat and accurate and have a temperament in which pleasure in
+arrangement takes precedence over joy in production</i></p>
+</div>
+
+<p>Twenty-five years ago a large proportion of high-school graduates went
+at once into the teaching force, where they succeeded (or not) in
+&quot;learning to do by doing,&quot; without professional training of any sort.
+Now, however, teaching as a profession is in many places fortunately
+reserved for the girls who prepare in college or normal school; and a
+larger proportion of girls who cannot have this professional training
+are looking for other occupations. <a name="Page_182" id="Page_182"></a>Office work attracts a large
+number, and, with present-day business courses in high schools, many
+girls find employment as stenographers, typists, cashiers in small
+establishments, bookkeepers, or general office assistants. In any of
+these positions girls without special training or experience must
+begin at very low wages. Whether they rise to higher ones depends to
+some extent at least upon the girls themselves.</p>
+
+<p>What sort of girl shall we encourage to enter office work? Not the
+girl whose talent lies in making things, for to her the routine of the
+office will be a weary and endless treadmill entirely barren of
+results; nor the girl who requires the stimulus of people to keep her
+alert and keyed to her best work; nor the girl who cannot be happy at
+indoor work. Office work seems to require a temperament in which
+pleasure in arrangement takes precedence over joy in production; in
+which neatness, accuracy, and precision afford satisfaction even in
+monotonous tasks. Coupled with these a mathematical bent gives us the
+cashier or accountant or bookkeeper; mental alertness and manual
+dexterity, the stenographer; a talent for organization, the secretary.</p>
+
+<p>Girls who enter upon office work directly from high school must be
+content with rudimentary tasks and must beware lest they remain at a
+low level in the office force. Girls with more training may begin
+somewhat farther up, the best positions usually going to those whose
+general education and equipment are greatest. Stenographers are more
+valuable in proportion as their knowledge of spelling, sentence
+formation, and letter writing is reinforced by a feeling for good
+English and an ability to relieve their superiors of details in
+outlining correspondence. It is not enough that bookkeepers know one
+or several systems of keeping business records, or that cashiers
+manipulate figures rapidly and well. More <a name="Page_183" id="Page_183"></a>important than these
+fundamental requirements is the determination to grasp the details of
+the business as conducted in the office in which they find themselves
+and to adapt their work to the needs of the person whose work they do.
+General knowledge and the ability to think not only supplement, but
+easily become more valuable than, technical training.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep183.jpg" width="100%" alt="The successful secretary" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>The successful secretary must have a talent for organization</i></p>
+</div>
+
+<p>A careful study of local conditions as they affect office positions
+will enable girls and their guides to have a better conception of
+requirements and rewards in this field. A valuable study of conditions
+among office girls in Cleveland has recently been published which
+sheds considerable light on the ultimate industrial fate of the
+overyoung and poorly trained office worker. A more general study is
+found in the volume on <i>Women in Office Service</i> issued by the Women's
+Educational Union of Boston.</p>
+<br />
+
+<p class="cen"><a name="Page_184" id="Page_184"></a>THE SERVICE GROUP</p>
+
+<p>The third, or service, group of workingwomen covers without doubt the
+widest range of all. Here we find the domestic helper (or servant, as
+she has usually been called), the telephone operator, the librarian,
+the teacher, the nurse, the physician, the lawyer, the social worker,
+the clergyman or minister. All degrees of training are represented,
+and many varieties of work, from the simplest to the most complex.</p>
+
+<p>Strictly speaking, service has to do with personal attendance and
+help, but it is constantly overlapping other lines of work. The
+household assistant is not only a helper, but at times a producer; the
+telephone operator and the librarian are distributors as well as
+public helpers; the secretary is an office worker, although she is a
+personal assistant to her employer as well. For successful work in any
+of these lines, however, a girl must possess certain definite
+characteristics, to which her peculiar talent or tendency may give the
+determining direction as she chooses her work.</p>
+
+<p>In service of any sort the girl is brought into constant relation with
+people. Hence she must be the sort of girl to whom people and not
+things are the chief interest of life. She should have an agreeable
+personality, that she may give pleasure with her service; she needs
+tact, that she may keep the atmosphere about her unruffled; she needs
+to find pleasure for herself in service, seeing always the end rather
+than merely the often wearisome details of work. Beyond these general
+qualities we must begin at once to make subdivisions, since the
+additional traits necessary to make a girl successful in one line of
+service differ often widely from those required in any other line. We
+must therefore take up some of the lines of work in more or less
+detail.</p>
+
+<p><a name="Page_185" id="Page_185"></a><i>Domestic work</i>. The untrained girl who naturally falls into the
+service group has a rather poor outlook for congenial and successful
+work as conditions exist. With ability which she perhaps does not
+possess, and with training which she cannot afford, she would
+naturally become a teacher, a nurse, a private secretary, a librarian,
+or a social worker. Without training, she finds little except domestic
+service open to her; and domestic service finds little favor with
+girls, or with students of vocational possibilities for girls.</p>
+
+<p>These are unfortunate facts. For the untrained girl of merely average
+abilities, with no pronounced talent or inclination, but with an
+interest in persons and a pleasure in doing things for people, helping
+in the tasks of homemaking ought to prove suitable work. It is,
+however, the one vocation for the untrained girl which requires her to
+live in the home of her employer, thus curtailing her independence,
+rendering her hours of work long and uncertain, and cutting off the
+natural social environment possible if she returned to her own home at
+the end of the day's work. The social position of girls in domestic
+service, especially in the towns and cities, is peculiarly hard for a
+self-respecting girl to bear. It is in large part a reflection upon
+her sacrifice of independence. The derisive slang term &quot;slavey&quot;
+expresses the generally prevalent public contempt. It is small wonder
+that a girl fears to brave such a sentiment and as a result avoids
+what is perhaps in itself congenial work in pleasanter surroundings
+than most noisy, ill-smelling factories.</p>
+
+<p>Almost all the conditions surrounding the domestic worker are such
+that it is practically impossible to say except of each place
+considered by itself whether or not it is a suitable and desirable
+place for a girl, or whether work and wages are fair. Practically no
+progress has <a name="Page_186" id="Page_186"></a>been made in standardizing household work. The factory
+girl knows what she is to do and when she is to do it and how long her
+day is to be. The housework girl seldom knows any of these things with
+any degree of certainty. Any plan which will make it possible to
+regulate these matters according to some recognized standard, and
+which will enable domestic workers to live at home, going to and from
+their work at regular hours as shop, factory, and office employees do,
+will help very materially to solve the problem of opening another
+desirable vocation to the untrained girl.</p>
+
+<p>The untrained girl who is willing to accept a difficult and trying
+position in a private kitchen with the idea of making her work serve
+her as a training school for better work in the future may make a
+success of her life after all. Such a girl will have good observing
+powers and ability to follow directions and gauge the success of
+results. She will have adaptability, patience, and a very definite
+ambition. For domestic service may be a stepping stone.</p>
+
+<p>For the high-school girl a better opening may sometimes be found as a
+mother's helper. Many women who find the ordinary household helper
+unsatisfactory give employment to girls of refinement and high-school
+training who are capable of assisting either with household tasks or
+with the care of children. Girls in such positions are usually made
+&quot;one of the family,&quot; and are sometimes very happily situated. Their
+earnings are often more than those of other girls of their
+intelligence and training who are in offices or stores; but there is
+of course little chance of advancement, and there is still the
+prejudice against domestic work to be reckoned with. Here, as with
+household assistants, the greatest drawback is probably lack of
+standardization of work and of working conditions.</p>
+
+<p><a name="Page_187" id="Page_187"></a>The girl who wishes to become a &quot;mother's helper&quot; must have a natural
+refinement and some knowledge of social usage if she is to be a sharer
+in the family life of her employer. She must use excellent English,
+must know how to dress quietly and suitably, and must not only <i>know
+how</i> to keep herself in the background of family life, but must be
+<i>willing</i> to remain somewhat in the shadows.</p>
+
+<p>Probably no better field for the investigation of these trying
+questions could be found than the high school. The ranks of employers
+of domestic help are being constantly recruited from the girls who
+were the high-school students of yesterday and have now taken their
+places as housekeepers. The high school then, where the problem may be
+approached in an impersonal manner quite impossible later when the
+question has become a personal one, is the proper place in which to
+study the domestic service question and to attempt its standardization.</p>
+
+<p>The higher positions involving domestic work are more in the nature of
+supervisory employment. Many women are employed as matrons in
+hospitals, boarding schools, and other institutions, as housekeepers
+in hotels, club buildings, or in large private establishments. These
+positions of course call for women who are not only thoroughly
+familiar with the work to be done, but are skilled in managing their
+subordinates who do the actual work. They require women who have
+administrative ability, knowledge of keeping accounts, proper
+standards of living and of service, and initiative.</p>
+
+<p>For the woman who has a desire to enter business for herself there are
+openings in the line of domestic work. From time immemorial women have
+managed lodging and boarding houses, sometimes with good returns. They
+are also the owners and managers of tea rooms, restaurants, laundries,
+dyeing and cleaning establishments, <a name="Page_188" id="Page_188"></a>hairdressing and manicure shops,
+and day nurseries. All these occupations can be followed successfully
+only by the woman of business ability and some technical knowledge.
+They require not only knowledge but aptitude on the part of the
+worker. They are usually undertaken only by women of some experience,
+and are the result of some earlier choice rather than the choice of
+the vocation-seeking girl.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep188.jpg" width="100%" alt="The true teacher" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>The true teacher represents a high type of social worker</i></p>
+</div>
+
+<p><i>Teaching</i>. The teacher differs from the person who has merely an
+interest in human kind in the abstract, because she has a special
+interest in one particular class of human beings&mdash;those who are most
+distinctly in the process of making. She is interested in children, or
+she should not be teaching. This, however, is not enough. The girl who
+wishes to teach must possess certain well-defined characteristics. Her
+health must be good, and her nerve force stable. Temperamentally she
+must be enthusiastic and optimistic, but capable of sustained effort
+even in the face of apparent failure. Her outlook must be broad, and
+<a name="Page_189" id="Page_189"></a>her patience unfailing. Intellectually she must be a student, and if
+she possess considerable initiative and originality in her study, so
+much the better. She must not, however, become a student of
+mathematics or history or languages to the exclusion of the more
+absorbing study of her pupils, nor even to so great a degree as she
+studies them. The true teacher represents a high type of social
+worker. Many girls enter upon the work of teaching badly handicapped
+by the lack of some of these essential qualities and are in
+consequence never able to rise to real understanding and
+accomplishment of their work.</p>
+
+<p>Teaching in these days is a broad vocation, covering many different
+lines of work; probably no occupation for girls is so well known with
+both its conditions and rewards as this. In general, more girls than
+are by nature fitted for the work stand ready to undertake it. There
+is nevertheless difficulty for school officials in finding real
+teachers enough to fill their positions. For the right girl, teaching
+has much to offer.</p>
+
+<p><i>Library work</i>. The librarian in these modern days is a most important
+public servant, and many openings in library work are to be found. The
+services to be performed range from purely routine work to a very high
+type of constructive service for the community. In the small libraries
+an &quot;all-round&quot; type of worker is required. In the larger ones
+specialties may be followed. In these larger libraries there are to be
+found permanent places for the routine workers. In smaller ones each
+worker should be in line for even the highest type of constructive
+work.</p>
+
+<p>The routine worker in the library is merely an office worker, and the
+same girl who would do well at the mechanical tasks of an office will
+do well here. The real librarian is of a different sort. She must have
+the neatness, precision, and accuracy of the office worker, to be
+<a name="Page_190" id="Page_190"></a>sure; but to these she must add a broad conception of the place of the
+library in the community, and must display initiative and originality
+in bringing it to occupy that place. She must know books; she must
+know people. She must be in touch with current history, and be alert
+to place library material bearing upon it at the disposal of the
+people. She must have quick sympathies, tact, the teaching spirit
+(carefully concealed), and much administrative ability. And she must
+be trained for her work.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep190.jpg" width="100%" alt="A well-equipped library" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A well-equipped library. The successful librarian must be
+scientifically trained <br />for her work</i></p>
+</div>
+
+<p><i>Nursing</i>. The nurse is in many ways like the teacher, and the girl
+who has the right temperament for successful teaching will usually
+make a successful nurse, temperamentally considered. Her mental
+traits, or perhaps more exactly her habits of thought, may be somewhat
+different. The teacher must be able to attend to many things; the
+<a name="Page_191" id="Page_191"></a>nurse must be able to concentrate on one. Originality and initiative
+are less to be desired, since the nurse is not usually in charge of
+her case directly, but rather subject to the doctor's orders. She
+must, nevertheless, be resourceful in emergencies, and of good
+judgment always. She should be calm as well as patient, quiet in
+speech and movement, a keen observer, and willing to accept
+responsibility. Absolute obedience and loyalty to her superiors is
+expected, and a high conception of the ethics of her calling.
+Underlying all these qualifications, the nurse must have not only good
+health but physical strength.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep191.jpg" width="100%"
+alt="Princess Mary of England in the Great Ormond Street Hospital, London" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Keystone View Co.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>During the World War nursing offered to women perhaps the largest
+opportunities for service. Here is shown Princess Mary of England in
+the Great Ormond Street Hospital, London</i></p>
+</div>
+
+<p><i>Social work</i>. This term covers many occupations which overlap the
+work of the teacher, the nurse, the secretary, the house mother or
+matron, and even that of the physician and lawyer. The field of work
+is a large one, <a name="Page_192" id="Page_192"></a>including settlement leaders and assistants, workers
+in social and community centers and recreation centers, vacation
+playgrounds, public and private charities, district nurses and
+visiting nurses sent out by various agencies, deaconesses and other
+church visitors, Young Women's Christian Association leaders and
+helpers, missionaries, welfare workers in large manufacturing or
+mercantile establishments, probation officers, and many others.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep192.jpg" width="100%"
+alt="Settlement work at Greenwich House, New York" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Settlement work at Greenwich House, New York. The settlement worker
+to succeed must be truly altruistic</i></p>
+</div>
+
+<p>The social worker must of course have the same suitability for
+teaching or nursing or any other of the various tasks that she may
+undertake as has the teacher or nurse or other person who works under
+different auspices. She must have in addition a truly altruistic
+spirit, a deep earnestness which will survive discouragement, and a
+real insight into the circumstances, handicaps, and possibilities <a name="Page_193" id="Page_193"></a>of
+others. This insight presupposes maturity of thought; and the young
+girl must serve a long apprenticeship with life before she is at her
+best as a social worker. It sometimes seems as though no field was so
+exactly suited to the abilities of the married woman who has time for
+service, or the mother whose children are grown, leaving her free
+again to teach or nurse the sick or bring justice to the little child
+as she was trained to do in her youth.</p>
+
+<p>Less common vocations for women&mdash;but still often chosen after all&mdash;are
+reserved for those whose abilities are so specialized and so striking
+that they compel a choice. Singers, artists with brush or pen, the
+natural actress, the journalist or author, need usually no one to
+guide their choice. Our great difficulty here is not to open the
+girl's eyes to her opportunity, but to restrain the one who has not
+measured her ability correctly from attempting that which she cannot
+perform. The same is true of girls who aspire to be physicians,
+lawyers, or ministers. Some few succeed in all these vocations. Many
+more have not the scientific habits of mind, the stability, or the
+endurance to make a successful fight for recognition against great
+odds.</p>
+
+<p>Many girls mistake what may be a pleasant and satisfying avocation for
+a life work. For the girl who will not be held back, there may be a
+life of achievement ahead, with fame and all the other accompaniments
+of successful public life; or there may be the disappointments of
+unrealized ambition. We must see that girls face this possibility with
+the other.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_XII" id="CHAPTER_XII"></a><hr />
+<br />
+<h3><a name="Page_194" id="Page_194"></a>CHAPTER XII<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Girl's Work (<span style="font-variant: normal;"><i>Continued</i></span>)&mdash;Vocations As Affecting Homemaking</h3>
+<br />
+
+<p>Choice of vocation is far from being a simple matter for either boy or
+girl; but for the girl who recognizes homemaking as woman's work,
+double possibilities complicate her problem more than that of the boy.
+<i>The girl must prepare for life work in the home, or life work outside
+the home, or a period of either followed by the other, or perhaps a
+combination of both during some part or even all of her mature life</i>.</p>
+
+<p>It is the part of wisdom for us to study vocations in their relation
+to homemaking. Will the girl who works in the factory, for instance,
+or who becomes a teacher or a lawyer or a physician, be as good a
+homemaker as she would have been had she chosen some other occupation?
+Will she perhaps be a better homemaker for her vocational experience?
+Or will her life in the industrial world unfit her for life in the
+home or turn her inclination away from the homemaker's work?</p>
+
+<p>These questions have somehow fallen into the background in the steady
+increase of girls as industrial workers. &quot;Good money&quot; has usually come
+first, and after that other considerations of social advantage,
+working conditions, or local demand. Marriage and motherhood are still
+recognized as normal conditions for most women, but we let their
+industrial life step in between their homemaking preparation in home
+and school, with the result that many lose physical fitness or mental
+aptitude or inclination for the home life. We treat marriage as an
+<a name="Page_195" id="Page_195"></a>incident, even though it occurs often enough to be for most women the
+rule rather than the exception. At some time in their lives, 93.8 per
+cent of all women marry.</p>
+
+<p>The first broad classification of vocations in their relation to
+homemaking is: (1) those which are favorable to homemaking, (2) those
+which are unfavorable, (3) those which are neutral.</p>
+
+<p>It must, however, be recognized at the outset that few hard-and-fast
+lines between these groups can be drawn, and that &quot;the personal
+equation&quot; is as important a factor here as in most personal questions.
+It is true, nevertheless, that helpful deductions may be drawn from
+facts which it is possible to gather concerning the physical, mental,
+and moral results of pursuing certain occupations as a prelude to
+marriage and the making of a home.</p>
+
+<p>In a general way, economic independence, that is, the earning of her
+own living by a girl for several years before marriage, tends to
+increase her knowledge of the value of money and to make her a better
+financial manager. Probably this same independence makes a girl
+slightly less anxious to marry, especially since in most cases she has
+hitherto been expected to give up her personal income in exchange for
+an extremely uncertain system of sharing what the husband earns.
+Independence of any sort is reluctantly laid aside by those who have
+possessed it. This very reluctance on the part of girls ought to be a
+force in the direction of economic independence of wives, a most
+desirable and necessary condition for society to bring about. Gainful
+occupation has then much to recommend it and little to be said against
+it as part of the training for matrimony.</p>
+
+<p>Certain occupations, however, are so essentially favorable to the
+girl's homemaking ability and to her probable inclination to make a
+home of her own that we do not <a name="Page_196" id="Page_196"></a>hesitate to recommend them as the best
+directions for girls' vocational work to take, <i>other things being
+equal.</i> We have already said that the girl distinctly not home-minded
+is more safely left to her own inclinations. She would not be a
+success as a homemaker under any circumstances. Other girls may be
+made or marred by the years which intervene between their school and
+home life.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep196.jpg" width="100%"
+alt="The value of domestic work of any sort as a preparation for
+homemaking is generally admitted without argument." /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;">
+<i>The value of domestic work of any sort as a preparation for
+homemaking is generally admitted without argument.</i></p>
+</div>
+
+<p>The value of domestic work of any sort as a preparation for homemaking
+is generally admitted without argument. Closely in touch with a home
+throughout her maturing years, the girl may undertake her own
+housekeeping problems with ease and efficiency. Conditions as they
+often exist, however, especially for the younger and untrained
+domestic worker, do not allow the girl to obtain <a name="Page_197" id="Page_197"></a>other experience
+quite as necessary if she is to become not merely a housekeeper but a
+true homemaker. The untrained girl who enters upon domestic work at
+fourteen or fifteen should have opportunity&mdash;indeed the opportunity
+should be thrust upon her&mdash;of attending a continuation school, where
+the special aim should be to counteract the narrowing tendency of work
+which revolves about so small an orbit. Ideals of home life are either
+lacking or distorted in the minds of many working girls, and when such
+girls become wives and mothers they strive for the wrong things or
+they fall back without striving at all, taking merely what comes. They
+fail to be forces for good in their family life.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep197.jpg" width="100%"
+alt="Demonstration by teacher in domestic science" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Demonstration by teacher in domestic science. Teaching
+affords excellent preparation for the prospective homemaker.</i>
+</p>
+</div>
+
+<p>Teaching and nursing may be grouped together as excellent preparation
+for the prospective homemaker. It may be contended that the teacher
+and the hospital nurse spend years outside the home environment and
+that <a name="Page_198" id="Page_198"></a>their minds are turned to other problems than those of
+housekeeping. This contention is undoubtedly true; and if we were
+striving merely to make housekeepers, it might be worthy of serious
+consideration. The home, however, as we have defined it, is a place in
+which to make people, and both the nurse and the teacher serve a long
+apprenticeship in this sort of manufacture. Expert workers in either
+line concern themselves with the bodies and the minds of their pupils
+or patients. They, together with physicians, lawyers, and social
+workers, have opportunities which can scarcely be equaled for learning
+by observation and experiment about the human relations that will
+confront them in their own homes. They learn to be resourceful and to
+meet the emergencies of <a name="Page_199" id="Page_199"></a>which life is full; they have the advantage
+of trained minds to set to work upon the administrative problems which
+underlie successful home life.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep198.jpg" width="100%" alt="Women medical students" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="noin" style="margin-top: .2em;"><i>Women medical students. Physicians and surgeons have unusual
+opportunities for learning by observation and experiment about the
+human relations that will confront them in their own homes</i></p>
+</div>
+
+<p>A question may arise as to the physical fitness for marriage and
+motherhood of the girl who has given her nerve force to the exacting
+and often depleting work of nurse, teacher, or physician. It is
+unquestionably true that nurses and teachers do often wear out after
+comparatively few years at their vocation, although of the majority
+the opposite is true. This merely means that conditions surrounding
+these vocations should be studied with a view to their improvement, if
+necessary, since we believe the vocations to be suited to women and
+women to the vocations.</p>
+
+<p>Office work may prove an excellent training for certain phases of
+homemaking work. Neatness, accuracy, precision, the doing again and
+again of constantly recurring tasks, all find their place and use in
+the housekeeper's routine. The calm atmosphere of the well-kept office
+even when typewriters and calculating machines are rattling is a
+better preparation for an orderly home than the rush of the department
+store or the factory. Purely routine workers, who put little or no
+thought into their daily tasks, will enter upon homemaking lacking the
+initiative that homemakers need. But the able office worker is not
+merely a follower of routine. The greatest lack of office work as
+preparation for a homemaking career is that the girl's interests
+during so large a part of her day are led away from the home and all
+that pertains to it. She works neither with people nor with the things
+which go to make homes. Probably, on the whole, office work in a
+general way may be classed as a neutral occupation, which neither adds
+to, nor reduces, in any great degree the girl's possibilities as a
+homemaker.</p>
+
+<p><a name="Page_200" id="Page_200"></a>Salesmanship for girls, especially in the great department stores of
+the cities, is a vocation of at least doubtful advantage for the
+home-minded girl to pursue as a step in her training for managing her
+own home. In the quiet of the village store, with few associates in
+work, and with one's neighbors and fellow townsmen for customers,
+salesmanship takes on a somewhat different aspect. But the city store
+means usually hurry, excitement, nerve strain, a long day, with quite
+probably reaction to excessive gayety and hence more nerve strain at
+night. It means spending one's days among great collections of finery
+which tend to assume undue importance in the girl's eyes. It means
+constant association with people who spend, until spending seems the
+only end in life. It means almost always pay lower than is consistent
+with decent living if the girl must depend alone upon her own
+earnings. And none of these things tends toward steady, skillful,
+contented wifehood and motherhood in later years. This question of
+underpaid work is of course not found alone in the department store.
+But, wherever it is found, we may be sure that it tends on the one
+hand toward marriage as a way of escape from present want, and on the
+other toward inefficiency in the relation so lightly assumed.</p>
+
+<p>The factory girl is in many respects in a position parallel to that of
+the saleswoman. She earns too little to make comfortable living
+possible. She too must leave home early and return late, wearied by
+the monotony of a day in uninteresting surroundings, with neither
+energy nor inclination for anything other than complete relaxation and
+&quot;fun.&quot; This desire for relaxation leads her often away from a crowded,
+ill-supported home in the evenings, until the habit settles into a
+confirmed disposition. This is a decided handicap for a homemaker.
+<a name="Page_201" id="Page_201"></a>Coupled with the mental inertia resulting from years of mechanical
+work without thought, it provides poor material from which to make
+steady, responsible, efficient women. We have already noted, however,
+that factories differ widely. It follows of necessity that the girls
+who work in them come from their work with all grades of ability.</p>
+
+<p>The actress, the artist, and the literary woman are usually spoken of
+as far removed from the true domestic type. This I cannot believe to
+be true, except in individual cases. All these women, as makers of
+finished products, stand far nearer to the traditional type of woman
+than many others we might name. The life of the actress tends more
+than the others perhaps to break home ties, but in the case of real
+talent in any direction ordinary rules do not apply. The actress, the
+artist, and the writer are much more likely to carry on their work
+after marriage than the teacher, the office worker, or even the
+factory woman. Many of them succeed to a remarkable degree in doing
+two things well. Many more, of course, are less successful, but we
+must not overlook the fact that the failures are more noised abroad
+than the successes.</p>
+
+<p>It is a matter for regret that most women, upon leaving an industrial
+career for marriage, drop so completely out of touch with their former
+work. In the case of the untrained woman, who has received little and
+given little in her work, it is a matter of no moment; but when years
+have been given to skilled labor, it is economic waste to have the
+skill lost and the process forgotten. Many times the woman finds
+herself after a short life in the home obliged to earn a living once
+more for herself or it may be for a family. She returns to her
+teaching or her office work or a position in the library; <a name="Page_202" id="Page_202"></a>but she is
+no longer, at least for a considerable time, the expert she once was.
+Why should not the former teacher keep up her interest in educational
+literature and the new ideas in what might have been her life work?
+Would it not be well for the one-time stenographer to keep a gentle
+hold upon the quirks and quirls which once brought to her her weekly
+salary? A young mother of my acquaintance who was a concert violinist
+of much ability has found no time for more than a year to practice,
+&quot;since baby came,&quot; and thousands of dollars spent in making her a
+player are being thrown away. To some this might seem the right thing.
+She has found &quot;the home her sphere.&quot; To others it seems a serious
+waste. We advocate often that the middle-aged woman who has reared her
+children should return in some way to the work of the world outside
+the home. In the case of the trained woman her training should be made
+of use in such return. She should, however, beware lest her tools are
+rusty from disuse.</p>
+
+<p>We may not perhaps leave the questions involved in a discussion of
+vocations as they affect homemaking without noticing that certain
+occupations are considered especially dangerous to the moral stability
+of girls. Nursing, private secretaryship, and domestic service present
+dangers in direct proportion as they bring about isolated
+companionship for the girl and a male employer. Girls must not enter
+these employments without the knowledge of how to protect themselves
+from lowering influences.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_XIII" id="CHAPTER_XIII"></a><hr />
+<br />
+<h3><a name="Page_203" id="Page_203"></a>CHAPTER XIII<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">The Girl's Work (<span style="font-variant: normal;"><i>Continued</i></span>)&mdash;Vocations Determined By Training</h3>
+<br />
+
+<p>The question of vocation choosing begins to make itself felt far down
+in the grammar school, first among the retarded and backward children
+who are old for their grades and are merely waiting and marking time
+until the law will allow them to leave school and go to work. These
+children are usually either mentally subnormal or handicapped by
+foreign birth and so unable to grasp the education which is being
+offered them.</p>
+
+<p>As soon as they are released the girls go to the factory, to the
+store, or to help with some one's baby or with the housework. No other
+places are open to them, and their possibilities in any place are few.
+They cannot rise because they are mentally untrained.</p>
+
+<p>The upper grades of the grammar school lose annually many children who
+would be able to profit by the help the school offers to those who can
+remain. Some drop out because they see no need of remaining when the
+factory will employ them without further knowledge. Others chafe at
+spending time on what seems to them, and what sometimes is, quite
+unrelated to the life they will lead and the work they will do. Some
+leave reluctantly, because their help is needed in financing a large
+family. Many go gladly, because they will begin to earn and to have
+some of the things they ardently desire. And until yesterday the
+school paid little attention to their going, regarding it as one of
+the necessary evils. Still less attention did it pay to what these
+pupils became <a name="Page_204" id="Page_204"></a>after they left. The school's responsibility ended at
+its outer door.</p>
+
+<p>Now that these conditions are being changed, the school is finding
+responsibilities and opportunities on every hand. The foreign-born are
+taken out of the regular grades where they cannot fit, and are taught
+English by themselves first of all. The subnormal children are studied
+for latent vocational possibilities, and where minds are deficient,
+hands are the more carefully trained for suitable work. Courses are
+being revised with a view to holding in school the boy or girl who
+wants practical training for practical work. Secondary schools have
+taken their eyes off college requirements long enough to consider
+fitting the majority of their pupils to face life without the college.
+Studies of vocations are being made; vocational training is being
+offered; vocational guidance is at last coming to be considered the
+concern of the school.</p>
+
+<p>Vocational work is sometimes concentrated in the high school, but this
+is reaching back scarcely far enough, since those who do not reach
+high school need help quite as much as the older ones, while those who
+expect to continue their training can do so better if they have some
+idea of the goal to be reached.</p>
+
+<p>What are the options that the grammar-school teacher may present to
+the girls under her care?</p>
+
+<p>First of all, as we have already said, the school records must be kept
+with care and discrimination, so that the teacher may know the girl to
+whom she speaks. With the records in hand, she will ask herself the
+following questions:</p>
+
+<blockquote><p>1. Is further training at the expense of the girl's family
+     possible? Do the girl's abilities warrant effort on her
+     parents' part to give her further opportunity?</p>
+
+<p>  <a name="Page_205" id="Page_205"></a>2. Could the girl's parents continue to pay her living expenses
+     during further training if the training were furnished at the
+     expense of the state?</p>
+
+<p>  3. Could the girl obtain training in return for her personal
+     service, either with or without pay?</p>
+
+<p>  4. Would the girl be able to repay in skill acquired the expense
+     of her training, whether borne by herself, her parents, or the
+     state?</p></blockquote>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep205.jpg" width="100%"
+alt="A flower-making class for girls of various ages" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>A flower-making class for girls of various ages. There is no reason
+why vocational work should not begin in the grammar school</i></p>
+</div>
+
+<p>Lines between obtainable work for the trained and the untrained girl
+are fairly sharply drawn, and the possibilities for each type must be
+clearly understood by the guide. If it is evident that training cannot
+be obtained before the girl must begin to earn, the choice is
+necessarily a narrow one. The factories in the neighborhood should be
+thoroughly studied, and, under the guidance of the teacher, girls
+should prepare detailed reports with respect to their <a name="Page_206" id="Page_206"></a>working
+conditions. The &quot;blind-alley&quot; job should be plainly labeled, that it
+may not catch the girl unaware. Girls who must take up factory work
+should at least be enabled to choose among factories intelligently,
+and if possible should be fortified with an avocation that will supply
+them with the interest their daily task fails to inspire and that will
+provide an anchor against the instability toward which the factory
+girl tends.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep206.jpg" width="100%" alt="Millinery class in a trade school" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Millinery class in a trade school. Where trade schools
+do not offer such training, there are opportunities for apprentice work for girls</i></p>
+</div>
+
+<p>The possibilities for apprentice work with dressmakers or milliners or
+in other handwork should also be made known. Girls begin here, as in
+the factory, at simple and monotonous tasks, but the possibilities of
+advancement are far greater and mental development is unquestionably
+more likely. The ability acquired by such workers, as they progress,
+to undertake and carry through a complete <a name="Page_207" id="Page_207"></a>piece of work is not only
+satisfying to the workers themselves, but of value in later years.
+They learn to analyze their constructive problems and to work out the
+various steps of the work to its ultimate conclusion&mdash;a knowledge
+which the factory girl never attains.</p>
+
+<p>Some few girls will need to be shown the possibilities which lie in
+independent productive work. For the girl who has talent or even
+merely deftness in manual work, coupled with initiative and some
+degree of originality, such work may bring a better return than
+working for others. Most girls, however, lack courage to start upon
+independent work, especially if they are in immediate need of earning
+and are untrained. It often happens, however, that they do not
+appraise at its true value the training they have received. The
+grammar-school girl, under present methods of teaching, is often fully
+qualified to do either plain cooking or plain sewing, but since she
+does not desire to enter domestic service, she considers these
+accomplishments very little or not at all in counting her assets for
+earning. Some girls have found ready employment and good returns in
+home baking, in canning fruit and vegetables, or in mending, making
+simple clothes for little children, or in making buttonholes and doing
+other &quot;finishing work&quot; for busy housewives. Work of these sorts,
+undertaken in a small way, has often assumed the proportions of a
+business, requiring all of a young woman's time and paying her quite
+as well as and often better than less interesting work in shop or
+factory. A girl of my acquaintance earns a comfortable living at home
+with her crochet needle. Another has paid her way through high school
+and college by raising sweet peas.</p>
+
+<p>The untrained girl who loves an outdoor life has fewer opportunities
+than other girls unless she is capable of independent work. If she is
+capable of this and has <a name="Page_208" id="Page_208"></a>sufficient ability to study her work,
+gardening and poultry or bee culture may open the way for her to work
+and be happy. School gardens, poultry clubs, and canning clubs have
+shown many a girl what she may do in these ways.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep208.jpg" width="100%"
+alt="Some girls have built up a good business canning fruits and vegetables at home" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Courtesy of U.S. Department of Agriculture</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Some girls have built up a good business canning fruits and vegetables at home</i></p>
+</div>
+
+<p>Many times too little is realized of the possibilities of these
+grammar-school girls who are crowded by necessity into the working
+ranks. We cannot shirk our responsibilities in regard to them,
+however, although they escape from our school systems and bravely take
+up the burden of their own lives. Quite as many of these girls as of
+more favored ones will marry and be among the mothers of the next
+generation. The work they do in the interval between school and home
+will leave its impress even more strongly than upon the girl whose
+school life lasts longer and who is therefore older as well as better
+equipped when <a name="Page_209" id="Page_209"></a>she enters upon her work. Few of these younger girls in
+times past can be said to have done anything other than drift into
+work which would make or spoil their lives and perhaps those of their
+children after them. It is well that the responsibility of the school
+toward them is being recognized and met.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep209.jpg" width="100%" alt="A prosperous poultry farm" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>A prosperous poultry farm. Poultry farming opens the
+way for the girl who loves an outdoor life to work in the open and be happy</i></p>
+</div>
+
+<p>A distinct duty of the grammar-school teacher is to make known the
+facts concerning short cuts for grammar-school girls to office work.
+Unscrupulous business &quot;colleges&quot; sometimes mislead these immature
+girls into believing that a short course taken in their school will
+enable the girls to fill office positions. Facts are at hand which
+show the futility of attempting office work under such conditions, and
+teachers should be very careful to see that all the facts are in the
+possession of their pupils.</p>
+
+<p>In the early days of high schools usually the only distinction, if
+any, in courses was &quot;general&quot; and &quot;classical.&quot; <a name="Page_210" id="Page_210"></a>To-day we have many
+courses, or in the larger cities different schools fit boys and girls
+for varying paths in life. The college-preparatory course or the
+classical high school leads to college. The commercial course or
+school leads to office work. The manual training or industrial or
+practical arts course or high school leads to efficient handwork. The
+trade school leads to definite occupations. The difficulty now is to
+help girls choose intelligently which course or school will best meet
+their requirements. This involves vocation study in the grammar
+school.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep210.jpg" width="100%"
+alt="Benson Polytechnic School for Girls, Portland, Oregon" /><br />
+<p class="noin" style="margin-top: .2em;">
+<i>Benson Polytechnic School for Girls, Portland, Oregon.
+The trade school leads to definite occupations. The girl with
+mechanical ability may find her vocation in millinery, dressmaking, or
+the various sewing-machine trades</i></p>
+</div>
+
+<p>The girl who terminates her formal education with her graduation from
+high school may find herself not very much better placed, apparently,
+than the girl who has dropped out of school farther back. Many
+openings <a name="Page_211" id="Page_211"></a>into desirable occupations are still closed to her. Often
+her opportunities, however, are much greater than they seem. All facts
+go to show that the high-school girl makes more rapid progress in
+efficiency, and therefore in pay, than the younger girl, even when she
+seems to begin at the same work. Some fields, too, are open to her
+that are not usually possible for the grammar-school girl. In office
+work the high-school girl who has specialized in her training may make
+a very creditable showing. Many thousands of high-school graduates are
+received into telephone exchanges where with a brief period of
+practice they become efficient workers. A very few high-school girls
+become teachers in country schools without further training, but the
+number is decreasing every year. If she meets the age requirement, the
+high-school girl may enter a training school for nurses, gaining her
+specialized training in return for her services to the hospital.</p>
+
+<p>The high-school girl who can spare time and money for some further
+training finds a larger field open; but, to make the most of what high
+school has to offer, her plans should be made as early as possible in
+the high-school course&mdash;at the very beginning if it can be managed.
+The girl must know what further training she is making ready for, must
+choose electives in high school to help her make ready, or possibly to
+offset the specializing of this later work by some general culture she
+may otherwise miss entirely. Vocation study, therefore, and vocational
+guidance must be quite as much a part of the course for the girl who
+will &quot;train&quot; for her special work as for the girl who goes directly
+from the secondary school to her vocation.</p>
+
+<p>One high-school Senior writes: &quot;My special vocation has not yet been
+chosen, but if it becomes necessary for me to earn my own living I
+should like to be either a nurse, <a name="Page_212" id="Page_212"></a>a teacher, milliner, or director of
+a cafeteria. I would probably choose the position that was open at the
+time.&quot;</p>
+
+<p>Here we have the girl who is in no hurry to choose, and who probably
+has a more or less vague notion of the comparative conditions,
+requirements, and rewards of the four vocations she mentions. In
+contrast to this, listen to a high-school student who has been
+studying herself and her possible vocation in much detail in class
+work. She says: &quot;I find that I have made good school records only in
+subjects where I had materials I could see and handle. I have never
+done well in arithmetic or mathematics, but in drawing, physics,
+elementary biology, and domestic science I made good marks. I do not
+like to sew, because it tires me to sit still. I enjoy cooking and
+marketing.</p>
+
+<p>&quot;I like to plan meals and to make up new recipes. I hear that
+hospitals and institutions employ women at very good salaries to buy
+all the foodstuffs used in their kitchens. The expert dietitian also
+plans meals and arranges dietaries. I learn that Teachers College,
+Columbia, has courses of study leading to this profession, and I have
+written to ask for full information.&quot;</p>
+
+<p>In the class of which this girl is a member, each girl is considering
+her future as this one is doing. Each gathers all available data in
+regard to the vocation she is studying. Her reports become a part of
+the class records. She makes as full a report as possible as to the
+duties and responsibilities of the occupation, the schools or training
+classes that prepare for it, the length and cost of preparation,
+possibilities of employment, salaries paid, and other details.</p>
+
+<p>Since training cannot alter fundamentals, but merely builds upon the
+girl's nature and heredity, the same classifications obtain in the
+choice of the girl who can have training as in that of the girl who
+goes untrained to her <a name="Page_213" id="Page_213"></a>vocation. There are still the producers, the
+distributors, and those who serve; and it is still important that the
+girl should find a place in the right group.</p>
+
+<p>The producers will include the designers, the interior decorators, the
+expert dietitians, the municipal inspectors of food and housing, rural
+consulting housekeepers, state or country canning-club agents, the
+women who organize and carry on model laundries, either co&ouml;perative or
+otherwise, the managers of manufacturing enterprises, the farmers, the
+photographers, the artists, the journalists, and the authors.</p>
+
+<p>The distributors are chiefly represented by the higher type of office
+workers, who are the &quot;idea thinkers&quot; of the business world, since they
+neither make nor handle products, but merely manipulate the symbols
+which stand for the products they seldom if ever see. The women who
+manage buying and selling enterprises for themselves usually belong to
+the trained group.</p>
+
+<p>The service group among trained women is a large one, including
+nurses, teachers, doctors' and dentists' assistants, various social
+workers, librarians, secretaries and other confidential office
+assistants, directors or &quot;house mothers&quot; in school and college
+dormitories and in institutions, dentists, physicians, lawyers,
+ministers.</p>
+
+<p>Within the group there is wide range of choice, differing
+qualifications are necessary, and varying training is to be
+undertaken. Girls, with the help of a vocational expert, should
+analyze their physical and mental qualities and habits, and should
+study somewhat exhaustively the vocation for which they seem to find
+themselves fitted.</p>
+
+<p>&quot;I should like to be a nurse, or a teacher, or a milliner, or the
+manager of a cafeteria&quot; will not do, since those vocations presuppose
+some years of widely differing training. Perhaps the girl will narrow
+the choice to <a name="Page_214" id="Page_214"></a>nursing or teaching. Then she must place over against
+each other the two professions&mdash;special qualifications required,
+length and cost of training, personal obstacles to be overcome, and
+especially the demand and supply of nurses and teachers in her
+locality. Upon these depends the girl's chance to succeed when she is
+fitted and launched.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep214.jpg" width="100%" alt="The children's ward in a hospital" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>The children's ward in a hospital. The nurse must be resourceful and
+possess good judgment</i></p>
+</div>
+
+<p>The student who takes up college work, not as a specialized training,
+but as a completion of her general education, stands somewhat by
+herself. Such a girl may perhaps put off vocational decision until she
+is part way through her college years. The college sometimes awakens
+ambitions and brings to light abilities not hitherto discovered; and
+even when this does not occur, the choice may be made from the highest
+and most responsible positions filled by women. From the college girls
+we draw our high-school teachers and college instructors, <a name="Page_215" id="Page_215"></a>our
+doctors, lawyers, and preachers, in so far as these professions are
+filled by women.</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep215.jpg" width="100%"
+alt="Among the many vocations belonging to the service group teaching is
+one of the most popular" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>Among the many vocations belonging to the service group teaching is
+one of the most popular</i></p>
+</div>
+
+<p>We are confronted by the statement, made again and again and
+reinforced by formidable rows of figures, that the more training a
+girl receives, the less she is inclined to marry or, if she does
+marry, to have children. The fact seems undeniable that in our larger
+eastern women's colleges, at least, not more than half the graduates
+marry up to the age of forty, which we may accept as the probable
+limit of the marriage age for the average woman. The natural inference
+is that a college education in some way prevents or discourages
+marriage. This may or may not be true. To be quite fair, the
+statistics should cover the coeducational colleges as well as the
+colleges for women alone. Also some attempt should be made to
+<a name="Page_216" id="Page_216"></a>discover how the likelihood of marriage is affected by the age at
+which girls finish their college course. Do the younger girls of a
+college class marry, while the older ones do not? Are the younger
+married graduates more often mothers than the older ones, or do they
+have more children?</p>
+
+<div class="img" style="width: 60%;">
+<img border="0" src="images/imagep216.jpg" width="100%"
+alt="The influence of the librarian extends far beyond the walls of the library" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Brown Bros.</p>
+<p class="noin" style="margin-top: .2em;">
+<i>The influence of the librarian extends far beyond the walls of the library</i></p>
+</div>
+
+<p>If it is true that training is interfering with marriage and
+motherhood for our girls, the next step is not necessarily, as some
+modern hysterical students of the question seem to suggest, that we
+immediately cut out the training which, in case they do marry, will
+make them far more valuable wives, mothers, and members of the
+community; but rather so to time and place the training, and if
+necessary so to alter its character, that any such tendency away from
+marriage will be removed and that the trained women of the college and
+professional school shall be available for the great work of mothering
+the nation of the future.</p>
+
+<p><a name="Page_217" id="Page_217"></a>A final word as to the place of the vocational guide in the choosing
+of vocations may not be amiss. That every teacher should consider
+himself or herself a helper in this most important work we must agree;
+but that any teacher must walk carefully, and use the guiding hand but
+sparingly, is equally true.</p>
+
+<p>The object of vocational help is not merely to keep the &quot;square peg&quot;
+out of the &quot;round hole.&quot; The girl arbitrarily placed in a suitable
+occupation may never discover why she is there, and may be handicapped
+all her life by a deep conviction that she fits somewhere else. &quot;Know
+thyself&quot; is a good old maxim yet. The teacher or vocational guide is
+fitted by the place of observation she holds to help the girl to study
+herself and the possibilities that life holds out to such as she thus
+finds herself to be. The final choice should be made by the girl.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="CHAPTER_XIV" id="CHAPTER_XIV"></a><hr />
+<br />
+<h3><a name="Page_218" id="Page_218"></a>CHAPTER XIV<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<h3 class="sc">Marriage</h3>
+<br />
+
+<p>Marriage may, or may not, in these days, be the opening door into the
+homemaker's career. Many a young woman is a homemaker before she
+marries. On the other hand, women sometimes marry without any thought
+of making a home.</p>
+
+<p>But, after all, it is safe to assume that marriage and homemaking do
+go hand in hand. The great majority of wives become managers of homes
+of one sort or another. Shall we then frankly educate our girls for
+marriage&mdash;&quot;dangle a wedding ring ever before their eyes&quot;? Or shall we
+regard marriages as &quot;made in heaven&quot; and keep our hands off the whole
+matter?</p>
+
+<p>The proportion of marriages in the United States which terminate in
+divorce was in 1910 one in twelve. Divorce in this country is now
+three times as common as forty years ago. The success or failure of
+marriages cannot, however, be measured merely by the divorce test. We
+cannot avoid the knowledge that many other unhappy unions are endured
+until release comes with death. When we say unhappy marriages, we mean
+not only those which become unendurable, but all those in which
+marriage impedes the development and hence the efficiency of either
+party to the contract. Unhappy marriages include not only the
+mismated, but also those whose unhappiness in married life is due to
+their own or their mate's misconception of what marriage really means.
+It is obviously impossible even to estimate the number of marriages
+which are happy or unhappy; but we are safe in saying that the
+processes of adjustment <a name="Page_219" id="Page_219"></a>in many cases are far harder than they ought
+to be, and that many marriages which seemingly ought to bring
+happiness fail of real success.</p>
+
+<p>In view of the fact that so many marriages fall short of what they
+might be, it would seem that some sort of assistance to the girl in
+choosing a husband and to the young man in choosing a wife would be
+wise, such as the instruction we give boys and girls to enable them to
+be successful in the industrial world. In short, it is not enough to
+prepare girls for homemaking by making all our references to marriage
+indirect. Young men and women are entitled to more knowledge of
+marriage, its rights, privileges, and duties; they need to realize
+that in these days of complex living marriage is a difficult relation
+which requires their best energies and wisest thought.</p>
+
+<p>The modern marriage differs from the marriage of earlier centuries in
+direct proportion as the status of woman has changed. The ancient
+marriage, and indeed the medieval one, and the marriage of our own
+grandmother's time began with submission and usually ended with
+subjection. But the modern marriage at its best is a spiritual and
+material partnership. It is the modern marriage at its best and
+otherwise with which we have to do.</p>
+
+<p>Half a century ago girls married at eighteen or even earlier, took
+charge of their households, were mothers of good-sized families at
+twenty-eight or thirty, and were frequently grandmothers at forty.</p>
+
+<p>Nowadays early marriage is the exception. For years the marriage age
+has been steadily rising, until some students profess to be alarmed at
+a prospect of marriage disappearing, the maternal instinct becoming
+lost by disuse, and the race finally becoming extinct. However, the
+maximum marriage age, at least for the present, seems to have been
+reached, and statistics show a slight dropping within the last two or
+three years.</p>
+
+<p><a name="Page_220" id="Page_220"></a>The forces operating to fix the marriage age are exceedingly complex.
+The higher education of girls has undoubtedly been a large factor in
+the postponement of marriage. Its effect has been wrought in a variety
+of ways. The increasing years in schoolroom and lecture hall have been
+directly responsible in many cases. The ambitions aroused account for
+many more. The increased ability of girls to earn their own living and
+public acceptance of their doing so have practically removed &quot;marriage
+as a trade&quot; from the consideration of girls and their parents. Girls
+no longer need to marry in order to transfer the burden of their
+support from father to husband. Instead they may &quot;go to work.&quot; And
+once at work they are often reluctant to give up a personal income for
+the uncertainties of sharing what a husband earns. Then, too, the
+broadening effect of education makes marriage in the abstract a less
+absorbing, momentous subject for the girl's thoughts. Also the rebound
+toward selfishness coincident with woman's &quot;emancipation&quot; leads girls
+to put off what they are sometimes led to consider a sacrifice of
+themselves. The tragedies of the divorce courts are directly
+responsible for many a girlish determination not to marry, a
+determination which is broken only when the first zest of mature life
+has passed and when the woman begins to long for the home ties she has
+resolved to deny herself and decides to take the risk. The increased
+cost of living and the ever-increasing responsibilities of rearing,
+educating, and launching a family of children lead many young people
+to postpone marriage until they can command a larger income. The
+strain of modern industrial life, with its fierce competitions and its
+early discard of the elderly and unfit, finds many girls who would
+otherwise marry burdened with the care of parents who can ill spare
+the daughter's help.</p>
+
+<a name="Alcott" id="Alcott"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 65%;"><a name="Page_221" id="Page_221"></a>
+<img border="0" src="images/imagep221.jpg" width="70%" alt="Louisa M. Alcott" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">The Halliday Historic Photograph Co.</p>
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;"><span class="sc">Louisa M. Alcott</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>Miss Alcott's lifelong devotion to the interests of her family is a
+well-known story. She made a happy home for them, and at the same time
+attained marked success in the literary field.</i></p>
+</div>
+
+<p><a name="Page_222" id="Page_222"></a>If all these obstacles to early marriage could be overcome, the
+question of the wisest time for marrying might be approached fairly
+and squarely on its merits.</p>
+
+<p>Too early marriage means immaturity in choice, with the possibility
+always of unfortunate mistakes and sad awakening. Too late marriage,
+on the other hand, means settled convictions which often result in
+that incompatibility which seeks relief in divorce. The plasticity of
+youth at least <i>promises</i> adaptability. The mature judgment of later
+years ought to afford a wise choice. Between extreme youth then and a
+too settled maturity is the wise time.</p>
+
+<p>In order to approach the ideal in the marriage relation, the time of
+marriage should be so placed that the girl is (1) physically fit, (2)
+fully educated, (3) broadened by some experience with the world.</p>
+
+<p>She must not be too old to bear children safely, or to rear them
+sympathetically as they approach the difficult years. She must not be
+physically worn by excessive industrial service, nor with enthusiasms
+burned out by the same cause. Probably between twenty-two and
+twenty-five the girl reaches the height of physical fitness. She may
+also by that time have completed a liberal education, and she may even
+have done that and also have put her training to useful service. It
+would be better if girls completed their college courses earlier than
+most do. However, since the great majority of girls do not have a
+college education, the generally increased age of marriage cannot
+rightfully be laid, as many seem to lay it, at the doors of the
+college women. Schemes of education in the future will undoubtedly try
+to remedy the defect of present systems in this respect. If most girls
+could finish their training in college or professional school at
+twenty, as some do now, the world would be rewarded by earlier
+marriages and probably more of them. There would be more children,
+reared by younger and more enthusiastic mothers. The more difficult
+professions, which could not be successfully undertaken by the girl of
+twenty, would then be reserved, as they generally are now, for the
+women whose ambition is unusually strong and absorbing. Attempts are
+frequently made to show that ambition is becoming an inordinately
+prominent quality in all women, but there are few facts to support so
+wide a contention.</p>
+
+<a name="Stuart" id="Stuart"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 60%;"><a name="Page_223" id="Page_223"></a>
+<img border="0" src="images/imagep223.jpg" width="75%" alt="Ruth McEnery Stuart" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Paul Thompson</p>
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;"><span class="sc">Ruth McEnery Stuart</span></p>
+<p class="noin" style="margin-top: .2em;"><i>Mrs. Stuart was one of those in whom the talent for homemaking and
+the talent for creative literary work existed side by side. On her
+husband's plantation in Arkansas she found many of the types for the
+characters in her stories</i></p>
+</div>
+
+<p><a name="Page_224" id="Page_224"></a>The girl graduate of twenty, reinforced by from two to five years of
+work in the vocation she has chosen, is usually fit, physically and
+mentally, for marriage. More than that, she may by that age, usually,
+be trusted to know what she wants, even in a husband, if she is ever
+going to know.</p>
+
+<p>In the day when girls married nearly always &quot;in their teens,&quot; wise
+choice of a husband called for selection of a man considerably older
+than the girl herself. This disparity is less common in these days,
+and is really less desirable than it once was. The girl of the earlier
+time reached maturity of mind earlier than the girl of to-day with her
+prolonged education, and much earlier than the boy of her day did. He
+was still being educated in school or as an apprentice, and was hardly
+ready to undertake the responsibility of a family at an age when the
+girl's scanty education was long since completed and it was considered
+high time that her support was laid upon a husband's shoulders.</p>
+
+<p>It used to be said, &quot;Men keep their youth better than women,&quot; so that
+any disparity in age at the time of marriage was soon lost. This is no
+longer true as it was once. The early marriage, with early and
+excessive childbearing, overwork, and the numerous restrictions that
+custom laid upon her, were responsible for woman's loss of youth.
+These conditions no longer exist. The woman of forty or fifty can now
+usually hold her own with the man of her own age in point of youth.</p>
+
+<a name="Homer" id="Homer"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 60%;"><a name="Page_225" id="Page_225"></a>
+<img border="0" src="images/imagep225.jpg" width="100%" alt="Louise Homer And Her Family" /><br />
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">
+<span class="sc">Louise Homer And Her Family</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>Madame Homer's great success in the difficult art of operatic singing
+has by no means interfered with her career as a homemaker.</i></p>
+</div>
+
+<p><a name="Page_226" id="Page_226"></a>Another consideration in favor of more nearly equal age lies in the
+fact that formerly men did not look for wives who were their mental
+equals. They did not really desire mental equals as wives. To-day they
+do, or, if there still lingers in the minds of some of them the old
+notion that wives must be clinging vines, the lingering notion will
+soon be gone. The marriage of equality possesses too many advantages
+for both parties to be thrown aside. The wife who can think, who is
+mature enough to be capable of real partnership, is the wife surely of
+to-morrow, if not of to-day.</p>
+
+<p>Among the forces that control marriage may be mentioned (1) physical
+attraction, (2) continued social relationships, (3) dissimilarity, (4)
+affection, (5) barter.</p>
+
+<p>It is usually difficult to say of any marriage that any one of these
+forces alone caused the mating. It may have been physical attraction
+together with everyday companionship; or physical attraction and
+dissimilarity or strangeness, resulting in what we know as love at
+first sight. Or it may have been affection of slow growth, or
+affection with an element of appreciation of worldly advantage, or it
+may have been a little physical attraction with a great deal of desire
+for social position or wealth, or, ugliest of all, it may have been
+pure barter, without personal attraction of any sort. For these worldy
+advantages you offer, I will sell you my body and my soul.</p>
+
+<p>To secure the finest marriages for girls we must insure three
+conditions: (1) high ideals of marriage among our adolescents, (2)
+better knowledge of men, and (3) wise companionships during the years
+from fourteen to twenty-five.</p>
+
+<a name="Preston" id="Preston"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 55%;"><a name="Page_227" id="Page_227"></a>
+<img border="0" src="images/imagep227.jpg" width="100%" alt="Margaret Junkin Preston" /><br />
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">
+<span class="sc">Margaret Junkin Preston</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>The South is justly proud of this poet of no mean rank who gave
+herself unstintedly to her home duties and responsibilities</i></p>
+</div>
+
+<p><a name="Page_228" id="Page_228"></a>Physical attraction on one or both sides is undoubtedly the greatest
+force in marriage selection. It is only when physical attraction
+exerts its influence upon a girl whose ideal of a husband is low or
+vague or incorrect that the danger is great. Physical attraction is
+not love, but it may be&mdash;often it is&mdash;the basis of love when it exists
+between two who are suited to a life together.</p>
+
+<p>Generally speaking, girls will find married life easier, and their
+husbands will find life more satisfactory, when the two have been
+reared with approximately the same ideals. The girl who falls in love
+with a man largely because he is &quot;different&quot; from the boys among whom
+she has grown up often finds that very difference a stumbling block to
+domestic happiness. Marriages across such chasms where there should be
+common ground are more hazardous than between those whose education,
+social training, friends, and beliefs are of the same type. When they
+do succeed, they undoubtedly are the richer for the variety of
+experience husband and wife have to give each other; and, too, they
+show an adaptability on the part of one or both which argues well for
+continued happiness. Commonly, however, they do not succeed.</p>
+
+<p>There are, also, deeper matters than these to be considered. Is this
+man or this woman worthy of lifelong devotion? Is the love he offers
+or she offers in return for the love you offer, the love that gives or
+the love that merely takes? Has he been a success at something,
+anything, that counts? Has he a sense of responsibility in marriage
+and the burdens it brings? Does he desire a home? Do his views as to
+children reflect man's natural desire to found a family or merely the
+selfish desire for the freedom and luxury which the absence of
+children may make possible? Has he a right to approach fatherhood&mdash;is
+his body physically and morally clean?</p>
+
+<a name="Roosevelt" id="Roosevelt"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 60%;"><a name="Page_229" id="Page_229"></a>
+<img border="0" src="images/imagep229.jpg" width="80%"
+alt="Colonel And Mrs. Roosevelt With Members Of Their Family" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">
+<span class="sc">Colonel And Mrs. Roosevelt With Members Of Their Family</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>Colonel Roosevelt's own family was pre&euml;minently one in which the
+father shared with the mother a keen sense of the responsibilities of
+marriage and the highest ideals of home life</i></p>
+</div>
+
+<p><a name="Page_230" id="Page_230"></a>These are serious questions with which to weight the wings of a young
+man's or a young woman's fancy. But the attraction which cannot stand
+before them is not safe as a basis for marriage. Many a young man or
+woman has willfully turned closed eyes to the selfishness or the
+irresponsibility which will later wreck a home, because attraction
+blinded common sense.</p>
+
+<p>Barter, the lowest form of marriage, exists and has always existed
+whenever the material benefits that either husband or wife expects to
+derive from the connection are the impelling forces in the union. The
+woman desires wealth, social position, a title&mdash;or perhaps nothing
+more than security from poverty or the necessity of work outside the
+home, or perhaps no more than the mere security of a home itself. The
+man in other cases desires wealth, or social position, or a wife who
+will grace his fine home, or some business connection which the
+marriage will afford. And upon these things men and women build, or
+attempt to build, the foundations of home life.</p>
+
+<p>It is not true of course that every girl of moderate means, or without
+means, who marries a man of wealth does so because of his money. Nor
+is it always true when the cases are reversed. Love may be as real
+between those two as between any others. But when it is true that the
+marriage is an exchange of commodities, it is no different from
+prostitution under other circumstances. In fact, it is prostitution
+under cover, without acceptance of the stigma which for centuries has
+been the portion of voluntary selling of the body to him who cares to
+buy.</p>
+
+<a name="Howe" id="Howe"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 60%;"><a name="Page_231" id="Page_231"></a>
+<img border="0" src="images/imagep231.jpg" width="90%" alt="Julia Ward Howe And Her Granddaughter" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">by Underwood &amp; Underwood</p>
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">
+<span class="sc">Julia Ward Howe And Her Granddaughter</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>In the life of Mrs. Howe was exemplified the identity of ideals of
+husband and wife. They worked side by side in the literary field and
+in their philanthropic and reform work</i></p>
+</div>
+
+<p>Eugenics, a modern science which aims at race regeneration, lays down
+many laws and restrictions for those who are selecting their mates. By
+the following of these laws and restrictions in the selection of
+husbands and wives, undesirable traits in the offspring are to be
+weeded <a name="Page_232" id="Page_232"></a>out and desirable; ones are to be fostered and increased.
+That these laws should be studied with the care used by breeders of
+plants and animals goes without saying. That if they are followed
+strictly the number of marriages would be materially reduced, at least
+for a considerable time, is doubtless true. That marriages in which
+eugenics has played the major part in selection will present new
+problems is probably equally true. If marriages were mere temporary
+unions, for the purpose of obtaining offspring, eugenic principles
+could not be too exactly nor too coldly applied to the selection of
+mates. But since marriage implies living together and becoming, or
+continuing to be, worthy members of the community, and since the
+offspring are fashioned no less by the conditions of their upbringing
+than by heredity, selection of mates must involve more than looking
+for eugenically perfect fathers and mothers for the generations yet
+unborn. Eugenics, however, is in infancy as a science, and, like the
+human infants it would protect, must react to the environment in which
+it finds itself and must feel the chastening hand of time before its
+value can be known. Agitation in the direction of allowing posterity
+to be &quot;well born&quot; can never be out of place. What being well born is
+and how it shall be attained is a worthy subject of research. As a
+cold, exact science, however, eugenics can never hope for application
+without some consideration of the personal equation which makes
+marriage at its best not a mating merely, but a joining of souls.</p>
+
+<p>Choosing a husband or a wife is, after all, merely the beginning of
+the marriage problem. Good husbands are not discovered, but made, from
+originally good or perhaps indifferent or in rare cases from even poor
+material, by the reaction of married life upon what was previously
+mere &quot;man.&quot; Even so with wives.</p>
+
+<a name="Crane" id="Crane"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 60%;"><a name="Page_233" id="Page_233"></a>
+<img border="0" src="images/imagep233.jpg" width="80%" alt="Caroline Bartlett Crane" /><br />
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">
+<span class="sc">Caroline Bartlett Crane</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>Mrs. Crane, an expert on sanitation, has successfully applied the
+principles of good housekeeping to civic affairs in many cities, and
+has thus made women more of a factor in the community at large</i></p>
+</div>
+
+<p><a name="Page_234" id="Page_234"></a>The successful marriage presupposes unselfishness, even carried if
+necessary to the point of sacrifice, but it must be unselfishness for
+two, not for one alone. Neither the &quot;child wife&quot; who must be carried
+as a burden, nor the complacent husband who forms the center of a
+smoothly revolving little world patiently turned by a silent wife, has
+any part in the marriage of equality&mdash;the only marriage worthy of the
+name.</p>
+
+<p>The successful marriage calls also for freedom&mdash;again for two. Women
+sometimes hesitate to marry because the old idea of marriage involved
+loss of individuality, and they have little faith in men's readiness
+to accept any other idea. Men, on the other hand, fear to marry
+because the &quot;new woman&quot; demands so much for herself&mdash;development, a
+career, a chance to work out her own ideals of life. The man sees
+little in this for himself but the &quot;second fiddle&quot; which woman for
+centuries played to his first. Ideal marriages, however, do take place
+in which there is no sacrifice of personality&mdash;in which, indeed, each
+lives a fuller life than would have been possible without the
+marriage. For this to be realized, there must be full recognition of
+the responsibility of each for his or her own deeds, and a standing
+aside while each works out his destiny. This does not mean a
+separation of interests nor an abandonment of common counsel. It means
+merely that in individual matters each must have the freedom enjoyed
+before marriage took place. It must mean for women some sort of
+economic independence, and in addition a spiritual independence such
+as men enjoy. When this freedom is cheerfully given, and in return the
+wife gives a like liberty to the husband, the great incentive to
+concealments and deceptions or to nagging and controversy is removed.
+The petty annoyances of the day are lessened, trust is increased,
+and both man and woman find their strength increased rather than
+depleted by the relation.</p>
+
+<a name="Palmer" id="Palmer"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 65%;"><a name="Page_235" id="Page_235"></a>
+<img border="0" src="images/imagep235.jpg" width="70%" alt="Alice Freeman Palmer" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Courtesy of George Herbert Palmer</p>
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">
+<span class="sc">Alice Freeman Palmer</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>Mrs. Palmer's was one of the ideal marriages in which husband and
+wife each lived a fuller life than would have been possible without
+the marriage. Happy in her home life, Mrs. Palmer yet had time to
+achieve a brilliant success in administrative educational work</i></p>
+</div>
+
+<p><a name="Page_236" id="Page_236"></a>Common interests are an almost certain safeguard in most marriages.
+Common duties are more often than not a source of difficulty. An
+untold number of matrimonial ventures fail because of inadequate
+responsibility in adjustment of expenses to income. Many more are
+rendered inharmonious by failure of parents to agree as to the
+management of children. In both these directions increased knowledge
+will do much to secure harmonious action. Family traditions are more
+than likely to clash when they are adopted as principles of family
+discipline. &quot;Children must mind,&quot; says the father, in memory and
+emulation of his father's method with him. &quot;Children must not be
+coerced,&quot; says the mother, who has been reared by a different method.
+Clearly a course in child psychology would have been of value to these
+parents in determining a common procedure. There is probably no
+subject upon which either father or mother finds it so hard to yield
+to the other's way as upon this. Each feels, and rightly, that the
+material to be trained is so precious, and that failure, if it comes,
+will be so stupendous, that neither dares do what seems wrong to his
+own mind. Nothing but common knowledge and a predetermined policy can
+solve this problem so near to the root of success or failure in
+marriage itself.</p>
+
+<p>Girls are commonly taught too little of the duties of married women to
+their husbands. They look for a lifetime of unalloyed bliss. If they
+fail to realize their impossible dream, they turn their faces toward
+the divorce court. Many girls have had too smooth a pathway, too
+little of responsibility, and too little of disappointment, before
+undertaking the serious duty of establishing and maintaining a
+lifelong partnership. There has been little in their lives to
+prepare them for long-continued relations of any sort. On the other
+hand, the same girls have equally little idea of what they have a
+right to expect of marriage for themselves. Much of the necessary
+adjustment is left to chance.</p>
+
+<a name="Barr" id="Barr"></a><span class="totoc"><a href="#toci">ToList</a></span>
+<div class="img" style="width: 60%;"><a name="Page_237" id="Page_237"></a>
+<img border="0" src="images/imagep237.jpg" width="80%" alt="Amelia E. Barr" /><br />
+<p style="text-align: right; margin-top: .2em; margin-bottom: .2em; font-size: 80%;">Photograph by Paul Thompson</p>
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">
+<span class="sc">Amelia E. Barr</span></p>
+<p class="noin" style="margin-top: .2em;">
+<i>Far from interfering with her career, Mrs. Barr's home interests were
+the inspiration for it. Thrown on her own resources by the death of
+her husband, who sacrificed himself in a yellow fever epidemic in
+Texas, Mrs. Barr took up writing to make a living for her children</i></p>
+</div>
+
+<p><a name="Page_238" id="Page_238"></a>Scarcely any phase of woman's part in marriage is arousing more
+attention at present than the question of childbearing. Women, and
+especially educated women, are accused of sterility or of
+intentionally avoiding motherhood. They are said to believe that
+children interfere with their careers, that they can render greater
+service to the world in public work than in childbearing. They &quot;prefer
+idleness and luxury to the care of a family.&quot; The &quot;maternal instinct
+is fading.&quot; They threaten us with &quot;race suicide,&quot; the &quot;extinction of
+mankind,&quot; a silent world given over to dumb beasts who have not yet
+learned the principles of &quot;birth control&quot; and &quot;family limitation.&quot;
+Thus on the one hand.</p>
+
+<p>On the other: &quot;The world is better served by the small family well
+reared than by the large one necessarily less well cared for.&quot; &quot;Women
+are not merely the instruments of nature for multiplying mankind. They
+have a right to some time for living their own lives.&quot; &quot;The maternal
+instinct has not faded, but merely come under control of a wisdom
+which directs that it shall not bring forth what it cannot care for.&quot;</p>
+
+<p>And so on, with added arguments for either side.</p>
+
+<p>In all these discussions of birth control the fathers or the husbands
+who desire not to be fathers are usually left in the background. As a
+matter of fact, however, men as well as women desire luxury and
+freedom from the care of a family. It is a general sign of the times,
+not a characteristic of one sex alone. Men as well as women fear for
+their ability to care for and educate large families. <a name="Page_239" id="Page_239"></a>With the
+demands of our present complex existence bearing heavily upon them,
+one can scarcely wonder at the hesitation of either man or woman to
+add again and again to their already pressing cares. There is but one
+remedy&mdash;not to cut off education for women, as some suggest, but to
+learn the joys of a simpler life which will afford people time and
+strength and means to bear and rear their young. To this end let us
+teach our girls and our boys something of the essentials of a useful
+and a happy life, and teach them how to eliminate the non-essentials
+which waste their time and spirit.</p>
+
+<p>Who can best instruct the girl in what we may call the ethics of
+marriage? Her mother? Usually the mother's viewpoint is too personal.
+Her teacher? Most of her teachers are unmarried and know little more
+about the subject than she does herself. A specially selected married
+teacher? Perhaps, but only if she is a deep student of human nature
+and of marriage from a scientific standpoint.</p>
+
+<p>An ideal course for every girl somewhere before her education can be
+considered complete would cover &quot;woman's life&quot; as (1) industrial
+worker, (2) wife, (3) mother, (4) citizen, (5) civic force.</p>
+
+<p>Here, without undue &quot;dangling of the wedding ring,&quot; girls might study
+marriage as an important phase of woman's life. Such a course,
+simplified or elaborated to suit the circumstances of the girls who
+participate, might well be given in all girls' schools and colleges,
+in continuation schools, in settlement-house clubs and classes, in
+rural clubs and neighborhood centers. For, reduced to its simplest
+terms, marriage in the tenement rests upon the same principles as
+marriage in the mansion.</p>
+
+<p>Happily married, or happy unmarried, with her life work stretching
+before her, the girl enters upon her <a name="Page_240" id="Page_240"></a>heritage of work. We have
+trained her to be a homemaker, but we need feel no regret in regard to
+her training if she finds her life work in an office or a schoolroom
+or a hospital. She may never &quot;keep house,&quot; although we hope that she
+will some time help to make a home. But, whether she becomes a
+homemaker or not, a true understanding and appreciation of the value
+of the home and a knowledge of the principles underlying its
+maintenance will make her a broader woman and a better worker than she
+could otherwise be. In the home, or wherever she may be, she cannot
+fail to show the girls who are growing up about her what home means to
+her and what it means to the race. And in her hands we may safely
+leave the future of the home.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="Suggested_Readings" id="Suggested_Readings"></a><hr />
+<br />
+<h3><a name="Page_241" id="Page_241"></a>SUGGESTED READINGS<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<p class="cen"><span class="sc">General Books Which Introduce The Reader To The Larger Phases Of The
+Woman Movement</span></p>
+
+<p><span class="sc">Bru&eacute;re, Martha B.</span> and <span class="sc">Robert W.</span>
+ <i>Increasing Home Efficiency</i>. New York: Macmillan.</p>
+
+<p><span class="sc">Colquhoun, Mrs. A.</span> <i>The Vocations of Woman</i>. New York: Macmillan.</p>
+
+<p><span class="sc">Gilman, Charlotte Perkins.</span> <i>Women and Economics</i>. Boston: Small,
+Maynard &amp; Co.</p>
+
+<p><span class="sc">Key, Ellen.</span> <i>Love and Marriage</i>. New York: Putnam.</p>
+
+<p><span class="sc">Schreiner, Olive.</span> <i>Woman and Labor</i>. New York: Frederick A. Stokes Co.</p>
+
+<p><span class="sc">Spencer, Anna Garlin.</span> <i>The Challenge of Womanhood.</i></p>
+
+<p><span class="sc">Tarbell, Ida M.</span> <i>The Business of Being a Woman</i>. New York: Macmillan.</p>
+
+<br />
+<p>Some of these books are conservative, others very radical. They are
+recommended, not because the writer agrees with them, but because
+every mother and teacher who acts as a vocational counselor should
+know both conservative and radical points of view.</p>
+<br />
+
+<p class="cen">MORE DISTINCTLY VOCATIONAL BOOKS</p>
+
+<p><span class="sc">Bloomfield, Meyer.</span> <i>Readings in Vocational Guidance</i>. Boston: Ginn &amp;
+Co.</p>
+
+<p>The following articles in this book are especially recommended:</p>
+
+<blockquote><p>&quot;The Value, during Education, of the Life-Career Motive.&quot; By
+     <span class="sc">Charles W. Eliot.</span></p>
+
+<p>  &quot;Selecting Young Men for Particular Jobs.&quot; By <span class="sc">Herman Schneider.</span></p>
+
+<p>  &quot;The Permanence of Interests and Their Relation to Abilities.&quot; By
+     <span class="sc">Edward L. Thorndike.</span></p>
+
+<p>  &quot;Survey of Occupations Open to the Girl of Fourteen to Sixteen
+     Years of Age.&quot; By <span class="sc">Harriet Hazen Dodge.</span></p></blockquote>
+
+<p><span class="sc">Brewer, J.M.</span> <i>Vocational-Guidance Movement</i>. New York: Macmillan.</p>
+
+<p><span class="sc">Brewster, Edwin T.</span> <i>Vocational Guidance for the Professions.</i> Chicago:
+Rand McNally &amp; Co.</p>
+
+<p><a name="Page_242" id="Page_242"></a><span class="sc">Bureau Of Education</span>, Washington, D.C.</p>
+
+<span style="margin-left: 2em;"><i>Bulletin 1913, No. 17.</i> &quot;A Trade School for Girls.&quot;</span><br />
+<span style="margin-left: 2em;"><i>Bulletin 1914, No. 4.</i> &quot;The School and a Start in Life.&quot;</span><br />
+<span style="margin-left: 2em;"><i>Bulletin 1914, No. 14.</i> &quot;Vocational Guidance Association.&quot;</span><br />
+<span style="margin-left: 3em;">Papers presented at the organization meeting, October, 1913.</span><br />
+<br />
+<span style="margin-left: 2em;"><i>Annual Reports</i> of the Commissioner of Education:</span><br />
+<span style="margin-left: 3em;">1911, chapter viii, &quot;A School for Homemakers.&quot;</span><br />
+<span style="margin-left: 3em;">1914, chapter xiii, &quot;Education for the Home.&quot;</span><br />
+<span style="margin-left: 3em;">1915, chapter xii, &quot;Home Economics.&quot;</span><br />
+<span style="margin-left: 3em;">1915, chapter xiv, &quot;Home Education.&quot;</span><br />
+<span style="margin-left: 3em;">1916, chapter xvii, &quot;Education in the Home.&quot;</span><br />
+
+<p><span class="sc">Butler, Elizabeth Beardsley.</span> <i>Women and the Trades.</i> New York:
+Charities Publication Committee.</p>
+
+<p>&mdash;&mdash;&mdash;. <i>Saleswomen in Mercantile Stores.</i> New York: Survey Associates.</p>
+
+<p><span class="sc">Davis, Jesse Buttrick.</span> <i>Vocational and Moral Guidance.</i> Boston: Ginn &amp;
+Co.</p>
+
+<p><span class="sc">Department Of Commerce And Labor</span>, Washington, D.C.:</p>
+
+<span style="margin-left: 2em;"><i>Twenty-fifth Annual Report of the Commissioner of Labor.</i></span><br />
+<p style="margin-left: 3em;">Contains nineteen volumes on &quot;Condition of Women and Child
+     Wage-Earners in the United States.&quot; The most comprehensive
+     study of conditions of women in industry before the war.</p>
+
+<p class="noin" style="margin-left: 2em;"><i>Bulletin No. 175.</i> &quot;Summary of the Report on the Condition of
+        Women and Child Wage-Earners in the United States.&quot; Gives
+        in condensed form the findings in the nineteen volumes.</p>
+
+<p><span class="sc">Gowin And Wheatley.</span> <i>Occupations.</i> Boston: Ginn &amp; Co.</p>
+
+<p><span class="sc">Hollingworth, H.L.</span> <i>Vocational Psychology: Its Problems and Methods.</i>
+New York: D. Appleton &amp; Co.</p>
+
+<p><span class="sc">LaSelle</span> and <span class="sc">Wiley</span>.
+<i>Vocations for Girls.</i> Boston: Houghton Mifflin Co.</p>
+
+<p><span class="sc">Leake, Albert H.</span> <i>The Vocational Education of Girls and Women.</i> New
+York: Macmillan.</p>
+
+<p><span class="sc">McKeever, A.</span> <i>Training the Girl.</i> New York: Macmillan.</p>
+
+<p><span class="sc">Pressey, C. Park.</span> <i>A Vocational Reader.</i> Chicago: Rand McNally &amp; Co.</p>
+
+<span style="margin-left: 4em;">This book shows the teacher the kind of stories that can be
+        used for inspiration for grade-school girls.</span><br />
+
+<p><span class="sc">Puffer, J. Adams.</span> <i>Vocational Guidance</i>. Chicago: Rand McNally.&amp; Co.</p>
+
+<p><span class="sc">Women's Educational And Industrial Union Of Boston</span>:</p>
+
+<span style="margin-left: 4em;"><i>Vocations for the Trained Woman</i>.</span><br />
+<span style="margin-left: 4em;"><i>The Public Schools and Women in Office Service</i>.</span><br />
+
+<br />
+<br />
+<br />
+<br />
+<a name="The_Index" id="The_Index"></a><br />
+<br />
+<h3><a name="Page_243" id="Page_243"></a>THE INDEX<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<ul>
+<li>Acting as a preparation for homemaking, <a href="#Page_201">201</a></li>
+
+<li>Adolescent girl, <a href="#Page_130">130-150</a>. <i>See also</i> Girl</li>
+
+<li>Agriculture, possibilities in and qualifications for, <a href="#Page_173">173</a> ff.</li>
+
+<li>Arithmetic applied to household problems, <a href="#Page_114">114</a> ff.</li>
+
+<li>Art courses as education for homemaking, <a href="#Page_40">40</a>, <a href="#Page_118">118</a> f.</li>
+
+<li>Artist, work of, as a preparation for homemaking, <a href="#Page_201">201</a></li>
+
+<li>Arts and crafts, possibilities in and qualifications for, <a href="#Page_173">173</a></li>
+
+<li>Auburn, Washington, Central School, manual arts courses in, <a href="#Page_119">119</a> <br /><br /></li>
+
+
+<li>Bibliography, <a href="#Page_241">241</a> f.</li>
+
+<li>Bruère, Martha B., quoted, <a href="#Page_18">18</a>, <a href="#Page_51">51</a> f.</li>
+
+<li>Budgets, <a href="#Page_50">50</a> ff.</li>
+
+<li>Building problems, <a href="#Page_32">32</a> ff. <br /><br /></li>
+
+
+<li>Census, statistics regarding women in industry, <a href="#Page_151">151</a>, <a href="#Page_152">152</a>, <a href="#Page_153">153</a>, <a href="#Page_154">154</a></li>
+
+<li>Chapin, Dr., quoted, <a href="#Page_50">50</a> f.</li>
+
+<li>Child:
+  <ul>
+  <li>  imitative instinct as influencing training of, <a href="#Page_90">90</a>, <a href="#Page_102">102</a></li>
+  <li>  training for habits of industry, <a href="#Page_96">96</a> ff.</li>
+  <li>  training for self-control, <a href="#Page_93">93</a> ff.</li>
+  <li>  training for sympathy, <a href="#Page_90">90</a> f.</li>
+  <li>  training for unselfishness, <a href="#Page_95">95</a> f.</li>
+  <li>  training the little, <a href="#Page_86">86-101</a></li>
+  </ul>
+</li>
+
+<li>Church:
+  <ul>
+  <li>  as a means of betterment in the community, <a href="#Page_67">67</a></li>
+  <li>  girl influenced by, <a href="#Page_84">84</a> f.</li>
+  <li>  homemaking as influenced by, <a href="#Page_84">84</a> f.</li>
+  <li>  women and the, <a href="#Page_67">67</a></li>
+  </ul>
+  </li>
+
+<li>Citizenship, woman and, <a href="#Page_71">71</a> f.</li>
+
+<li>Clothing (<i>see also</i> Dress):
+  <ul>
+  <li>  problems of, in the home, <a href="#Page_57">57</a> ff.</li>
+  <li>  problems of, for the adolescent girl, <a href="#Page_139">139</a> ff., <a href="#Page_147">147</a> f.</li>
+  </ul>
+</li>
+
+<li>Community:
+  <ul>
+  <li>  church as a means of betterment in, <a href="#Page_67">67</a></li>
+  <li>  home, relation between, and, <a href="#Page_62">62</a> ff.</li>
+  <li>  working women, relation to, <a href="#Page_157">157</a> ff.</li>
+  </ul>
+</li>
+
+<li>Consolidated school, <a href="#Page_110">110</a></li>
+
+<li>Continuation schools, <a href="#Page_179">179</a> f.</li>
+
+<li>Cooking classes in grammar schools, <a href="#Page_110">110</a> f. <br /><br /></li>
+
+
+<li>Decoration of the home, <a href="#Page_40">40</a></li>
+
+<li>Department stores:
+  <ul>
+<li>  continuation schools in, <a href="#Page_179">179</a> f.</li>
+<li>  statistics concerning women employed in, <a href="#Page_180">180</a></li>
+  </ul>
+</li>
+
+<li>Dietetics, knowledge of, necessary to the homemaker, <a href="#Page_54">54</a> ff.</li>
+
+<li>Divorce, dangers of, <a href="#Page_82">82</a>, <a href="#Page_218">218</a>, <a href="#Page_220">220</a></li>
+
+<li>Doll's house as a means of teaching the child mechanics of housekeeping, <a href="#Page_102">102-121</a></li>
+
+<li>Domestic work:
+  <ul>
+  <li>  as a preparation for homemaking, <a href="#Page_196">196</a> f.</li>
+  <li>  as a vocation, possibilities in and qualifications for, <a href="#Page_185">185</a> f.</li>
+  </ul>
+</li>
+
+<li>Dress (<i>see also</i> Clothing):
+  <ul>
+  <li>  principles of selection, for the adolescent girl, <a href="#Page_139">139</a> ff.</li>
+  <li>  problems of, for the adolescent girl, <a href="#Page_139">139</a> ff., <a href="#Page_147">147</a> f.</li>
+  </ul>
+</li>
+
+<li>Dressmaking, possibilities in and qualifications for, <a href="#Page_171">171</a> f. <br /><br /></li>
+
+
+<li>Education:
+  <ul>
+  <li>  for homemaking, <a href="#Page_25">25</a> f.</li>
+  <li>  of women, effect on home life, <a href="#Page_8">8</a> ff.</li>
+  </ul>
+</li>
+
+<li>Educational agencies involved in "woman making," <a href="#Page_75">75-85</a></li>
+
+<li>Eugenics as influencing marriage, <a href="#Page_230">230</a> <br /><br /></li>
+
+
+<li>Factory work:
+  <ul>
+  <li>  as a preparation for homemaking, <a href="#Page_200">200</a> f.</li>
+  <li>  possibilities in and qualifications for, <a href="#Page_170">170</a> f.</li>
+  </ul>
+</li>
+
+<li>Father, characteristics of the ideal, <a href="#Page_23">23</a> f.</li>
+
+<li>Feeding problems in the home, <a href="#Page_53">53</a> ff.</li>
+
+<li>Financial knowledge necessary for homemaking, <a href="#Page_49">49</a> ff.</li>
+
+<li>Food production, possibilities in and qualifications for work in, <a href="#Page_175">175</a> ff.</li>
+
+<li>Food questions, study of, in schools, <a href="#Page_118">118</a></li>
+
+<li>Frederick, Mrs., quoted, <a href="#Page_18">18</a></li>
+
+<li>Furniture, principles governing selection of, <a href="#Page_42">42</a> <br /><br /></li>
+
+
+<li>Games, training afforded by, <a href="#Page_123">123</a> ff.</li>
+
+<li>Geography applied to household problems, <a href="#Page_116">116</a></li>
+
+<li>Gilman, Charlotte Perkins, quoted, <a href="#Page_56">56</a></li>
+
+<li>Girl:
+  <ul>
+  <li>  adolescent, <a href="#Page_130">130-150</a></li>
+  <li>  church's influence upon, <a href="#Page_84">84</a> ff.</li>
+  <li>  dress problems of the adolescent, <a href="#Page_139">139</a> ff., <a href="#Page_147">147</a> f.</li>
+  <li>  educational agencies involved in training the, <a href="#Page_75">75-85</a></li>
+  <li>  health of adolescent, methods of safeguarding, <a href="#Page_130">130</a> ff.</li>
+  <li>  inner life of, <a href="#Page_122">122-129</a></li>
+  <li>  plan for training adolescent, <a href="#Page_136">136</a> ff.</li>
+  <li>  school center of society of, <a href="#Page_129">129</a> ff., <a href="#Page_143">143</a> ff.</li>
+  <li>  teaching the mechanics of housekeeping to, <a href="#Page_102">102-121</a></li>
+  <li>  work of, <a href="#Page_151">151-217</a></li>
+  </ul>
+</li>
+
+<li>Grammar school, part played in vocational guidance, <a href="#Page_204">204</a> ff. <br /><br /></li>
+
+
+<li>Hall, G. Stanley, quoted, <a href="#Page_76">76</a></li>
+
+<li>Handwork, classification of, <a href="#Page_170">170</a> ff.</li>
+
+<li>Health of adolescent girl, methods of safeguarding, <a href="#Page_130">130</a> ff.</li>
+
+<li>Heating apparatus, <a href="#Page_35">35</a> f.</li>
+
+<li>High school, part played in vocational guidance, <a href="#Page_211">211</a> ff.</li>
+
+<li>Home:
+  <ul>
+  <li>  as a means of training for homemaking, <a href="#Page_81">81</a> ff.</li>
+  <li>  building problems in, <a href="#Page_32">32</a> ff.</li>
+  <li>  clothing problems in, <a href="#Page_57">57</a> ff.</li>
+  <li>  community, relation to, <a href="#Page_62">62</a> ff.</li>
+  <li>  decoration of, <a href="#Page_40">40</a></li>
+  <li>  establishing a, <a href="#Page_27">27-48</a></li>
+  <li>  feeding problems in, <a href="#Page_53">53</a> ff.</li>
+  <li>  furniture, principles governing selection of, <a href="#Page_42">42</a></li>
+  <li>  heating problems in, <a href="#Page_35">35</a> f.</li>
+  <li>  income in, apportionment of, <a href="#Page_50">50</a> ff.</li>
+  <li>  industrial revolution, effect of, on, <a href="#Page_7">7</a> ff.</li>
+  <li>  industries in, <a href="#Page_12">12</a> ff.</li>
+  <li>  labor-saving devices in, <a href="#Page_44">44</a> ff.</li>
+  <li>  running the domestic machinery, <a href="#Page_49">49-72</a></li>
+  <li>  servant question in, <a href="#Page_44">44</a> ff.</li>
+  <li>  site for, selection of, <a href="#Page_31">31</a> f.</li>
+  <li>  the ideal, <a href="#Page_18">18-26</a></li>
+  <li>  urban conditions as affecting, <a href="#Page_10">10</a> f.</li>
+  <li>  waste disposal in, <a href="#Page_37">37</a> ff.</li>
+  <li>  water supply in, <a href="#Page_36">36</a> f.</li>
+  <li>  women, effect of education of, on, <a href="#Page_8">8</a> ff.</li>
+  </ul>
+</li>
+
+<li>Homemaking:
+  <ul>
+  <li>  community problems in country and city affecting, <a href="#Page_28">28</a>, <a href="#Page_30">30</a></li>
+  <li>  dietetics, knowledge of, necessary to, <a href="#Page_54">54</a> ff.</li>
+  <li>  education for, <a href="#Page_25">25</a> f.</li>
+  <li>  educational agencies involved in training for, <a href="#Page_75">75-85</a></li>
+  <li>  financial knowledge necessary for, <a href="#Page_49">49</a> ff.</li>
+  <li>  home's influence in training for, <a href="#Page_81">81</a> ff.</li>
+  <li>  tasks suitable for the small child, <a href="#Page_109">109</a></li>
+  <li>  teacher's responsibility in training for, <a href="#Page_78">78</a>, <a href="#Page_80">80</a> f.</li>
+  <li>  the real business of woman, <a href="#Page_14">14</a> ff.</li>
+  <li>  vocations as affecting, <a href="#Page_194">194-202</a> (<i>see also</i> the specific vocations)</li>
+  </ul>
+</li>
+
+<li>Home work, school credit for, <a href="#Page_105">105</a> ff.</li>
+
+<li>Housekeeping:
+  <ul>
+  <li>  tasks suitable for the small child, <a href="#Page_109">109</a></li>
+  <li>  teaching the mechanics of, <a href="#Page_102">102-121</a></li>
+  </ul>
+</li>
+
+<li>Hygiene, study of, as a preparation for homemaking, <a href="#Page_120">120</a> <br /><br /></li>
+
+
+<li>Income, apportionment of, <a href="#Page_50">50</a> ff.</li>
+
+<li>Industrial revolution, effects of, on home life, <a href="#Page_7">7</a> ff.</li>
+
+<li>Industries (<i>see also</i> Vocations):
+  <ul>
+  <li>  in the home, <a href="#Page_12">12</a> ff.</li>
+  <li>  women in, Census statistics concerning, <a href="#Page_151">151</a>, <a href="#Page_152">152</a>, <a href="#Page_153">153</a>, <a href="#Page_154">154</a></li>
+  <li>  women's wage statistics, <a href="#Page_160">160</a></li>
+  </ul>
+</li>
+
+<li>Industry, teaching the child habits of, <a href="#Page_96">96</a> ff.</li>
+
+<li>Imitation, evils of, <a href="#Page_59">59</a> f.</li>
+
+<li>Imitative instinct, influence of, in training the child, <a href="#Page_90">90</a>, <a href="#Page_102">102</a> <br /><br /></li>
+
+
+<li>Labor-saving devices in the home, <a href="#Page_44">44</a> ff.</li>
+
+<li>Leominster, Massachusetts, a school lunch room, <a href="#Page_111">111</a></li>
+
+<li>Library work, possibilities in and qualifications for, <a href="#Page_189">189</a> f.</li>
+
+<li>Literary work as a preparation for homemaking, <a href="#Page_201">201</a> <br /><br /></li>
+
+
+<li>Marriage, <a href="#Page_218">218-240</a>
+  <ul>
+  <li>  age of, for women, <a href="#Page_152">152</a>, <a href="#Page_219">219</a> f.</li>
+  <li>  factors influencing, <a href="#Page_226">226</a> f.</li>
+  <li>  ideals of, <a href="#Page_226">226</a> f.</li>
+  </ul>
+</li>
+
+<li>Massachusetts plan of school credit for home work, <a href="#Page_106">106</a></li>
+
+<li>Millinery, possibilities in and qualifications for, <a href="#Page_172">172</a></li>
+
+<li>Montclair, New Jersey, school lunchroom, <a href="#Page_111">111</a></li>
+
+<li>Montessori materials as means of teaching habits of industry, <a href="#Page_98">98</a></li>
+
+<li>Mother (<i>see also</i> Woman):
+  <ul>
+  <li>  characteristics of the ideal, <a href="#Page_21">21</a> ff.</li>
+  <li>  community institutions, relation to, <a href="#Page_65">65</a> ff.</li>
+  <li>  school, duty to, <a href="#Page_65">65</a> ff.</li>
+  </ul>
+<br /></li>
+
+
+<li>Nearing, Scott, quoted, <a href="#Page_18">18</a></li>
+
+<li>Newark, New Jersey, Central High School, lunch room in, <a href="#Page_111">111</a></li>
+
+<li>New York City, Public School No. 7, model school home, <a href="#Page_113">113</a></li>
+
+<li>Nursing:
+  <ul>
+  <li>  as a preparation for homemaking, <a href="#Page_197">197</a> ff.</li>
+  <li>  possibilities in and qualifications for, <a href="#Page_190">190</a> f.</li>
+  </ul>
+<br /></li>
+
+
+<li>Occupations. <i>See</i> Vocations; <i>see also</i> the specific occupations</li>
+
+<li>Office work:
+  <ul>
+  <li>  as a preparation for homemaking, <a href="#Page_199">199</a></li>
+  <li>  possibilities in and qualifications for, <a href="#Page_180">180</a> ff.</li>
+  </ul>
+</li>
+
+<li>Oppenheim, quoted, <a href="#Page_120">120</a></li>
+
+<li>Oregon plan of school credit for home work, <a href="#Page_106">106</a> <br /><br /></li>
+
+
+<li>Physiology, study of, as preparation for homemaking, <a href="#Page_120">120</a></li>
+
+<li>Puffer, J. Adams, quoted, <a href="#Page_152">152</a>, <a href="#Page_155">155</a> <br /><br /></li>
+
+
+<li>Reading for the adolescent girl, <a href="#Page_146">146</a> f.</li>
+
+<li>Reform, woman's opportunities in, <a href="#Page_68">68</a>, <a href="#Page_70">70</a> f. <br /><br /></li>
+
+<li>Salesmanship:
+  <ul>
+  <li>  as a preparation for homemaking, <a href="#Page_200">200</a></li>
+  <li>  possibilities in and qualifications for, <a href="#Page_178">178</a> ff.</li>
+  </ul>
+</li>
+
+<li>School:
+  <ul>
+  <li>  art courses contributing to homemaking knowledge, <a href="#Page_118">118</a> f.</li>
+  <li>  consolidated, <a href="#Page_110">110</a></li>
+  <li>  continuation, <a href="#Page_179">179</a> f.</li>
+  <li>  cooking classes in, <a href="#Page_110">110</a> f.</li>
+  <li>  homemaking, duty to educate for, <a href="#Page_35">35</a>, <a href="#Page_47">47</a> f., <a href="#Page_76">76</a> ff.</li>
+  <li>  mothers' relation to, <a href="#Page_65">65</a> ff.</li>
+  <li>  sewing classes in grammar, <a href="#Page_110">110</a>, <a href="#Page_111">111</a> f.</li>
+  <li>  vocational guidance, responsibility in, <a href="#Page_167">167</a> ff., <a href="#Page_204">204</a> ff., <a href="#Page_211">211</a> ff.</li>
+  </ul>
+</li>
+
+<li>School credit for home work, <a href="#Page_105">105</a> ff.</li>
+
+<li>School gardens, <a href="#Page_108">108</a></li>
+
+<li>Schreiner, Olive, quoted, <a href="#Page_152">152</a></li>
+
+<li>Servant question, <a href="#Page_44">44</a> ff.</li>
+
+<li>Sewing classes in grammar schools, <a href="#Page_110">110</a>, <a href="#Page_111">111</a> f.</li>
+
+<li>Sex knowledge, instruction in, <a href="#Page_80">80</a>, <a href="#Page_128">128</a>, <a href="#Page_148">148</a> ff.</li>
+
+<li>Social work, possibilities in and qualifications for, <a href="#Page_191">191</a> ff.</li>
+
+<li>Society:
+  <ul>
+  <li>  school and playground center of girls', <a href="#Page_126">126</a> ff., <a href="#Page_143">143</a> ff.</li>
+  <li>  woman's place in, <a href="#Page_3">3-17</a></li>
+  </ul>
+</li>
+
+<li>Suffrage, <a href="#Page_71">71</a> <br /><br /></li>
+
+
+<li>Tarbell, Ida M., quoted, <a href="#Page_15">15</a></li>
+
+<li>Teacher:
+  <ul>
+  <li>  as a vocational guide, <a href="#Page_167">167</a> ff., <a href="#Page_204">204</a> ff., <a href="#Page_211">211</a> ff.</li>
+  <li>  homemaking, responsibility of, in training for, <a href="#Page_75">75</a> ff., <a href="#Page_78">78</a>, <a href="#Page_80">80</a> f.</li>
+  </ul>
+</li>
+
+<li>Teaching:
+  <ul>
+  <li>  as a preparation for homemaking, <a href="#Page_197">197</a> ff.</li>
+  <li>  possibilities in and qualifications for, <a href="#Page_188">188</a> f.</li>
+  </ul>
+<br /></li>
+
+
+<li>Urban conditions as affecting home life, <a href="#Page_10">10</a> f. <br /><br /></li>
+
+
+<li>Vocational guidance:
+  <ul>
+  <li>  considerations in, <a href="#Page_163">163</a> ff., <a href="#Page_194">194</a> ff.</li>
+  <li>  grammar school's part in, <a href="#Page_204">204</a> ff.</li>
+  <li>  high school's part in, <a href="#Page_211">211</a> ff.</li>
+  <li>  need for, <a href="#Page_161">161</a> f.</li>
+  <li>  object of, <a href="#Page_216">216</a></li>
+  <li>  school's part in, <a href="#Page_167">167</a> ff., <a href="#Page_204">204</a> ff., <a href="#Page_211">211</a> ff.</li>
+  <li>  teacher's part in, <a href="#Page_167">167</a> ff., <a href="#Page_204">204</a> ff., <a href="#Page_211">211</a> ff.</li>
+  </ul>
+</li>
+
+<li>Vocations (<i>see also</i> the specific vocations):
+  <ul>
+  <li>  as affecting homemaking, <a href="#Page_194">194-202</a></li>
+  <li>  choice of, considerations in, <a href="#Page_163">163</a> ff., <a href="#Page_194">194</a> ff.</li>
+  <li>  classification of, <a href="#Page_163">163-193</a></li>
+  <li>  determined by training, <a href="#Page_203">203-217</a></li>
+  <li>  distributing group, <a href="#Page_178">178-183</a></li>
+  <li>  producing group, <a href="#Page_169">169-177</a></li>
+  <li>  service group, <a href="#Page_184">184-193</a></li>
+  </ul>
+<br /></li>
+
+
+<li>Wage statistics, <a href="#Page_160">160</a></li>
+
+<li>Ward, Lester F., quoted, <a href="#Page_15">15</a></li>
+
+<li>Waste disposal, <a href="#Page_37">37</a> ff.</li>
+
+<li>Water supply, <a href="#Page_36">36</a> f.</li>
+
+<li>Womanhood, present-day ideals of, <a href="#Page_1">1-72</a></li>
+
+<li>Woman (<i>see also</i> Mother):
+  <ul>
+  <li>  and citizenship, <a href="#Page_71">71</a> f.</li>
+  <li>  as buyer, <a href="#Page_70">70</a> f.</li>
+  <li>  church, relation to, <a href="#Page_67">67</a></li>
+  <li>  community's relation to working, <a href="#Page_157">157</a> ff.</li>
+  <li>  education of, effect on home life, <a href="#Page_8">8</a> ff.</li>
+  <li>  in industry, Census statistics, <a href="#Page_151">151</a>, <a href="#Page_152">152</a>, <a href="#Page_153">153</a>, <a href="#Page_154">154</a></li>
+  <li>  marriage age <a href="#Page_152">152</a>, <a href="#Page_219">219</a> f.</li>
+  <li>  reform, opportunities in, <a href="#Page_68">68</a>, <a href="#Page_70">70</a> f.</li>
+  <li>  society, place in, <a href="#Page_3">3-17</a></li>
+  <li>  status of, views concerning, <a href="#Page_5">5</a> f.</li>
+  <li>  the real business of, <a href="#Page_14">14</a> ff.</li>
+  <li>  wage statistics, <a href="#Page_160">160</a></li>
+  </ul>
+</li>
+</ul>
+
+
+<br />
+<br />
+<br />
+<hr class="full" />
+<p>***END OF THE PROJECT GUTENBERG EBOOK VOCATIONAL GUIDANCE FOR GIRLS***</p>
+<p>******* This file should be named 15595-h.txt or 15595-h.zip *******</p>
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+The Project Gutenberg eBook, Vocational Guidance for Girls, by Marguerite
+Stockman Dickson
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+
+
+
+Title: Vocational Guidance for Girls
+
+
+Author: Marguerite Stockman Dickson
+
+Release Date: April 9, 2005  [eBook #15595]
+
+Language: English
+
+Character set encoding: ISO-646-US (US-ASCII)
+
+
+***START OF THE PROJECT GUTENBERG EBOOK VOCATIONAL GUIDANCE FOR GIRLS***
+
+
+E-text prepared by Audrey Longhurst, Jeannie Howse, and the Project
+Gutenberg Online Distributed Proofreading Team (https://www.pgdp.net)
+
+
+
+Note: Project Gutenberg also has an HTML version of this
+      file which includes the original illustrations.
+      See 15595-h.htm or 15595-h.zip:
+      (https://www.gutenberg.org/dirs/1/5/5/9/15595/15595-h/15595-h.htm)
+      or
+      (https://www.gutenberg.org/dirs/1/5/5/9/15595/15595-h.zip)
+
+
+
+
+
+
+    +-------------------------------------------------------+
+    |                                                       |
+    |                    OTHER VOCATIONAL                   |
+    |                     GUIDANCE BOOKS                    |
+    |                                                       |
+    |                 J. ADAMS PUFFER, Editor               |
+    |                                                       |
+    |   _VOCATIONAL GUIDANCE--THE TEACHER AS A COUNSELOR_   |
+    |                   By J. Adams Puffer                  |
+    |                                                       |
+    |                  _A VOCATIONAL READER_                |
+    |                   By C. Park Pressey                  |
+    |                                                       |
+    |       _VOCATIONAL GUIDANCE FOR THE PROFESSIONS_       |
+    |                By Edwin Tenney Brewster               |
+    |                                                       |
+    +-------------------------------------------------------+
+
+
+
+     "Vocational guidance seeks the largest realization of the
+     possibilities of every child and youth, measured in terms of
+     worthy service."
+
+
+[Illustration: Photograph by Brown Bros.
+CAMP FIRE GIRLS
+The lessons of patriotism, kindness, and industry taught by the Camp
+Fire Girls' organization make it a power for good]
+
+
+
+
+VOCATIONAL GUIDANCE FOR GIRLS
+
+by
+
+MARGUERITE STOCKMAN DICKSON
+
+Author of _From the Old World to the New_, _A Hundred Years of
+Warfare. 1689-1789_, _Stories of Camp and Trail_, _Pioneers and
+Patriots in American History_
+
+Rand Mcnally & Company
+Chicago New York
+
+1919
+
+
+
+
+
+
+THE CONTENTS
+
+                                                              PAGE
+A Foreword                                                     ix
+
+PART I. PRESENT-DAY IDEALS OF WOMANHOOD
+
+CHAPTER
+   I. WOMAN'S PLACE IN SOCIETY                                  3
+
+  II. THE IDEAL HOME                                           18
+
+ III. ESTABLISHING A HOME                                      27
+
+  IV. RUNNING THE DOMESTIC MACHINERY                           49
+
+
+PART II. GUIDING GIRLS TOWARD THE IDEAL
+
+   V. THE EDUCATIONAL AGENCIES INVOLVED                        75
+
+  VI. TRAINING THE LITTLE CHILD                                86
+
+ VII. TEACHING THE MECHANICS OF HOUSEKEEPING                  102
+
+VIII. THE GIRL'S INNER LIFE                                   122
+
+  IX. THE ADOLESCENT GIRL                                     130
+
+   X. THE GIRL'S WORK                                         151
+
+  XI. THE GIRL'S WORK (Continued)--CLASSIFICATION
+        OF OCCUPATIONS                                        163
+
+ XII. THE GIRL'S WORK (Continued)--VOCATIONS AS
+        AFFECTING HOMEMAKING                                  194
+
+XIII. THE GIRL'S WORK (Continued)--VOCATIONS
+        DETERMINED BY TRAINING                                203
+
+ XIV. MARRIAGE                                                218
+
+Suggested Readings                                            241
+
+The Index                                                     243
+
+
+
+
+A LIST OF THE PORTRAITS
+
+                                                              PAGE
+LOUISA M. ALCOTT                                              221
+
+RUTH MCENERY STUART                                           223
+
+LOUISE HOMER AND HER FAMILY                                   225
+
+MARGARET JUNKIN PRESTON                                       227
+
+COLONEL AND MRS. ROOSEVELT WITH MEMBERS OF THEIR FAMILY       229
+
+JULIA WARD HOWE AND HER GRANDDAUGHTER                         231
+
+CAROLINE BARTLETT CRANE                                       233
+
+ALICE FREEMAN PALMER                                          235
+
+AMELIA E. BARR                                                237
+
+
+
+
+A FOREWORD
+
+
+Fortunate are we to have from the pen of Mrs. Dickson a book on the
+vocational guidance of girls. Mrs. Dickson has the all-round life
+experiences which give her the kind of training needed for a broad and
+sympathetic approach to the delicate, intricate, and complex problems
+of woman's life in the swiftly changing social and industrial world.
+
+Mrs. Dickson was a teacher for seven years in the grades in the city
+of New York. She then became the partner of a superintendent of
+schools in the business of making a home. In these early homemaking
+years there came from the pen of Mrs. Dickson a series of historical
+books for the grades which have placed her among the leading
+educational writers of the country. During the long sickness of her
+husband she filled for a while two administrative positions--homemaker
+and superintendent of schools.
+
+Her three children are now in high school and are beginning to plan
+for their own life work. With the broad training of homemaker, wife,
+mother, teacher, writer, and administrator, Mrs. Dickson has the
+combination of experiences to enable her to introduce teachers and
+mothers to the very difficult problems of planning wisely big life
+careers for our girls.
+
+The book is so plainly and guardedly written that it can also be used
+as a textbook for the girls themselves in connection with civic and
+vocational courses. The only difficulty with the book for a text is
+that it is so attractively written on such vital problems that the
+student will not stop reading at the end of the lesson.
+
+J. ADAMS PUFFER
+
+
+
+
+     "Vocational guidance has for its ideal the granting to
+     every individual of the chance to attain his highest
+     efficiency under the best conditions it is humanly possible
+     to provide."
+
+
+
+
+PART I
+
+PRESENT-DAY IDEALS OF WOMANHOOD
+
+
+
+
+     "How to preserve to the individual his right to aspire, to
+     make of himself what he will, and at the same time find
+     himself early, accurately, and with certainty, is the
+     problem of vocational guidance."
+
+
+
+
+VOCATIONAL GUIDANCE FOR GIRLS
+
+
+CHAPTER I
+
+WOMAN'S PLACE IN SOCIETY
+
+
+Any scheme of education must be built upon answers to two basic
+questions: first, What do we desire those being educated to become?
+second, How shall we proceed to make them into that which we desire
+them to be?
+
+In our answers to these questions, plans for education fall naturally
+into two great divisions. One concerns itself with ideals; the other,
+with methods. No matter how complex plans and theories may become, we
+may always reach back to these fundamental ideas: What do we want to
+make? How shall we make it?
+
+Applying this principle to the education of girls, we ask, first: What
+ought girls to be? And with this simple question we are plunged
+immediately into a vortex of differing opinions.
+
+Girls ought to be--or ought to be in the way of becoming--whatever the
+women of the next generation should be. So far all are doubtless
+agreed. We therefore find ourselves under the necessity of restating
+the question, making it: What ought women to be?
+
+Probably never in the world's history has this question occupied so
+large a place in thought as it does to-day. In familiar discussion, in
+the press, in the library, on the platform, the "woman question" is an
+all-absorbing topic. Even the most cursory review of the literature
+of the subject leads to a realization of its importance. It leads also
+into the very heart of controversy.
+
+[Illustration: Photograph by Brown Bros.
+Suffrage parade in Washington. Women will parade or even fight for
+their rights]
+
+It is safe to say that no woman, in our own country at least, escapes
+entirely the unrest which this controversy has brought. Even the most
+conservative and "old-fashioned" of women know that their daughters
+are living in a world already changed from the days of their own young
+womanhood; and few indeed fail to see that these changes are but
+forerunners of others yet to come. They know little, perhaps, of the
+right or wrong of woman's industrial position, but "woman in industry"
+is all about them. They perhaps have never heard of Ellen Key's
+arraignment of existing marriage and sex relations, but they cannot
+fail to see unhappy marriages in their own circle. They may care
+little about the suffrage question, but they can hardly avoid hearing
+echoes of strife over the subject of "votes for women." And however
+much or little women are personally conscious of the significance of
+these questions, the questions are nevertheless of vital import to
+them all.
+
+The "uneasy woman" is undeniably with us. We may account for her
+presence in various ways. We may prophesy the outcome of her
+uneasiness as the signs seem to us to point. But in the meantime--she
+is here!
+
+Naturally both radical and conservative have panaceas to suggest. The
+radicals would have us believe that the question of woman's status in
+the world requires an upheaval of society for its settlement. Says
+one, the "man's world" must be transformed into a human world, with no
+baleful insistence on the femininity of women. It is the human
+qualities, shared by both man and woman, which must be emphasized. The
+work of the world--with the single exception of childbearing--is not
+man's work nor woman's work, but the work of the race. Woman must be
+liberated from the overemphasized feminine. Let women live and work as
+men live and work, with as little attention as may be to the accident
+of sex.
+
+Says another, it is the ancient and dishonored institution of marriage
+which must feel the blow of the iconoclast. Reform marriage, and the
+whole woman question will adjust itself.
+
+Says still another, do away with marriage. "Celibacy is the
+aristocracy of the future." Let the woman be free forever from the
+drudgery of family life, free from the slavery of the marriage
+relation, free to "live," to "work," to have a "career." Men and women
+were intended to be in all things the same, except for the slight
+difference of sex. Let us throw away the cramping folly of the ages
+and let woman take her place beside man.
+
+Not so, replies the conservative. In just so far as masculine and
+feminine types approach each other, we shall see degeneracy. Men and
+women were never intended to be alike.
+
+Thus we might go on. Without the radicals there would of course be no
+progress. Without the conservatives our social fabric would scarcely
+hold. Between the two extremes, however, in this as in all things,
+stands the great middle class, believing and urging that not social
+upheaval, but better understanding of existing conditions, is the
+world remedy for unrest; that not new careers, but better adjustment
+of old ones, will bring peace; that not formal political power, even
+though that be their just due, but the better use of powers that women
+have long possessed, is most needed for the betterment of mankind.
+
+It is not the province of this book to enter into controversy with
+either radical or reactionary, but rather to search for truth which
+may be used for adjusting to fuller advantage the relation of woman to
+society. First of all must be recognized the fact that the "woman
+movement" deserves the thoughtful attention of every teacher or other
+social worker, and indeed of every thoughtful man or woman. The
+movement can no longer be considered in the light of isolated surface
+outbreaks. It is rather the result of deep industrial and social
+undercurrents which are stirring the whole world.
+
+In our study of the modern woman movement, which as teachers in any
+department of educational work we are bound to make, the fact is
+immediately impressed upon us that home life has undergone marked
+changes. Conditions once favorable to the existence of the home as a
+sustaining economic unit are no longer to be found. New conditions
+have arisen, compelling the home, like other permanent institutions,
+to alter its mode of existence in order to meet them.
+
+Briefly reviewing the causes which have brought about these changes in
+home life, we find, first, the industrial revolution. A large number
+of the activities once carried on in the home have removed to other
+quarters. In earlier times the mother of a family served as cook,
+housemaid, laundress, spinner, weaver, seamstress, dairymaid, nurse,
+and general caretaker. The father was about the house, at work in the
+field, or in his workshop close at hand. The children grew up
+naturally in the midst of the industries which provided for the
+maintenance of the home, and for which, in part, the home existed. The
+home, in those days, was the place where work was done.
+
+With the invention of labor-saving machinery came an entire revolution
+in the place and manner of work. The father of the family has been
+forced by this industrial change to follow his trade from the home
+workshop to the mechanically equipped factory. One by one, many of the
+housewife's tasks also have been taken from the home. To-day the
+processes of cloth making are practically unknown outside the factory.
+Knitting has become largely a machine industry. Ready-made clothing
+has largely reduced the sewing done in the home. In the matter of
+food, the housekeeper may, if she chooses, have a large part of her
+work performed by the baker, the canner, and the delicatessen
+shopkeeper. Even the care of her children, after the years of infancy,
+has been partly assumed by the state.
+
+The home, as a place where work is done, has lost a large part of its
+excuse for being. Among the poorer classes, women, like their
+husbands, being obliged to earn, and no longer able to do so in their
+homes, have followed the work to the factory. As a result we have
+many thousands of them away from their homes through long days of
+toil. Among persons of larger income, removal of the home industries
+to the factory has resulted in increased leisure for the woman--with
+what results we shall later consider. Practically the only
+constructive work left which the woman may not shift if she will to
+other shoulders, or shirk entirely, is the bearing of children and, to
+at least some degree, their care in early years. The interests once
+centered in the home are now scattered--the father goes to shop or
+office, the children to school, the mother either to work outside the
+home or in quest of other occupation and amusement to which leisure
+drives her.
+
+[Illustration: Photograph by Brown Bros.
+Glove making. Women, like their husbands, have followed work to the
+factories]
+
+A second change in the conditions affecting home life is found in the
+increased educational aspirations of women. Once the accepted and
+frankly anticipated career for a woman was marriage and the making of
+a home. Her education was centered upon this end. To-day all this is
+changed. A girl claims, and is quite free to obtain, an education in
+all points like her brother's, and the career she plans and prepares
+for may be almost anything he contemplates. She may, or may not, enter
+upon the career for which she prepares. Marriage may--often
+does--interfere with the career, although nearly as often the career
+seems to interfere with marriage. Under the new alignment of ideals,
+there is less interest shown in homemaking and more in "the world's
+work," with a decided feeling that the two are entirely incompatible.
+
+[Illustration: Keystone View Co.
+Employees leaving the Elgin Watch Company factory. Thousands of women
+are away from their homes through long days of toil]
+
+The girl, educated to earn her living in the market of the world, no
+longer marries simply because no other career is open to her; when
+she does marry, she is less likely than formerly, statistics tell us,
+to have children--the only remaining work which, in these days,
+definitely requires a home. Marriage and homemaking, therefore, are no
+longer inseparably connected in the woman's mind. Girls are willing to
+undertake matrimony, but often with the distinct understanding that
+their "careers" are not to be interfered with. To them, then, marriage
+becomes more and more an incident in life rather than a life work.
+
+[Illustration: Photograph by Brown Bros.
+A typical tenement house. Congestion means discomfort within the home
+and decreasing possibility for satisfying there either material or
+social needs]
+
+A third disintegrating influence as affecting home life is the great
+increase of city homes. Urban conditions are almost without exception
+detrimental to home life. Congestion means discomfort within the home
+and decreasing possibility for satisfying there either material or
+social needs; while on every hand are increasing possibilities for
+satisfying these needs outside the home. Family life under such
+conditions often lacks, to an alarming degree, the quality of
+solidarity which makes the dwelling place a home. No longer the place
+where work is done, no longer the place where common interests are
+shared, the home becomes only "the place where I eat and sleep," or
+perhaps merely "where I sleep." The great increase of urban life
+during the last half century is thus a very real menace, and, since
+the agricultural communities constantly feed the towns, the menace
+concerns the country-as well as the city-dweller.
+
+[Illustration: Photograph by Brown Bros.
+In the cities there are increasing opportunities for satisfying
+material and social needs outside the home]
+
+Believing that for the good of coming generations the true home spirit
+must be saved, we shall do well to admit at once that the old-time
+home was an institution suited to its own day, but that we cannot now
+call it back to being. Nor would we wish to do so. There is no
+possible reason for wishing our women to spin, weave, knit, bake,
+brew, preserve, clean, _if_ the products she formerly made can be
+produced more cheaply and more efficiently outside the home.
+
+There is danger, however, of generalizing too soon in regard to these
+industries. There is little doubt that in some directions, at least,
+the factory method has not yet brought really satisfactory results.
+How many women can give you reasons _why_ they believe that it no
+longer "pays" to do this or that at home as they once did? Do the
+factories always turn out as good a product as the housekeeper? If
+they do, does the housekeeper obtain that product with as little
+expenditure as when she made it? If she spends more, can she show that
+the leisure she has thus bought has been a wise purchase? Is she
+justified in accepting vague generalizations to the effect that it is
+better economy to buy than to make, or should she test for herself,
+checking up her individual conditions and results?
+
+The fact is that the pendulum has swung away from the "homemade"
+article, and most of us have not taken the trouble to investigate
+whether we are benefited or harmed. It may be that investigation will
+show us that the pendulum has swung too far, and that, in spite of
+factories mechanically equipped to serve us, some work may be done
+much more advantageously at home. It is even possible, and in some
+lines of work we know that it is a fact, that homes may be
+mechanically equipped at very little cost to rival and even to
+outclass the factory in producing certain kinds of products for home
+consumption.
+
+Spinning, weaving, and knitting are doubtless best left in the hands
+of the factory worker. But, under present conditions, buying ready
+made all the garments needed for a family may be an expensive and
+unsatisfactory method if the elements of worth, wear, finish, and
+individuality are worthy of consideration, just as buying practically
+all foodstuffs "ready made" presents a complex and disturbing problem
+to the fastidious and conscientious housewife. There is at least a
+possibility that it would be as well for the home of to-day to retain
+or resume, systematize, and perfect some of the industries that are
+slipping or have already slipped from its grasp. It is possible to
+reduce some processes to a too purely mechanical basis.
+
+[Illustration: Keystone View Co.
+Linen-mill workers. Spinning and weaving, whether of cotton, linen,
+silk, or wool, are more satisfactorily done by factory workers than in
+the home]
+
+
+  A woman lived in our town who wasn't very wise.
+  She had a reputation for making homemade pies.
+  And when she found her pies would sell, with all her might and main
+  She opened up a factory, and spoiled it all again.
+
+Nonsense? Yes--but with a strong element of sense, nevertheless.
+
+Entirely aside, however, from the industrial status of the home,
+unless we are to see a practical cessation of childbearing and
+rearing, homes must apparently continue to exist. No one has yet found
+a substitute place for this particular industry. It is a commonly
+accepted fact that young children do better, both mentally and
+physically, in even rather poor homes than in a perfectly planned and
+conducted institution. And we need go no farther than this in seeking
+a sufficient reason for saving the home. This one is enough to enlist
+our best service in aid of homemaking and home support.
+
+From earliest ages woman has been the homemaker. No plan for the
+preservation of the home or for its evolution into a satisfactory
+social factor can fail to recognize her vital and necessary connection
+with the problem. Therefore in answer to the question "What ought
+woman to be?" we say boldly, "A homemaker." Reduced to simplest terms,
+the conditions are these: if homes are to be made more serviceable
+tools for social betterment, women must make them what they ought to
+be. Consequently homemaking must continue to be woman's
+business--_the_ business of woman, if you like--a considerable,
+recognized, and respected part of her "business of being a woman." Nor
+may we overlook the fact that it is only in this work of making homes
+and rearing offspring that either men or women reach their highest
+development. Motherhood and fatherhood are educative processes,
+greater and more vital than the artificial training that we call
+education. In teaching their children, even in merely living with
+their children, parents are themselves trained to lead fuller lives.
+
+"The central fact of the woman's life--Nature's reason for her--is the
+child, his bearing and rearing. There is no escape from the divine
+order that her life must be built around this constraint, duty, or
+privilege, as she may please to consider it."[1] It is the fashion
+among some women to assume that it is time all this were changed, and
+that therefore it will be changed. They look forward to seeing
+womankind released from this "constraint, duty, or privilege," and yet
+see in their prophetic vision the race moving on to a future of
+achievement. The fact, however, ignore it as we may, cannot be
+gainsaid: no man-made or woman-made "emancipation" will change
+nature's law.
+
+It was well that after centuries of repression and subjection woman
+sought emancipation. She needed it. But the wildest flight of fancy
+cannot long conceal the ultimate fact. Woman is the mother of the
+race. "The female not only typifies the race, but, metaphor aside, she
+_is_ the race."[2] Emancipation can never free her from this destiny.
+In the United States, where woman has the largest freedom to enter the
+industrial world and maintain herself in entire independence, the
+percentage of those who marry is higher than in the countries where
+woman is a slave. Ninety per cent of the mature women in our country
+become homemakers for a certain period, and probably over 90 per cent
+are assistant homemakers for another period of years before or after
+marriage.
+
+Any vocational counselor who fails to reckon first with the homemaking
+career of girls is therefore blind to the facts of life. All
+education, all training, must be considered in its bearing on the one
+vocation, homemaking. The time will come when the occupations of boys
+and men must likewise be considered in relation to homemaking, but
+that problem is not the province of this book.
+
+Women will bear and rear the children of the future, just as they have
+borne and reared the children of the past. But _under what
+conditions_--the best or those less worthy? And _what women_--again,
+the best or those less worthy? Has woman been freed from subjection,
+from an inferior place in the scheme of life, only to become so
+intoxicated with a personal freedom, with her own personal ambition,
+that she fails to see what emancipation really means? Will she be
+contented merely to imitate man rather than to work out a destiny of
+her own? We think not. When the first flush of freedom has passed, the
+pendulum will turn again and woman will find a truer place than she
+knows now or has known.
+
+Two obstacles to the successful pursuit of her ultimate vocation stand
+prominently before the young woman of to-day: first, the instruction
+of the times has imbued her with too little respect for her calling;
+second, her education teaches her how to do almost everything except
+how to follow this calling in the scientific spirit of the day. She
+may scorn housework as drudgery, but no voice is raised to show her
+that it may be made something else. With the advent of vocational
+guidance, vocational training of necessity follows close behind. And
+with vocational training must come a proper appreciation, among the
+other businesses of life, of this "business of being a woman."
+
+Must we then educate the girl to be a homemaker, and keep her out of
+the industrial life which has claimed her so swiftly and in which she
+has found so much of her emancipation? No, we could not, if we would,
+keep her from the outside life. We must rather recognize her double
+vocation and, difficult though it seem, must educate her for both
+phases of her "business." She will be not only the better woman, but
+the better worker, because of the very breadth of her vocational
+horizon.
+
+Training for homemaking, then, must go hand in hand with training for
+some phase of industrial life. Vocational guides must consider not
+only inclination and temperament, but physical condition and the
+supply and demand of the industrial world. They will consider the girl
+not merely as an industrial worker, but as a potential homemaker. They
+will, therefore, also study the effect of various vocations upon
+homemaking capabilities.
+
+How then shall the teaching of this double vocation be approached? How
+shall we, as teachers of girls, make them capable of becoming
+homemakers? How shall we make them see that homemaking and the world's
+work may go hand in hand, so that they will desire in time to turn
+from their industrial service to the later and better destiny of
+making a home? This book offers its contribution toward answering
+these questions.
+
+
+FOOTNOTES:
+
+[Footnote 1: Ida M. Tarbell, _The Business of Being a Woman_.]
+
+[Footnote 2: Lester F. Ward, _Pure Sociology_.]
+
+
+
+
+CHAPTER II
+
+THE IDEAL HOME
+
+
+That we may understand, and to some extent formulate, the problem
+which we would have girls trained to solve, we must of necessity study
+homes. What must girls know in order to be successful homemakers?
+
+A historical survey of the home leads us to the conclusion that
+although times have changed, and homes have changed, and indeed all
+outward conditions have changed, the spiritual ideal of home is no
+different from what it has always been. The home is the seat of family
+life. Its one object is the making of healthy, wise, happy, satisfied,
+useful, and efficient people. The home is essentially a spiritual
+factory, whether or not it is to remain to any degree whatever a
+material one. "Home will become an atmosphere, a 'condition in which,'
+rather than 'a place where,'" says Nearing in his _Woman and Social
+Progress_. "The home is a factory to make citizenship in," writes Mrs.
+Bruere.
+
+But although this spiritual significance of home has always existed,
+we are sometimes inclined to overlook the fact. Because conditions
+have changed, and because our external ideals of home have changed and
+are still changing, we fail to see that the foundation of home life is
+still unchanged.
+
+"I sometimes think that many women don't consciously know _why_ they
+are running their homes," says Mrs. Frederick, author of _The New
+Housekeeping_. We might add that many of those who do know, or think
+they know, are struggling to attain to purely trivial or
+fundamentally wrong ideals. It seems wise, then, for us to face at the
+outset the question "What is the ideal home?"
+
+[Illustration: Copyright by Keystone View Co.
+An attractive living room in which there is that atmosphere of peace
+so conducive to a happy family life]
+
+Laying aside all preconceived notions, and remembering that changes
+are coming fast in these days, let us look for the ideals which may be
+common to all homes, in city or country, among rich or poor.
+
+[Illustration: Photograph by Brown Bros.
+A well-arranged kitchen forms an important part of the smoothly
+running mechanism of the ideal home]
+
+First of all, the home must be comfortable, and its whole atmosphere
+must be that of peace. In no other way can the tension of modern life
+be overcome. This implies order and cleanliness, beauty, warmth,
+light, and air; but it implies far more. It means a home planned for
+the people who will occupy it, and so planned that father's needs, and
+mother's, and the children's, will all be met. What does each member
+of the family require of the house? A place to _live in_. And that
+means far more than eating and sleeping and having a place for one's
+clothes. There must be not only a place for everything, but a place
+for everybody in the ideal house. The boys who wish to dabble in
+electricity, the girls who wish to entertain their friends in their
+own way, the tired father who wishes to read his newspaper "in peace,"
+the younger children who want to pop corn or blow bubbles or play
+games, all must be planned for. There will be no room too good for
+use, and no furnishings so delicate that mother worries over family
+contact with them. There will be a minimum of "keeping up appearances"
+and a maximum of comfort and cheer. There will be little formal
+entertaining, but many spontaneous good times. In addition to being
+comfortable, the ideal home must be convenient. There will be places
+for things, and every appliance for making work easy.
+
+[Illustration: Photograph by Brown Bros.
+Contrast this old-fashioned kitchen with the modern one shown on the
+opposite page]
+
+The ideal mother, who is the mainspring of the smoothly running
+mechanism of the ideal home, will be scientifically trained for her
+position. Her "domestic science" will no longer be open to the
+criticism that it is not science at all, nor will she feel that her
+business is unworthy of scientific treatment. Always she will keep
+before her the object of her work--to make of her family, _including
+herself_, good, happy, efficient people. She will not be overburdened
+with housework, for overworked mothers have neither time nor strength
+for the higher aspects of their work. She will know how to feed
+bodies, but also how to develop souls. She will clothe her children
+hygienically, but she will teach them to value more the more
+important vestments of modesty and gentleness and courtesy. She will
+require obedience, but, as their years increase, the requirement will
+be less and less obedience to authority and more and more obedience to
+a right spirit within.
+
+[Illustration: Photograph by Brown Bros.
+The wise mother will teach her children the true value of work by
+making them wish to work with her]
+
+She will work for her children and will make them wish to work with
+her, teaching them the true value of work and sacrifice. She will play
+with them, for their pleasure and development, and she will also play,
+in her own way, for her own rejuvenation and her soul's good. She will
+study each member of her family as an individual problem, and,
+abandoning forever the idea of pressing any child's soul into the mold
+that she might choose, will rather strive to aid its growth toward its
+natural ideal. She will strive to hold and to be worthy of her
+children's confidence, that they may turn to her in those times that
+try their souls. But she will always respect the personal liberty of
+either child or husband to live his own life.
+
+She will interest herself in the interests of husband and children,
+that she may remain a vital factor in their lives; and she will make
+the home so delightful as to reduce to a minimum the scattering
+influences that tend to destroy home life. She will weave intangible
+but indestructible ties of affection, holding all together and to
+herself. She will keep her interest in the outside world, so that she
+may better prepare her children to live in it and may resist the
+narrowing influence of her enforced temporary withdrawal. She will
+take some part in civic work and social uplift, and, when her years of
+child rearing are ended, in the leisure of middle age she will return
+to the less circumscribed life of her youth, bending her matured
+energies to the world's work.
+
+The father of this ideal family will be first of all a man happy in
+his work. The plodding, weary slave to distasteful labor can be ideal
+neither as husband nor as father. Overworked fathers are quite as
+impossible in our scheme as overburdened mothers. In ideal conditions
+the father will have time, strength, and willingness to be more of a
+factor in the home life than he sometimes is at the present time. More
+than that, his early education will have included definite preparation
+for homemaking, so that his cooeperation will be intelligent and
+therefore helpful. He will know more than he does now about the cost
+of living and he will assist in making a preliminary division of the
+year's income upon an intelligent basis. He will recognize the
+necessity for equipment for the homemaking business and will
+contribute his share of thought and labor to improving the home plant.
+
+He will be a companion as well as adviser to his boys and girls and
+will retain their respect and love by his sympathetic understanding
+and his remembrance of the boy's point of view. In all his dealings
+with his children he will be careful that interference with his
+comfort and convenience or the wounding of his pride by their
+shortcomings does not obscure his sense of justice. He will be a
+student of child nature and will keep in view the ultimate good and
+usefulness of his child. He will regard his fatherhood as his greatest
+service to the state.
+
+[Illustration: Pals. The wise father will be companion as well as
+adviser to his children]
+
+The children reared by this ideal father and mother in their ideal
+home will grow as naturally as plants in a well-cared-for garden. With
+examples of courtesy and kindness, of cheerful work and
+health-producing play, ever before them in the lives of their parents,
+they may be led along the same paths to similar usefulness. Their
+educational problems will be met by the combined effort of teachers
+and parents, and natural aptitude as well as community needs will
+dictate the choice of their life work.
+
+That this ideal family is far removed from many families of our
+acquaintance merely proves the necessity of training for more
+efficient homemaking, and indeed for a better conception of homemaking
+ideals and problems. If we are to teach our girls and our boys to be
+homemakers, we must consider carefully what they need to know. If we
+are to counteract the tendencies of the past two or three decades away
+from homemaking as a vocation, we must show the true value of the
+homemaker to the community, and the opportunities which domestic life
+presents to the scientifically trained mind.
+
+Education for homemaking necessarily implies teachers who are trained
+for homemaking instruction; and we may pause here to notice that no
+homemaking course in normal school or college can be sufficient to
+give the teacher true knowledge of ideal homes. She must have seen
+such homes, or those which approximate the ideal. Perhaps she has
+grown up in such a home. More probably she has not. If not, it must
+then necessarily follow that the lower have been the ideals in the
+home where the teacher had her training, the more she should see of
+other homes, and especially of good homes. Her whole outlook may be
+changed by such contact; and with her outlook, her teaching; and with
+her teaching, her influence.
+
+If all girls grew up in ideal homes, it seems probable that homemaking
+would appeal to them quite naturally as the ultimate vocation. Indeed,
+we know that many girls feel this natural drawing, in spite of most
+unlovely conditions in their childhood homes. The task of mother,
+teacher, and vocational counselor (who may be either) in this matter
+is a complicated one. Some girls are not fitted by nature to be
+homemakers. Some may with careful training overcome inherent defects
+which stand in the way of their success. Some have the natural
+endowment, but have their eyes fixed on other careers. Some have
+unhappy ideals to overcome. The fact, however, confronts us that at
+some time in their lives a very large majority of these girls will be
+homemakers. It is the part of those who have charge of them in their
+formative years to do two things for them: first, to train them so
+that they may understand the tasks of the homemaker and perform them
+creditably if they are called upon; second, to teach all those girls
+who seem fitted for this high vocation to desire it, and to choose it
+for at least part of their mature lives.
+
+
+
+
+CHAPTER III
+
+ESTABLISHING A HOME
+
+
+Certain very definite attempts are being made in these days to meet
+the evident lack of homemaking knowledge in the rising generation. And
+since definiteness of plan lends power to accomplishment, we cannot do
+better than to analyze as carefully as possible the various lines of
+knowledge required by the prospective homemaker in entering upon her
+life work.
+
+What are the problems of homemaking? And how far can we provide the
+girl with the necessary equipment to make her an efficient worker in
+her chosen vocation?
+
+Country life and city life are apparently so far removed from each
+other as to present totally different problems to the homemaker and to
+the vocational educator of girls. And yet underlying the successful
+management of both urban and rural homes are the same principles of
+domestic economy and of social efficiency. The principles are there,
+however widely their application may differ. While we may wisely train
+country girls for country living, and city girls to face the problems
+of urban life, we must not lose sight of the fact that country girls
+often become homemakers in the city and that city girls are often
+found establishing homes in the country. Nor should we overlook the
+truth that some study of home conditions in other than familiar
+surroundings will broaden the girl's knowledge and fit her in later
+life to make conditions subservient to that knowledge.
+
+Both rural and urban homemakers must be taught to appreciate their
+advantages and to make the most of them. They must also learn to face
+their disadvantages and to work intelligently toward overcoming them.
+
+The country homemaker has no immediate need of studying the problems
+of congestion in population which menace the millions of
+city-dwellers. The country home has plenty of room and an abundance of
+pure air. Yet it is often true that country homes are poorly
+ventilated and that much avoidable sickness results from this fact.
+The country home is often set in the midst of great natural beauty,
+yet misses its opportunity to satisfy the eye in an artistic sense.
+Its very isolation is sometimes a cause of the lack of attention to
+its appearance to the passerby.
+
+The farmer's wife has an advantage in the matter of fresh vegetables,
+eggs, and poultry, but the city housekeeper has the near-by market and
+finds the question of sanitation, the preservation of food, and the
+disposal of waste far easier of solution.
+
+The city housewife is often troubled in regard to the source of her
+milk supply; the country-dweller has plenty of fresh milk, but
+frequently finds it difficult to be sure of pure water.
+
+The country homemaker often lacks the conveniences which make
+housekeeping easier; the city woman is often misled, by the ease of
+obtaining the ready-made article, into buying inferior products in
+order to avoid the labor of producing.
+
+The family in the farming community often has meager social life and
+lack of proper recreations; the city-dweller is made restless and
+improvident by an excess of opportunities for certain sorts of
+amusement.
+
+Thus each type of community has its own problems. But practically all
+of these problems fall under certain general heads which both city and
+country homemakers should consider as part of their education. The
+present turning of thought toward training in these directions is most
+promising for the homes of the future.
+
+[Illustration: Photograph by Brown Bros.
+A country home which, though set in the midst of natural beauty, yet
+fails to satisfy the eye in an artistic sense]
+
+[Illustration: Courtesy of Mrs. Joseph E. Wing
+In contrast to the illustration above, this home shows what a few
+artistic touches may do to enhance the natural beauty of the
+surroundings]
+
+It is one of the misfortunes of existing conditions that the city and
+the country are not better acquainted with each other. Scorn
+frequently takes the place of understanding. The town or village girl
+goes out to teach in the country school, knowing little of country
+living and less of country homes. It is difficult, if not impossible,
+for such a teacher to be an influence for good. Especially as she
+approaches the homemaking problem is she without the knowledge which
+must underlie successful work. It is important that the city girl
+under such conditions should make a special effort to study country
+life and country homes in a sympathetic, helpful spirit.
+
+Perhaps our analysis of homemaking problems can take no more practical
+form than to follow from its hypothetical beginning the making of an
+actual home.
+
+No more inspiring moment comes in the lives of most men and women than
+that in which the first step is taken toward making their first home.
+There is an instinctive recognition of the greatness of the occasion.
+But ignorance will dull the glow of inspiration and wrong standards
+will lead to wreck of highest hopes. Let us, therefore, be practical
+and definite and face the facts.
+
+A home is to be established. The first question is: Where? To a
+certain extent circumstances must answer this question. The character
+and place of employment of the breadwinner, the income, social
+relations already established, school, church, library, market, water
+and sanitary conditions, must all be considered. Yet even these
+regulating conditions must receive intelligent treatment. How many
+young homemakers have any definite idea as to what proportion of the
+income may safely be expended for shelter? How many can tell the
+relative advantages of renting and owning?
+
+[Illustration: Copyright by Keystone View Co.
+A tenement district. One of the greatest disadvantages in urban life
+is the overcrowding in tenement houses]
+
+Probably the first consideration in selection is likely to be whether
+the home is to be permanent or merely temporary. When the occupation
+is likely to be permanent, the greatest comfort and well-being will
+usually result from establishing early a permanent home; and this
+involves a long look ahead to justify the selection of a site. Not
+only must health and convenience be considered, but future questions
+relative to the expanding requirements of the homemakers and to the
+education and proper upbringing of a family as well. Then, too, young
+people must usually begin modestly from a financial standpoint, and
+they are therefore cut off from certain locations which they may
+perhaps desire and which they might hope to attain in later years. In
+the country, where the livelihood is often gained directly from the
+land, a new element enters into selection and must to some extent take
+precedence over others. Soil considerations aside, however, we have
+health, beauty, social environment, educational advantages, and
+expense to consider; and we should establish certain standards in
+these directions for our young people to measure by.
+
+Considerations of health must include not only climatic conditions,
+but questions of drainage, water supply, time and comfort of
+transportation to work, and the sanitary condition of the
+neighborhood.
+
+Prospective homemakers must learn, too, the value of reposeful
+surroundings and of some degree of natural beauty. They must recognize
+the value also of desirable social environment--that is, of such moral
+and intellectual surroundings as will be uplifting for the homemakers
+and safe for the future family. They will, it is hoped, learn that a
+merely fashionable neighborhood is not necessarily a desirable
+environment. The church, the school, the library, and proper
+recreation centers are also to be considered in one's social outlook.
+They are all distinctly worth paying for, as also is a good road.
+
+With the site selected, the great problem of building next confronts
+the homemaker. Here again the principles of selection should be
+sufficiently known to young people, boys and girls alike, to save them
+from the mistakes so commonly made and frequently so regretted.
+
+The people who can afford to employ an architect to design their homes
+are in a decided minority, and the only way to insure good houses for
+the less well-to-do majority is to see that the less well-to-do do not
+grow up without instruction as to what good houses are. The great
+tendency of the day in building is fortunately toward increased
+simplicity and toward a quality which we may call "livableness." This
+tendency we shall do well to fix in our teaching.
+
+In general, the good house is plain, substantial, convenient, and
+suited to its surroundings. Efficient housekeeping is largely
+conditioned by such very practical details as closets and pantries,
+the relative positions of sink and stove, the height of work tables
+and shelves, the distance from range to dining table, the ease or
+difficulty of cleaning woodwork, laundry facilities, and the like.
+Housekeeping is made up of accumulated details of work, and adequate
+preparation for comfort in working can be made only when the house is
+in process of construction.
+
+Not less are the higher and more abstract duties of the homemaker
+served by the kind of house she lives and works in. In a hundred
+details the homemaker should be able to increase the efficiency of the
+"place to make citizens in." A common mistake in building produces a
+house which adds to, rather than lessens, the burdens of its inmates.
+More often than not this is the result of a misapprehension of what
+houses are for.
+
+There are many large mansions in our villages and cities built for
+show and display of wealth in which no one will live today. These
+houses are being torn down and sold for junk. The modern home is built
+for one purpose only, a home.
+
+We must therefore teach our boys and girls that houses are for
+shelter, work, comfort, and rest, and to satisfy our sense of beauty,
+not to serve as show places nor to establish for us a standing in the
+community proportionate to the size of our buildings. We must teach
+them to measure their house needs and to avoid the uselessly ornate as
+well as the hopelessly ugly. We must teach them to consider ease of
+upkeep a distinctly valuable factor in building. But most of all must
+the homemaker be taught that the comfort and well-being of the family
+come first in the making of plans.
+
+Few persons possess sufficient originality to think out new and
+valuable arrangements for houses; therefore we must see that their
+minds are rendered alert to discover successful arrangements in the
+houses they are constantly seeing and to adapt these arrangements to
+their own needs. Unless their minds are awakened in this direction,
+the majority will merely see the house problem in large units,
+overlooking the finer points of detail which mean comfort or the
+opposite.
+
+I recall spending a considerable number of drawing periods in my
+grammar-school days upon copying drawings of houses. I recall that we
+became sufficiently conversant with such terms as front elevation,
+side elevation, and floor plan to feel that we were deep in technical
+knowledge. But I do not recall that anyone suggested any question as
+to the suitability of these houses for homes, or opened our minds to
+consideration of the fact that house building was a proper concern for
+our minds. It was merely a case in which educative processes failed to
+function. They do things better now in many schools. But we should not
+rest until all of our prospective homemakers have opportunity to
+obtain practical instruction in home planning and building.
+
+Matters pertaining to heating, ventilating, and plumbing are easily
+taught as resting upon certain definite, well-understood principles.
+Here the personal element is less to be considered, and scientific
+knowledge may be passed on with some degree of authority. Our courses
+in physics, chemistry, and hygiene can be made thoroughly practical
+without losing any of their scientific value. Especially in our rural
+schools should matters of this sort receive careful and adequate
+treatment. In times past it was considered inevitable that the
+country-dweller should lack the advantages, found in most city houses,
+of a plentiful supply of water, radiated heat for the whole house,
+proper disposal of waste, and arrangements for cold storage. We know
+now that these things are obtainable at less cost than we had
+supposed; and we know also that it is not lack of means, but lack of
+knowledge, which forces many to do without them. In many a farm home
+the doctor's bills for one or two winters would pay for installing
+proper systems of heat and ventilation. Everything that tends to
+increase the comfort and safety of home life must be taught, as well
+as everything that tends to lessen the labor of keeping a family
+clean, warm, and properly fed.
+
+Accurate figures should be obtained to set before the boys and girls
+who will be homemakers, showing the cost, in time, labor, and money,
+of running a heating plant for the house as compared with several
+stoves scattered about in the dwelling. To accompany these we must
+have more figures, showing the comparative time spent in doing the
+necessary work incidental to the operation of each type of apparatus.
+We must consider the comparative cleanliness of both types of heating
+plants, with their effect, first, upon the health of the family, and
+secondly, upon the amount of cleaning necessary to keep the house in
+proper condition. We must compare types of stoves with one other,
+hot-air, steam, and hot-water plants with one another, and various
+kinds of fuels, both as to cost and as to efficacy.
+
+The water question is one of real interest to both city-and
+country-dweller, although the chances are that the country-dweller
+knows less about his source of supply than the city-dweller can know
+if he chooses to investigate. The city-dweller should know whence and
+by what means the water flows from his faucet, if for no other reason
+than that he may do his part in seeing that the money spent by his
+city or town brings adequate return to the taxpayer. For the rural
+homemaker, of course, the problem usually becomes an individual one.
+
+[Illustration: Photograph by Brown Bros.
+A dangerous well. The rural homemaker must make sure that his water
+supply is at a safe distance from contaminating impurities]
+
+Is the water supply adequate? Is the water free from harmful bacteria?
+Is the source a safe distance from contaminating impurities? Are we
+obtaining the water for household and farm purposes without more labor
+than is compatible with good management? Is not running water as
+important for the house as for the barn? How much water does an
+ordinary family need for all purposes in a day? How much time does it
+take to pump and carry this quantity by hand or to draw it from a
+well? How much strength and nerve force are thus expended that might
+be saved for more important work? Does lack of time or strength cause
+the homekeeper to "get along" with less water in the house than is
+really needed? Is there any natural means at hand for pumping the
+water--any "brook that may be put to work," any gravity system that
+may be installed? If not, are there mechanical means available that
+would really pay for themselves in increased water, time, and comfort
+for all the family?
+
+[Illustration: Photograph by Brown Bros.
+Where water must be pumped and carried by hand much strength and
+nerve force are expended which might be kept for more important work]
+
+[Illustration: Photograph by Brown Bros.
+A "brook put to work" may be utilized in supplying water to a
+farmhouse]
+
+From a consideration of water supply we pass naturally to questions of
+the disposal of waste, and here again is found a subject too often
+neglected both in town and in rural communities. In the city the
+problems are not individual ones in the main, but rather questions of
+the best management and use of the public utilities concerned. Does
+the average city householder know what becomes of the waste removed
+from his door by the convenient arrival of the ash man, the garbage
+man, the rubbish man? Does he know whether this waste is disposed of
+in the most sanitary way? Does he consider whether it is removed in
+such a way as to be inoffensive and without danger to the people
+through whose streets it is carried? Does he know anything of the cost
+to the city of waste disposal? Is it merely an expense, and a heavy
+one, for him in common with other taxpayers to bear? Or is the
+business made to pay for itself? If not, is it possible to make it
+pay? Does any community make the waste account balance itself at the
+end of the year?
+
+[Illustration: Photograph by Brown Bros.
+An objectionable garbage wagon. Disposal of waste is a subject too
+often neglected both in urban and in rural communities]
+
+[Illustration: Photograph by Brown Bros.
+This new covered garbage wagon subjects the public to no danger]
+
+In the country, once more we face the individual problem rather than
+that of the community. Here proper provision for the disposal of waste
+often necessitates more knowledge of the subject than is possessed by
+the homemaker, or sometimes it requires the installation of apparatus
+whose cost seems prohibitive. A careful consideration of these matters
+will possibly disclose the fact that a smaller expenditure may
+accomplish the desired purpose. Or, if this is not true, it may be
+found that the end accomplished is worth the expenditure of what
+seemed a prohibitive sum. A water closet, for instance, has not only a
+sanitary but a moral value. We must somehow educate people to
+understand and to believe that the basis of family health and
+usefulness is proper living conditions, and that some system of sewage
+and garbage disposal is a necessary step toward proper living
+conditions. With the urban population these matters are removed from
+personal and immediate consideration, but every rural homemaker must
+face his own problems, with the knowledge that since his conditions
+are individual his solution must be equally his own.
+
+In the matters pertaining to decoration within the house as well as
+beautifying its surroundings, the country-and the city-dweller meet on
+equal terms. Their problems may differ in detail, but the principles
+to be studied are the same. Here our art courses must be made to
+contribute their share to the homemaker's training. We must strike the
+keynote of simplicity, both within and without, and must teach girls
+especially the value of carefully thought-out color schemes and
+decorating plans, to be carried out by different people in the
+materials and workmanship suited to their purses. They must learn that
+expense is not necessarily a synonym for beauty; they must know the
+characteristics of fabrics and other decorative materials; and they
+must be trained to recognize the qualities for which expenditure of
+money and effort are worth while.
+
+In the designing of school buildings nowadays close attention is paid
+to beauty of architecture, symmetry of form, convenience of
+arrangement, and durable but artistic furnishings. All unwittingly the
+child receives an aesthetic training through his daily life in the
+midst of attractive surroundings.
+
+Many of our rural schools are doing excellent work in teaching
+children to beautify the school grounds. Some, of them go farther and
+interest their pupils in attacking the problem of improving outside
+conditions at home. Every child whose mind is thus turned in the
+direction of attractive home grounds has unconsciously taken a step
+toward one branch of efficient homemaking. If it were possible to give
+pupils the foundation principles of landscape gardening, they might
+learn to see with a trained eye the problems they will otherwise
+attack blindly.
+
+[Illustration: An example of the newer architecture. An artistic
+approach to a school has a daily effect on the mind of the child]
+
+[Illustration: Photograph by Brown Bros.
+Rural school with flower bed. Many of the rural schools are doing
+excellent work in teaching children to beautify the school grounds]
+
+With the house built and ready for its furniture, the selection of the
+latter becomes both part of the scheme of decoration and part also of
+the domestic plans for securing comfort and inspiring surroundings.
+The same principles of beauty and utility, restfulness, comfort, and
+suitability, are called into requisition. The trained housewife will
+have an eye toward future dusting and will choose the less ornate
+articles. The same person, in her capacity as the mother of citizens,
+will see that chairs are comfortable to sit in, that tables and desks
+are the right height for work, that book cases and cabinets are
+sufficient in number and size to take care of the family treasures.
+She will use pictures sparingly and choose them to inspire. Perhaps,
+most of all, the woman with the trained mind will know how to avoid a
+superfluity of furniture in her rooms. She will be educated to the
+beauty of well-planned spaces and will not feel obliged to fill every
+nook and corner with chairs or tables or sofas or other pieces of
+furniture which merely "fill the space."
+
+[Illustration: Photograph by Brown Bros.
+An artistic living room. The principles of beauty and utility,
+restfulness, comfort, and suitability, must all be considered in the
+furnishing of a home]
+
+Before furnishing is considered complete, the housekeeper must take
+into account the matter of operating apparatus. Perhaps a large part
+of this important department of house equipment has been built into
+the house. The water system, the sewer connection or its substitute,
+and the lighting apparatus are already installed, so that the turn of
+a switch or a faucet, the pull of a chain, sets one or all to work for
+us. We are now to consider whether we shall buy a vacuum cleaner or a
+broom and dustpan; a washing machine and electric flatiron or the
+services of a washerwoman, or shall telephone the laundry to call for
+the wash. Shall we invest in a "home steam-canning outfit" at ten
+dollars, or make up a list for the retailer of the products of the
+canning factory? Shall we have a sewing machine, or plan to buy our
+clothing from "the store"?
+
+Once upon a time practically the only labor-saving device possible to
+the housekeeping woman was another woman. To-day many devices are
+offered to take her place. Our homemaker must know about them, and
+must compare their value with the older piece of operating machinery,
+the domestic servant. She must know what it costs to keep a servant,
+in money, in responsibility, and in all the various ways which cannot
+be reduced to figures.
+
+Already the pros and cons of the "servant question" have caused much
+and long-continued agitation. The woman of the future should be taught
+to approach the matter with a scientific summing up of the facts and
+with a readiness to lift domestic service to a standardized vocation
+or to abandon it altogether in favor of the "labor-saving devices" and
+the "public utilities." Certain of our home-efficiency experts assure
+us that all "industries in the home are doomed." If this is true, the
+domestic servant must of necessity cease to exist. Most persons,
+however, cannot yet see how "public utilities" will be able to do all
+of our work. We may send the washing out, but we cannot send out the
+beds to be made, the eggs to be boiled, or the pictures, chairs, and
+window sills to be dusted. The table must be set at home, and the
+dishes washed there, until we approach the day of communal eating
+places, which, as we all know, will be difficult to utilize for
+infants and the aged, for invalids, and for the vast army of those who
+are averse to faring forth three times daily in search of food. For a
+long time yet the domestic servant, _or her substitute_, will be with
+us, doing the work that even so great a power as "public utilities"
+cannot remove from the home.
+
+[Illustration: Photograph by Brown Bros.
+Contrast the bad taste displayed in the furnishing of this hopelessly
+inartistic room with the simplicity shown in that on page 43]
+
+At present there is much to indicate that the servant's substitute, in
+the form of various labor-saving devices, will eventually fill the
+place of the already vanishing domestic worker. Whether this proves to
+be the case will rest largely with these girls whom we are educating
+to-day. The pendulum is swinging rather wildly now, but by their day
+of deciding things it may have settled down to a steady motion so that
+their push will send it definitely in one direction or the other.
+
+There is no inherent reason why making cake should be a less honorable
+occupation than making underwear or shoes; why a well-kept kitchen
+should be a less desirable workroom than a crowded, noisy factory. But
+under existing conditions the comparison from the point of view of the
+worker is largely in favor of the factory. Among the facts to be faced
+by the homemaker who wishes to intercept the flight of the housemaid
+and the cook are these:
+
+  1. Hours for the domestic worker must be definite, as they are in
+     shop or factory work.
+
+  2. The working day must be shortened.
+
+  3. Time outside of working hours must be absolutely the worker's
+     own.
+
+  4. The worker must either live outside the home in which she
+     works, or must have privacy, convenience, comfort, and the
+     opportunity to receive her friends, as she would at home.
+
+In short, the houseworker must have definite work, definite hours, and
+outside these must be free to live her own life, in her own way, and
+among her own friends, as the factory girl lives hers when her day's
+work is done.
+
+That women are already awaking to these responsibilities is shown by
+the increasing number who choose the labor-saving devices in place of
+the flesh-and-blood machine. Many of these women will tell you that
+they make this choice to avoid the personal responsibility involved
+in having a resident worker in the house. There _is_ comfort in not
+having to consider "whether or not the vacuum cleaner likes to live in
+the country," or the bread mixer "has a backache," or the electric
+flatiron desires "an afternoon off to visit its aunt." It is the same
+satisfaction we feel in urging the automobile to greater speed
+regardless of the melting heat, the pouring rain, or the number of
+miles it has already traveled to-day. Perhaps the future will see
+machines for household work so improved and multiplied that we can
+escape altogether this perplexing personal problem of "the woman who
+works for us."
+
+Whether or not we escape this problem when we patronize the laundry,
+the bakeshop, the underwear factory, is a matter for further thought.
+To many it seems a simpler matter to face the problem of one cook, one
+laundress, than to investigate conditions in factory, bakery, and
+laundry, to agitate, to "use our influence," to urge legislation, to
+follow up inspectors and their reports, to boycott the bakery, to be
+driven into the establishment of a cooeperative laundry whether we will
+or no, in order to fulfill our obligations to the "women who work for
+us" in these various places. True, our duty to womankind requires that
+we do all these things to a certain extent so long as the public
+utilities exist, but with the multiplication of utilities to a number
+sufficient to do a large portion of our work, it would seem that women
+would be left little time for anything else than their supervision and
+regulation.
+
+Problems relating to the establishing of a home would once have been
+considered far from the province of the teacher in the public school.
+Formerly we taught our children a little of everything except how to
+live. Now we are realizing that the teacher should be a constructive
+social force. Living is a more complicated thing than it once was, and
+the school must do its share in fitting the children for their task.
+All these matters we have been considering--the selection of a home
+site, building, decorating, furnishing, sanitation, and all the
+rest--represent constructive social work the teacher may do, which, if
+she passes it by, may not be done at all. College courses should
+prepare the teacher for such work, but even the girl who is not
+college-trained will find, if she seeks it, help sufficient for her
+training. And the work awaits her on every hand.
+
+
+
+
+CHAPTER IV
+
+RUNNING THE DOMESTIC MACHINERY
+
+
+With a home established, the problems confronting the homemaker become
+those of administration. The "place for making citizens" is built and
+ready. The making of citizens must begin.
+
+One of the fundamental requisites for the efficient operation of the
+home plant is that the homemaker shall have a firm grasp upon the
+financial part of the business. To estimate the number of homes
+wrecked every year by lack of this economic knowledge is of course
+impossible; but you can call up without effort many cases in which
+this lack was at least a contributing element to the wreck.
+
+Keeping expenditures within the income is only the _ABC_ of the
+financial knowledge required, although, like other _ABC_'s, it is
+essential to the acquirement of deeper knowledge. It is not enough
+that the housekeeper merely succeeds in keeping out of debt. She must
+know what to expect in return for the money that she spends, and she
+must know whether or not she gets it. She must have definitely in mind
+the results she expects, and she must know why she spends for certain
+objects rather than for others.
+
+In the days of famine and fear, the individual was fortunate who had
+food, shelter, and a skin to wrap about his shivering shoulders. In
+these days it is not enough to have merely these things. Certain
+standards of civilized life must be met, and we shall find that it
+requires judgment and skill to apportion our funds properly.
+
+The common needs of civilized mankind are usually roughly classified
+as follows: food; shelter; clothing; operating expenses, including
+service, heat, light, water, repairs, refurnishing, and the general
+upkeep of the plant; advancement, including education, recreation,
+travel, charity, church, doctor, dentist, savings.
+
+The exact proportion of any income devoted to each of these is of
+course a matter conditioned by the needs of the particular family as
+well as by its tastes and desires. Figures are obtainable which throw
+light upon proportions found advisable in what are considered typical
+cases. We may learn the minimum amount of money which will feed a man
+in New York or in various other cities and towns. We may find
+estimates as to the prices of a "decent living" in various parts of
+the country. Home-economics experts will furnish us with figures which
+may be used as a basis for apportioning this amount among departments
+of household expenses. That the figures offered by these experts
+differ more or less widely need not disturb us. It is perhaps too
+early in such work for final authoritative estimates.
+
+The following apportionment is taken from Chapin's _The Standard of
+Living among Workingmen's Families in New York City_ and has to do
+with the minimum income required for normal living for a family of
+father, mother, and three children on Manhattan Island:
+
+     Food             $359.00
+     Housing           168.00
+     Fuel and light     41.00
+     Clothing          113.00
+     Carfare            16.00
+     Health             22.00
+     Insurance          18.00
+     Sundry items       74.00
+                      -------
+                      $811.00
+
+"Families having from $900 to $1,000 a year," concludes Dr. Chapin,
+"are able, in general, to get food enough to keep body and soul
+together, and clothing and shelter enough to meet the most urgent
+demands of decency." Regarding incomes below $900, he says, "Whether
+an income between $800 and $900 can be made to suffice is a question
+to which our data do not warrant a dogmatic answer."
+
+The two apportionments given below have been made by the federal
+government and concern the maintenance of a normal standard in two
+industrial sections of the country. In each case the family is assumed
+to be, as in Dr. Chapin's estimate,[1] made up of father, mother, and
+three children.
+
+                    Fall River,      Georgia and
+                       Mass.        North Carolina
+     Food            $312.00         $286.67
+     Housing          132.00           44.81
+     Clothing         136.80          113.00
+     Fuel and light    42.75           49.16
+     Health            11.65           16.40
+     Insurance         18.40           18.20
+     Sundry items      78.00           72.60
+                     -------         -------
+                     $731.90         $600.74
+
+These estimates do no more than suggest the minimum upon which the
+various items of living expense can be met and the proportion to each
+account. People who can do more upon their incomes than merely live
+must look farther for help.
+
+Mrs. Bruere in her _Increasing Home Efficiency_ offers the following
+as a minimum schedule[3] for efficient living:
+
+     Food         $  344.93
+     Shelter         144.00
+     Clothing        100.00
+     Operation       150.00
+     Advancement     312.00
+     Incidentals      46.85
+                    -------
+                  $1,097.78
+
+
+"When the income is over $1,200," Mrs. Bruere adds, "the family has
+passed the line of mere decency in living and entered the realm of
+choice. Their budget need not show how the entire income _must_ be
+spent, but how it may be spent to gain whatever special end the family
+has in view."
+
+That any estimated schedule for any income will fit exactly the needs
+of any family of father, mother, and three children in any given town
+in the United States no one supposes, but it is at least a basis upon
+which to work. And perhaps the main point from an educational
+standpoint is that it is a schedule at all.
+
+The happy-go-lucky, spend-as-you-go style of housekeeping does not
+constitute efficiency. The homemaking expert we are training will have
+a better plan. She will have been long familiar with the idea of
+apportioning incomes. She will have applied the tests of efficient
+decision to her personal income before she has to attack the problem
+of spending for a family. The ideal homemaker of the future will be a
+woman who has had a personal income, and preferably one that she has
+earned herself and learned how to spend before she enters upon
+matrimony and motherhood.
+
+By the less scientific plan of merely recording what one has spent,
+when the spending is over, it is more than likely that some
+departments of home expenditure will gain at the expense of others. If
+we can afford only $150 for rent, and we pay $200, it is evident that
+we must go without some portion of the food or clothing or advancement
+that we need. If we dress extravagantly, we must pay for our
+extravagance by sacrificing efficient living in some other direction.
+The budget is not entirely or even in large measure for the sake of
+saving, but rather for the sake of spending wisely. When women become
+as businesslike in the administration of home finances as they must be
+to succeed in business life, or as men usually are in their business
+relations, home administration will be placed upon a secure financial
+footing and will gain immeasurably in dignity thereby.
+
+Feeding and clothing a family are perhaps the fundamentals of the
+homemaker's daily tasks. And upon neither of them will the application
+of scientific principles be wasted. It is not enough that we merely
+set food before our families in sufficient quantity to appease the
+clamoring appetite. Children and adults may suffer from malnutrition
+even though their consumption of food is normal in quantity three
+times a day. No housewife is properly fitted for her task unless she
+has some knowledge of dietetics.
+
+[Illustration: Photograph by Brown Bros.
+Teaching housewives food values. No housewife in these days need lack
+the knowledge of dietetics which will fit her for her task]
+
+Many a notable housewife who has perhaps never even heard of dietetics
+has nevertheless a practical working knowledge of some or many of its
+principles. There are traditions among housewives that we should serve
+certain foods at the same meal or should cook certain foods together.
+Often these time-honored combinations rest upon the soundest of
+dietetic principles. On the other hand, many cooks feed their families
+by a hit-or-miss method which as often as not violates all the laws of
+scientific feeding, and which farmers long ago discarded in the
+feeding of their cows.
+
+[Illustration: Blackburn College students preparing dinner.
+Fortunately girls may study dietetics in the school that teaches them
+the law of gravity and the rules for forming French plurals]
+
+Fortunately the girl who so desires may now learn something of these
+feeding laws in the same school that teaches her the law of
+gravitation or the rules for forming French plurals. Fortunately,
+also, the girls of to-day seem inclined to undertake such study. It is
+not too much to expect that the girl of the future will be able to set
+before her family meals scientifically planned or food wisely and
+economically purchased, well cooked, and attractively served. Nor is
+it too much to expect that teachers will be able to do these things
+and to instruct others how to do them. That this ideal requires
+considerable and varied knowledge is clear at the outset. The serving
+of a single meal involves: (1) knowledge of food values, (2) skill in
+making a "balanced ration," (3) knowledge of market conditions, (4)
+skill in buying, with special reference to personal tastes and
+financial conditions, (5) knowledge of the chemistry of cooking, (6)
+skill in applying chemical knowledge, (7) skill in adapting knowledge
+of cooking to existing conditions, (8) knowledge of serving a meal and
+practice in service.
+
+The fact that a large proportion of deaths is directly due to
+digestive troubles is certainly food for thought. Such a statement
+alone would warrant action of some sort looking toward increased
+knowledge of food values and food preparation. It is not necessarily
+because people live upon homemade food that their digestions are
+impaired, as we so often hear stated nowadays, but because we have
+taken it for granted that, given a stove, a saucepan, and a spoon, any
+woman could instinctively combine flour, water, and yeast into food.
+There is little dependence upon instinct in producing the bread of
+commerce. Bakers' bread is scientifically made, no doubt; but there is
+no reason why the homemade article may not also be a product of
+science. And there will always be this difference between the baker
+and the housewife: the baker's profit must be expressed in dollars and
+cents, while that of the housewife will be represented in increased
+force and efficiency in the family that she feeds. With such differing
+ends in view, the processes and results of each must continue to
+differ as widely as we know they do at present.
+
+It is now some years since Charlotte Perkins Gilman wrote of woman's
+work:
+
+    Six hours a day the woman spends on food,
+          Six mortal hours!
+           *       *       *       *       *
+    Till the slow finger of heredity
+    Writes on the forehead of each living man,
+    Strive as he may: "His mother was a cook!"
+
+[Illustration: A Blackburn College student mixing bread. There is no
+reason why homemade bread may not be the product of science]
+
+Many women now doubtless spend less time on cooking than when Mrs.
+Gilman wrote; perhaps her scorn has borne fruit. But the implication
+that being a cook is unworthy loses all its force unless it can be
+shown that "his mother was _nothing but_ a cook." Even so, there are
+worse things one might be. It is true that women should not spend six
+hours out of the working day on merely one department of their
+household work. Yet the ill-fed family is out of the race for a place
+among the efficient. Let us then teach the coming woman to use less
+time, more science, and all the labor-savers there are available, and
+still accomplish the same, or perhaps better, results.
+
+That the question of clothing is equally fundamental, perhaps few of
+us will acknowledge. Yet we must not underrate its importance. Food
+furnishes the fuel with which to support the fires of life. Clothes,
+however, contribute not only to comfort and health, but to mental
+well-being and self-respect. So long as we mingle with our fellow men
+in civilized communities, raiment will continue to require "taking
+thought." That much of the feminine part of the population devotes an
+undue amount of thought to certain aspects of the clothing question we
+cannot deny. It is equally certain that many women, if not most women,
+devote too little thought to other phases of the problem.
+
+Present conditions seem to indicate that the average woman, of any
+class of society, places the "prevailing mode" first in her personal
+clothing problems. How to be "in style" absorbs much attention and
+time. Surely it is overshadowing other very important considerations
+relating to dress. When American women have awakened to the real
+importance of these considerations, we shall observe a better
+proportion in studying the clothes question.
+
+As a scientific foundation upon which to build her practical knowledge
+of how to clothe herself and her family, the girl of the future must
+be trained to an understanding of (1) the hygiene of clothes, (2) art
+expressed in clothes, (3) the psychology of clothes, (4) ethics as
+affected by clothes, (5) personality as expressed by clothes.
+
+There is no stage of life in which hygiene, art, psychology, and
+ethics do not apply to clothes. The practical knowledge built upon
+these as a foundation will guide the girl in choosing clothes which
+are suitable to the occasion for which they are designed, are not
+extravagant in either price or style, give good value for the money
+expended, express the individuality of the wearer, and exert an
+influence uplifting rather than the reverse upon the community at
+large.
+
+[Illustration: Class in dressmaking at Blackburn College. With women
+scientifically trained in the matter of clothing, we shall do away
+with much of the absurdity of dress]
+
+With such a girl, the fact that "they" are wearing this or that will
+be always a minor consideration. With women trained in matters of
+clothing, we shall no longer be confronted by the absurdity of
+identical styles for thick and thin, short and tall, middle-aged and
+young, rich and poor. We shall no longer see dress dominating, as it
+does to-day, the entire lives of thousands of women. From the woman of
+wealth who spends a fortune every season upon her wardrobe, all the
+way down the money scale to the young girl who strains every nerve and
+spends every cent she can earn to buy and wear "the latest style,"
+slavery to fashion is an evil gigantic in its proportions and
+far-reaching in its results.
+
+We have no right to interfere with the woman's instinct to make
+herself beautiful. Rather we should encourage it, and should carefully
+instruct her in her impressionable years as to what real beauty is. It
+is almost safe to say that at present the principle by which the
+modern woman is guided in deciding the great questions of feminine
+attire is imitation. Incidentally, we may remark that nobody profits
+by such a mistaken foundation except the manufacturer, who moves the
+women of the world about like pawns on a chessboard merely to benefit
+his business. The society woman brings the latest thing "from Paris."
+The large New York establishments sell to their patrons copies of
+"Paris models." The middle-class shops and the middle-class women copy
+the copies. The cheap shops and the poor women copy the copy of the
+copy. Every copy is made of less worthy material than its model, of
+gaudier colors, with cheaper trimmings, until we have the pitiful
+spectacle of girls who earn barely enough to keep body and soul
+together spending their money for garments neither suitable nor
+durable--sleazy, shabby after a single wearing, short-lived--yet for a
+few ephemeral minutes "up to date."
+
+How far this heartbreaking habit of imitation extends in the poor
+girl's life we can hardly say. She marries, and buys furniture,
+crockery, and lace curtains cheap and unsuitable, like her clothes,
+always imitations and soon gone, to be superseded by more of the same
+sort. What thoughtful woman desires to feel herself part of an
+influence which leads to so much that is insincere, uneconomical,
+wasteful both of raw material and of the infinitely more important
+material which makes women's souls? What teacher of young girls has a
+right to hold back from setting her hand against the formation of
+habits so undesirable?
+
+And what of the vast output of the factories which turn out cheap
+cloth, cheaper trimmings, imitations of silk, imitations of velvet,
+ribbons which will scarcely survive one tying, shoes with pasteboard
+soles, and all the other intrinsically worthless products which now
+find ready sale? When women have been educated to a standard of taste,
+of suitability, of quality, which will forbid the use of cheap
+imitations of elegant and costly articles, will not the world gain in
+bringing such factories to the making of products of real worth
+instead of their present output?
+
+The mother of the future will bring to bear upon the clothing question
+not only more knowledge, but more serious thought, than she does
+to-day. For the children she must provide comfortable, serviceable
+play clothes in generous quantity, that they may pursue their
+development unhampered in either body or mind. She must know the
+hygiene of childhood and the psychology of children's clothes. For the
+growing girls there must be a proper recognition of the growing
+interest in adornment, avoiding the Scylla of vanity on one hand and
+the Charybdis of unhappy consciousness of being "different from the
+other girls" on the other. For the sons there must be careful
+provision for the athletic life so dear to the boy, together with due
+recognition of the approaching dignities of manhood, with special care
+for the small details which mark the well-groomed man.
+
+As in the matter of the food supply, there must be knowledge of
+markets and skill in buying. And, as in that case, there should be
+knowledge of the process of transforming materials into the finished
+product. Processes involving a great degree of technical skill, such
+as the tailor's art, the average woman will not attempt; but the
+simpler forms of garment making present no special difficulty to
+those who wish to try them or who find it expedient to do so.
+
+[Illustration: Photograph by Brown Bros.
+Buying clothing ready made. The question of buying clothing ready
+made or of making it will find individual solution according to means,
+inclination, and ability]
+
+A wholesale assumption that it is only a question of a short time
+before all garment making will be done in the factory is probably
+without warrant. We read again and again of late, "The day of buying
+instead of making _is here_! We may like it or not like it, but the
+fact remains, _it is here_!" And then we look all about us, and find
+that the day is apparently not here for at least several thousands of
+people of whom we have personal knowledge. That discovery gives us
+courage to look farther. We find paper-pattern companies flourishing;
+dress goods selling in the retail departments as they have always
+sold; seamstresses fully occupied; and we conclude that for some time
+yet the question of buying or making will find individual solution,
+according to means, inclination, and ability. What we wish to guard
+against in the upbringing of our future mothers is the necessity of
+buying because of a lack of the ability to make. The woman trained to
+a knowledge of the making of garments is the only woman who can
+intelligently decide the question for her own household. The others
+are forced to a decision by their own limitations.
+
+[Illustration: Photograph by Brown Bros.
+In a community preserving kitchen questions of food supply may
+sometimes be solved and community interests unified]
+
+Passing from the elemental needs, shelter, warmth, food, and clothing,
+we enter upon the most complex of woman's duties--adjustment of her
+home to community conditions and provision for her family's share in
+community life. That these more abstract problems frequently overlap
+the concrete ones already enumerated need not be said. It is
+impossible, even if we so desire, to live "to ourselves alone." We
+shall undoubtedly stand for something in the community, whether
+consciously or otherwise. If it were given us to know the extent of
+our influence, we should probably be appalled at the crossing and
+recrossing of the lines emanating from our daily lives.
+
+In some households there are definite aims in the direction of
+community life. These differ widely. In many the question seems to be
+entirely, "What can I get from the community?" in some, "What can I
+give?" in a few, "What can I share?" Of the three, the last is without
+doubt the one which contributes most to community well-being.
+
+[Illustration: Photograph by Brown Bros.
+A community Christmas tree. Even the younger children may be given
+the opportunity to take part in community work]
+
+The ordinary family of necessity touches community life at one time or
+another at certain well-defined points. The efficient homemaker must
+therefore make intelligent provision for these points of contact with
+the community.
+
+Church and charity organizations have always been recognized in
+American life as community matters and have provided community meeting
+places and community work. Through them, especially in earlier days,
+women often found their only common activities. The school furnished
+the same common ground for the children. In the present time of
+multiplied activity these organizations still stand in the foreground.
+In them, both young and old find perhaps their best opportunity for
+"team work."
+
+A parish in which all pull together is perhaps as rare as a school in
+which every child truly desires to learn. Yet neither is beyond the
+possibilities. To keep each family in a proper attitude toward these
+community institutions is part of the homemaker's work--and a delicate
+task it often is. It is not enough for a mother to adopt a cast-iron
+policy of indiscriminate approval of pastor or teacher, although that
+is often recommended. Do you remember your resentment as a child of
+the inflexible judgment "The teacher _must_ be right"? Really there is
+no "must" about it, and the child knows that as well as we. The
+mother, therefore, who is able to review the matter in dispute calmly,
+justly, and withal sympathetically, and who indorses the teacher's
+action after such review, is a better conserver of the public peace
+than the prejudging mother.
+
+Or suppose she fails to indorse the teacher's course. We have always
+been led to expect that this failure ruins forever the teacher's
+influence with the child. There are some of us, however, who doubt the
+immediate destruction of a wise influence, even if we should say, "No,
+I do not think I should have punished you in just that way. But
+perhaps you have not told me all that occurred. Or perhaps you
+overlook the fact that you had annoyed Miss ---- until, being human
+like the rest of us, she lost her temper. Is it fair for you to treat
+your teacher in such a way that you cause her to lose her
+self-control?" It is usually possible for the wise mother to turn her
+fire upon the child's own error without outraging the childish sense
+of justice by indorsing something which does not really deserve
+indorsement.
+
+There is, perhaps, no way in which the mother of a family can do so
+much for the community institutions as by keeping up her own interest
+in them and thus stimulating the other members of the family to a
+willingness to do their part in the work of uplift. Where everybody is
+really interested and working, the first great stumbling block in the
+way of public enterprises has already been surmounted.
+
+In the case of the school, however, the well-trained mother will find
+additional work to do. We who have been teachers know how vainly we
+have sought for intimate acquaintance on the part of parents with the
+school. And we who have been mothers know something of the
+difficulties in the way of gaining such intimate acquaintance. In
+spite of, or perhaps because of, my long years of schoolroom
+experience, I am quite unable to conquer my reluctance to knock at a
+classroom door. There is an aloofness about being a school visitor
+which most mothers feel and few enjoy. However, it is possible to gain
+so much of sympathetic understanding by persistent visiting that I
+have found it worth while to disregard my reluctance.
+
+So often we hear mothers say, "I try to visit school at least once
+each year." I wonder if they ever think of that one visit as an
+injustice to the teacher? Suppose that, as is quite probable, the
+visitor arrives at an inopportune moment, finding the children in the
+midst of work which won't "show off," or the air heavy with the
+echoes of a disciplinary encounter, or the children restless as the
+session draws to a close, or dull and listless from the heat of an
+unusually hot day. What the visitor needs to do is not to visit once a
+year, but to get acquainted with the school as she does with her
+next-door neighbor or her mother-in-law. Having done this, she may
+attend the meetings of the parent-teacher association with a
+consciousness of knowing something of the problems to be met and
+solved. Until she has formed such acquaintance she deals with unknown
+quantities and is therefore in danger of erroneous conclusions.
+
+[Illustration: Mothers visiting a school garden. Mothers need to
+visit the schools often in order to know something of the problems to
+be met and solved by the teachers]
+
+It is interesting to see how completely both teacher and pupils take
+to their hearts the mother who really does get acquainted them. How
+easy it is to appeal to her for advice and help; and what a sense of
+familiar ownership she comes to have in the school. It is no longer
+merely "what my child is learning" or whether "my children are getting
+what they ought to get in school," but rather "what _we_ are doing in
+our school."
+
+The activities of women in the church usually follow along well-worn
+paths. The women help as they have always helped by their attendance
+at service, by their ladies' aid society or guild, by their missionary
+society, and by their aid to the poor of the town. Many struggling
+churches depend almost solely upon their women's work for support.
+That the woman whose problems we are studying should enter upon her
+church duties armed with wisdom is quite as necessary as that she
+should be earnest and enthusiastic. The church is not primarily a
+neighborhood social center. It is first of all a means for spiritual
+uplift. It must not, in a multiplicity of humanitarian activities,
+lose its character of spiritual guide. Its women will therefore be
+animated by a spiritual conception of the church and will base their
+activities in church work upon such a conception. The church built
+upon such a foundation will be foremost among local forces devoted to
+community service and will be a true force in the individual lives of
+its people. The women of the church need to use the church as an
+effective instrument for community betterment--not merely material
+welfare, but actual increase in spiritual worth. Perfunctory church
+attendance has little part in such a program. It calls rather for
+intelligent understanding of church problems and an application of
+spiritual ideals to everyday life.
+
+Outside the organizations common to all communities the homekeeper
+finds that she must keep in touch with her particular neighborhood
+through its social life. It is here that her children are growing up,
+here that they find their friends, here that they give and take
+knowledge of themselves, of people, of ways to enjoy life and to meet
+its problems. Here perhaps they will find their life mates and will
+start out to be homemakers themselves. The mother of a family must
+know her community thoroughly. She must do her share toward making it
+a safe place and a pleasant place in which her children and other
+children may grow up, and in which she and her husband, other women
+and their husbands, may spend their lives. The mother who knows her
+children's friends, who makes them welcome at her house, who "gets
+acquainted" with their qualities good and bad, who is a "big sister"
+to them all, will not find herself shut out from her children's social
+life. If all the mothers were "big sisters" and all the fathers were
+"big brothers," neighborhood society would be a safer thing than it
+sometimes is.
+
+Nor should all the social life center about the young people. The
+woman's club, the village improvement society, the men's civic league,
+all have their places. Club life will menace neither the man nor the
+woman whose first interest is the home; and every man and woman needs
+the stimulus of contact with other minds.
+
+[Illustration: Photograph by Brown Bros.
+A road in DeKalb, Illinois, before improvements were made. Through
+the agency of improvement societies, homemakers may often bring about
+community reforms]
+
+[Illustration: Photograph by Brown Bros.
+The same road after repairs were made through the efforts of members
+of the community]
+
+Sometimes it will happen that the homemaker finds work to be done in
+the line of community reform. Perhaps the roads are out of repair, or
+the cemetery is neglected, or the school building insanitary. Perhaps
+the water supply is not properly guarded, or milk inspection not
+thoroughly looked after. Perhaps industrial conditions in the town are
+not what they should be. Perhaps laws are not being enforced. New
+conditions require new laws. There may be loafing places on streets
+and in stores which are dangerous. The billiard halls may need a
+thorough moral cleaning and a moral man placed in charge. The public
+dance halls may need proper chaperonage. The moving pictures need
+state and national censorship to eliminate the careless suggestions
+leading toward both vice and crime. The homemaker must know under such
+circumstances how to stir public opinion, how to make use of her
+existing organizations, how to set on foot the various movements
+necessary for reform.
+
+In connection with the subject of the homemaker's place in the
+community we must return to the thought of woman as the buyer for the
+home and of her consequent influence upon the economic standards of
+the community. It is not unusual in these days to read or hear such
+statements as the following: "The woman was no longer producer and
+consumer.... She became the consumer and her entire economic function
+changed.... The housewife is the buying agent for the home." Like many
+statements in regard to woman and her function, this seems overdrawn,
+since woman in her capacity as homemaker is still a producer as well
+as a consumer in thousands of cases. That she will become,
+economically, _merely_ a buying agent, some of us not only doubt, but
+should consider a certain misfortune, should it occur. The fact
+remains, however, that as buyer of both raw materials and finished
+products the woman spends a very large percentage (some say
+nine-tenths) of the money taken in by the retail merchants of the
+country. This gives, or should give her, a commanding position in the
+producing world. If the women of America should definitely decide
+to-day that they would buy no more corn flakes, or mercerized crochet
+cotton, or silk elastic, the factories now so busy turning out these
+products would be shut down to-morrow until they could be converted to
+other uses. Women often fail to realize their power in this
+direction. When they do realize it, they are able to accomplish
+quietly all sorts of reforms in the mercantile and industrial worlds.
+There need be no crusade against adulterated foods other than real
+education and the refusal of homemakers to buy from merchants who
+carry them in stock. The same remedy will apply to overworked and
+underpaid workers, to insanitary shops and factories. That it is the
+woman's duty to control these matters is a necessary conclusion when
+we consider her power as the "spender of the family income." Who else
+has this power as she has it?
+
+We have already noted how this power might be used to regulate not
+only the quality but the character of products in the factories. If
+women merely passed by the outlandish hats, the high heels, the hobble
+skirts, of fashion, their stay would necessarily be short. The woman,
+therefore, _if she choose_, is absolutely the controller of production
+along most lines of food and raiment. That she shall use this
+controlling power wisely is one of her obligations. And to meet the
+obligation she must be wisely trained.
+
+It would seem that the homemaker, as we have conceived her, has a part
+in most of the concerns of the community. We speak of "woman and
+citizenship." To many this means, perhaps, "woman and suffrage." Woman
+in politics is already an accomplished fact in fourteen western
+states. Suffrage has been granted her in the state of New York. That
+her political influence will widen seems a foregone conclusion. She
+must therefore be prepared for real service in civic concerns. Women
+have already applied their housecleaning knowledge and skill to the
+smaller near-by problems of civic life. As time goes on they must
+render the same service to state and nation.
+
+We shall soon see nation-wide "votes for women," in our own country,
+at least. But whether we do or not, or until we do, woman and
+citizenship are, as they have always been, closely linked together. In
+every community relation the homemaker is the good, or indifferent, or
+bad citizen; and in every home relation she is the citizen still, and,
+more than that, the mother of future citizens.
+
+In spite of the "uneasy women" who feel that the home offers
+insufficient scope for their intellectual powers, the executive
+ability required to run a home smoothly and well is of no mean order.
+"This being a mother is a complicated business," as one mother of my
+acquaintance expresses it. Can we afford to have homemaking underrated
+as a vocation, to be avoided or entered into lightly, often with
+neither natural aptitude nor training to serve as guide to the
+"complications"? It would seem not. We must then consider "guidance
+toward homemaking" as a necessary part of a girl's education and as a
+possible solution of the home problems on every hand.
+
+We have thus far in this book concerned ourselves with making plain
+our ideal of girlhood and womanhood and with considering the problems
+which our girl and woman, when we have done our best to prepare her,
+will have to meet. We have thus far not concerned ourselves with the
+questions of how, when, and where the work of preparation is to be
+done. A clear vision of the end to be attained, not obscured by
+thought of the means used in reaching it, seems a necessity. From this
+we may pass on to careful, detailed consideration of agencies and
+methods. Knowing what we desire our girls to be, we may enlist all the
+forces which react upon girls to make them into what we desire.
+
+
+FOOTNOTES:
+
+[Footnote 3: No studies of present-day conditions are available. The
+proportion spent for food, clothing, etc., will remain nearly the
+same. It is safe to multiply the above estimates by two to obtain the
+actual cost of living in the year 1919.]
+
+
+
+
+PART II
+
+GUIDING GIRLS TOWARD THE IDEAL
+
+
+
+
+     "A vocational guide is one who helps other people to find
+     themselves. Vocational guidance is the science of this
+     self-discovery."
+
+
+
+
+CHAPTER V
+
+THE EDUCATIONAL AGENCIES INVOLVED
+
+
+The three agencies most vitally concerned in this problem of "woman
+making" are necessarily the home, the church, and the school--the home
+and the church, because of their vital interest in the personal
+result; the school, because, whatever public opinion has demanded,
+schools have never been able to turn out merely educated human beings,
+but always boys and girls, prospective men and women. And so they must
+continue to do. Nature reasserts itself with every coming generation.
+This being so, we must continue to "make women." If we desire to make
+homemaking women, the most economical way to accomplish this is to use
+the already existing machinery for making women of some sort. We
+cannot begin too soon, nor continue our efforts too faithfully. The
+school cannot leave the whole matter to the home, nor can the home
+safely assume that the "domestic science" course or courses will do
+all that is needed for the girl. Being a woman is a complex,
+many-sided business for which training must be broad and
+long-continued.
+
+The teacher has perhaps scarcely realized her responsibilities or her
+opportunities in this matter. For years, and in fact until very
+recently, the whole tendency in education for girls has been toward a
+training which ignores sex and ultimate destiny. The teachers
+themselves were so trained and are therefore the less prepared to see
+the necessity for any special teaching along these lines. They may
+even resent any demand for specialized instruction for girls.
+
+Yet we are confronted by the fact that the majority of girls do marry,
+and that many of this majority are woefully lacking in the knowledge
+and training they should have. Nor are these girls exclusively from
+the poor and ignorant classes. There is no question about the
+responsibility of the school in the matter. The state which "trains
+for citizenship" cannot logically ignore the necessity for training
+the mothers of future citizens.
+
+"While I sympathize profoundly with the claim of woman for every
+opportunity which she can fill," says G. Stanley Hall in
+_Adolescence_, "and yield to none in appreciation of her ability, I
+insist that the cardinal defect in the woman's college is that it is
+based upon the assumption, implied and often expressed, if not almost
+universally acknowledged, that girls should primarily be trained to
+independence and self-support; and matrimony and motherhood, if it
+come, will take care of itself, or, as some even urge, is thus best
+provided for." This criticism, of existing educational conditions is
+quite as applicable to schools for younger girls as to those which Dr.
+Hall has in mind. There is no reason why both school and college may
+not fit girls for a broad and general usefulness, for "independence
+and self-support," and at the same time give them the training for
+that which, with the majority already mentioned, comes to be the great
+work of their lives.
+
+Through all the lower grades of school life, and to a certain extent
+through the whole course, the methods of instruction used will be
+largely indirect. The child will-seldom be told, "This is to teach you
+how to keep house." I can think of no field in which this indirect
+method will produce greater results than the one we are considering.
+
+[Illustration: Montavilla School garden, Portland, Oregon, where boys
+and girls raise vegetables for serving in the lunchroom. Here the
+science of growing things is taught as part of the "training for
+citizenship"]
+
+[Illustration: Lunchroom where vegetables grown in the Montavilla
+School garden are prepared and eaten]
+
+[Illustration: Photograph by Brown Bros.
+A model school home. One way of teaching children how to "keep house"
+is by means of the model home where they are given instruction in all
+the duties of the homemaker]
+
+The teacher, in most cases, must begin her homemaking training by
+realizing that her own example is by the very nature of things opposed
+to the homemaking principle, the unmarried teacher being the rule in
+most of our schools. Her first care, then, must be to counteract her
+own example. Her references to home life must be always of the most
+appreciative and even reverent sort. If, as is quite possible, she
+comes from unsatisfactory conditions in her own home, she must be
+doubly careful lest her prejudices be passed on to her pupils. She
+will find ways in which to let it be understood that her ideals of
+home life are not wanting, although she has not as yet--perhaps for
+some reason never will--become a homemaker. I have sometimes thought
+that teachers, in their effort to impress children in more direct
+ways, lose sight of the great effect of their unconscious influence.
+After all, it is what the teacher does, rather than what she says,
+that impresses; and what she _is_, regulates what she does. The
+teacher must, therefore, have the right attitude toward homemaking and
+domestic life. It may be of the greatest value in determining the
+force of her influence in this direction for the children to catch
+intimate little glimpses of her domestic accomplishments, of her
+sewing, or of her cooking, or of her quick knowledge and deft handling
+of emergency cases. The teacher whose influence is felt most and lasts
+longest is the one whose "motherliness" supplements her academic
+acquirements and supplies a sympathetic understanding of the child.
+
+[Illustration: Canning tomatoes at the Montavilla School. In such a
+class the mothers of future citizens are given training in one of the
+fundamental needs of the home--scientific cooking]
+
+[Illustration: Lunchroom where children benefit by the scientific
+cooking of the vegetables they grow]
+
+With innate motherliness as a basis, the teacher must build up a
+careful understanding not only of child nature, but of man and woman
+nature as the developed product of child growth. She must be a student
+of the "woman question" as a vital problem, always recognizing that
+the whole social structure inevitably depends upon the status of woman
+in the world. She must face without flinching her responsibilities in
+sex matters. She may, or may not, be called upon to furnish sex
+instruction to the girls under her care, but no rules can free her
+from her moral responsibility in striving to keep the sex atmosphere
+clean and invigorating. The "conspiracy of silence" on these subjects
+is broken, and we must accept the fact that modesty does not require
+an assumed or a real ignorance of the most wonderful of nature's laws.
+"The idea that celibacy is the 'aristocracy of the future' is soundly
+based if the Business of Being a Woman rests on a mystery so
+questionable that it cannot be frankly and truthfully explained by a
+girl's mother the moment her interest and curiosity seek
+satisfaction."[4] And what the mother should tell, the teacher must
+know.
+
+Practical use of the teacher's carefully worked-out theories will be
+made all along the line of the girl's, and to a certain degree the
+boy's, education. The indirect teaching of the primary grades will
+give place in the higher grades to more direct dealing with the
+science, or, better, sciences, upon which homemaking rests. The
+classroom becomes a "school of theory." The home stands in the equally
+vital position of a laboratory in which the girl sees the theory
+worked out and in time performs her own experiments. The finest
+teaching presupposes perfect cooeperation between school and home.
+
+[Illustration: Photograph by Brown Bros.
+Mothers' and daughters' meeting on sewing day. Cooeperation between
+the home and the school makes for the best teaching of domestic
+science]
+
+The first duty of the mother, like that of the teacher, is to preserve
+always a right attitude toward home life. The girl who grows up in an
+ideal home will be likely to look forward to making such a home some
+day. Or, if the home is not in all respects ideal, the father or
+mother who nevertheless recognizes ideal homes as possible may show
+the girl directly or otherwise how to avoid the mischance of a less
+than perfect home.
+
+The prevalence of divorce places before young men and women sad
+examples of mismating, of incompetent homemakers, of wrecked homes. We
+can scarcely estimate the blow struck at ideals of marriage in the
+minds of girls and boys by these flaunted failures. Nor can we even
+guess how many boys and girls are led to a cynical attitude toward all
+marriage by their daily suffering in families where parents have
+missed the real meaning of "home." However practical we may become,
+therefore--and we must be practical in this matter--we must never
+overlook the need for parents to give home life an atmosphere of
+charm. No one else can take their place in doing this. Hence it is
+their first duty to make homemaking seem worth while.
+
+The home must take the lead also in giving the idea of homemaking as a
+definite and scientific profession. The school may teach the science,
+but unless the home shows practical application of the scientific
+principles, it would be much like teaching agriculture without showing
+results upon real soil. Skillful teachers recognize the home as a
+valuable adjunct to their school equipment and are able by wise
+cooeperation to use it to its full value.
+
+The home, in its character of laboratory for the school of domestic
+theory, must possess certain qualifications. Like all laboratories, it
+should be well equipped. This does not mean necessarily with expensive
+outfit, but with at least the best that means will allow. It implies
+that the home shall be recognized as a teaching institution quite as
+much as the school. Like other laboratories, it must be a place of
+experiment, not merely a preserver of tradition. The efficient
+laboratory presupposes an informed and open-minded presiding genius.
+
+[Illustration: Courtesy of L.A. Alderman
+First crop of radishes and lettuce at the Alameda Park School,
+Portland, Oregon, June, 1916. Even in the primary grades children may
+learn much about the science of growing things]
+
+[Illustration: Bringing exhibits to a school fair in Tacoma,
+Washington. Skillful teachers who recognize the home as a valuable
+adjunct to the school equipment encourage the children to make gardens
+at home]
+
+The greatest service that the home can render in the cause of training
+girls for homemaking is probably close, painstaking study of its own
+individual girl--her likes, dislikes, aptitudes, and limitations.
+Home-mindedness shows itself nowhere so much as in the home; lack of
+home-mindedness shows there quite as much. The results of such study
+should throw great light upon the problem of the girl's future.
+Combined with the observations recorded by her teacher during year
+after year of the girl's school life, this study offers the strongest
+arguments for or against this or that career. Frequent and sympathetic
+conferences between parent and teacher become a necessity. There is
+then less likelihood of opposing counsel when the girl seeks guidance
+toward her life work.
+
+It is quite probable that, while the school undertakes to lay a
+general foundation for homemaking efficiency, the home, when it
+reaches the full measure of its power and responsibility, will be best
+fitted to help the girl to specialize in the direction most suited to
+her individual power. It can, if it will, _give_ the girl individual
+opportunities such as the mere fact of numbers forbids the school to
+give.
+
+The special work of the church in training the girl is necessarily
+that which has to do with her spiritual concept of life, the
+strengthening of her moral fiber. Here school, home, and church must
+each contribute its share. None of them can undertake alone so
+important and delicate a task. Any attempt to make arbitrary divisions
+in the work of these three agencies is bound to be at least a partial
+failure. Conditions differ so widely that we can only say of much of
+the work, "at school or church or in the home," or, better, "at
+school and church and home in cooeperation." Each must supplement the
+efforts of the other, and where one fails, the other must take up the
+task. It really matters little where the work is done, provided that
+it _is_ done. The ensuing chapters of this book are written in the
+hope that they may bring the vital problems of girl training and girl
+guidance home to both teacher and parent; and especially that they may
+convince both of the value of cooeperation in the inspiring work of
+helping our daughters to make the most of their lives.
+
+
+FOOTNOTES:
+
+[Footnote 4: Ida M. Tarbell, _The Business of Being a Woman_.]
+
+
+
+
+CHAPTER VI
+
+TRAINING THE LITTLE CHILD
+
+
+"Children are the home's highest product." That means at the outset
+that we have children because we believe in them, and that we train
+them, as the skilled workman shapes his wood and clay, to achieve the
+greatest result of which the human material is capable.
+
+A factory's output can be standardized. An engine's power can be
+measured. But he who trains a child can never fully know the mind he
+works with nor the result he attains. We do know, however, that if it
+is subject to certain influences, trained by certain laws, _the
+chances are_ that this mind which we cannot fully know will react in a
+certain way.
+
+To attempt in a chapter to outline a system of training for children
+would be an attempt doomed to certain failure. Books are written on
+this subject, and the shelves of the child-study and child-training
+department in the libraries are rapidly filling. What I have in mind
+here is rather a single line of the child's development--that which
+leads toward making him a useful factor in the home life of which he
+forms a part. The boy or girl who fills successfully a place in the
+home of his childhood will be in a fair way to undertake successfully
+the greater task of founding a home of his own.
+
+In the days of infancy and early childhood, training for boys and
+girls may be more nearly identical than in later life. A large part of
+the differentiation in the work and play of little boys and girls
+would seem to be quite artificial. We give dolls to girls and drums
+to boys, but only because of some preconceived notion of our own. The
+girls will drum as loudly and the boys care for the baby quite as
+tenderly, until some one ridicules them and they learn to simulate a
+scorn for "boys' things" and "girls' things" which they do not really
+feel.
+
+Throughout this chapter, therefore, it is to be assumed that the
+training suggested is quite as applicable and quite as necessary for
+one sex as for the other.
+
+Young mothers sometimes ask the family doctor, "When shall I begin to
+train the baby to eat at regular intervals, to go to sleep without
+rocking, in general to accept the plan of life we outline for him?"
+The answer seldom varies: "Before he is twenty-four hours old." It is
+therefore evident that all the basic principles of living, whether
+physical or mental, must have their foundations far back in the
+child's young life.
+
+[Illustration: Photograph by Brown Bros.
+Helping with the housework. The boy or girl who successfully fills a
+place in the home of his childhood will be in a fair way to undertake
+successfully the greater task of founding a home of his or her own]
+
+As a basis for all the rest, we must work for health. A truly
+successful life, rounded and full, presupposes health. Regular habits,
+nourishing food, plenty of sleep, are axiomatic in writings treating
+of the care of young children, yet it is surprising how often these
+rules are violated. "It is easier" to give the child what he wants or
+what the others are having; easier to let him sit up than to put him
+to bed; easier to regard the moment than the years ahead.
+
+[Illustration: Already well started on his education]
+
+Aside from the physical foundation, the training that we are to give
+our little children will probably be based upon our conception of what
+they need to make them good sons and daughters, good brothers and
+sisters, good friends, good husbands and wives, and good fathers and
+mothers. In other words, it is the social aspect of life that we have
+in mind, and our social ideals. Whatever the boy "wants to be when he
+grows up," he is sure to have social relations with his kind. Whether
+the girl marries or remains single, she cannot entirely escape these
+relations. Indeed they are thrust upon both boy and girl already. What
+then do they need to enable them to be successful in the human
+relations of living?
+
+We might enumerate here a long list of virtues that will help, but,
+since long lists shatter concentration, let us narrow them to four:
+(1) sympathy, (2) self-control, (3) unselfishness, (4) industry.
+
+I do not mean to say that, with these four qualities only, a man will
+make a successful merchant or farmer, or that a woman will become a
+good housekeeper or a skillful teacher. But I do mean that in family
+relations these four qualities are worth more than intellectual
+attainments or any sort of manual skill. It is really astonishing to
+see how much these four will cover. We desire thrift--what is thrift
+but self-control? Tolerance--what but sympathy--the "put yourself in
+his place" feeling? Courtesy--what but unselfishness?
+
+Let us, then, in the child's early years concentrate upon sympathy,
+self-control, unselfishness, and industry. You will doubtless remember
+Cabot's summary of the four requirements of man[5]--work, play, love,
+and worship. Suppose we could write on the wall of every nursery in
+the land:
+
+     Sympathy      }      { Work
+     Self-control  }  in  { Play
+     Unselfishness }      { Love
+     Industry      }      { Worship
+
+Would not this writing on the wall be a fruitful reminder to the
+mothers?
+
+The period of early childhood is the one in which the home may act
+with least interference as the child's teacher. Later, whether she
+will or no, the mother must share the work of training with the
+school, the church, and that indefinite influence we class vaguely as
+society. During these few early years, then, the mother must use her
+opportunity well. It will soon be gone.
+
+How shall she teach such abstract virtues as sympathy, unselfishness,
+self-control? Recognizing the fact that the little child acts merely
+as his instinct and feelings prompt, she must make all training at
+this stage of his life take the form of developing the instincts.
+Probably the strongest of these at this time is imitation.
+Consequently most of the teaching must take advantage of the imitative
+instinct. The first care should be to surround the child with the
+qualities we desire him to possess. The mother who scolds, gives way
+to temper, or is unwilling or unable to control her own emotions and
+acts can hope for little self-control in her child. In the same way
+the father who kicks the dog or lashes his horse or is hard and cold
+in his dealings with his family may expect only that his child will
+begin life by imitating his undesirable qualities. This necessary
+supervision of the child's environment is a strong argument for direct
+oversight of little children by the mother. It is often difficult even
+for her to keep an ideal example before the child; and if she leaves
+it to hired caretakers, they seldom realize its necessity or are
+willing to take the pains she would herself. Especially is this true
+of the young and ignorant girls who are often seen in sole charge of
+little children.
+
+This first step being merely passive education, it is not enough. We
+must not only set an example; we must go farther and strive to get
+from the child acts or attitudes of mind based upon these examples.
+
+Let us take first the quality of sympathy, which is closely allied to
+reflex imitation. It is difficult to say just when the child merely
+reflects the emotions of those about him and when he consciously
+thinks of others as having feelings like his own. This conscious
+thought is, of course, the foundation of real sympathy, and it comes
+early in the child's life--probably before the fourth year.
+
+[Illustration: Copyright by Underwood & Underwood
+Stories that broaden the child's conception of the lives and feelings
+of others are of value in training for sympathy]
+
+A little girl of three was greatly interested and pleased at the
+appearance of a roast chicken upon the family dinner table. She
+chattered about the "birdie" as she had done before on similar
+occasions. But when the carving knife was lifted over it, she
+astonished everyone by her terrified cry of "Don't cut the birdie.
+Hurt the birdie." No explanation or excuse satisfied her, and it was
+finally necessary to remove the platter and have the carving done out
+of her sight. Most children are naturally sympathetic _when they have
+experienced or can imagine_ the feelings of others. The cruelty of
+children, is usually due to their absorption in their own feelings
+without a _realization_ of the pain they inflict.
+
+Training for sympathy then must consist of enlargement of experience
+and cultivation of imagination. Some mothers do not talk enough with
+their children. They talk _to_ them--that is, they reprimand or direct
+them, but do not carry on conversations, as they might do greatly to
+the child's advantage. Telling stories is one of the most fruitful
+methods of training at this age. Even "this little pig went to market"
+has possibilities in the hands of a skillful mother. The bedtime story
+is a definite institution in many families. It deserves to be so in
+all. Beginning with the nursery rimes, the stories will gradually
+broaden in theme, and if their dramatic possibilities are at all
+realized by the story-teller, the children will broaden in their
+conception of the lives and feelings of others. Sympathy will thus in
+most cases be a plant of natural and easy growth.
+
+Intercourse with other children and with the older members of the
+child's family will also furnish constant material for the thoughtful
+mother. The baby bumps its head, and the mother soothes it with
+gentle, loving words. It is more than likely that the three-or
+four-year-old will express his sympathy also. Surely he will if the
+mother says, "Poor baby. See the great bump. How it must hurt!" Or
+perhaps "big sister" is happy on her birthday. Again, the
+three-year-old is likely to show happiness also, and the wise mother
+will help the child by a timely word to take the step from reflex
+imitation of happiness to true sympathy. Nor must we overlook the
+occasions when some one in the nursery has been "naughty" and must be
+punished. "Poor Bobby! He is sad because he cannot play with us this
+morning. He feels the way you did when you were naughty and had to sit
+so still in your little chair. I am sorry for Bobby--aren't you? We
+hope he will be good next time, don't we?"
+
+[Illustration: Photograph by Brown Bros.
+Kindergarten games afford the intercourse with other children
+necessary to the child's development]
+
+Teaching self-control is quite a different matter from the foregoing,
+and one which requires infinitely more work and patience. The first
+step is, however, the same. If you would have sympathy, show sympathy.
+If you would have self-control in a child, control yourself. Remember
+the strength of the imitative instinct. Next, strive to obtain control
+in the young child in some small matter where control is easy. Any
+normal child will learn that control _pays_--_if you make it pay_.
+Encourage the hungry child to stop crying while you prepare his food,
+but prepare it quickly, or he will begin to cry again to make you
+hurry. Mothers usually work hard to teach control of bodily functions,
+but often far less to obtain control of mental and moral conditions.
+Obedience, considered from time immemorial the chief virtue of
+childhood, is really only of value as it conduces to self-control in
+later life. The wise parent, therefore, while requiring obedience for
+the convenience of the family and the safety of the child, will lay
+far more stress upon teaching the child to control himself. The work
+must be done almost entirely by indirect methods during the early
+years. Offering artificial rewards and dealing out artificial
+punishments are the crudest forms of encouraging effort. The natural
+reward and the inevitable natural punishment are far better when they
+can be employed.
+
+[Illustration: Courtesy of the United Charities of Chicago
+A group of children at the Mary Crane Nursery, Chicago. Children
+acquire self-control by learning to help themselves]
+
+The child who overcomes his tendency to play before or during his
+dressing may be rewarded by some special morning privilege which will
+automatically regulate itself. In our family it is the joyful task of
+bringing in and distributing the morning mail. The child not dressed
+"on time" necessarily loses the privilege. We are not punishing, but
+"we can't wait." Lack of control of temper presupposes solitude.
+"People can't have cross children about." Quarrels inevitably bring
+cessation of group play or work--solitude again. The child's love of
+approbation may also be made of great assistance. Always we must
+remember that doing _what we tell him to do_ is not after all the main
+thing. It is doing the right thing, being willing to do the right
+thing, and being able to hold back the impulse to do the wrong thing,
+that count. We are working "to train self-directed agents, not to make
+soldiers."
+
+Unselfishness is a plant of slow growth. Indeed it is properly not a
+childish trait at all, and the most we can probably get is its outward
+seeming. But it is important that we at least acquaint the child with
+ideals of unselfishness. We must find much in the child to appeal to,
+even though altruistic motives do not appear until much later than
+this. The love of approbation will prove a strong help again, also the
+sense of justice with which children seem endowed from the beginning.
+"Help him because he helped you," or "Give her some because she always
+gives you part of hers," is often effective. Just as in the case of
+self-control, the child will learn to overcome his innate selfishness
+"if it pays" to do so. It may seem wrong to encourage any but the
+highest motive, but a habit of unselfish acts, resting upon a desire
+to win the approbation of others, is a better foundation upon which to
+build than no foundation at all. Purely disinterested or altruistic
+motives do not appear in the normal child much before the age of
+adolescence, and by that time selfishness, which accords so well with
+the individualistic instincts of the child, will have hardened into a
+fixed habit if not vigorously checked.
+
+Care must be taken to _lead_ the child toward unselfish acts, but not
+to _force_ them upon him. The common courtesies of life we may
+require, but, beyond that, example, tactful suggestion, wisely chosen
+stories, and judicious praise will do far more than force.
+
+The idea of kindness may be grasped by young children and, together
+with the great ideal of service, should be emphasized in their home
+life and in their intercourse with other children. The "only child"
+suffers most from lack of opportunity to learn these two great needs
+of his best self--kindness and service. Occasions should be
+systematically made for such a child (indeed for all children) to meet
+other children on some common ground. Playthings should be shared,
+help given and received, and the idea of interdependence brought out.
+"We must help each other" should be emphasized from early childhood.
+
+Much must be made of the little helps the child is able to give in the
+home--bringing slippers for father, going on little errands about the
+house for mother, picking up his own playthings, hanging up his coat
+and hat, caring for the welfare of the family pets. Careful provision
+should be made for the child's convenience in performing these little
+services. There must be places for the toys, low hooks for the wraps,
+and constant encouragement and recognition of the small helper. Some
+day he may help you because he loves to help. Now he loves to be
+praised for helping.
+
+[Illustration: Photograph by Brown Bros.
+Helping the little sister. Children will learn unselfishness and
+kindness if they are early taught to help one another]
+
+Activity is a natural and absorbing part of a child's life. He is
+always doing something. It remains for the parent to direct this
+restless movement and to transform some of it into useful labor. Work,
+in the sense of accomplishing results for the satisfaction and benefit
+of the parent, is quite foreign to our plan for training the young
+child. But work for the child's own satisfaction and for the formation
+of the habit of industry must occupy our attention in large measure.
+The child's playthings should from his earliest days be chosen in
+recognition of his desire to do things and make things. The shops are
+filled with showy toys, mechanical and otherwise, and children find
+the toyshop a veritable fairyland. But once satiated with the sight of
+any particular toy, however cunningly devised--and satiety comes
+soon--the child forsakes the gorgeous plaything for his blocks, or
+paper and a pair of scissors, or even his mother's clothespins. He can
+do something with these.
+
+The Montessori materials are perhaps the most thoughtfully planned in
+this direction of anything now obtainable; and no one having the care
+of young children should be without some knowledge of this now famous
+method. All the materials have this advantage: they offer definite
+problems and consequently afford the child the joy of accomplishment.
+A few of the occupations of life afford us unending enjoyment at every
+stage of the doing, but not many. It is rather the achievement of our
+end, the "lust of finishing," which carries us through the tiresome
+details of our work. The child must therefore be early introduced to
+the joy of accomplishment. Instead of unending toys, give him
+something to work with. He will appreciate your thoughtfulness, and he
+will find not only joy but real development in their use.
+
+At first the child's work will consist of fragmentary efforts, but at
+a remarkably early age he will show evidence of a power of
+concentration and persistence which will make possible the
+accomplishment of finished undertakings. He begins to know what he
+wants to do and to exhibit considerable ingenuity in finding and
+combining materials. Most of all, he wants to imitate the activities
+he sees around him.
+
+In the strain of modern life a widespread restlessness seems to have
+seized mankind. Whatever people do, they want to be doing something
+else, and the pathway of the average individual is strewn with crude
+beginnings, half-finished jobs, abandoned work. The child very easily
+falls into line with this tendency of his elders. Hence he needs
+definite encouragement to see clearly what he has in hand and to bring
+his industrial attempts to a worth-while conclusion. Avoid, even with
+a little child, that inconsiderate habit of "grown-ups" of calling the
+little worker away whenever you desire his attention or help, quite
+regardless of the damage you may do to his work by your untimely
+interruption. Keep the child, as far as possible, too, from
+undertaking tasks too difficult or requiring too much time for
+completion. Discourage aimless handling of tools. A cheerful "What are
+you making?" sometimes crystallizes hitherto rambling desires. A
+timely suggestion often meets with enthusiastic response.
+
+[Illustration: Photograph by Brown Bros.
+Helping in the home tasks. Wisely directed activity will teach the
+child both unselfishness and industry]
+
+The working outfit of a child under school age may or may not include
+kindergarten or Montessori material. Balls, blocks, pencils and paper,
+paste, colored crayons, scissors, a blackboard, a cart, a wheelbarrow,
+stout little garden tools, a sand tray or, better, in summer an
+outdoor sandpile, will furnish endless work and endless delight to a
+child or group of children. It is not so much what sort of material we
+use as the way in which we use it. Even at this age the child longs to
+be a producer, to "make things"; and his best development requires
+that we train this inclination. There is a prevalent notion that women
+especially are no longer required to be producers and that all our
+energies should be bent toward the sole task of making them
+intelligent consumers. There is, however, a joy in producing without
+which no life is really complete. And no scheme of education can be a
+true success which ignores or neglects the necessity of producing. The
+joy of work, the delight in achievement, should be the keynote of all
+industrial training. This should be kept constantly in view.
+
+To most people there is something wonderfully appealing about the
+innocence of the little child. We watch with delight the marvelous
+development of the little mind keeping pace with the growth of bodily
+strength and dexterity. We are reluctant to see the day drawing near
+when the child must begin his long course of training in school.
+Sometimes we fail to recognize the fact that before school days come
+the child has already received a considerable part of his education;
+that the habits which will make or mar his future are often firmly
+implanted and in a fair way to become masters of the young life. An
+elaborate plan for the little child's training would probably be
+abandoned even if undertaken, since elaborate plans involve endless
+work. If, however, we attempt no more than I have outlined in this
+chapter, we have some reasonable chance of success. Given good health,
+with regular bodily habits, as a physical foundation, the child will
+have had much done for him if we have begun to build the habits of
+sympathy, self-control, industry, and service which will purify and
+sweeten the family relations of later years and make the one-time
+child worthy himself to undertake the important task of home building.
+
+It is naturally a matter for regret that the teacher into whose hands
+the child comes first at school usually knows so little of the home
+training he has had or failed to have. Children whose parents have
+made little or no attempt to teach these fundamental qualities which
+we have had under discussion are sometimes forever handicapped unless
+the teacher can supply the deficiency. Children who have made a good
+beginning may lose much of what they have been taught unless the
+teacher recognizes and holds them to the ideal. The kindergarten or
+primary teacher needs to know the homes of her pupils; and the time is
+not far distant when the school will recognize the home as after all
+the first grade in school life. Then mothers will receive the
+inspiration of contact with the teachers and their ideals, not alone
+when their children reach school age, but from the time the first
+child arrives in the home. The Sunday school has its "cradle roll."
+The day school may emulate its example.
+
+
+FOOTNOTES:
+
+[Footnote 5: Cabot, _What Men Live By_.]
+
+
+
+
+CHAPTER VII
+
+TEACHING THE MECHANICS OF HOUSEKEEPING
+
+
+Going to school marks an epoch in every child's life. Hitherto,
+however wide or narrow the child's contact with the world has been,
+the mother has been, at least nominally and in most cases actually,
+the controlling power. Now she gives her child over for an
+increasingly large part of every day to outside influence.
+
+More and more we are coming to see that the evolution of a successful
+homemaker requires that the school as well as the home keep the
+homemaking ideal before it. And so the best schools of the country are
+doing. The greatest needs of the little girl's early school days would
+seem to be a definite understanding between teacher and mother of the
+share each should assume in the homemaking training. This necessitates
+personal conferences or mothers' meetings, or both.
+
+The little girl of primary-school age points the way for both teacher
+and mother by her adaptation and imitation of home activities in her
+play. In primary grades girls are approaching the height of the doll
+interest, which Hall and others place at eight or nine years. A doll's
+house, therefore, may be made the source of almost infinite enjoyment
+and profit in these grades. Indeed it is hardly too much to say that
+no primary room is complete without one. Nor is there any reason why
+any school should remain without one, since its making is the simplest
+of processes. Four wooden boxes, of the same size, obtained probably
+from the grocer, the dry-goods merchant, or the local shoe dealer,
+will make a most satisfactory house if placed in two tiers of two
+each, with the open sides toward the front. This gives four rooms,
+which may be furnished as kitchen, dining room, living room, and
+bedroom. Windows may be cut in the ends or back, if the boys of the
+school are sufficiently expert with tools or if outside assistance can
+be secured for an hour or so.
+
+The best results with the doll's house are obtained if the children
+are allowed to furnish it themselves, with the teacher's advice and
+help, rather than to find it completely equipped and therefore merely
+a "plaything" of the sort that children have less use for because they
+can do little with it. An empty house presents exciting possibilities,
+and perhaps for the first time these little girls look with seeing
+eyes at the home furnishings, for they have wall paper to select,
+curtains and rugs to make, and indeed no end of things to do.
+
+[Illustration: The little girl adapts and imitates home activities in
+play]
+
+It is perhaps scarcely necessary to call to mind the educational
+advantages possible in the planning and making of bedding, draperies,
+table linen, towels, couches and pillows, window seats, and other
+furnishings, as well as in the ingenuity brought into play in evolving
+kitchen utensils and in stocking the cupboards with the necessities
+for housekeeping. The free interchange of ideas should be encouraged,
+and the spirit of seeking the best fostered.
+
+The conspicuous results in this work are two: we secure the child's
+attention to details of housekeeping, and we build up a foundation
+ideal of what housekeeping equipment should be. Children in poorly
+equipped homes may find the most practical of training in this way. My
+experience has been that teachers have only to begin this work in
+order to arouse enthusiasm in any class of little girls. Once begun,
+it carries itself along. There should be no compulsion in this work.
+Choice and not necessity must be the rule in all our training for
+homemaking. To compel a child's attention to that which she will later
+do voluntarily, if at all, will at the very outset defeat our purpose.
+
+[Illustration: Making furniture for a doll's house affords
+educational advantages in emphasizing the details of housekeeping]
+
+The finest sort of cooeperation arises in this work when parents are
+led to provide the little girl at home with a doll's house fashioned
+like the one at school. Perhaps they may go a step farther and find
+space for a larger scheme of housekeeping, in the attic or elsewhere.
+Cooeperation among the children means interchange of ideas, materials,
+and labor, most helpful to social ideals.
+
+From the furnishing of the doll's house it is easy to pass to plays
+involving the activities of home life. Children delight in sweeping,
+dusting, washing dishes, arranging cupboards and pantries, and making
+beds in their miniature houses, and if their efforts are wisely
+directed, orderly habits easily begin to form. In all these varieties
+of work the children must be led to feel that there is a right way,
+and that only that way is good enough, even for play.
+
+The great result of all play housekeeping is the formation of ideals.
+It is just as easy to learn at seven or eight the most efficient way
+of washing dishes as it is to defer that knowledge until years of
+inefficient work harden into inefficient habits. The teacher will find
+abundant and interesting studies in household efficiency in recently
+published books to inspire her guidance of the children's activity.
+
+The step from washing play dishes at school to washing real dishes at
+home is easily taken, and children are delighted to take it. Here
+again the school and home may--indeed must, for best results--work
+together. Some schools are giving school credit for home work along
+domestic lines. That there are complex elements entering into the
+successful working out of such a plan one must admit. A school giving
+credit for work it does not see may put a premium upon quantity rather
+than quality. The teacher who asks her little pupils to wash the home
+dishes according to school methods may encounter adverse comment from
+certain parents who are quick to resent outside "management."
+Nevertheless, home practice in accordance with school theory is the
+ideal of any cooeperative education in the mechanics of housekeeping;
+therefore some scheme must be worked out whereby the girls will
+practice at home, and, having learned to do by doing, will continue to
+do in the families where their doing will be a help.
+
+Let us consider for a moment the present condition of the
+school-credit-for-home-work idea. Schemes are being worked out in
+various places, under one or the other of the following plans.
+
+_Plan I_ (often known as the Massachusetts plan). Each pupil, with the
+advice of his teacher and the consent of his parents, selects some one
+definite piece of work to do at home regularly, under direction of the
+school and with some study at school of the practical problems
+involved. School credit depends upon approval by the teacher on the
+occasion of a visit of inspection to the home.
+
+_Plan II_ (sometimes called the Oregon plan). This is more directly
+concerned with the cultivation of a helpful spirit than with perfect
+technique or broad knowledge. No attempt is made to correlate home and
+school work. Credit is given merely for the fact that the dishes were
+washed, the table set, or the baby bathed, the fact being properly
+certified by the parent. Whether the work was acceptably done or not
+rests entirely with the parent. In the carrying out of the latter plan
+blanks are usually issued to be filled out and handed in once a week
+or once a month. Each task carries a certain value in school credit.
+
+That either of these plans possesses certain weaknesses doubtless even
+their makers would admit. But they are at least opening wedges. A plan
+might be worked out whereby little girls are taught one household task
+at a time, through their play housekeeping, after which credit may be
+given for satisfactory performance of the task at home. Later another
+household duty may be taught, and put into practice, with credit, at
+home, thus building up a body of known duties for which the little
+house-helper has been duly trained. For its highest efficiency such a
+plan would require more than consent on the part of mothers. Its
+success would depend upon cooeperative leadership and its value upon
+the acceptance, for school credit, of only that work done in
+conformity with school ideals.
+
+But at all events, whether school credit be given or not, the stimulus
+of interest in home tasks may be given strength by the teacher's wise
+suggestion, and thoughtful consideration of the matter in teachers'
+and mothers' meetings will insure cooeperation of the most helpful
+sort. The tactful teacher will find ways to suggest to mothers that
+children be held up at home to the ideals of efficiency she has been
+at pains to put before them at school.
+
+The suggestion has been recently made by several thoughtful educators
+that the noon hour, in schools where children do not go home for
+dinner, be made use of for the simplest of cooking lessons. The
+children who at seven are quite content to play house soon pass into
+the stage where they wish to see results from their work. They want to
+"make things," real things, that they or some one can use. Children of
+nine or ten can learn to cook cereals and eggs in various ways, to
+make cocoa, and to prepare other simple dishes. Their pride and
+delight in these accomplishments are intense. These activities are
+equally suited to the small rural school and to the consolidated
+schools which are happily taking the place of the one-room buildings.
+In both, the teacher may find the lunch hour a real educational force
+if it is used aright. If the teacher allows and guides these efforts
+in the schoolroom, she must keep in mind her "ideal of efficiency."
+Accurate measurements, logical processes, elimination of awkward and
+unnecessary movements, care in following directions, neatness, and
+precision are the real lessons to be learned.
+
+[Illustration: Photograph by Brown Bros.
+A school garden. The possibilities for good through school-garden
+work are numberless]
+
+School gardens are perhaps already too familiar to require more than a
+word. Their possibilities for good are numberless. In them many
+children get their first insight into the joys of making things grow
+and are led by this joy to undertake the care of a home garden and to
+beautify the home surroundings as they had never thought of doing
+before. School-garden work leads to beautifying the school grounds,
+with resulting pride and interest in the school.
+
+Accompanying the activities we have suggested, teachers will find a
+wide field in attractive stories of helpful cooeperative home life.
+Extracts from many of Miss Alcott's stories, the Cratchits' Christmas
+dinner from Dickens' _Christmas Carol_, and many other delightful
+glimpses of home life can be read, or, better, dramatized, with little
+effort and with good results.
+
+It may seem that the homemaking training here suggested for younger
+children is too desultory, too slight, in fact, to affect the
+situation much. But let us consider. Homemaking is an art, coming more
+and more to be based on a foundation of science. For it is undoubtedly
+true that, while the pessimists are telling us that the home is
+doomed, we who are optimists see coming toward us a great wave of
+homemaking knowledge which if seized upon will put the homemaker's art
+upon a surer foundation than it has ever been.
+
+The elements of housekeeping are the _ABC_ of homemaking. We shall do
+well to teach them early, incidentally, and with no undue exaggeration
+of their place in the scheme of living. We simply familiarize the
+girl, by long and quiet contact, with the tools of the homemaker, for
+future scientific use, just as we teach the multiplication facts for
+later use in the science of mathematics.
+
+A definite list of the simple homemaking tasks suitable for little
+girls to undertake may not be out of place here:
+
+  1. Setting the table. (A card list of table necessities is
+     useful. Such a list may be given each little girl when she
+     undertakes home practice work.)
+  2. Clearing the table.
+  3. Washing the dishes.
+  4. Sweeping the kitchen. Sweeping the piazza.
+  5. Dusting.
+  6. Making beds and caring for bedrooms.
+  7. Arranging her own bureau drawers and closets.
+  8. Simple cooking.
+  9. Hemming towels and table linen.
+  10. Ironing handkerchiefs and napkins.
+
+As the child grows older, methods of teaching grow increasingly
+direct. Even here we shall perhaps not talk a great deal about
+"preparing for homemaking." But we shall see that the tools grow
+increasingly familiar, and that ideals once taught are retained and
+added to. We shall see that our science, our mathematics, our art, all
+contribute to the acquirement of homemaking knowledge. We shall give a
+practical turn to these more or less abstract subjects.
+
+Sewing and cooking classes are by this time a recognized part of
+grammar-school courses in many city schools. That they are not so
+firmly intrenched in the country schools is due usually to
+difficulties in the way of securing equipment and to the already
+crowded condition of the school program. The ideal remedy is the
+substitution of the consolidated school with its domestic science room
+and its specially trained teacher for the scattered one-room
+buildings. Wherever the consolidated school has come, it has been
+enthusiastically received and supported. No one wishes to go back to
+the old way. But in many localities the consolidated school has not
+come and cannot be immediately looked for; and in these places the
+need of the homemaking work is just as great. The teacher must find
+the way to give these girls what they need. If no other way presents
+itself, the teacher will do well to ask the help of the mothers of the
+neighborhood. Perhaps one who is an expert needlewoman will give an
+hour or two a week in the school or at her own home to carrying out
+the sewing course which the teacher cannot crowd into her own already
+overcrowded program. Perhaps another will do the same for the cooking,
+making her own kitchen for one afternoon a week an annex of the
+school. It is important, however, when such arrangements are made that
+they be recognized as school work, and if possible the courses
+followed should be planned and supervised by the regular teacher of
+the school. Thus only can they be held to standardized accomplishment.
+
+The inadequacy of the "one-portion" method of teaching girls to cook
+has aroused serious thought, and remedies of various sorts have been
+applied. You know, perhaps, the story of the Chicago cooking-school
+student who "had to make seven omelets in succession at home last
+night" because one egg would not make enough omelet for the family.
+The first remedy tried was cooking for the school lunch room. This
+was, however, usually going from one extreme to the other, since the
+lunch room is as a rule maintained only in large schools.
+"Institutional cooking," some one calls it. Instead of one
+egg-cooking, it became one-hundred-egg cooking, and the difficulty of
+the average student in adapting school methods to family use was not
+by any means at an end.
+
+The Central High School of Newark, New Jersey, has solved its problem
+by putting its girls to work, not at the task of providing the
+sandwiches, soups, and other luncheon dishes for its large lunch room,
+but at providing "family dinners" at twenty-five cents a plate for the
+faculty of the school. Other schools follow similar plans.
+
+The grammar-school girls of Leominster, Massachusetts, serve luncheon
+to a limited number every day at their domestic science house. Here
+the girls do the marketing, cook and serve the meal, and keep the
+various rooms of the house in order. In Montclair, New Jersey, work of
+this same sort is done. In each of these cases the cooking is done as
+it would have to be in the home, not for one person, nor for hundreds,
+but for approximately a family-sized group.
+
+Sewing courses also grow more and more practical. In some schools the
+girls make their own graduating dresses as a final test of their
+ability. Courses are definite, and girls completing them will have
+definite knowledge of everyday processes of hand sewing. The schools
+which add to their hand-sewing courses well-planned practice in the
+use of the sewing machine are further adding to the accomplishment of
+their girls. Those which go farther still and teach garment planning
+and making may consider their sewing courses fairly complete.
+
+[Illustration: Teachers' luncheon cooked and served by pupils at the
+Clinton Kelly School, Portland, Oregon. Other schools have adopted
+similar plans for teaching girls how to cook]
+
+The formation of ideals must go hand in hand with practice in manual
+processes. The girl must learn to know good work when she sees it, to
+know a properly constructed garment from one carelessly put together,
+and to value good work and construction.
+
+Time was when domestic science meant sewing and cooking, and these
+alone. That time, however, is past. The care of a house is
+practically taught in many schools throughout the country by the
+maintenance of a model apartment in or near the school building. In
+Public School No. 7, New York City, grammar-school girls, many of whom
+are of foreign parentage and tradition, are thus introduced to the
+American ideal of living. The school is thus establishing standards of
+equipment, of food, of service, of comfortable living, that tend to
+Americanize quite as much as the establishment of standards of speech,
+of business methods, or of civic duties. The work done in this school
+is typical of that prevailing in hundreds of towns and cities.
+
+[Illustration: A girls' sewing class. Work in sewing offers unlimited
+possibilities]
+
+The question arises: How much of her housekeeping training should a
+girl receive before entering upon her high-school course? After
+careful consideration it seems wise to urge that the greater part of
+the practical household work be taught during the period from eleven
+to fourteen. This does not imply that homemaking training should
+cease at fourteen, but rather that after that age attention shall be
+centered upon the more difficult aspects of the subject--upon
+"household economics" rather than the skillful doing of household
+tasks.
+
+In view, however, of the fact that the majority of girls never reach
+the high school, every bit of household science which they can grasp
+should be given them in the elementary school. Knowing how to do is
+only part of the housekeeper's work. Knowing what and when to do is
+quite as important. Elementary study of food values is quite as
+comprehensible as elementary algebra. Home sanitation and decoration
+are no harder to understand than commercial geography. The principles
+of infant feeding and care may be grasped by any girl who can
+successfully study civil government or grammar.
+
+Shall we then crowd out commercial geography or government or grammar
+to make room for these homemaking studies? Not necessarily, although,
+if it came to a choice, much might be said for the practical studies
+in learning to live. Fortunately it need not come to a choice. There
+is room for both. We must, however, learn to adapt existing courses to
+the requirements of girls.
+
+[Illustration: Courtesy of L.A. Alderman
+A model school home where all the practical details of housekeeping
+are taught]
+
+[Illustration: A domestic science class at work in the model school
+home shown above]
+
+There is arithmetic, for instance. Most of us have already learned to
+skip judiciously the pages in the textbook which deal with compound
+proportion, averaging payments, partial payments, and cube root. Now
+we must learn to insert the keeping of household accounts; the study
+of apportioning incomes; the scientific spending of a dollar in food
+or clothing value; the relative advantage of cash or credit systems of
+paying the running expenses of a home; the dangers of the
+"easy-payment plan"; the cost of running an automobile; comparison
+with the upkeep of a horse and wagon; comparison of the two from the
+point of view of their usefulness to a family; mortgaging homes, what
+it means, and what it costs to borrow; when borrowing is justified;
+the accumulation of interest in a savings account; the comparative
+financial advantage of renting and owning a home; the cost of building
+houses of various sorts; the cost of securing, under varying
+conditions, a water supply in the country home; and other locally
+important problems. We already have "applied science" in our courses,
+and we are making a strenuous effort to apply arithmetic; but we have
+not usually tried to apply it to the education of the prospective
+homemaker.
+
+Take the one question of the "installment plan." Where, if not in the
+public school, can we fight the menace offered to the inexperienced
+young people of the land by this method of doing business? And where
+in the public school if not in the arithmetic class? Consider the
+possibility of lives spent in paying for shoes and hats already worn
+out, of furniture double-priced because payment is to be on the "easy
+plan," of families always in debt, with wages mortgaged for months in
+advance. The pure science of mathematics will be of little avail in
+fighting this possibility, but "applied arithmetic" can be a most
+effective weapon.
+
+In our geography classes we may find time for the study of food and
+clothing products, of their sources, their comparative usefulness, and
+their cost. We may learn whether it is best to buy American-made
+macaroni or the imported variety; whether French silks and gloves are
+superior to those made in America; what "shoddy" is, what we may
+expect from it if we buy it, how much it is worth in comparison with
+long-wool fabrics, how to know whether shoddy is being offered us when
+we buy. Countless other matters concerning the markets and products of
+the world will repay the same sort of treatment.
+
+[Illustration: One of the class exercises in the model school home
+shown on page 115]
+
+[Illustration: The correct serving of meals forms part of the class
+work in this same home]
+
+Food questions are opened up by study of our meat, vegetable, and
+fruit supply. Every town may make this a personal and immediate
+problem. From whom did Mr. Blank, the local grocer, obtain his canned
+tomatoes? It is sometimes possible to follow up those canned tomatoes
+to their source. In one investigation of this sort they were found to
+have passed through six hands. The arithmetic class may pass upon the
+question of profits and comparative cost between this and the
+"producer-to-consumer" method.
+
+The art work of the schools may also contribute generously to the body
+of homemaking knowledge. For the average girl the designing and making
+of Christmas cards and book covers, or even the prolonged study of
+great paintings, is a less productive use of time than the designing
+of cushion covers, curtains, bureau scarfs, or candle shades. In a
+certain town in New England considerable effort was expended in
+bringing about the introduction of art work in the schools a few years
+ago. A normal-school art graduate took charge of the work. It has now
+been abandoned because "the children took so little interest." And
+really, if you knew the conditions, you could not blame them They
+studied art and copied art and tried to cultivate an artistic sense in
+ways as remote from their daily lives as could apparently be
+contrived. And the pity of it all is that here were girls whose homes,
+whose personal dress, were crying out for the application of art;
+whose artistic sense was growing of failing to grow according as their
+individual conditions would allow; and the public school has passed
+its opportunity by.
+
+Art, as applied to school work, is divided usually into appreciative
+and creative work. We place before children the best in picture and
+sculpture and music. Why do we not teach them also the foundation
+principles of good taste in matters less remote from the lives of many
+of them? Why not teach the girl something of artistic color
+combination? Why not apply the test of art to the lines of woman's
+attire? Why not study the contour of heads and styles of hairdressing?
+
+Happily, in these days, these things also are being done. We have
+"manual arts" rooms and teachers by whose aid girls are taught to use
+the principles of design they study in their everyday planning of
+everyday things. A visitor to the Central School of Auburn,
+Washington, reports interesting work going on in such a room. On the
+blackboard was written:
+
+  The general aim of design work--order and beauty.
+  The three principles governing design are:
+    Balance--Harmony--Rhythm.
+  Balance: opposition of equal forms.
+  Rhythm: movement in direction--joint action--motion.
+  Harmony: similarity.
+
+In the room were girls doing various sorts of work--coloring designs
+on fabrics for curtains and pillow covers; making original designs for
+crocheted lace; hemstitching draperies; preparing color material for a
+primary room; while on a table in the center of the room were many
+finished articles, made by the girls and carrying out their principles
+of design--"not one of which," says the visitor, "but would serve a
+useful purpose in home or office."
+
+House building, interior decorating, and furnishing are all worthy of
+serious attention in the art course. Simplicity, harmony, and
+suitability may well be taught as the principles of good taste. Girls
+must learn these principles somewhere to make the most of their homes
+by and by. And again the public school, and probably the elementary
+school, must do the work.
+
+Physiology and hygiene are already contributing to the knowledge which
+makes for human betterment, but they also can be made to contribute
+much more than they have sometimes done. The physiology of infancy
+must be widely and insistently taught.
+
+     With proper education she [the young mother] would know the
+     meaning of the words food and sleep; she would know
+     something of their overwhelming importance upon the future
+     being and career of her child, who in his turn is to be one
+     of the world's citizens with full capacity for good or evil.
+     Knowing what were normal functions, she would be able to
+     recognize and guard against deviations from them. No day
+     would pass in which she would not find opportunity to
+     exercise self-restraint, keen observation and sensible
+     knowledge in furthering the normal and healthful evolution
+     of her child.[6]
+
+The "little mother" classes in settlement houses, in community social
+centers, and in some public schools are doing excellent work in
+beginning this knowledge of infancy. No elementary school can really
+afford to miss the opportunity such work holds out. Have we any right
+to let a girl approach the care of her child with less than the best
+that modern science can offer in this most important and exacting work
+of her life? If not, it is again the public school which alone can be
+depended upon to do the work, and we must get at least the beginning
+of it done before the girl escapes us at the close of her
+elementary-school course.
+
+If you are impatient with a program which presupposes that practically
+all women will be homemakers and mothers, either trained or otherwise,
+let me remind you that the majority of women do marry, that most of
+these and many of the unmarried do become homemakers, and that it will
+be far safer for society to train the few--less than 10 per cent--who
+never enter the career than to pursue the economically wasteful plan
+of assuming educationally that no women will be homemakers, or that if
+they are they can successfully undertake the most complicated,
+difficult, and most important profession open to women with no
+preparation at all, or with only what they have unconsciously absorbed
+at home in the brief pauses of the education which did not educate
+them for life.
+
+The education for homemaking will never lose sight of the fact that
+girls must really be prepared for a double vocation, since it is a
+question whether or not they will become homemakers, and they must at
+all events be prepared for the years intervening between school and
+home. On the contrary, the education which prepares the homemaker will
+exercise special care in training for those intervening years, or for
+life work if it should prove to be such. Of all distinctly vocational
+training, it is only fair, however, that the homemaking training
+should come first, as a foundation for all later work. Whether the
+girl thus trained ever presides over a home of her own or not, the
+training will have made her a broader woman and a better worker, with
+a finer understanding of the universal business of her sex.
+
+
+FOOTNOTES:
+
+[Footnote 6: Oppenheim.]
+
+
+
+
+CHAPTER VIII
+
+THE GIRL'S INNER LIFE
+
+
+While we are occupied in teaching the girl the "ways and means" by
+which she is later to carry on the business of homemaking, we must not
+overlook the fact that, although ways and means are vitally necessary,
+it is after all the spirit of the girl which will supply the motive
+power to make the home machinery run. With this in view we must so
+plan the girl's training as to secure not only the concrete knowledge
+of doing things, but also the more abstract qualities which will equip
+her for her work.
+
+False ideals and ignorance of housekeeping processes are responsible
+for thousands of homekeeping failures; but lack of fairness, of good
+temper, patience, humor, courage, courtesy, stability, perseverance,
+and initiative must be held accountable for thousands more. For these
+qualities, then, the girl must be definitely and painstakingly
+trained. In other words, we must work for the highest type of woman,
+spiritually as well as industrially.
+
+It may seem that definite instruction in such abstract qualities as
+good temper or stability or fairness is difficult or perhaps
+impossible to Secure. Since, however, all the girl's intercourse with
+her kind affords daily opportunity for practice of these qualities,
+instruction may easily accompany and become a part of her daily life.
+The lack of these qualities handicaps the girl even in her school life
+and shows there plainly the handicap that, unless help is given her,
+she will suffer for life.
+
+Her school work offers ample opportunity for the cultivation of
+patience and perseverance. Teachers must combat vigorously the
+"give-up" spirit, and the troublesome "changing her mind" which leads
+the girl along a straight path from "trying another" essay subject or
+embroidery stitch as soon as difficulties present themselves to trying
+another husband when the first domestic cloud arises. Play hours as
+well as work hours are invaluable in teaching the girl the difficult
+art of getting along with the world. The educational value of games is
+largely found in their social training. Experience teaches that
+children require long and patient instruction to enable them to play
+games. They have to learn fairness, courtesy, good temper; honesty,
+kindness, sympathy. They have to learn to be good losers and to
+consider the fun of playing a better end than winning the game.
+
+[Illustration: Photograph by Brown Bros.
+Play hours as well as work hours are invaluable in teaching the girl
+the difficult art of getting on with the world]
+
+Games must be carefully distinguished from the more general term play.
+All play not solitary has recognized social value; games, because the
+idea of contest is involved, have a special value of their own. Close
+observation of young children in their games, especially when
+unsupervised, shows us self supreme. According to temperament, the
+child either pushes his way savagely to the goal or furtively seeks to
+win by cunning and craft. He must win, regardless of the process. How
+many of these unsupervised games end in "I sha'n't play," in angry
+bursts of tears, or even in blows! How many fail upon close scrutiny
+to show some less assertive child, who never wins, who is never
+"chosen," who might better not be playing at all than never to "have
+his turn"!
+
+[Illustration: Copyright by Underwood & Underwood
+Hunter High School girls playing hockey in Central Park, New York.
+The educational value of games lies in the fact that they teach fair
+play, self-control, and proper consideration of others]
+
+During the individualistic period games must be for the satisfaction
+of individualistic desires. Team work must await a later development
+of child nature. But while each child may play to win, his future
+welfare demands that his efforts be in harmony with certain
+principles.
+
+  1. He must respect the rules of the game.
+  2. He must "play fair."
+  3. He must control anger, jealousy, boastfulness, and other of the
+     more elemental emotions.
+  4. He must consider the handicaps suffered by some players, and
+     see that they get a "square deal."
+
+Girls' games and boys' games at this period happily show little
+differentiation. Almost any game not prejudicial to health serves to
+call into action the moral forces we strive to cultivate. The game to
+a certain extent typifies the larger life--the life of effort,
+contest, striving to win. Self-control and proper consideration of
+others in the one must serve as a help in fitting for the other.
+
+[Illustration: Courtesy of L.A. Alderman
+Drill work as well as games is beneficial to health and also teaches
+self-control]
+
+Teachers are often inclined to overlook or undervalue the training of
+girls in games. The fact is that girls especially need this training
+as the woman's sphere in present-day life is widening. Men have always
+had contact with the world. Women have in times past had to content
+themselves with a single interest involving contest--the social game.
+
+How far we may safely go in utilizing the game element--that is, the
+contest or competition element--in school work is a question for
+thought. The "rules of the game" are less easy to enforce here;
+jealousies are harder to control; handicaps are more in evidence and
+less easy to make allowance for in contests; the discouragement of
+failure may have more serious results. The mere fact of class grouping
+involves a natural competition, healthful and beneficial and wisely
+preparatory for future living. More emphasis than this upon rivalry
+may produce feverish and unhealthful conditions, far removed from the
+mental poise we desire for our girls. The school can give the girl few
+things finer than the ability to attack work quietly and yet with
+determination and a sense of power to meet and overcome obstacles.
+
+The school and the playground form the growing girl's community life.
+In them she must learn to practice community virtues, to shun
+community evils, and to accept community responsibilities. For her the
+school and the playground are society. Here she will take her first
+lessons in the pride of possessions, in the prestige accompanying
+them, in the struggle for social supremacy, in doubtful ideals brought
+from all sorts of doubtful sources. Here she will find exaggerated
+notions of "style" and its value, impure English, whispered
+uncleanness in regard to sex matters, and surreptitious reading of
+forbidden books. Here also she will find worthier examples--clean,
+pure thought, honesty and fair dealing, pride of achievement rather
+than of externals, fine ideals exemplified in the best homes. And no
+finer or more delicate task lies before teacher and mother than the
+guidance of the girl in her choice.
+
+[Illustration: Photograph by Brown Bros.
+A school playground. The school and the playground form the growing
+girl's community life]
+
+[Illustration: Photograph by Brown Bros.
+A model playground. The model playgrounds in the parks are doing much
+to aid the playground movement]
+
+Going to school is rightly considered an epoch in the child's life. No
+longer confined to the narrow circle of home and family friends, the
+child may lose all the tiny beginnings of desired virtues in this
+larger life. Or, on the contrary, when the school recognizes and
+continues home training, or supplies what has not been given, these
+foundation virtues may be so applied to the old problems in new places
+as to form a foundation for the life conduct of the girl and the woman
+that is to be.
+
+Take the question of sex knowledge, so widely agitated of late. We
+cannot guard our girls against contact with some who will exert a
+harmful influence. We can only forearm them by natural, gradual
+information on this subject as their young minds reach out for
+knowledge, so that sex knowledge comes, as other knowledge comes,
+without solemnity or sentimentality on the one hand or undue mystery
+and a hint of shame on the other. No course in sex hygiene can take
+the place of this early gradual teaching, answering each question as
+it comes, in a perfectly natural way, and with due regard for the
+child's wonder at all of nature's marvelous processes. The little girl
+_who knows_ presents no possibilities to the perverted mind which
+seeks to astonish and excite her. And if she knows because "my mother
+told me," the guard is as nearly perfect as can be devised.
+
+Upon this foundation the formal course in sex hygiene may be built.
+Such a course will then be a scientific summing up, with application
+to personal ideals and requirements. It can easily, safely, and wisely
+be deferred until the adolescent period.
+
+Teachers and mothers can find scarcely any field more worthy of their
+thoughtful concentration than the cultivation of good temper in the
+girls under their care. The number of marriages rendered failures, the
+number of homes totally wrecked, by sulking or nagging or outbursts
+of ill-temper, can probably not be estimated. Neither can we count the
+number of innocent people in homes not apparently wrecked whose lives
+are rendered more or less unhappy by association with the woman of
+uncertain temper. Think of the families in which some undesirable
+trait of this sort seems to pass from generation to generation,
+accepted by each member calmly as an inheritance not to be thrown off.
+"It's my disposition," one will tell you with a sigh. "Mother was just
+the same." Surely the time to combat these undesirable traits is in
+childhood, and probably the first step is for the mother, who looks
+back to her mother as "being just the same," to stop talking or
+thinking about inherited traits and at least to present an outward
+show of good temper for the child to see.
+
+Then there is the teacher, who is under a strain and who finds
+annoyances in every hour which tend to destroy her equanimity. Her
+serenity, if she can accomplish it, will prove an excellent example.
+And little by little the mother and the teacher who have accomplished
+self-control for themselves may teach self-control and the beauties of
+good temper to the little girls who live in the atmosphere they
+create.
+
+
+
+
+CHAPTER IX
+
+THE ADOLESCENT GIRL
+
+
+Adolescence, the critical period of the training of the boy and girl,
+presents a complexity of problems before which parents and teachers
+alike are often at a loss.
+
+The adolescent period, the growing-up stage of the girl's life, is
+physically the time of rapid and important bodily changes. New cells,
+new tissue, new glands, are forming. New functions are being
+established. The whole nervous system is keyed to higher pitch than at
+any previous time. Excessive drain upon body or nerve force at this
+time must mean depletion either now or in the years of maturity.
+
+But, on the other hand, the keynote of the girl's adolescent mental
+life is _awakening_. Her whole nature calls out for a larger, fuller,
+more intense life. Home, school, society, dress, all take on new
+aspects under the transforming power of the new sex life stirring and
+perfecting itself within. The world is beckoning to the emerging
+woman, and her every instinct leads her to follow the beckoning hand.
+
+Now, if ever, the girl needs the influence and guidance of some wise
+and sympathetic woman friend. It may be--let us hope it is--her
+mother; or, failing that, her teacher; or, better than either alone,
+both mother and teacher working in sympathetic harmony.
+
+[Illustration: Photograph by Brown Bros.
+Camp Fire Girls. Outdoor life is one of the best means of
+safeguarding the girl's health]
+
+The first care demanded for the maturing girl is the safeguarding of
+her health. School demands at this age are likely to be excessive
+under existing systems of instruction. In many ways the secondary
+school, in which we may assume our adolescent girl to be, merits the
+criticism constantly made, that it works its pupils too hard or,
+perhaps more accurately, that it works them too long. Nothing but the
+closest cooeperation between parents and teachers can afford either of
+them the necessary data for working out this problem. It can never be
+anything but an individual problem, since girls will always differ
+whether school courses do so or not, and adjustment of one to the
+other must be made every time the combination is effected. Some
+schools content themselves with asking for a record of time spent on
+school work at home. Many parents merely acquiesce in the girl's
+statement that she does or doesn't have to study to-night, and the
+matter rests. Other schools and other parents go into the question
+with more or less detail, but usually quite independently of each
+other in the investigation. It is only very recently that anything
+like adequate knowledge of pupils has begun to be gathered and
+recorded to throw light upon the home-study question.
+
+School girls naturally divide into fairly well-defined classes: the
+girl who is overanxious or overconscientious about her work, the girl
+who intends to comply with rules but has no special anxiety about
+results, and the girl who habitually takes chances in evading the
+preparation of lessons. How many parents know at all definitely to
+which class their girl belongs?
+
+The same girls may be classified again with regard to activities
+outside the school. They may help at home much or little or not at
+all. They may have absorbing social interests or practically none.
+They may be in normal health or may already be nervous wrecks from
+causes over which the school has no control.
+
+There is no question about the value of definite information on all of
+these points gathered by home and school acting together for the best
+understanding of the child. The modern physician keeps a carefully
+tabulated record of his patient's history and condition. The school
+should do the same thing and should prescribe with due reference to
+such record.
+
+It frequently happens, however, that the schoolgirl's health is
+menaced less by her hours of school work than by misuse of the
+remaining portion of the twenty-four hours. No mother has a right to
+accuse the school of breaking down her daughter's health unless she is
+duly careful that the girl has a proper amount of sleep, exercise in
+the open air, and hygienic clothing, and that her life outside the
+school is not of the sort that we describe in these days as
+"strenuous."
+
+It is this strenuous life which our girls must be taught to avoid. Any
+daily or weekly program which is crowded with activities is a
+dangerous program for developing girlhood. The very atmosphere of many
+modern homes is charged with the spirit of haste, and parents scarcely
+realize that the daughter's time is too full, because their own is too
+full also. They have no time to stop and realize anything. A quiet
+home is an essential help in preserving a girl's health and
+well-being.
+
+[Illustration: Copyright by Underwood & Underwood
+A mountain camp. Good health is conserved by outdoor games and
+exercise]
+
+It need scarcely be said that the children of a family should be
+troubled as little as possible with the worries of their elders.
+Parents are often unaware how much of the family burden their sons and
+daughters are secretly bearing, or how long sometimes they continue to
+struggle under the burden after it has mercifully slipped from
+father's or mother's shoulders.
+
+Good health means buoyancy, a springing to meet the future with a
+tingle of joy in facing the unknown. The adolescent period is
+essentially an unfolding time, in which probably for the first time
+choice seems to present itself in a large way in ordering the girl's
+life. In school she is confronted with a choice of studies or of
+courses. To make these choices she must look farther ahead and ask
+herself many questions as to the future. What is she to be? Nor is she
+loath to face this question. Some of the very happiest of the girl's
+dreams at this time are concerned with that problematical future.
+There was a day when girls dreamed only of husbands, children, and
+homes. Then, as the pendulum swung, they dreamed of careers, a hand in
+the "world's work." Now they dream of either or both, or they halt
+confused by the wide outlook. But of one thing we may be sure--our
+girl is dreaming, and she seldom tells her dreams.
+
+It is during this period in a girl's life that she is most likely to
+chafe at restraint, to picture a wonderful life outside her home
+environment, and to demand the opportunity to make her own choice. As
+she goes on through high school, she longs more and more for
+"freedom," quite unconscious of the fact that what seems freedom in
+her elders is, in reality, often farthest removed from that elusive
+condition. Her imagination is taking wild flights in these days.
+Sometimes we catch fleeting glimpses of its often disordered fancies,
+although oftener we see only the most docile of exteriors standing
+guard over an inner self of which we do not dream.
+
+The wise mother and the wise teacher are they whose adolescent
+memories, longings, misapprehensions, and mistakes are not forgotten,
+but are being sympathetically and understandingly searched for light
+in guiding the girls whose guardians they are. They recognize once
+and for all that normal girls are filled with what seem abnormal
+notions, desires, and ideals. They recall how little they used to know
+of life, and the pitfalls they barely escaped, if they did escape.
+Thus only can they keep close to the girl in spirit and help her as
+they once needed help. They respect her longing for freedom of choice
+and they teach her how to choose. It is of little use to attempt to
+clip the wings of the girl's imagination, however riotous. The wings
+are safely hidden from our profaning touch. Instead we must teach her
+to dream true dreams and to choose real things rather than shams.
+
+[Illustration: A study room. The life of the adolescent girl is by no
+means bounded by the schoolroom walls]
+
+At this time the girl's life often seems to the casual observer to be
+bounded by her schoolroom walls. As a matter of fact, however, school
+work appeals to her much less than it has probably done earlier or
+than it will do in her college days. Dress is becoming an absorbing
+subject. "The boys," however little you may think it, are seldom far
+from her thoughts. Intimate friendship with another adolescent girl
+perhaps affords an outlet, beneficial or otherwise, for the crowding
+life which is too precious to bear the unsympathetic touch of the
+world of her elders. Or perhaps the girl becomes solitary in her
+habits, living in a world of romance found in books or in her own
+dreams, impatient with the world about her, feeling sure she is
+"misunderstood."
+
+What can home, school, and society in general do for the adolescent
+girl, that her awakening may be sweet and sane, that her future
+usefulness may not be impaired or her life embittered by wrong choice
+at the brink of womanhood?
+
+Any wise plan for the training of girls "in their teens" must include
+provision for:
+
+  1. Outdoor play and exercise. In the country this is much more
+     easily accomplished. City problems bearing on this question
+     are among the most acute of all concerning boys and girls.
+
+  2. Systematic attention to the work of the schoolroom. Thus the
+     girl acquires habits of concentration and industry that she
+     will need all her life.
+
+  3. Some manual work in kitchen, garden, sewing room, or workshop.
+     Here the girl's natural tastes and inclination may be
+     discovered and trained.
+
+  4. Food for the imagination. Books, music, pictures, inspiring
+     plays. The Campfire Girls' movement is valuable in its
+     imaginative aspect.
+
+  5. Attention to dress. Laying the foundation for wise lifelong
+     habits.
+
+  6. Healthful social intercourse under the best conditions with
+     boys and with other girls, both at home and at school. Croquet,
+     tennis, skating, offer fine opportunities for such
+     intercourse. "Parties," dancing, present more difficulties, but
+     have their value under right conditions. Not all "fun" should
+     include the boys. Athletic contests between girls do much to
+     develop a neglected side of girl nature.
+
+  7. Companionship with her mother, or some other woman of
+     experience. Nothing can quite take the place of this. The girl
+     is sailing out upon an uncharted sea. She needs the help of
+     someone who has sailed that way before.
+
+[Illustration: A botanical laboratory in Portland, Oregon. Through
+systematic attention to the work of the schoolroom the girl acquires
+habits of concentration and industry]
+
+  8. Preparation for marriage and motherhood. Much that the girl
+     should know can come to her through no other medium than that
+     indicated in the preceding paragraph--confidential intercourse
+     with the woman of mature years. For the sake of the girls who
+     fail to find this woman elsewhere every school for adolescent
+     girls should have on its faculty a woman who will "mother" its
+     girls.
+
+  9. Acquaintance with the lives of some of the great women of
+     history, as well as of some who have lived inspiring lives in
+     the girl's own country and time. A long list of such women
+     might be made.
+
+  10. Some unoccupied time. Our girl must not be permitted to
+     acquire the bad habit of rushing through life.
+
+  11. Study of vocations and avocations for women. Avocations--the
+     work which serves as play--should be wisely studied, and some
+     avocation adopted by every girl.
+
+[Illustration: Photograph by Brown Bros.
+A quiet retreat. Every girl needs some unoccupied time in order that
+she may not acquire the habit of rushing]
+
+Part of this training girls everywhere in this country may get if the
+opportunities open to them are seized. The proportion of purely mental
+work and of handwork will vary according to the locality in which the
+girl finds herself. In general, however, such matters receive more
+consideration than the more complex ones of direct social bearing.
+
+How a girl shall dress, with whom and under what conditions she shall
+find her social life, what she shall know of herself, of woman in
+general, of the opposite sex, what her relations with her mother shall
+be--these things are more often than not left to chance or to the
+girl's untrained inclination.
+
+The dress question rests fundamentally upon the personal question,
+What do clothes mean to the girl? Behind that we usually find what
+clothes mean to her mother, to her teachers, to the women who have a
+part in her social life. Instinct teaches the girl to adorn her
+person. Environment is largely responsible for the sort of adornment
+she will choose. To bring the matter at once to a practical basis,
+what standards shall we set up for our girls to see, to admire, and to
+adopt as their own?
+
+"Well dressed" may be interpreted to mean simply, or serviceably, or
+conspicuously, or becomingly, or fashionably, or cheaply, or
+appropriately, according to the standard of the person who uses the
+term. It would necessarily be impossible to establish a common
+standard for any considerable group of women, since individual
+conditions must govern individual choice. A wise standard for girls
+and their mothers, however, will conform to certain principles, even
+though the application of the principles be widely different.
+
+These principles may be expressed somewhat as follows:
+
+  1. Beauty in dress is expressed in line, color, and adaptation to
+     personal appearance, not in expense.
+
+  2. Fitness depends upon the occasion and upon the relation of cost
+     to the wearer's income.
+
+  3. Simplicity conduces to beauty, fitness, and to ease of upkeep.
+
+  4. Upkeep, including durability and cleansing possibilities, is as
+     important a consideration in selecting clothes as in selecting
+     buildings and automobiles. Freshness outranks elegance.
+
+  5. Individuality should be the keynote of expression in dress.
+
+Conformity to the foregoing principles in establishing a personal
+standard will of necessity prevent slavish imitation and the striving
+to reach some other woman's standard which bears again and again such
+bitter fruit. The erroneous notion fostered by thousands of American
+women, that if you can only look like the women of some social set to
+which you aspire you are like them for all social purposes, is a
+fallacy, in spite of its general acceptance. We might as well expect
+blue eyes, straight noses, or number three shoes to form the basis of
+a social group.
+
+The mother or the teacher who bases her instruction in this matter on
+the assumption that pretty clothes of necessity breed vanity and all
+its attendant evils is merely sowing the seed of her influence upon
+stony ground when once the girl discovers her belief. Nature is
+telling the girl to make herself beautiful. It is not only useless but
+wrong to set ourselves against this instinct. Instead we must show her
+what beauty in clothes means, and how to attain it without paying for
+it more than she can afford, in money, in time, or in sacrifice of her
+spiritual self. The school does its share when it teaches the general
+theory of beauty, with practical illustration in study of line and
+color schemes. The individual teacher and the mother have to impart
+the far more delicate lessons concerning influence and cost--mental,
+moral, and spiritual--in other words, the psychology of clothes.
+
+Our girl must grow up fully cognizant of what her clothes cost. When
+she desires, as she doubtless will desire, silk petticoats, and an
+"up-to-date" hat, and high-heeled shoes, and an absurdly beruffled
+dress, and a wonderful array of ribbons, she must discover what each
+and every one of these things costs and whether it is worth the price.
+The high heels sometimes cost health; the conspicuous dress may cost
+the good opinion or the admiration of those who value modesty above
+style; the silk petticoat may be bought at the cost of mother's or
+father's sacrifice of something needed far more; the trimming on the
+hat may have cost the life of a beautiful mother bird and the slow
+starvation of her nestlings. Nothing the girl wears costs money only.
+
+She must also learn that fine clothes are out of place on a girl whose
+body is not finely cared for; that money is better expended for
+quality than for show; and, most of all, that clothes are secondary
+matters, when all is said.
+
+Wisdom and sympathy and tact are never more needed than in this sort
+of teaching. The principles of good dressing cannot be laid down
+baldly and coldly, like mathematical rules, for the guidance of a girl
+palpitating with youthful and beauty-loving instincts. The mother who
+says, merely, "Certainly not. You don't need them. I never had silk
+stockings when I was a girl," is failing to meet her obligations quite
+as much as the mother who allows her daughter to appear at school in a
+costume suited only to some formal evening function. There are mothers
+of each of these sorts.
+
+The wise mother whose daughter has developed a sudden scorn for the
+stockings she has worn contentedly enough hitherto does not dismiss
+the subject in the "certainly not" way, however kindly spoken. She
+treats her daughter's request seriously, asks a few questions, in the
+answers to which "the other girls" will probably figure largely, and
+talks it over.
+
+"Of course, there is the first cost to consider. The price of three or
+four pairs of silk stockings would give you a dozen pairs of fine
+cotton. Yes, I know there are cheaper silk ones to be had, but their
+quality is poor. We should scarcely want you to wear coarse, poorly
+made ones. And of course you know silk ones do not last so long. They
+are pretty, and pleasant to wear, and cool, I know. How would it do to
+have silk ones to wear with your new party dress, and keep on with the
+cotton ones for school? We don't want to be overdressed in business
+hours, you know. Then, it seems to me, it is a little hard on the
+really poor girls at school if the rest of you are inclined to
+overdress. They are so likely to get into the habit of spending their
+money for cheap imitations of what you other girls wear--or if they
+are too sensible for that they are probably unhappy because they have
+to look different. Wouldn't it be kinder not to wear expensive things
+to school at all?"
+
+The object is not so much to keep the girl from having unsuitable
+garments as to teach her to see all sides of the clothes question, to
+realize her responsibilities, and to learn to choose wisely for
+herself.
+
+It is highly desirable that mothers keep up their own standards of
+dress as they approach middle life and their daughters enter the
+adolescent period. Some women even make the mistake of dressing
+shabbily that they may gown their daughters resplendently. They are
+educating their daughters to a false standard and to a selfish life.
+
+Teachers also probably seldom realize how wide an influence they may
+exercise upon their adolescent girl pupils in the matter of dress.
+Many a girl forms her standard and her ideal from what her teacher
+wears. Teachers must accept their responsibility and make good use of
+the opportunities it gives them.
+
+It is approximately at the time of her awakening to the beautifying
+instinct that the girl begins to take a special interest in social
+matters. Here again she needs wise guidance, and usually more
+_guidance_ and less _direction_ than most girls get. The American
+mother is prone in social questions to trust her daughter too much, or
+not enough, and to train her very little.
+
+[Illustration: Copyright by Underwood & Underwood
+Skating offers fine opportunity for healthful social intercourse]
+
+In many cases adolescent society centers about the school. There are
+the everyday walks and talks of the boys and girls, the games and
+meets and contests, with their attendant social features, the literary
+societies and debating clubs, the school parties and dances. The
+school thus comes to assume a considerable part in the boy's and
+girl's social training, much more than was the case twenty or even ten
+years ago; and the whole trend of educational movement in this matter
+is toward doing more even than it now does.
+
+In some cases schools have merely drifted into this social work,
+without definite aims and without conspicuously good results, just as
+some parents have drifted into acceptance of the situation, with
+little oversight and a comfortable shifting of responsibility.
+
+[Illustration: Games form an important part of the adolescent girl's
+life]
+
+When this sort of school and this sort of parent happen to be the
+joint guardians of a girl's social training, it usually happens that
+the girl discovers some things by a painful if not heartbreaking
+trial-and-error method, and other things she quite fails to discover
+at all. Most of all, she needs her mother at this time--a wise,
+interested, companionable mother, who knows much about what goes on at
+school parties and at school generally, but who never forces
+confidences and, indeed, who never needs to; an elder sister sort of
+mother, who helps. And she needs also teachers who supervise and
+chaperon social affairs with a full realization that social training
+is in progress and that lives are being made or marred.
+
+There are schools and there are mothers who look upon every phase of
+school life as contributing to the educative process, and these find
+in the social affairs of the school their opportunities to teach some
+vital lessons. Some schools are lengthening the free time between
+periods, merely for the purpose of adding to the informal social
+intercourse between pupils.
+
+Wise teachers as well as wise mothers will see that the social phase
+of school life, especially in the evening, is not overdone. Not only
+health but future usefulness and happiness suffer if the girl "goes
+out" so much that going out becomes the rule and staying at home the
+exception. It is not usually, however, the social affairs of the
+school alone which cause the girl to develop the habit of too many
+evenings away from home. It is the school party plus the church
+social, plus the moving pictures, plus the girls' club, plus the
+theater, plus choir practice, plus the informal evening at her chum's,
+plus a dozen other dissipations, that in the course of a few years
+change a quiet, home-loving little schoolgirl into a gadding,
+overwrought, uneasy woman.
+
+Unless one has tried it, it is perhaps hard to realize how difficult
+it is for an individual mother to regulate social custom in her
+community even for her own daughter without causing the girl
+unhappiness and possibly destroying her delight in her home. No girl
+enjoys leaving the party at ten when "the other girls" stay until
+twelve. Nor does she enjoy declining invitations when the other girls
+all go. But what the individual mother finds difficult, community
+sentiment can easily accomplish. The woman's club or the mothers' club
+or the parent-teacher association, or better yet all three, may
+profitably discuss the question, and may set about the creation of the
+sentiment required.
+
+Quite as important as "How often shall she go?" is the question "With
+whom is she going?" There are two ways of approaching the problem here
+involved. One requires more knowledge for the girl herself, that she
+may better judge what constitutes a worthy companion. The other is
+reached by the better training of boys, that more of them may develop
+into the sort of young men with whom we may trust our daughters.
+
+Parents who take the time and trouble to acquaint themselves with the
+boys in their daughter's social circle will find themselves better
+able to aid the girl in her choice of friends. The very best place for
+this getting acquainted is the girl's own home, to which, therefore,
+young people should often be informally invited. Nor should parents
+neglect occasional opportunities to observe their daughter's friends
+in other environment--at the church social or supper, at
+entertainments, at school, or on the street. Fortunately the revolt
+against a dual standard of purity for men and women holds promise of a
+larger proportion of clean, controlled, trustworthy boys.
+
+It will never be quite safe, however, to trust either our boys or our
+girls to resist instincts implanted by nature and restrained only by
+the artificial barriers of society, unless we keep their imaginations
+busy, and unless we implant ideals of conduct high enough to make them
+desire self-control for ends which seem beautiful and good to
+themselves. The adolescent period is especially favorable for the
+formation of ideals, and a high conception of love and marriage will
+probably prove the truest safeguard our boys and girls can have.
+
+The reading of the period is of special importance. At no other time
+of life will altruism, self-sacrifice, high ideals of honor and of
+love, make so strong an appeal as now. Adolescent reading must make
+the most of this fact. Some of the great love stories of literature
+and biography should be read, especially one or two which involve the
+putting aside of desire at the call of a higher motive. At least one
+story involving the world-old theme of the betrayed woman--_The
+Scarlet Letter_, perhaps, or _Adam Bede_--should be "required reading"
+for every adolescent girl, and should after reading be the subject of
+thoughtful and loving discussion by the girl and her mother in one of
+the confidential chats which should be frequent between them.
+
+Girls must learn from their mothers and teachers to distrust the boy
+who shows any inclination to take liberties, and they must also learn
+that girls, consciously or more often otherwise, daily put temptation
+in the way of boys who desire to do right, and invite liberties from
+the other sort. Restraint, in dress, in carriage, in manners, and in
+conversation, _must be made to seem right and desirable to the girl_,
+for her own sake and no less for the good of the other sex. This of
+course means that teachers must set fine examples before the girl in
+their own dress and deportment.
+
+To counteract the dangerous tendencies which have become intensified
+by the wholesale breaking of social customs during the war, it is
+necessary that parents and teachers give very careful attention to the
+dress of girls and to the demeanor of boys and girls of the adolescent
+period. Many teachers are improperly dressed and setting the wrong
+example. Many parents are dressing carelessly and sending their girls
+to high school improperly dressed. The boys are tempted--yes, are
+forced--to observe the bodies of their girl classmates, in
+study-rooms, halls, laboratories, and on playgrounds. These girls who
+are immodestly dressed are not only exposing themselves to danger and
+inviting familiarities, but are tempting the boys to go wrong. Many
+of the tragedies in our schools can be traced to this source.
+
+To handle this very serious and very difficult problem it is necessary
+that all mothers of high-school boys and girls organize and cooperate
+with principals and teachers. The task is gigantic, for the customs
+and suggestions which are responsible for present-day conditions are
+many and permeate our magazines, books, moving pictures, dances, and
+nearly all social gatherings.
+
+Many superintendents, teachers, and parents have been very seriously
+studying these social and moral problems and making plans to start
+reforms at once in the public schools. The most practical method thus
+far presented appears to be the requirement of uniform dress for all
+girls in the upper grades and in high school. This custom is already
+established in some of our best private schools. Uniform dress has a
+very democratic training which commends it. It is less expensive than
+the present varied styles. It is practical, for it avoids
+discrimination which would lead to many private difficulties.
+
+The girl has now reached the time when her bits of knowledge of sex
+matters, gained gradually since the first stirrings of curiosity in
+her little girlhood, should be gathered, summarized, and given
+practical application to the mature life she will soon enter upon.
+
+Thoughtful investigation does not lead to the conclusion that girls
+need especially a detailed physiological presentation of the subject
+so much as a study of the psychological aspects of the sex life.
+Personal purity is primarily a matter of mind.
+
+Girls who all their lives have been familiar with the mystery of
+birth, who at puberty have been instructed in the delicacy of the
+sexual organs and processes and in the care they must exercise to
+bring them to normal development, are now ready to be taught the
+vital necessity of subordinating the animal to the spiritual in the
+sex life.
+
+It may seem unwise and unnecessary to put before young girls so dark
+and distressing a subject as the social evil. Yet I know of no way to
+combat this evil without teaching all girls what must be avoided. When
+girls realize that the social evil
+
+  1. Rests upon a foundation of purely unrestrained animal
+     instinct;
+
+  2. That a single sexual misstep has ruined thousands upon
+     thousands of girls' lives;
+
+  3. That ignorance or the one misstep has led thousands to a
+     permanent life of shame;
+
+  4. That such a life means, sooner or later, sorrow, impaired or
+     destroyed health, disgrace, and early death to its woman
+     victims;
+
+  5. That the social evil destroys the efficiency and the moral
+     worth of men;
+
+  6. That it sets free deadly disease germs to permeate society,
+     causing untold misery among the innocent,
+
+then, and not until then, can they be taught
+
+  1. To recognize and fear animal instinct unrestrained by higher
+     motive;
+
+  2. To guard their own instincts;
+
+  3. To hold men to a high standard of social purity and to help
+     them attain it.
+
+Nor does this teaching necessitate morbid consideration of the
+subject. It will, in fact, in many cases clear away the morbid
+curiosity and surreptitious seeking after information in which
+untaught girls indulge. Skillfully and delicately taught this
+knowledge as an important and serious part of woman's work, girls will
+be sweeter and more womanly for the knowledge of their responsibility
+to society and to their unborn offspring.
+
+Schools that attempt such a course for girls are finding their chief
+difficulty in discovering people properly endowed by nature and
+properly trained to teach it. To give such work into any but the
+wisest hands invites disaster. To make it a study of the physical
+basis of sexual life is disaster in itself. Service, through making
+one's self a pure member of society, and through helping others to
+keep the same standard--this must be the keynote of the teaching, an
+education toward social efficiency and social uplift.
+
+
+
+
+CHAPTER X
+
+THE GIRL'S WORK
+
+
+The adolescent girl, already the product of a general training which
+has aimed at all-round development of body, mind, and spirit, is now
+ready for the specializing which shall place her in tune with the
+world of industry and help her to make for herself a permanent and
+useful place in society. Henceforward the girl's training must face
+her double possibilities. She must not be allowed to have an eye
+single to making an industrial place for herself; nor can those who
+educate her fail to see the double work she must do.
+
+Any consideration of the subject of girls' work outside the home or
+work in the home for financial return must begin with a general survey
+of the field of industry, discovering what women have done and are
+doing, together with the effects of gainful occupation upon the
+character and efficiency of women.
+
+The United States Census reports for 1910 give the following figures:
+
+                   Number of Females Ten Years and Over
+  Year                Engaged in Gainful Occupations
+  1880                           2,647,157
+  1890                           4,005,532
+  1900                           5,319,397
+  1910                           8,075,772
+
+It is thus seen that gainful occupations for women have increased
+greatly in the thirty years covered by the report. At present 21.2 per
+cent of all females, or 23.4 of all over ten years of age, are engaged
+in work for wages. Further tabulation brings out the fact that,
+whereas the age period from twenty-one to forty-four shows the largest
+percentage of men employed in gainful work, women show the largest
+proportion of their numbers so employed during the age period from
+sixteen to twenty. Evidently the girls are at work. The figures
+follow:
+
+  MALES TEN YEARS AND OVER        FEMALES TEN YEARS AND OVER
+  Age Period      Per Cent        Age Period        Per Cent
+    10-13            16.6           10-13               8.0
+    14-15            41.4           14-15              19.8
+    16-20            79.2           16-20              39.9
+    21-44            96.7           21-44              26.3
+    45 and over      85.9           45 and over        15.7
+
+Compare with these figures the following table:
+
+AGES AT WHICH WOMEN MARRY[7]
+
+  11.2 per cent, or 1/9,  of all women marry before 20
+  47.3  "   "    "  1/2   "   "    "     "     "    25
+  72.4  "   "    "  3/4   "   "    "     "     "    30
+  83.3  "   "    "  5/6   "   "    "     "     "    35
+  88.8  "   "    "  8/9   "   "    "     "     "    45
+  92.1  "   "    "  11/12 "   "    "     "     "    55
+  93.3  "   "    "  14/15 "   "    "     "     "    65
+  93.8  "   "    "  15/16 "   "    "     "     "   100
+
+It will be observed that since the percentage of women at work
+decreases after twenty, the number of women who marry and presumably
+become homemakers is very largely increased.
+
+These figures would seem to indicate that girls go to work early, that
+as yet industry does not largely prevent marriage, and that marriage
+does in many or most cases stop women's industrial careers.
+
+Inquiry as to what women are doing in the industrial world elicits
+important facts. It would seem that Olive Schreiner's "For the present
+we take all labor for our province" is very nearly a bare statement
+of attested fact. The Census report includes 509 closely classified
+occupations. Women are found in all but 43. Even allowing for the
+inaccuracy of such figures, and passing over the occupations which
+take in only an occasional woman, it is seen that "woman's sphere" can
+no longer be arbitrarily defined. The following facts and figures for
+women give us food for thought:
+
+  Farm laborers (working out)        337,522
+  Iron and steel industries           29,182
+  Chemical industries                 15,577
+  Clay, glass, and stone industries   11,849
+  Electrical supply factories         11,041
+  Lumber and furniture industries     17,214
+  Steam railroad laborers              3,248
+
+[Illustration: Photograph by C. Park Pressey
+The 1910 Census showed over three hundred and thirty thousand women
+employed as farm laborers. This number did not include wives or
+daughters of farm-owners]
+
+The foregoing facts concern occupations which were once associated
+entirely with men. If we enter the ranks of more womanly work we shall
+find:
+
+  Dressmakers                                     447,760
+  Milliners                                       122,070
+  Sewers and sewing-machine operators             231,106
+  Telephone operators                              88,262
+  Nurses                                          187,420
+  Clerks and saleswomen in stores                 362,081
+  Stenographers and typists                       263,315
+  Bookkeepers, cashiers, and accountants          187,155
+  Cooks                                           333,436
+  Laundresses (not in laundries)                  520,004
+  Teachers                                        478,027
+
+These are of course merely a few among the four hundred and fifty
+kinds of work in which women are found. Any survey of women's work
+comes close to a general survey of industry. We shall find that in
+some occupations the proportion of men is much larger than that of
+women. In others women have made rapid strides. The accompanying
+diagram shows that in professional service, in domestic and personal
+service, and in clerical occupations women are found in largest
+numbers. In domestic and personal service the women outnumber the men
+more than two to one. In professional service there are four women to
+five men, a large proportion of the women being teachers. In the
+clerical occupations we have one woman to each two men, in
+manufacturing one woman to six men, in agriculture one woman to seven
+men, and in trade one to eight. The occupations for women have been
+changed somewhat by the new industrial conditions forced upon us by
+the war, but it is very probable that in a few years the industrial
+world will return to its normal status before the war for both men and
+women.
+
+[Illustration: Proportions of men and women in the United States
+engaged in special occupations]
+
+[Illustration: Copyright by Underwood & Underwood
+Farmerettes. During the World War women at home and abroad rendered
+especially valuable services in agricultural work]
+
+If it is true that women are claiming and will continue to claim "all
+labor" for their province, the claim must rest upon one of two
+assumptions: Either women are physically, mentally, and morally
+identical in their capabilities with men, or differences in physical,
+mental, and moral make-up must be considered as not affecting work.
+Most of us are not yet ready to agree to either of these premises. We
+must therefore believe that some occupations are more suitable for one
+sex than for the other. The fact is, however, that only a small group
+of radical thinkers have made the opposite claim. Women are found, it
+is true, in a large number of the occupations in which men are found.
+But they are there for some other reason than that they claim all
+labor as their sphere. Some are driven by the stern necessity of doing
+whatever work is at hand; some by ignorance of their unfitness, or of
+the unfitness of the work for them; some by the spirit of the age
+which says, "Come, be free. Try these things that men do. See if they
+suit you. Find your sphere."
+
+Probably, however, this last reason for entering unsuitable
+occupations is the one least often underlying the choice. Girls select
+vocations in the main as boys do. Until very lately chance has been
+the ruling element far oftener than anything else.
+
+Studies in industry are now for the first time giving us adequate
+information as to requirements for efficiency, working conditions,
+wages, living possibilities, and the effects, moral and physical, of
+various occupations upon both men and women. The problems arising out
+of the crossing and recrossing of these various elements are as yet
+but vaguely understood. The great gain lies in the fact that their
+solution is being sought.
+
+The community is of necessity interested in workingwomen as it is in
+workingmen. Without these workers the community does not exist. When
+they are ill-paid, overworked, underfed, discontented, or inefficient,
+the community necessarily suffers. When they work under proper
+conditions, the community shares their prosperity. It is thus coming
+to be seen that the condition of workers is the concern of all the
+members of the community.
+
+[Illustration: Photograph by Brown Bros.
+Factory workers. Sewers and sewing-machine operators to the number of
+over 230,000, according to the 1919 Census, are employed in the United
+States]
+
+In the case of the woman worker, however, and especially of the young
+woman worker, the community has a further interest because of the
+service that women render as the mothers of the next and indeed of all
+future generations. If, then, it is shown that women are physically
+unfit for certain occupations that men may follow with safety, it
+becomes the business of the community to protect women, even against
+themselves if necessary, and to deter them from entering such lines of
+work.
+
+The community must make use of various agencies in bringing about the
+proper relations between women and their work. It may use legislation,
+thereby securing, for example, factory inspectors to improve the
+sanitary and moral conditions in the places where women and girls are
+employed. It may use the school, the library, and various civic
+improvement forces to inform both girls and their parents as to
+conditions under which girls should work. It may employ vocational
+guides to make proper connections between women and their work.
+
+For all these agencies to do satisfactory work, the first requisite is
+knowledge of conditions. This means skillful work upon a vast and
+rapidly increasing body of facts, and wide dissemination of the
+results of such work.
+
+[Illustration: Copyright by Underwood & Underwood
+Unemployed utilizing their spare time to make themselves more
+efficient. The community may make use of the schools for such
+purposes]
+
+We may not stop here to consider what legislatures have done and are
+doing to improve conditions, other than to mention that the number of
+hours that women may work is restricted in some states, as is night
+work, and that a minimum wage is required in some.
+
+Our question, however, is not so much what is forbidden women in the
+way of work, as what women and girls will choose to do of the work
+which is not forbidden. Facts as to what women are doing concern us
+mainly as material from which to deduce information of value to the
+girls who have not yet chosen.
+
+A serious obstacle to wise choice on the part of young girls who are
+pushing into industrial occupations is the uncertainty of their
+continuing as workers outside the home. The average length of the
+girl's industrial life is computed to be only about five years. She
+enters upon work at an age when it is often impossible to tell whether
+she will marry or remain single. She is usually unable to know whether
+or not she will desire to marry. The great majority of girls have
+therefore no stable conditions upon which to build a choice. The work
+girls choose and their instability in the work they enter upon are
+direct results of these unstable conditions. Many girls feel the need
+of little or no training, and apply for any work obtainable, merely
+because they anticipate that their industrial career will soon be
+over.
+
+A government report on the condition of woman and girl wage-earners in
+the United States gives the following facts concerning 1,391 women
+working in stores:
+
+     Average length of service     5.17 years
+     Average wage:
+       First year               $4.69 per week
+       Second year               5.28  "   "
+       Tenth year                9.81  "   "
+
+     Among 3,421 factory women investigated:
+
+     Average length of service      4.46 years
+     Average wage:
+       First year                $4.62 per week
+       Second year                5.34  "   "
+       Tenth year                 8.48  "   "
+
+These stores and factories were presumably filled by girls who seized
+the most available source of a weekly wage regardless of all but the
+pay envelope. Few of them remained more than five years, and those who
+did remain did not receive adequate increase in their pay by the tenth
+year for workers of ten years' experience.
+
+[Illustration: Photograph by Brown Bros.
+A cotton-mill worker. Unfortunately in the factories girls are too
+often influenced by the pay envelope rather than by any special
+fitness for the work they are to do]
+
+The whole industrial situation as it concerns women would indicate
+that women even more than men show lack of discrimination in seeking
+to place themselves, and that the sources of information for them have
+been few if not entirely lacking. Happily these conditions are
+changing. We have now to teach girls to avail themselves of the
+information and the guidance at hand and to learn to discriminate in
+their choice of work.
+
+Girls must realize that unskillful, mechanical work, done always with
+a mental reservation that it is merely a temporary expedient, keeps
+women's wages low, destroys confidence in female capacity, and has
+definite bearing not only on the individual woman's earning capacity,
+but on her character as well. Girls must learn to choose in such a way
+that their work may be an opening into a life career or may be an
+enlightening prelude to marriage and the making of a home.
+
+Some of the women who uphold the doctrine of equality between the
+sexes make the mistake of thinking and of teaching that there can be
+no equality without identical work. They take the attitude that unless
+women do all the sorts of work that men do, they are unjustly deprived
+of their rights. Our contention is rather that women have higher
+rights than that of identical work with men. They, above all other
+workers, should have the right of intelligent choice of work which
+they can do to the advantage of themselves, their offspring, and the
+community. Such a choice will ignore the question of sex as a
+drawback, accepting it, on the other hand, merely as a condition
+which, like other conditions, complicates but does not necessarily
+hamper choice. No girl need feel hampered by her sex because she
+chooses not to do work which fails either to utilize her peculiar
+gifts or to lead in what seems to her a profitable direction. No girl
+should feel that her industrial experience, however short, has nothing
+to contribute to the home life of which she dreams. No girl need waste
+the knowledge and skill gained in industrial life when she abandons
+gainful occupation for the home. Homemaking education, with industrial
+experience, ought to make the ideal preparation for life work.
+
+This, however, can be true only when the girl's industrial experience
+is of the right sort. Girls must therefore be led to choose the
+developing occupation. It is a part of the world's economy to lead
+them to this choice.
+
+
+FOOTNOTES:
+
+[Footnote 7: From Puffer, _Vocational Guidance_, based on Census
+figures.]
+
+
+
+
+CHAPTER XI
+
+THE GIRL'S WORK (Continued)--CLASSIFICATION OF OCCUPATIONS
+
+
+It is well at the outset to recognize that vocation choosing is at
+best a complicated matter which, to be successfully carried out,
+demands not only much information, but information from different
+viewpoints. It is not enough to insure a living, even a good living,
+in the work a girl chooses. We must take into consideration the girl's
+effect upon society as a teacher, nurse, saleswoman, or office worker;
+and no less, in view of her evident destiny as mother of the race,
+must we consider society's effect upon her, as it finds her in the
+place she has chosen. In other words, will she serve society to the
+best of her ability, and will her service fit her to be a better
+homemaker than she would have been had no vocation outside the home
+intervened between her school training and her final settling in a
+home of her own making?
+
+This double question must find answer in consideration of vocations
+from each of several viewpoints. We may classify occupations open to
+girls (1) from the standpoint of the girl's fitness, physical and
+psychological; (2) from the standpoint of industrial conditions, the
+sanitary, mental, and moral atmosphere, and the rewards obtainable;
+(3) as factors increasing, decreasing, or not affecting the girl's
+possible home efficiency or the likelihood of taking up home life; (4)
+from the standpoint of the girl's education; (5) from the standpoint
+of service to society.
+
+Our first classification concerns the girl's fitness for this or that
+work. The everyday work of the world in which our girls are to find a
+part may be separated into three fairly well-marked classes: making
+things, distributing things, and service. The first question we must
+ask concerning a girl desirous of finding work is, then: Toward which
+of these classes does her natural ability and therefore probably her
+inclination tend? Natural handworkers make poor saleswomen; natural
+traders or saleswomen are likely to be uninterested and ineffective
+handworkers. The girl whose interests are all centered in people must
+not be condemned to spend her life in the production of things; nor,
+as is far more common, must the girl who can make things, and enjoys
+making them, spend her life in merely handling the things other people
+have made, as she strives to make connection between these things and
+the people who want them. Then there is the girl who is efficient and
+who finds her pleasure in "doing things for people." Service--and we
+must remember that service is a wide term, and that no stigma should
+attach to the class of workers which includes the teacher, the
+physician, and the minister--is clearly the direction in which such a
+girl's vocational ambition should be turned.
+
+It would be idle to assert that all women are suited to marriage,
+motherhood, and domestic life, although there is little doubt that
+early training may develop in some a suitability which would otherwise
+remain unsuspected. When, however, early training fails to bring out
+any inclination toward these things, we may well consider seriously
+before we exert the weight of our influence toward them.
+Home-mindedness shows itself in many ways, and it should have been a
+matter of observation years before the girl faces the choice of a
+vocation. It is usually of little avail to attempt to turn the
+attention of the girl who is definitely not thus minded toward the
+domestic life. On the other hand, the girl who is naturally so minded
+will respond readily to suggestions leading toward the occupations
+which require and appeal to her domestic nature. The great majority of
+girls, however, are not definitely conscious of either home-mindedness
+or the opposite. They are in fact not yet definitely cognizant of any
+natural bent. It is these girls who are especially open to the
+influence of environment, of what may prove temporary inclination, or
+of false notions of the advantage of certain occupations in choosing a
+life work. These are the girls, too, who are likely to drift into
+marriage as they are likely to drift into any other occupation, and
+whose previous vocation may have added to or perfected their
+homemaking training or, on the other hand, may have developed in them
+habits and traits which will effectually kill their usefulness in the
+home life. These, then, are the girls who are most of all in need of
+wise assistance in choosing that which may prove to be a temporary
+vocation or may become a life work. The temporary idea must be
+combated vigorously in the girl's mind. Many an unwise choice would
+have been avoided had the girl really faced the possibility of making
+the work she undertook a life work. The temporary idea makes
+inefficient workers and discontented women.
+
+There is in most cases, especially among the fairly well-to-do, no
+dearth of assistance offered to the young girl in making her choice.
+Much of the advice, unfortunately, is not based on real knowledge
+either of vocations or of the girl. Knowledge is absolutely necessary
+to successful judgment in this delicate matter.
+
+From a large number of letters written by high-school girls let me
+quote the following typical answers to the question: Why have you
+chosen the vocation for which you are preparing?
+
+     "Ever since I could walk my uncle has been making plans for
+     me in music."
+
+     "My first ambition was to be a stenographer, but my father
+     objected. My father's choice was for me to be a teacher, and
+     before long it was mine too."
+
+     "My ambition until my Junior year in High School was to be a
+     teacher. From that time until now my ambition is to be a
+     good stenographer. My reason for changing is due partly to
+     my friends and parents. My parents do not want me to be a
+     teacher, as they consider it too hard a life."
+
+     "I have been greatly influenced by my teacher, who thinks I
+     have a chance [as a dramatic art teacher]. I am willing to
+     take her word for it.".
+
+     "Mother says it is a very ladylike occupation"
+     [stenography].
+
+     "My music instructor wishes for me to become a concert
+     player, or at least a good music teacher, and I now think I
+     wish the same."
+
+These answers all show the customary ease of throwing out advice, and
+also the undue significance attached by girls to these probably
+inexpert opinions.
+
+Parents often fail in their attempts to launch their children
+successfully. Sometimes they attempt unwisely to thrust a child into
+an occupation merely because "it is ladylike," or the "vacation is
+long," or "the pay is good," regardless of the child's aptitude or
+limitations. Quite often they await inspiration in the form of some
+revelation of the child's desires, regardless of the demand of society
+for such service as the child may elect to supply or the effect of the
+vocation upon the child's health or character. Undue sacrifice on the
+part of parents has without question swelled the ranks of mediocre
+physicians and lawyers and clergymen. It has doubtless produced
+thousands of teachers who cannot teach, nurses who are quite unsuited
+to the sick-room, and office workers who have not the rudiments of
+business ability.
+
+It would seem that truly successful guidance in a girl's search for a
+vocation can come, like much of her training, only from wise
+cooeperation of school and home. Teacher and parent see the girl from
+different angles. Their combined judgment will consequently have
+double value.
+
+As the time of vocational choice approaches, school records should
+cover larger ground than before, and should be made with great care,
+with constant appeal to parents for confirmation and additional facts.
+
+The record should cover:
+
+1. _Physical characteristics_: Height; weight; lung capacity; sight;
+hearing; condition of nasal passages; condition of teeth; bodily
+strength and endurance; nerve strength or weakness.
+
+2. _Health history_: Time lost from school by illness; school work as
+affected by physical condition when the girl is in school; probable
+ability or inability to bear the confinement of an indoor occupation;
+any early illness, accident, or surgical operation which may affect
+health and therefore vocational possibilities.
+
+3. _Mental characteristics_: The quality of school work; studious or
+active in temperament; best suited for head work, handwork, or a
+combination; ability to work independently of teacher or other guide;
+studies most enjoyed; studies in which best work is done; evidences,
+if any, of special talent, and whether or not sufficient to form basis
+of life work.
+
+4. _Moral characteristics_: Honesty; moral courage; stability; tact;
+combativeness; leader or follower.
+
+5. _Heredity_: Physical statistics in regard to parents, brothers,
+sisters, grandparents, uncles, aunts; occupations followed by these,
+with success or otherwise; family traditions as to work; special
+abilities in family noted.
+
+6. _Vocational ambitions_.
+
+7. _Family resources for special training_.
+
+Without some such record as this--and it need scarcely be said that
+the one given here is capable of wide adaptation to special
+needs--teachers, parents, or other friends of the girl are poorly
+equipped for giving advice as to the girl's future. And yet it is
+common enough for such advice to be thrown out in the most casual
+manner, with scarcely a thought of the ambitions awakened or of the
+future to which they may lead.
+
+"You certainly ought to go on the stage," chorus the admiring friends
+of the girl who excels in the work of the elocution class. And
+sometimes with no other counsel than this, from people who really know
+nothing about the matter, the girl struggles to enter the theatrical
+world, only to find that her talent, sufficient to excite admiring
+comment among her friends, has proved inadequate to make her a
+worth-while actress.
+
+"Why don't you study art?" say the friends of another girl; or, "You
+like to take care of sick people. Why don't you train for nursing?"
+or, "You're so fond of books. I should think you would be a
+librarian"--quite regardless of the fact that the girl advised to
+study art has neither the perseverance nor the health to study
+successfully; that the one advised to be a nurse lacks patience and
+repose to a considerable degree; or that the one advised to be a
+librarian is already suffering from strained eyes and should choose
+her vocation from the great outdoors.
+
+Knowledge of the girl must, however, be supplemented by a wide
+knowledge of vocations to be of real value to the teacher or parent
+who is preparing to give vocational counsel. Final choice may be
+reached only after the girl and the vocation are brought into
+comparative scrutiny, and their mutual fitness determined. In rare
+cases the choice may be made by the swift process of observing a great
+talent which, in the absence of serious objections, must govern the
+life work. Oftener the process is one of elimination, or of building
+up from a general foundation of the girl's abilities and limitations,
+and her possibilities for training sufficient to make her an efficient
+worker in the line chosen.
+
+A knowledge of vocations presupposes, first of all, a grasp of the
+essentials of the work, and hence the characteristics required in the
+worker to perform it. What sort of girl is needed to make an efficient
+teacher, nurse, saleswoman, or office worker? How may we recognize
+this potential teacher without resorting to a clumsy, time-wasting,
+trial-and-error method? These are matters with which schools and
+vocational guides all over the country are occupying themselves.
+Perhaps we cannot do better than to examine somewhat these
+requirements for some occupations toward which girls most often
+incline.
+
+
+THE PRODUCING GROUP
+
+The girl who is by nature a maker of things may be a factory worker, a
+needlewoman, a baker, a poultry farmer, a milliner, a photographer, or
+an artist with brush or with voice, or in dramatic work. She is still
+one who makes things. We see at once how wide a range of industry may
+open to her.
+
+How shall we know this type of girl? First of all, by her interest in
+things rather than in people. With the exception of, the singer and
+the dramatic artist, whose production is of an intangible sort, the
+girl who makes things is a handworker by choice. The extent to which
+her handwork is touched by the imaginative instinct of course measures
+the distance that she may make her way up the ladder of productive
+work. The girl's school record will usually show her best work with
+concrete materials. She draws or sews well, has excellent results in
+the cooking class, works well in the laboratory. At home she finds
+enjoyment in "making things" of one sort or another. She displays
+ingenuity, perhaps, in meeting constructive problems. If so, that must
+be considered in finding her place.
+
+Handwork for women includes a wide range of occupations. Let us now
+examine some of these kinds of work.
+
+[Illustration: _In the packing room of a wholesale house. The
+untrained girl finds it easy to obtain factory work_]
+
+_Factory work._ This term covers many departments of manufacturing
+industries. In the main, however, they may be classed together, since
+in practically all of them the worker contributes only one small
+portion of the work incidental to the making of candy, or artificial
+flowers, or coats, or pickles, or shoes, or corsets, or underwear, or
+anyone of a hundred different products, some one or several of which
+may be found in nearly every American town.
+
+The great advantage of factory work, as the untrained girl sees it, is
+that it is usually easy to obtain and that it promises some return
+even from the start. Hence a large proportion of untrained girls who
+leave school as soon as the law allows enter the factories near their
+homes.
+
+The great disadvantages of factory work, laying aside for a moment
+many minor disadvantages, are that it not only requires no skill in
+the beginner, but that it produces little if any skill even with years
+of work and offers practically no advancement for a large proportion
+of the workers. It should therefore, be reserved for girls of less
+keen intelligence, and other girls should if possible be guided toward
+other occupations.
+
+Teachers must make themselves thoroughly familiar with working
+conditions in local factories, since there will always be girls who,
+because of their own limitations or the limitations of their
+environment, will find themselves obliged to take up factory work.
+Under the teacher's guidance girls should make definite studies and
+prepare detailed reports of local conditions with respect to working
+hours, character of work, wages, possible advancement, dangers to
+health, moral conditions, advantages over other occupations open to
+girls with no more training, and disadvantages. Girls should at least
+go into factory work with their eyes open, that they may pass their
+days in the best surroundings available.
+
+_Dressmaking_. The possibilities for the girl entering upon work
+connected with dressmaking with the ultimate object of becoming a
+dressmaker herself are far wider than in the case of the machine
+worker in shop or factory. The immediate return for the untrained
+girl is far less, but the farsighted girl must learn to look beyond
+the immediate present. Not all girls, however, will make good
+dressmakers. Not all, even of the producing type of girl, will do so.
+Certain definite qualities are required. The girl who would succeed as
+a dressmaker must possess ingenuity, imagination, and the visualizing
+type of mind. She must see the end from the beginning, and must be
+able to find the way to produce that which she visualizes. She must be
+a keen observer. She must have confidence in her own power to create.
+She must possess manual dexterity, artistic ideas, and, if she aims at
+a business of her own, a pleasing personality and keen business sense.
+
+[Illustration: Photograph by Brown Bros.
+A millinery class. Millinery requires of the girl a certain degree of
+creative ability]
+
+_Millinery_. Millinery requires in its workers the same general type
+of mind required for dressmaking, and in addition a certain millinery
+faculty or creative ability. The girl who can make and trim hats
+usually discovers her own talent fairly early in life.
+
+_Arts and crafts._ This somewhat elastic term we use to include a wide
+range of occupations which have to do with articles of use or ornament
+which are handmade and which require skill in designing or in carrying
+out designs. Embroidery, lace making, rug and tapestry weaving,
+basketry, china painting, wood and leather work, handwork in metals,
+bookbinding, and the designing and painting of cards for various
+occasions are familiar examples of this kind of work. Photography, map
+making, designing of wall paper and fabrics, costume designing and
+illustrating, making of signs, placards, diagrams, working drawings,
+advertising illustrations, book and magazine illustrating, landscape
+gardening and architecture, interior decorating, are other lines
+offering work to men and women alike.
+
+The range of work here is no greater than the range of qualities which
+may be happily and usefully employed in arts and crafts. All branches
+of the work, however, are alike in demanding a certain degree of
+artistic sense and deftness of manual touch. An accurate, observant
+eye is an absolute essential, and, for all but the lowest and most
+mechanical lines of work, imagination, originality, and an inventive
+habit of mind make the foundation of success. In some lines a fine
+sense of color values must underlie good work, in others the ability
+to draw easily. All work of this sort requires the ability to do
+careful, painstaking, and persevering work. Given this ability and the
+artistic sense before mentioned, the girl's work may be determined by
+some special talent, by the special training possible for her, or by
+the openings possible in her chosen line of work within comparatively
+easy access.
+
+[Illustration: Photograph by C. Park Pressey
+A youthful farmer. The Census figures for the year 1910 report
+one-fifth of all women employed in gainful occupations as engaged in
+the pursuit of agriculture and animal husbandry]
+
+_Agriculture._ The Census figures which report one-fifth of all women
+gainfully employed as engaged in agriculture and animal husbandry are
+somewhat startling until we observe that southern negro women make up
+a very large number of the farm workers reported. Even aside from
+these, however, there are many women who are finding work in
+gardening, poultry raising, bee culture, dairying, and the like. The
+girl who is fitted to take up work of this sort is usually the girl
+who has grown up on the farm or at least in the country and who has a
+sympathy with growing things. She is essentially the "outdoor girl."
+She must be willing to study the science of making things grow. She
+must be able to keep accounts, that she may know what she is doing and
+what her profits are. Above all, she must have no false pride about
+"dirty work." Properly such a girl should have entered upon her career
+even before she has finished her formal education, so that "going to
+work" means merely enlarging her work to occupy her time more fully
+and to bring in as soon as possible a living income.
+
+In this sort of work the girl possessing initiative and an independent
+spirit will naturally do best, since there are comparatively few
+opportunities for such work under supervision. Care must, however, be
+exercised by vocational guides in suggesting, and by girls in
+choosing, the independent career. Usually it is the girl who has shown
+promise in independent work at school or at home that will make a
+success of such work later in life. The girl who relaxes when the
+pressure of compulsion is removed will not be a success as "her own
+boss." It goes without saying that the girl who does well as her own
+superior officer will be happier to do work upon her own initiative
+than merely to carry out the plans made by others. Agricultural work
+will sometimes offer her exactly the conditions she desires. Many
+successful farm-owners are women, and their work compares favorably
+with that of men.
+
+_Food production_. It is common, in these days, to meet the assertion
+that the preparation of food, once woman's undisputed work, has been
+almost if not quite removed from her hands; and that, even where she
+may still contribute to this work, she must do so in the factory, the
+bakery, the packing house, or the delicatessen shop. There are,
+nevertheless, still many women who are fitted for cooking and kindred
+pursuits who will not find an outlet for their abilities in any of the
+places mentioned. In the main, factory production of food is like
+factory production of other things--a highly differentiated process,
+in which the individual worker finds little satisfaction for her
+desire to "make things" and little, if any, opportunity to contribute
+from her ability to the final result.
+
+In the canning factory she may sit all day before an ever-moving
+procession of beans or peas, from which she removes any unsuitable for
+cooking. Or it may be an endless procession of cans, upon which she
+rapidly lays covers as they pass. In the pickle factory she may pack
+tiny cucumbers into bottles. In the packing house she may perform the
+task of painting cans. None of these occupations is more than mere
+unskilled labor. None is suitable for the girl who likes to cook, and
+who can cook. The number of such girls is already fairly large and
+will undoubtedly increase as the domestic science classes of our
+schools do more and better work.
+
+[Illustration: An up-to-date factory. In the factory the work is
+necessarily routine, and the individual worker finds very little
+satisfaction for her desire to make things]
+
+Opposed to the theoretical statement that food is or at least
+to-morrow will be prepared entirely in the public-utility plants
+outside the home is the practical fact that home-cooked food,
+home-preserved fruits and jellies, and home-canned vegetables and
+meats find ready sale and that women who can produce these things do
+find it profitable to do so. There is, consequently, a field for some
+girls in such work.
+
+[Illustration: Cooking class at Benson Polytechnic School for Girls,
+Portland, Oregon. In spite of the statement that foods will be
+prepared in the public utility plants, the trained, accurate worker
+may find a ready sale for home-cooked foods]
+
+Not all girls, on the other hand, who have taken the domestic science
+course are fitted to take up this work, even if a market could be
+found for their work. Only the expert, that is, the precise, accurate,
+painstaking cook, can secure uniform results day after day. Only the
+rapid worker can do enough to insure pay for her time. Only the girl
+with a keen sense of taste can properly judge results and devise
+successful combinations. Only a business woman can buy to advantage
+and compute ratios of expense and return. This combination, of course,
+is not to be found every day.
+
+
+THE DISTRIBUTING GROUP
+
+_Salesmanship_. Passing from the class of work which has to do with
+making things to that group of occupations which has to do with the
+distribution of various products to the consumer, we shall naturally
+consider, first of all, the saleswoman. In any given group of young
+and untrained girls drawn as in our schools from varying environment
+and heredity, the _natural_ saleswomen will probably be in the
+minority. I do not mean that girls may not often express a desire to
+"work in a store" as apparently the easiest and most immediate
+employment for the untrained girl. This may or may not indicate that
+the girl has a commercial mind. The girl who is really interested in
+commercial undertakings is easily distinguished from her fellow
+workers in any salesroom. She is not the girl who lingers in
+conversation with the girl next to her while a customer waits, or who
+gazes indifferently over the customer's head while the latter makes
+her choice from the goods laid before her. To the real saleswoman
+every customer is a possibility, every sale a victory, and every
+failure to sell distinctly a defeat. The fact that we see so few girls
+and women of this type behind the counters in our shopping centers is
+sufficient indication that many girls would have been better placed in
+other occupations.
+
+[Illustration: Photograph by Brown Bros.
+Hardware section of a department store. Salesmanship offers large
+opportunities to the real saleswoman, who considers every customer a
+possibility]
+
+We find, however, in 1910, the number of saleswomen reported as
+257,720, together with 111,594 "clerks" in stores, many of whom the
+report states are "evidently saleswomen" under another name. There are
+also about 4,000 female proprietors, officials, managers, and
+floorwalkers in stores, and 2,000 commercial travelers. This gives us
+a large number of women who are engaged in the sale of goods. For the
+girl of the commercial mind, salesmanship in some form presents
+certain possibilities, although there is far less chance for her to
+rise in this work than for a boy. She must begin at the most
+rudimentary work, as cash or errand girl, and her progress will
+necessarily be slow. She will require an ability to handle with some
+skill elementary forms of arithmetic, an alert and observing mind, an
+interest in and some knowledge of human nature, and good health to
+endure the confinement of the long day. She will be fortunate if she
+finds a place in one of the stores in which a continuation school is
+conducted. At such a school in Altman's department store in New York
+the girls pursue a regular course designed to be especially helpful in
+their work, and are graduated with all due formality, in which both
+public-school and store officials take part. Such a school helps girls
+to feel a pride in their work and to feel that they are under
+observation by those who will recognize and reward real endeavor.
+Filene's in Boston and Wanamaker's in New York and Philadelphia are
+other notable examples of such schools.
+
+In a government report previously quoted we find interesting figures
+as to the possibility of advancement for the saleswoman. In a study of
+twenty-six of the largest department stores in New York, Chicago, and
+Philadelphia, employing more than 35,000 women, the workers were
+classed as follows:
+
+                                                    Per Cent
+  Cash girls, messengers, bundle girls, etc           13.2
+  Saleswomen                                          46.2
+  Buyers and assistant buyers                          1.2
+  Office and other employees                          39.4
+
+"It will be seen," adds the report, "that the opportunity for reaching
+the coveted position of buyer or assistant buyer is small."
+
+The disadvantages and dangers of salesmanship for girls, other than
+small pay and improbability of much advancement, we shall consider in
+a later chapter. We may say here, however, that these disadvantages
+and dangers, for the really commercially minded girl, are to a certain
+extent neutralized by her nature and possibilities. She is the girl
+whose mind is more or less concentrated on "the selling game." Her
+nerves are less worn because of a certain exhilaration in her work.
+She is the girl who passes beyond the underpaid stage and is able to
+live decently and to rise to a position of some responsibility, partly
+because of her concentration and partly because she has been able to
+resist the influences about her which make for mediocrity or worse.
+
+_Office work_. The girl emerging from high school and looking for work
+is usually on the lookout for what in a boy we call a "white-collar
+job." Especially in the case where the girl has been kept in school
+at more or less sacrifice on the part of her parents, both they and
+the girl feel that the extra years of schooling entitle her to a
+"high-class" occupation of some kind. Girls are far less willing than
+boys to "begin at the bottom" and work up through the various stages
+of apprenticeship to ultimate positions near the top. They resent
+being asked to take the "overall" job and fear mightily to soil their
+hands.
+
+[Illustration: Office girls at work. The successful office worker
+must be neat and accurate and have a temperament in which pleasure in
+arrangement takes precedence over joy in production]
+
+Twenty-five years ago a large proportion of high-school graduates went
+at once into the teaching force, where they succeeded (or not) in
+"learning to do by doing," without professional training of any sort.
+Now, however, teaching as a profession is in many places fortunately
+reserved for the girls who prepare in college or normal school; and a
+larger proportion of girls who cannot have this professional training
+are looking for other occupations. Office work attracts a large
+number, and, with present-day business courses in high schools, many
+girls find employment as stenographers, typists, cashiers in small
+establishments, bookkeepers, or general office assistants. In any of
+these positions girls without special training or experience must
+begin at very low wages. Whether they rise to higher ones depends to
+some extent at least upon the girls themselves.
+
+What sort of girl shall we encourage to enter office work? Not the
+girl whose talent lies in making things, for to her the routine of the
+office will be a weary and endless treadmill entirely barren of
+results; nor the girl who requires the stimulus of people to keep her
+alert and keyed to her best work; nor the girl who cannot be happy at
+indoor work. Office work seems to require a temperament in which
+pleasure in arrangement takes precedence over joy in production; in
+which neatness, accuracy, and precision afford satisfaction even in
+monotonous tasks. Coupled with these a mathematical bent gives us the
+cashier or accountant or bookkeeper; mental alertness and manual
+dexterity, the stenographer; a talent for organization, the secretary.
+
+Girls who enter upon office work directly from high school must be
+content with rudimentary tasks and must beware lest they remain at a
+low level in the office force. Girls with more training may begin
+somewhat farther up, the best positions usually going to those whose
+general education and equipment are greatest. Stenographers are more
+valuable in proportion as their knowledge of spelling, sentence
+formation, and letter writing is reinforced by a feeling for good
+English and an ability to relieve their superiors of details in
+outlining correspondence. It is not enough that bookkeepers know one
+or several systems of keeping business records, or that cashiers
+manipulate figures rapidly and well. More important than these
+fundamental requirements is the determination to grasp the details of
+the business as conducted in the office in which they find themselves
+and to adapt their work to the needs of the person whose work they do.
+General knowledge and the ability to think not only supplement, but
+easily become more valuable than, technical training.
+
+[Illustration: Photograph by Brown Bros.
+The successful secretary must have a talent for organization]
+
+A careful study of local conditions as they affect office positions
+will enable girls and their guides to have a better conception of
+requirements and rewards in this field. A valuable study of conditions
+among office girls in Cleveland has recently been published which
+sheds considerable light on the ultimate industrial fate of the
+overyoung and poorly trained office worker. A more general study is
+found in the volume on _Women in Office Service_ issued by the Women's
+Educational Union of Boston.
+
+
+THE SERVICE GROUP
+
+The third, or service, group of workingwomen covers without doubt the
+widest range of all. Here we find the domestic helper (or servant, as
+she has usually been called), the telephone operator, the librarian,
+the teacher, the nurse, the physician, the lawyer, the social worker,
+the clergyman or minister. All degrees of training are represented,
+and many varieties of work, from the simplest to the most complex.
+
+Strictly speaking, service has to do with personal attendance and
+help, but it is constantly overlapping other lines of work. The
+household assistant is not only a helper, but at times a producer; the
+telephone operator and the librarian are distributors as well as
+public helpers; the secretary is an office worker, although she is a
+personal assistant to her employer as well. For successful work in any
+of these lines, however, a girl must possess certain definite
+characteristics, to which her peculiar talent or tendency may give the
+determining direction as she chooses her work.
+
+In service of any sort the girl is brought into constant relation with
+people. Hence she must be the sort of girl to whom people and not
+things are the chief interest of life. She should have an agreeable
+personality, that she may give pleasure with her service; she needs
+tact, that she may keep the atmosphere about her unruffled; she needs
+to find pleasure for herself in service, seeing always the end rather
+than merely the often wearisome details of work. Beyond these general
+qualities we must begin at once to make subdivisions, since the
+additional traits necessary to make a girl successful in one line of
+service differ often widely from those required in any other line. We
+must therefore take up some of the lines of work in more or less
+detail.
+
+_Domestic work_. The untrained girl who naturally falls into the
+service group has a rather poor outlook for congenial and successful
+work as conditions exist. With ability which she perhaps does not
+possess, and with training which she cannot afford, she would
+naturally become a teacher, a nurse, a private secretary, a librarian,
+or a social worker. Without training, she finds little except domestic
+service open to her; and domestic service finds little favor with
+girls, or with students of vocational possibilities for girls.
+
+These are unfortunate facts. For the untrained girl of merely average
+abilities, with no pronounced talent or inclination, but with an
+interest in persons and a pleasure in doing things for people, helping
+in the tasks of homemaking ought to prove suitable work. It is,
+however, the one vocation for the untrained girl which requires her to
+live in the home of her employer, thus curtailing her independence,
+rendering her hours of work long and uncertain, and cutting off the
+natural social environment possible if she returned to her own home at
+the end of the day's work. The social position of girls in domestic
+service, especially in the towns and cities, is peculiarly hard for a
+self-respecting girl to bear. It is in large part a reflection upon
+her sacrifice of independence. The derisive slang term "slavey"
+expresses the generally prevalent public contempt. It is small wonder
+that a girl fears to brave such a sentiment and as a result avoids
+what is perhaps in itself congenial work in pleasanter surroundings
+than most noisy, ill-smelling factories.
+
+Almost all the conditions surrounding the domestic worker are such
+that it is practically impossible to say except of each place
+considered by itself whether or not it is a suitable and desirable
+place for a girl, or whether work and wages are fair. Practically no
+progress has been made in standardizing household work. The factory
+girl knows what she is to do and when she is to do it and how long her
+day is to be. The housework girl seldom knows any of these things with
+any degree of certainty. Any plan which will make it possible to
+regulate these matters according to some recognized standard, and
+which will enable domestic workers to live at home, going to and from
+their work at regular hours as shop, factory, and office employees do,
+will help very materially to solve the problem of opening another
+desirable vocation to the untrained girl.
+
+The untrained girl who is willing to accept a difficult and trying
+position in a private kitchen with the idea of making her work serve
+her as a training school for better work in the future may make a
+success of her life after all. Such a girl will have good observing
+powers and ability to follow directions and gauge the success of
+results. She will have adaptability, patience, and a very definite
+ambition. For domestic service may be a stepping stone.
+
+For the high-school girl a better opening may sometimes be found as a
+mother's helper. Many women who find the ordinary household helper
+unsatisfactory give employment to girls of refinement and high-school
+training who are capable of assisting either with household tasks or
+with the care of children. Girls in such positions are usually made
+"one of the family," and are sometimes very happily situated. Their
+earnings are often more than those of other girls of their
+intelligence and training who are in offices or stores; but there is
+of course little chance of advancement, and there is still the
+prejudice against domestic work to be reckoned with. Here, as with
+household assistants, the greatest drawback is probably lack of
+standardization of work and of working conditions.
+
+The girl who wishes to become a "mother's helper" must have a natural
+refinement and some knowledge of social usage if she is to be a sharer
+in the family life of her employer. She must use excellent English,
+must know how to dress quietly and suitably, and must not only _know
+how_ to keep herself in the background of family life, but must be
+_willing_ to remain somewhat in the shadows.
+
+Probably no better field for the investigation of these trying
+questions could be found than the high school. The ranks of employers
+of domestic help are being constantly recruited from the girls who
+were the high-school students of yesterday and have now taken their
+places as housekeepers. The high school then, where the problem may be
+approached in an impersonal manner quite impossible later when the
+question has become a personal one, is the proper place in which to
+study the domestic service question and to attempt its standardization.
+
+The higher positions involving domestic work are more in the nature of
+supervisory employment. Many women are employed as matrons in
+hospitals, boarding schools, and other institutions, as housekeepers
+in hotels, club buildings, or in large private establishments. These
+positions of course call for women who are not only thoroughly
+familiar with the work to be done, but are skilled in managing their
+subordinates who do the actual work. They require women who have
+administrative ability, knowledge of keeping accounts, proper
+standards of living and of service, and initiative.
+
+For the woman who has a desire to enter business for herself there are
+openings in the line of domestic work. From time immemorial women have
+managed lodging and boarding houses, sometimes with good returns. They
+are also the owners and managers of tea rooms, restaurants, laundries,
+dyeing and cleaning establishments, hairdressing and manicure shops,
+and day nurseries. All these occupations can be followed successfully
+only by the woman of business ability and some technical knowledge.
+They require not only knowledge but aptitude on the part of the
+worker. They are usually undertaken only by women of some experience,
+and are the result of some earlier choice rather than the choice of
+the vocation-seeking girl.
+
+[Illustration: The true teacher represents a high type of social
+worker]
+
+_Teaching_. The teacher differs from the person who has merely an
+interest in human kind in the abstract, because she has a special
+interest in one particular class of human beings--those who are most
+distinctly in the process of making. She is interested in children, or
+she should not be teaching. This, however, is not enough. The girl who
+wishes to teach must possess certain well-defined characteristics. Her
+health must be good, and her nerve force stable. Temperamentally she
+must be enthusiastic and optimistic, but capable of sustained effort
+even in the face of apparent failure. Her outlook must be broad, and
+her patience unfailing. Intellectually she must be a student, and if
+she possess considerable initiative and originality in her study, so
+much the better. She must not, however, become a student of
+mathematics or history or languages to the exclusion of the more
+absorbing study of her pupils, nor even to so great a degree as she
+studies them. The true teacher represents a high type of social
+worker. Many girls enter upon the work of teaching badly handicapped
+by the lack of some of these essential qualities and are in
+consequence never able to rise to real understanding and
+accomplishment of their work.
+
+Teaching in these days is a broad vocation, covering many different
+lines of work; probably no occupation for girls is so well known with
+both its conditions and rewards as this. In general, more girls than
+are by nature fitted for the work stand ready to undertake it. There
+is nevertheless difficulty for school officials in finding real
+teachers enough to fill their positions. For the right girl, teaching
+has much to offer.
+
+_Library work_. The librarian in these modern days is a most important
+public servant, and many openings in library work are to be found. The
+services to be performed range from purely routine work to a very high
+type of constructive service for the community. In the small libraries
+an "all-round" type of worker is required. In the larger ones
+specialties may be followed. In these larger libraries there are to be
+found permanent places for the routine workers. In smaller ones each
+worker should be in line for even the highest type of constructive
+work.
+
+The routine worker in the library is merely an office worker, and the
+same girl who would do well at the mechanical tasks of an office will
+do well here. The real librarian is of a different sort. She must have
+the neatness, precision, and accuracy of the office worker, to be
+sure; but to these she must add a broad conception of the place of the
+library in the community, and must display initiative and originality
+in bringing it to occupy that place. She must know books; she must
+know people. She must be in touch with current history, and be alert
+to place library material bearing upon it at the disposal of the
+people. She must have quick sympathies, tact, the teaching spirit
+(carefully concealed), and much administrative ability. And she must
+be trained for her work.
+
+[Illustration: Photograph by Brown Bros.
+A well-equipped library. The successful librarian must be
+scientifically trained for her work]
+
+_Nursing_. The nurse is in many ways like the teacher, and the girl
+who has the right temperament for successful teaching will usually
+make a successful nurse, temperamentally considered. Her mental
+traits, or perhaps more exactly her habits of thought, may be somewhat
+different. The teacher must be able to attend to many things; the
+nurse must be able to concentrate on one. Originality and initiative
+are less to be desired, since the nurse is not usually in charge of
+her case directly, but rather subject to the doctor's orders. She
+must, nevertheless, be resourceful in emergencies, and of good
+judgment always. She should be calm as well as patient, quiet in
+speech and movement, a keen observer, and willing to accept
+responsibility. Absolute obedience and loyalty to her superiors is
+expected, and a high conception of the ethics of her calling.
+Underlying all these qualifications, the nurse must have not only good
+health but physical strength.
+
+[Illustration: Copyright by Keystone View Co.
+During the World War nursing offered to women perhaps the largest
+opportunities for service. Here is shown Princess Mary of England in
+the Great Ormond Street Hospital, London]
+
+_Social work_. This term covers many occupations which overlap the
+work of the teacher, the nurse, the secretary, the house mother or
+matron, and even that of the physician and lawyer. The field of work
+is a large one, including settlement leaders and assistants, workers
+in social and community centers and recreation centers, vacation
+playgrounds, public and private charities, district nurses and
+visiting nurses sent out by various agencies, deaconesses and other
+church visitors, Young Women's Christian Association leaders and
+helpers, missionaries, welfare workers in large manufacturing or
+mercantile establishments, probation officers, and many others.
+
+[Illustration: Photograph by Brown Bros.
+Settlement work at Greenwich House, New York. The settlement worker
+to succeed must be truly altruistic]
+
+The social worker must of course have the same suitability for
+teaching or nursing or any other of the various tasks that she may
+undertake as has the teacher or nurse or other person who works under
+different auspices. She must have in addition a truly altruistic
+spirit, a deep earnestness which will survive discouragement, and a
+real insight into the circumstances, handicaps, and possibilities of
+others. This insight presupposes maturity of thought; and the young
+girl must serve a long apprenticeship with life before she is at her
+best as a social worker. It sometimes seems as though no field was so
+exactly suited to the abilities of the married woman who has time for
+service, or the mother whose children are grown, leaving her free
+again to teach or nurse the sick or bring justice to the little child
+as she was trained to do in her youth.
+
+Less common vocations for women--but still often chosen after all--are
+reserved for those whose abilities are so specialized and so striking
+that they compel a choice. Singers, artists with brush or pen, the
+natural actress, the journalist or author, need usually no one to
+guide their choice. Our great difficulty here is not to open the
+girl's eyes to her opportunity, but to restrain the one who has not
+measured her ability correctly from attempting that which she cannot
+perform. The same is true of girls who aspire to be physicians,
+lawyers, or ministers. Some few succeed in all these vocations. Many
+more have not the scientific habits of mind, the stability, or the
+endurance to make a successful fight for recognition against great
+odds.
+
+Many girls mistake what may be a pleasant and satisfying avocation for
+a life work. For the girl who will not be held back, there may be a
+life of achievement ahead, with fame and all the other accompaniments
+of successful public life; or there may be the disappointments of
+unrealized ambition. We must see that girls face this possibility with
+the other.
+
+
+
+
+CHAPTER XII
+
+THE GIRL'S WORK (Continued)--VOCATIONS AS AFFECTING HOMEMAKING
+
+
+Choice of vocation is far from being a simple matter for either boy or
+girl; but for the girl who recognizes homemaking as woman's work,
+double possibilities complicate her problem more than that of the boy.
+_The girl must prepare for life work in the home, or life work outside
+the home, or a period of either followed by the other, or perhaps a
+combination of both during some part or even all of her mature life_.
+
+It is the part of wisdom for us to study vocations in their relation
+to homemaking. Will the girl who works in the factory, for instance,
+or who becomes a teacher or a lawyer or a physician, be as good a
+homemaker as she would have been had she chosen some other occupation?
+Will she perhaps be a better homemaker for her vocational experience?
+Or will her life in the industrial world unfit her for life in the
+home or turn her inclination away from the homemaker's work?
+
+These questions have somehow fallen into the background in the steady
+increase of girls as industrial workers. "Good money" has usually come
+first, and after that other considerations of social advantage,
+working conditions, or local demand. Marriage and motherhood are still
+recognized as normal conditions for most women, but we let their
+industrial life step in between their homemaking preparation in home
+and school, with the result that many lose physical fitness or mental
+aptitude or inclination for the home life. We treat marriage as an
+incident, even though it occurs often enough to be for most women the
+rule rather than the exception. At some time in their lives, 93.8 per
+cent of all women marry.
+
+The first broad classification of vocations in their relation to
+homemaking is: (1) those which are favorable to homemaking, (2) those
+which are unfavorable, (3) those which are neutral.
+
+It must, however, be recognized at the outset that few hard-and-fast
+lines between these groups can be drawn, and that "the personal
+equation" is as important a factor here as in most personal questions.
+It is true, nevertheless, that helpful deductions may be drawn from
+facts which it is possible to gather concerning the physical, mental,
+and moral results of pursuing certain occupations as a prelude to
+marriage and the making of a home.
+
+In a general way, economic independence, that is, the earning of her
+own living by a girl for several years before marriage, tends to
+increase her knowledge of the value of money and to make her a better
+financial manager. Probably this same independence makes a girl
+slightly less anxious to marry, especially since in most cases she has
+hitherto been expected to give up her personal income in exchange for
+an extremely uncertain system of sharing what the husband earns.
+Independence of any sort is reluctantly laid aside by those who have
+possessed it. This very reluctance on the part of girls ought to be a
+force in the direction of economic independence of wives, a most
+desirable and necessary condition for society to bring about. Gainful
+occupation has then much to recommend it and little to be said against
+it as part of the training for matrimony.
+
+Certain occupations, however, are so essentially favorable to the
+girl's homemaking ability and to her probable inclination to make a
+home of her own that we do not hesitate to recommend them as the best
+directions for girls' vocational work to take, _other things being
+equal._ We have already said that the girl distinctly not home-minded
+is more safely left to her own inclinations. She would not be a
+success as a homemaker under any circumstances. Other girls may be
+made or marred by the years which intervene between their school and
+home life.
+
+[Illustration: Copyright by Underwood & Underwood
+The value of domestic work of any sort as a preparation for
+homemaking is generally admitted without argument.]
+
+The value of domestic work of any sort as a preparation for homemaking
+is generally admitted without argument. Closely in touch with a home
+throughout her maturing years, the girl may undertake her own
+housekeeping problems with ease and efficiency. Conditions as they
+often exist, however, especially for the younger and untrained
+domestic worker, do not allow the girl to obtain other experience
+quite as necessary if she is to become not merely a housekeeper but a
+true homemaker. The untrained girl who enters upon domestic work at
+fourteen or fifteen should have opportunity--indeed the opportunity
+should be thrust upon her--of attending a continuation school, where
+the special aim should be to counteract the narrowing tendency of work
+which revolves about so small an orbit. Ideals of home life are either
+lacking or distorted in the minds of many working girls, and when such
+girls become wives and mothers they strive for the wrong things or
+they fall back without striving at all, taking merely what comes. They
+fail to be forces for good in their family life.
+
+[Illustration: Demonstration by teacher in domestic science. Teaching
+affords excellent preparation for the prospective homemaker.]
+
+Teaching and nursing may be grouped together as excellent preparation
+for the prospective homemaker. It may be contended that the teacher
+and the hospital nurse spend years outside the home environment and
+that their minds are turned to other problems than those of
+housekeeping. This contention is undoubtedly true; and if we were
+striving merely to make housekeepers, it might be worthy of serious
+consideration. The home, however, as we have defined it, is a place in
+which to make people, and both the nurse and the teacher serve a long
+apprenticeship in this sort of manufacture. Expert workers in either
+line concern themselves with the bodies and the minds of their pupils
+or patients. They, together with physicians, lawyers, and social
+workers, have opportunities which can scarcely be equaled for learning
+by observation and experiment about the human relations that will
+confront them in their own homes. They learn to be resourceful and to
+meet the emergencies of which life is full; they have the advantage
+of trained minds to set to work upon the administrative problems which
+underlie successful home life.
+
+[Illustration: Copyright by Underwood & Underwood
+Women medical students. Physicians and surgeons have unusual
+opportunities for learning by observation and experiment about the
+human relations that will confront them in their own homes]
+
+A question may arise as to the physical fitness for marriage and
+motherhood of the girl who has given her nerve force to the exacting
+and often depleting work of nurse, teacher, or physician. It is
+unquestionably true that nurses and teachers do often wear out after
+comparatively few years at their vocation, although of the majority
+the opposite is true. This merely means that conditions surrounding
+these vocations should be studied with a view to their improvement, if
+necessary, since we believe the vocations to be suited to women and
+women to the vocations.
+
+Office work may prove an excellent training for certain phases of
+homemaking work. Neatness, accuracy, precision, the doing again and
+again of constantly recurring tasks, all find their place and use in
+the housekeeper's routine. The calm atmosphere of the well-kept office
+even when typewriters and calculating machines are rattling is a
+better preparation for an orderly home than the rush of the department
+store or the factory. Purely routine workers, who put little or no
+thought into their daily tasks, will enter upon homemaking lacking the
+initiative that homemakers need. But the able office worker is not
+merely a follower of routine. The greatest lack of office work as
+preparation for a homemaking career is that the girl's interests
+during so large a part of her day are led away from the home and all
+that pertains to it. She works neither with people nor with the things
+which go to make homes. Probably, on the whole, office work in a
+general way may be classed as a neutral occupation, which neither adds
+to, nor reduces, in any great degree the girl's possibilities as a
+homemaker.
+
+Salesmanship for girls, especially in the great department stores of
+the cities, is a vocation of at least doubtful advantage for the
+home-minded girl to pursue as a step in her training for managing her
+own home. In the quiet of the village store, with few associates in
+work, and with one's neighbors and fellow townsmen for customers,
+salesmanship takes on a somewhat different aspect. But the city store
+means usually hurry, excitement, nerve strain, a long day, with quite
+probably reaction to excessive gayety and hence more nerve strain at
+night. It means spending one's days among great collections of finery
+which tend to assume undue importance in the girl's eyes. It means
+constant association with people who spend, until spending seems the
+only end in life. It means almost always pay lower than is consistent
+with decent living if the girl must depend alone upon her own
+earnings. And none of these things tends toward steady, skillful,
+contented wifehood and motherhood in later years. This question of
+underpaid work is of course not found alone in the department store.
+But, wherever it is found, we may be sure that it tends on the one
+hand toward marriage as a way of escape from present want, and on the
+other toward inefficiency in the relation so lightly assumed.
+
+The factory girl is in many respects in a position parallel to that of
+the saleswoman. She earns too little to make comfortable living
+possible. She too must leave home early and return late, wearied by
+the monotony of a day in uninteresting surroundings, with neither
+energy nor inclination for anything other than complete relaxation and
+"fun." This desire for relaxation leads her often away from a crowded,
+ill-supported home in the evenings, until the habit settles into a
+confirmed disposition. This is a decided handicap for a homemaker.
+Coupled with the mental inertia resulting from years of mechanical
+work without thought, it provides poor material from which to make
+steady, responsible, efficient women. We have already noted, however,
+that factories differ widely. It follows of necessity that the girls
+who work in them come from their work with all grades of ability.
+
+The actress, the artist, and the literary woman are usually spoken of
+as far removed from the true domestic type. This I cannot believe to
+be true, except in individual cases. All these women, as makers of
+finished products, stand far nearer to the traditional type of woman
+than many others we might name. The life of the actress tends more
+than the others perhaps to break home ties, but in the case of real
+talent in any direction ordinary rules do not apply. The actress, the
+artist, and the writer are much more likely to carry on their work
+after marriage than the teacher, the office worker, or even the
+factory woman. Many of them succeed to a remarkable degree in doing
+two things well. Many more, of course, are less successful, but we
+must not overlook the fact that the failures are more noised abroad
+than the successes.
+
+It is a matter for regret that most women, upon leaving an industrial
+career for marriage, drop so completely out of touch with their former
+work. In the case of the untrained woman, who has received little and
+given little in her work, it is a matter of no moment; but when years
+have been given to skilled labor, it is economic waste to have the
+skill lost and the process forgotten. Many times the woman finds
+herself after a short life in the home obliged to earn a living once
+more for herself or it may be for a family. She returns to her
+teaching or her office work or a position in the library; but she is
+no longer, at least for a considerable time, the expert she once was.
+Why should not the former teacher keep up her interest in educational
+literature and the new ideas in what might have been her life work?
+Would it not be well for the one-time stenographer to keep a gentle
+hold upon the quirks and quirls which once brought to her her weekly
+salary? A young mother of my acquaintance who was a concert violinist
+of much ability has found no time for more than a year to practice,
+"since baby came," and thousands of dollars spent in making her a
+player are being thrown away. To some this might seem the right thing.
+She has found "the home her sphere." To others it seems a serious
+waste. We advocate often that the middle-aged woman who has reared her
+children should return in some way to the work of the world outside
+the home. In the case of the trained woman her training should be made
+of use in such return. She should, however, beware lest her tools are
+rusty from disuse.
+
+We may not perhaps leave the questions involved in a discussion of
+vocations as they affect homemaking without noticing that certain
+occupations are considered especially dangerous to the moral stability
+of girls. Nursing, private secretaryship, and domestic service present
+dangers in direct proportion as they bring about isolated
+companionship for the girl and a male employer. Girls must not enter
+these employments without the knowledge of how to protect themselves
+from lowering influences.
+
+
+
+
+CHAPTER XIII
+
+THE GIRL'S WORK (Continued)--VOCATIONS DETERMINED BY TRAINING
+
+
+The question of vocation choosing begins to make itself felt far down
+in the grammar school, first among the retarded and backward children
+who are old for their grades and are merely waiting and marking time
+until the law will allow them to leave school and go to work. These
+children are usually either mentally subnormal or handicapped by
+foreign birth and so unable to grasp the education which is being
+offered them.
+
+As soon as they are released the girls go to the factory, to the
+store, or to help with some one's baby or with the housework. No other
+places are open to them, and their possibilities in any place are few.
+They cannot rise because they are mentally untrained.
+
+The upper grades of the grammar school lose annually many children who
+would be able to profit by the help the school offers to those who can
+remain. Some drop out because they see no need of remaining when the
+factory will employ them without further knowledge. Others chafe at
+spending time on what seems to them, and what sometimes is, quite
+unrelated to the life they will lead and the work they will do. Some
+leave reluctantly, because their help is needed in financing a large
+family. Many go gladly, because they will begin to earn and to have
+some of the things they ardently desire. And until yesterday the
+school paid little attention to their going, regarding it as one of
+the necessary evils. Still less attention did it pay to what these
+pupils became after they left. The school's responsibility ended at
+its outer door.
+
+Now that these conditions are being changed, the school is finding
+responsibilities and opportunities on every hand. The foreign-born are
+taken out of the regular grades where they cannot fit, and are taught
+English by themselves first of all. The subnormal children are studied
+for latent vocational possibilities, and where minds are deficient,
+hands are the more carefully trained for suitable work. Courses are
+being revised with a view to holding in school the boy or girl who
+wants practical training for practical work. Secondary schools have
+taken their eyes off college requirements long enough to consider
+fitting the majority of their pupils to face life without the college.
+Studies of vocations are being made; vocational training is being
+offered; vocational guidance is at last coming to be considered the
+concern of the school.
+
+Vocational work is sometimes concentrated in the high school, but this
+is reaching back scarcely far enough, since those who do not reach
+high school need help quite as much as the older ones, while those who
+expect to continue their training can do so better if they have some
+idea of the goal to be reached.
+
+What are the options that the grammar-school teacher may present to
+the girls under her care?
+
+First of all, as we have already said, the school records must be kept
+with care and discrimination, so that the teacher may know the girl to
+whom she speaks. With the records in hand, she will ask herself the
+following questions:
+
+  1. Is further training at the expense of the girl's family
+     possible? Do the girl's abilities warrant effort on her
+     parents' part to give her further opportunity?
+
+  2. Could the girl's parents continue to pay her living expenses
+     during further training if the training were furnished at the
+     expense of the state?
+
+  3. Could the girl obtain training in return for her personal
+     service, either with or without pay?
+
+  4. Would the girl be able to repay in skill acquired the expense
+     of her training, whether borne by herself, her parents, or the
+     state?
+
+[Illustration: Photograph by Brown Bros.
+A flower-making class for girls of various ages. There is no reason
+why vocational work should not begin in the grammar school]
+
+Lines between obtainable work for the trained and the untrained girl
+are fairly sharply drawn, and the possibilities for each type must be
+clearly understood by the guide. If it is evident that training cannot
+be obtained before the girl must begin to earn, the choice is
+necessarily a narrow one. The factories in the neighborhood should be
+thoroughly studied, and, under the guidance of the teacher, girls
+should prepare detailed reports with respect to their working
+conditions. The "blind-alley" job should be plainly labeled, that it
+may not catch the girl unaware. Girls who must take up factory work
+should at least be enabled to choose among factories intelligently,
+and if possible should be fortified with an avocation that will supply
+them with the interest their daily task fails to inspire and that will
+provide an anchor against the instability toward which the factory
+girl tends.
+
+[Illustration: Millinery class in a trade school. Where trade schools
+do not offer such training, there are opportunities for apprentice
+work for girls]
+
+The possibilities for apprentice work with dressmakers or milliners or
+in other handwork should also be made known. Girls begin here, as in
+the factory, at simple and monotonous tasks, but the possibilities of
+advancement are far greater and mental development is unquestionably
+more likely. The ability acquired by such workers, as they progress,
+to undertake and carry through a complete piece of work is not only
+satisfying to the workers themselves, but of value in later years.
+They learn to analyze their constructive problems and to work out the
+various steps of the work to its ultimate conclusion--a knowledge
+which the factory girl never attains.
+
+Some few girls will need to be shown the possibilities which lie in
+independent productive work. For the girl who has talent or even
+merely deftness in manual work, coupled with initiative and some
+degree of originality, such work may bring a better return than
+working for others. Most girls, however, lack courage to start upon
+independent work, especially if they are in immediate need of earning
+and are untrained. It often happens, however, that they do not
+appraise at its true value the training they have received. The
+grammar-school girl, under present methods of teaching, is often fully
+qualified to do either plain cooking or plain sewing, but since she
+does not desire to enter domestic service, she considers these
+accomplishments very little or not at all in counting her assets for
+earning. Some girls have found ready employment and good returns in
+home baking, in canning fruit and vegetables, or in mending, making
+simple clothes for little children, or in making buttonholes and doing
+other "finishing work" for busy housewives. Work of these sorts,
+undertaken in a small way, has often assumed the proportions of a
+business, requiring all of a young woman's time and paying her quite
+as well as and often better than less interesting work in shop or
+factory. A girl of my acquaintance earns a comfortable living at home
+with her crochet needle. Another has paid her way through high school
+and college by raising sweet peas.
+
+The untrained girl who loves an outdoor life has fewer opportunities
+than other girls unless she is capable of independent work. If she is
+capable of this and has sufficient ability to study her work,
+gardening and poultry or bee culture may open the way for her to work
+and be happy. School gardens, poultry clubs, and canning clubs have
+shown many a girl what she may do in these ways.
+
+[Illustration: Courtesy of U.S. Department of Agriculture
+Some girls have built up a good business canning fruits and
+vegetables at home]
+
+Many times too little is realized of the possibilities of these
+grammar-school girls who are crowded by necessity into the working
+ranks. We cannot shirk our responsibilities in regard to them,
+however, although they escape from our school systems and bravely take
+up the burden of their own lives. Quite as many of these girls as of
+more favored ones will marry and be among the mothers of the next
+generation. The work they do in the interval between school and home
+will leave its impress even more strongly than upon the girl whose
+school life lasts longer and who is therefore older as well as better
+equipped when she enters upon her work. Few of these younger girls in
+times past can be said to have done anything other than drift into
+work which would make or spoil their lives and perhaps those of their
+children after them. It is well that the responsibility of the school
+toward them is being recognized and met.
+
+[Illustration: A prosperous poultry farm. Poultry farming opens the
+way for the girl who loves an outdoor life to work in the open and be
+happy]
+
+A distinct duty of the grammar-school teacher is to make known the
+facts concerning short cuts for grammar-school girls to office work.
+Unscrupulous business "colleges" sometimes mislead these immature
+girls into believing that a short course taken in their school will
+enable the girls to fill office positions. Facts are at hand which
+show the futility of attempting office work under such conditions, and
+teachers should be very careful to see that all the facts are in the
+possession of their pupils.
+
+In the early days of high schools usually the only distinction, if
+any, in courses was "general" and "classical." To-day we have many
+courses, or in the larger cities different schools fit boys and girls
+for varying paths in life. The college-preparatory course or the
+classical high school leads to college. The commercial course or
+school leads to office work. The manual training or industrial or
+practical arts course or high school leads to efficient handwork. The
+trade school leads to definite occupations. The difficulty now is to
+help girls choose intelligently which course or school will best meet
+their requirements. This involves vocation study in the grammar
+school.
+
+[Illustration: Benson Polytechnic School for Girls, Portland, Oregon.
+The trade school leads to definite occupations. The girl with
+mechanical ability may find her vocation in millinery, dressmaking, or
+the various sewing-machine trades]
+
+The girl who terminates her formal education with her graduation from
+high school may find herself not very much better placed, apparently,
+than the girl who has dropped out of school farther back. Many
+openings into desirable occupations are still closed to her. Often
+her opportunities, however, are much greater than they seem. All facts
+go to show that the high-school girl makes more rapid progress in
+efficiency, and therefore in pay, than the younger girl, even when she
+seems to begin at the same work. Some fields, too, are open to her
+that are not usually possible for the grammar-school girl. In office
+work the high-school girl who has specialized in her training may make
+a very creditable showing. Many thousands of high-school graduates are
+received into telephone exchanges where with a brief period of
+practice they become efficient workers. A very few high-school girls
+become teachers in country schools without further training, but the
+number is decreasing every year. If she meets the age requirement, the
+high-school girl may enter a training school for nurses, gaining her
+specialized training in return for her services to the hospital.
+
+The high-school girl who can spare time and money for some further
+training finds a larger field open; but, to make the most of what high
+school has to offer, her plans should be made as early as possible in
+the high-school course--at the very beginning if it can be managed.
+The girl must know what further training she is making ready for, must
+choose electives in high school to help her make ready, or possibly to
+offset the specializing of this later work by some general culture she
+may otherwise miss entirely. Vocation study, therefore, and vocational
+guidance must be quite as much a part of the course for the girl who
+will "train" for her special work as for the girl who goes directly
+from the secondary school to her vocation.
+
+One high-school Senior writes: "My special vocation has not yet been
+chosen, but if it becomes necessary for me to earn my own living I
+should like to be either a nurse, a teacher, milliner, or director of
+a cafeteria. I would probably choose the position that was open at the
+time."
+
+Here we have the girl who is in no hurry to choose, and who probably
+has a more or less vague notion of the comparative conditions,
+requirements, and rewards of the four vocations she mentions. In
+contrast to this, listen to a high-school student who has been
+studying herself and her possible vocation in much detail in class
+work. She says: "I find that I have made good school records only in
+subjects where I had materials I could see and handle. I have never
+done well in arithmetic or mathematics, but in drawing, physics,
+elementary biology, and domestic science I made good marks. I do not
+like to sew, because it tires me to sit still. I enjoy cooking and
+marketing.
+
+"I like to plan meals and to make up new recipes. I hear that
+hospitals and institutions employ women at very good salaries to buy
+all the foodstuffs used in their kitchens. The expert dietitian also
+plans meals and arranges dietaries. I learn that Teachers College,
+Columbia, has courses of study leading to this profession, and I have
+written to ask for full information."
+
+In the class of which this girl is a member, each girl is considering
+her future as this one is doing. Each gathers all available data in
+regard to the vocation she is studying. Her reports become a part of
+the class records. She makes as full a report as possible as to the
+duties and responsibilities of the occupation, the schools or training
+classes that prepare for it, the length and cost of preparation,
+possibilities of employment, salaries paid, and other details.
+
+Since training cannot alter fundamentals, but merely builds upon the
+girl's nature and heredity, the same classifications obtain in the
+choice of the girl who can have training as in that of the girl who
+goes untrained to her vocation. There are still the producers, the
+distributors, and those who serve; and it is still important that the
+girl should find a place in the right group.
+
+The producers will include the designers, the interior decorators, the
+expert dietitians, the municipal inspectors of food and housing, rural
+consulting housekeepers, state or country canning-club agents, the
+women who organize and carry on model laundries, either cooeperative or
+otherwise, the managers of manufacturing enterprises, the farmers, the
+photographers, the artists, the journalists, and the authors.
+
+The distributors are chiefly represented by the higher type of office
+workers, who are the "idea thinkers" of the business world, since they
+neither make nor handle products, but merely manipulate the symbols
+which stand for the products they seldom if ever see. The women who
+manage buying and selling enterprises for themselves usually belong to
+the trained group.
+
+The service group among trained women is a large one, including
+nurses, teachers, doctors' and dentists' assistants, various social
+workers, librarians, secretaries and other confidential office
+assistants, directors or "house mothers" in school and college
+dormitories and in institutions, dentists, physicians, lawyers,
+ministers.
+
+Within the group there is wide range of choice, differing
+qualifications are necessary, and varying training is to be
+undertaken. Girls, with the help of a vocational expert, should
+analyze their physical and mental qualities and habits, and should
+study somewhat exhaustively the vocation for which they seem to find
+themselves fitted.
+
+"I should like to be a nurse, or a teacher, or a milliner, or the
+manager of a cafeteria" will not do, since those vocations presuppose
+some years of widely differing training. Perhaps the girl will narrow
+the choice to nursing or teaching. Then she must place over against
+each other the two professions--special qualifications required,
+length and cost of training, personal obstacles to be overcome, and
+especially the demand and supply of nurses and teachers in her
+locality. Upon these depends the girl's chance to succeed when she is
+fitted and launched.
+
+[Illustration: Photograph by Brown Bros.
+The children's ward in a hospital. The nurse must be resourceful and
+possess good judgment]
+
+The student who takes up college work, not as a specialized training,
+but as a completion of her general education, stands somewhat by
+herself. Such a girl may perhaps put off vocational decision until she
+is part way through her college years. The college sometimes awakens
+ambitions and brings to light abilities not hitherto discovered; and
+even when this does not occur, the choice may be made from the highest
+and most responsible positions filled by women. From the college girls
+we draw our high-school teachers and college instructors, our
+doctors, lawyers, and preachers, in so far as these professions are
+filled by women.
+
+[Illustration: Photograph by Brown Bros.
+Among the many vocations belonging to the service group teaching is
+one of the most popular]
+
+We are confronted by the statement, made again and again and
+reinforced by formidable rows of figures, that the more training a
+girl receives, the less she is inclined to marry or, if she does
+marry, to have children. The fact seems undeniable that in our larger
+eastern women's colleges, at least, not more than half the graduates
+marry up to the age of forty, which we may accept as the probable
+limit of the marriage age for the average woman. The natural inference
+is that a college education in some way prevents or discourages
+marriage. This may or may not be true. To be quite fair, the
+statistics should cover the coeducational colleges as well as the
+colleges for women alone. Also some attempt should be made to
+discover how the likelihood of marriage is affected by the age at
+which girls finish their college course. Do the younger girls of a
+college class marry, while the older ones do not? Are the younger
+married graduates more often mothers than the older ones, or do they
+have more children?
+
+[Illustration: Photograph by Brown Bros.
+The influence of the librarian extends far beyond the walls of the
+library]
+
+If it is true that training is interfering with marriage and
+motherhood for our girls, the next step is not necessarily, as some
+modern hysterical students of the question seem to suggest, that we
+immediately cut out the training which, in case they do marry, will
+make them far more valuable wives, mothers, and members of the
+community; but rather so to time and place the training, and if
+necessary so to alter its character, that any such tendency away from
+marriage will be removed and that the trained women of the college and
+professional school shall be available for the great work of mothering
+the nation of the future.
+
+A final word as to the place of the vocational guide in the choosing
+of vocations may not be amiss. That every teacher should consider
+himself or herself a helper in this most important work we must agree;
+but that any teacher must walk carefully, and use the guiding hand but
+sparingly, is equally true.
+
+The object of vocational help is not merely to keep the "square peg"
+out of the "round hole." The girl arbitrarily placed in a suitable
+occupation may never discover why she is there, and may be handicapped
+all her life by a deep conviction that she fits somewhere else. "Know
+thyself" is a good old maxim yet. The teacher or vocational guide is
+fitted by the place of observation she holds to help the girl to study
+herself and the possibilities that life holds out to such as she thus
+finds herself to be. The final choice should be made by the girl.
+
+
+
+
+CHAPTER XIV
+
+MARRIAGE
+
+
+Marriage may, or may not, in these days, be the opening door into the
+homemaker's career. Many a young woman is a homemaker before she
+marries. On the other hand, women sometimes marry without any thought
+of making a home.
+
+But, after all, it is safe to assume that marriage and homemaking do
+go hand in hand. The great majority of wives become managers of homes
+of one sort or another. Shall we then frankly educate our girls for
+marriage--"dangle a wedding ring ever before their eyes"? Or shall we
+regard marriages as "made in heaven" and keep our hands off the whole
+matter?
+
+The proportion of marriages in the United States which terminate in
+divorce was in 1910 one in twelve. Divorce in this country is now
+three times as common as forty years ago. The success or failure of
+marriages cannot, however, be measured merely by the divorce test. We
+cannot avoid the knowledge that many other unhappy unions are endured
+until release comes with death. When we say unhappy marriages, we mean
+not only those which become unendurable, but all those in which
+marriage impedes the development and hence the efficiency of either
+party to the contract. Unhappy marriages include not only the
+mismated, but also those whose unhappiness in married life is due to
+their own or their mate's misconception of what marriage really means.
+It is obviously impossible even to estimate the number of marriages
+which are happy or unhappy; but we are safe in saying that the
+processes of adjustment in many cases are far harder than they ought
+to be, and that many marriages which seemingly ought to bring
+happiness fail of real success.
+
+In view of the fact that so many marriages fall short of what they
+might be, it would seem that some sort of assistance to the girl in
+choosing a husband and to the young man in choosing a wife would be
+wise, such as the instruction we give boys and girls to enable them to
+be successful in the industrial world. In short, it is not enough to
+prepare girls for homemaking by making all our references to marriage
+indirect. Young men and women are entitled to more knowledge of
+marriage, its rights, privileges, and duties; they need to realize
+that in these days of complex living marriage is a difficult relation
+which requires their best energies and wisest thought.
+
+The modern marriage differs from the marriage of earlier centuries in
+direct proportion as the status of woman has changed. The ancient
+marriage, and indeed the medieval one, and the marriage of our own
+grandmother's time began with submission and usually ended with
+subjection. But the modern marriage at its best is a spiritual and
+material partnership. It is the modern marriage at its best and
+otherwise with which we have to do.
+
+Half a century ago girls married at eighteen or even earlier, took
+charge of their households, were mothers of good-sized families at
+twenty-eight or thirty, and were frequently grandmothers at forty.
+
+Nowadays early marriage is the exception. For years the marriage age
+has been steadily rising, until some students profess to be alarmed at
+a prospect of marriage disappearing, the maternal instinct becoming
+lost by disuse, and the race finally becoming extinct. However, the
+maximum marriage age, at least for the present, seems to have been
+reached, and statistics show a slight dropping within the last two or
+three years.
+
+The forces operating to fix the marriage age are exceedingly complex.
+The higher education of girls has undoubtedly been a large factor in
+the postponement of marriage. Its effect has been wrought in a variety
+of ways. The increasing years in schoolroom and lecture hall have been
+directly responsible in many cases. The ambitions aroused account for
+many more. The increased ability of girls to earn their own living and
+public acceptance of their doing so have practically removed "marriage
+as a trade" from the consideration of girls and their parents. Girls
+no longer need to marry in order to transfer the burden of their
+support from father to husband. Instead they may "go to work." And
+once at work they are often reluctant to give up a personal income for
+the uncertainties of sharing what a husband earns. Then, too, the
+broadening effect of education makes marriage in the abstract a less
+absorbing, momentous subject for the girl's thoughts. Also the rebound
+toward selfishness coincident with woman's "emancipation" leads girls
+to put off what they are sometimes led to consider a sacrifice of
+themselves. The tragedies of the divorce courts are directly
+responsible for many a girlish determination not to marry, a
+determination which is broken only when the first zest of mature life
+has passed and when the woman begins to long for the home ties she has
+resolved to deny herself and decides to take the risk. The increased
+cost of living and the ever-increasing responsibilities of rearing,
+educating, and launching a family of children lead many young people
+to postpone marriage until they can command a larger income. The
+strain of modern industrial life, with its fierce competitions and its
+early discard of the elderly and unfit, finds many girls who would
+otherwise marry burdened with the care of parents who can ill spare
+the daughter's help.
+
+[Illustration: The Halliday Historic Photograph Co.
+LOUISA M. ALCOTT
+Miss Alcott's lifelong devotion to the interests of her family is a
+well-known story. She made a happy home for them, and at the same time
+attained marked success in the literary field.]
+
+If all these obstacles to early marriage could be overcome, the
+question of the wisest time for marrying might be approached fairly
+and squarely on its merits.
+
+Too early marriage means immaturity in choice, with the possibility
+always of unfortunate mistakes and sad awakening. Too late marriage,
+on the other hand, means settled convictions which often result in
+that incompatibility which seeks relief in divorce. The plasticity of
+youth at least _promises_ adaptability. The mature judgment of later
+years ought to afford a wise choice. Between extreme youth then and a
+too settled maturity is the wise time.
+
+In order to approach the ideal in the marriage relation, the time of
+marriage should be so placed that the girl is (1) physically fit, (2)
+fully educated, (3) broadened by some experience with the world.
+
+She must not be too old to bear children safely, or to rear them
+sympathetically as they approach the difficult years. She must not be
+physically worn by excessive industrial service, nor with enthusiasms
+burned out by the same cause. Probably between twenty-two and
+twenty-five the girl reaches the height of physical fitness. She may
+also by that time have completed a liberal education, and she may even
+have done that and also have put her training to useful service. It
+would be better if girls completed their college courses earlier than
+most do. However, since the great majority of girls do not have a
+college education, the generally increased age of marriage cannot
+rightfully be laid, as many seem to lay it, at the doors of the
+college women. Schemes of education in the future will undoubtedly try
+to remedy the defect of present systems in this respect. If most girls
+could finish their training in college or professional school at
+twenty, as some do now, the world would be rewarded by earlier
+marriages and probably more of them. There would be more children,
+reared by younger and more enthusiastic mothers. The more difficult
+professions, which could not be successfully undertaken by the girl of
+twenty, would then be reserved, as they generally are now, for the
+women whose ambition is unusually strong and absorbing. Attempts are
+frequently made to show that ambition is becoming an inordinately
+prominent quality in all women, but there are few facts to support so
+wide a contention.
+
+[Illustration: Photograph by Paul Thompson
+RUTH MCENERY STUART
+Mrs. Stuart was one of those in whom the talent for homemaking and
+the talent for creative literary work existed side by side. On her
+husband's plantation in Arkansas she found many of the types for the
+characters in her stories]
+
+The girl graduate of twenty, reinforced by from two to five years of
+work in the vocation she has chosen, is usually fit, physically and
+mentally, for marriage. More than that, she may by that age, usually,
+be trusted to know what she wants, even in a husband, if she is ever
+going to know.
+
+In the day when girls married nearly always "in their teens," wise
+choice of a husband called for selection of a man considerably older
+than the girl herself. This disparity is less common in these days,
+and is really less desirable than it once was. The girl of the earlier
+time reached maturity of mind earlier than the girl of to-day with her
+prolonged education, and much earlier than the boy of her day did. He
+was still being educated in school or as an apprentice, and was hardly
+ready to undertake the responsibility of a family at an age when the
+girl's scanty education was long since completed and it was considered
+high time that her support was laid upon a husband's shoulders.
+
+It used to be said, "Men keep their youth better than women," so that
+any disparity in age at the time of marriage was soon lost. This is no
+longer true as it was once. The early marriage, with early and
+excessive childbearing, overwork, and the numerous restrictions that
+custom laid upon her, were responsible for woman's loss of youth.
+These conditions no longer exist. The woman of forty or fifty can now
+usually hold her own with the man of her own age in point of youth.
+
+[Illustration: LOUISE HOMER AND HER FAMILY
+Madame Homer's great success in the difficult art of operatic singing
+has by no means interfered with her career as a homemaker.]
+
+Another consideration in favor of more nearly equal age lies in the
+fact that formerly men did not look for wives who were their mental
+equals. They did not really desire mental equals as wives. To-day they
+do, or, if there still lingers in the minds of some of them the old
+notion that wives must be clinging vines, the lingering notion will
+soon be gone. The marriage of equality possesses too many advantages
+for both parties to be thrown aside. The wife who can think, who is
+mature enough to be capable of real partnership, is the wife surely of
+to-morrow, if not of to-day.
+
+Among the forces that control marriage may be mentioned (1) physical
+attraction, (2) continued social relationships, (3) dissimilarity, (4)
+affection, (5) barter.
+
+It is usually difficult to say of any marriage that any one of these
+forces alone caused the mating. It may have been physical attraction
+together with everyday companionship; or physical attraction and
+dissimilarity or strangeness, resulting in what we know as love at
+first sight. Or it may have been affection of slow growth, or
+affection with an element of appreciation of worldly advantage, or it
+may have been a little physical attraction with a great deal of desire
+for social position or wealth, or, ugliest of all, it may have been
+pure barter, without personal attraction of any sort. For these worldy
+advantages you offer, I will sell you my body and my soul.
+
+To secure the finest marriages for girls we must insure three
+conditions: (1) high ideals of marriage among our adolescents, (2)
+better knowledge of men, and (3) wise companionships during the years
+from fourteen to twenty-five.
+
+[Illustration: MARGARET JUNKIN PRESTON
+The South is justly proud of this poet of no mean rank who gave
+herself unstintedly to her home duties and responsibilities]
+
+Physical attraction on one or both sides is undoubtedly the greatest
+force in marriage selection. It is only when physical attraction
+exerts its influence upon a girl whose ideal of a husband is low or
+vague or incorrect that the danger is great. Physical attraction is
+not love, but it may be--often it is--the basis of love when it exists
+between two who are suited to a life together.
+
+Generally speaking, girls will find married life easier, and their
+husbands will find life more satisfactory, when the two have been
+reared with approximately the same ideals. The girl who falls in love
+with a man largely because he is "different" from the boys among whom
+she has grown up often finds that very difference a stumbling block to
+domestic happiness. Marriages across such chasms where there should be
+common ground are more hazardous than between those whose education,
+social training, friends, and beliefs are of the same type. When they
+do succeed, they undoubtedly are the richer for the variety of
+experience husband and wife have to give each other; and, too, they
+show an adaptability on the part of one or both which argues well for
+continued happiness. Commonly, however, they do not succeed.
+
+There are, also, deeper matters than these to be considered. Is this
+man or this woman worthy of lifelong devotion? Is the love he offers
+or she offers in return for the love you offer, the love that gives or
+the love that merely takes? Has he been a success at something,
+anything, that counts? Has he a sense of responsibility in marriage
+and the burdens it brings? Does he desire a home? Do his views as to
+children reflect man's natural desire to found a family or merely the
+selfish desire for the freedom and luxury which the absence of
+children may make possible? Has he a right to approach fatherhood--is
+his body physically and morally clean?
+
+[Illustration: Copyright by Underwood & Underwood
+COLONEL AND MRS. ROOSEVELT WITH MEMBERS OF THEIR FAMILY
+Colonel Roosevelt's own family was preeminently one in which the
+father shared with the mother a keen sense of the responsibilities of
+marriage and the highest ideals of home life]
+
+These are serious questions with which to weight the wings of a young
+man's or a young woman's fancy. But the attraction which cannot stand
+before them is not safe as a basis for marriage. Many a young man or
+woman has willfully turned closed eyes to the selfishness or the
+irresponsibility which will later wreck a home, because attraction
+blinded common sense.
+
+Barter, the lowest form of marriage, exists and has always existed
+whenever the material benefits that either husband or wife expects to
+derive from the connection are the impelling forces in the union. The
+woman desires wealth, social position, a title--or perhaps nothing
+more than security from poverty or the necessity of work outside the
+home, or perhaps no more than the mere security of a home itself. The
+man in other cases desires wealth, or social position, or a wife who
+will grace his fine home, or some business connection which the
+marriage will afford. And upon these things men and women build, or
+attempt to build, the foundations of home life.
+
+It is not true of course that every girl of moderate means, or without
+means, who marries a man of wealth does so because of his money. Nor
+is it always true when the cases are reversed. Love may be as real
+between those two as between any others. But when it is true that the
+marriage is an exchange of commodities, it is no different from
+prostitution under other circumstances. In fact, it is prostitution
+under cover, without acceptance of the stigma which for centuries has
+been the portion of voluntary selling of the body to him who cares to
+buy.
+
+[Illustration: Copyright by Underwood & Underwood
+JULIA WARD HOWE AND HER GRANDDAUGHTER
+In the life of Mrs. Howe was exemplified the identity of ideals of
+husband and wife. They worked side by side in the literary field and
+in their philanthropic and reform work]
+
+Eugenics, a modern science which aims at race regeneration, lays down
+many laws and restrictions for those who are selecting their mates. By
+the following of these laws and restrictions in the selection of
+husbands and wives, undesirable traits in the offspring are to be
+weeded out and desirable; ones are to be fostered and increased.
+That these laws should be studied with the care used by breeders of
+plants and animals goes without saying. That if they are followed
+strictly the number of marriages would be materially reduced, at least
+for a considerable time, is doubtless true. That marriages in which
+eugenics has played the major part in selection will present new
+problems is probably equally true. If marriages were mere temporary
+unions, for the purpose of obtaining offspring, eugenic principles
+could not be too exactly nor too coldly applied to the selection of
+mates. But since marriage implies living together and becoming, or
+continuing to be, worthy members of the community, and since the
+offspring are fashioned no less by the conditions of their upbringing
+than by heredity, selection of mates must involve more than looking
+for eugenically perfect fathers and mothers for the generations yet
+unborn. Eugenics, however, is in infancy as a science, and, like the
+human infants it would protect, must react to the environment in which
+it finds itself and must feel the chastening hand of time before its
+value can be known. Agitation in the direction of allowing posterity
+to be "well born" can never be out of place. What being well born is
+and how it shall be attained is a worthy subject of research. As a
+cold, exact science, however, eugenics can never hope for application
+without some consideration of the personal equation which makes
+marriage at its best not a mating merely, but a joining of souls.
+
+Choosing a husband or a wife is, after all, merely the beginning of
+the marriage problem. Good husbands are not discovered, but made, from
+originally good or perhaps indifferent or in rare cases from even poor
+material, by the reaction of married life upon what was previously
+mere "man." Even so with wives.
+
+[Illustration: CAROLINE BARTLETT CRANE
+Mrs. Crane, an expert on sanitation, has successfully applied the
+principles of good housekeeping to civic affairs in many cities, and
+has thus made women more of a factor in the community at large]
+
+The successful marriage presupposes unselfishness, even carried if
+necessary to the point of sacrifice, but it must be unselfishness for
+two, not for one alone. Neither the "child wife" who must be carried
+as a burden, nor the complacent husband who forms the center of a
+smoothly revolving little world patiently turned by a silent wife, has
+any part in the marriage of equality--the only marriage worthy of the
+name.
+
+The successful marriage calls also for freedom--again for two. Women
+sometimes hesitate to marry because the old idea of marriage involved
+loss of individuality, and they have little faith in men's readiness
+to accept any other idea. Men, on the other hand, fear to marry
+because the "new woman" demands so much for herself--development, a
+career, a chance to work out her own ideals of life. The man sees
+little in this for himself but the "second fiddle" which woman for
+centuries played to his first. Ideal marriages, however, do take place
+in which there is no sacrifice of personality--in which, indeed, each
+lives a fuller life than would have been possible without the
+marriage. For this to be realized, there must be full recognition of
+the responsibility of each for his or her own deeds, and a standing
+aside while each works out his destiny. This does not mean a
+separation of interests nor an abandonment of common counsel. It means
+merely that in individual matters each must have the freedom enjoyed
+before marriage took place. It must mean for women some sort of
+economic independence, and in addition a spiritual independence such
+as men enjoy. When this freedom is cheerfully given, and in return the
+wife gives a like liberty to the husband, the great incentive to
+concealments and deceptions or to nagging and controversy is removed.
+The petty annoyances of the day are lessened, trust is increased,
+and both man and woman find their strength increased rather than
+depleted by the relation.
+
+[Illustration: Courtesy of George Herbert Palmer
+ALICE FREEMAN PALMER
+Mrs. Palmer's was one of the ideal marriages in which husband and
+wife each lived a fuller life than would have been possible without
+the marriage. Happy in her home life, Mrs. Palmer yet had time to
+achieve a brilliant success in administrative educational work]
+
+Common interests are an almost certain safeguard in most marriages.
+Common duties are more often than not a source of difficulty. An
+untold number of matrimonial ventures fail because of inadequate
+responsibility in adjustment of expenses to income. Many more are
+rendered inharmonious by failure of parents to agree as to the
+management of children. In both these directions increased knowledge
+will do much to secure harmonious action. Family traditions are more
+than likely to clash when they are adopted as principles of family
+discipline. "Children must mind," says the father, in memory and
+emulation of his father's method with him. "Children must not be
+coerced," says the mother, who has been reared by a different method.
+Clearly a course in child psychology would have been of value to these
+parents in determining a common procedure. There is probably no
+subject upon which either father or mother finds it so hard to yield
+to the other's way as upon this. Each feels, and rightly, that the
+material to be trained is so precious, and that failure, if it comes,
+will be so stupendous, that neither dares do what seems wrong to his
+own mind. Nothing but common knowledge and a predetermined policy can
+solve this problem so near to the root of success or failure in
+marriage itself.
+
+Girls are commonly taught too little of the duties of married women to
+their husbands. They look for a lifetime of unalloyed bliss. If they
+fail to realize their impossible dream, they turn their faces toward
+the divorce court. Many girls have had too smooth a pathway, too
+little of responsibility, and too little of disappointment, before
+undertaking the serious duty of establishing and maintaining a
+lifelong partnership. There has been little in their lives to
+prepare them for long-continued relations of any sort. On the other
+hand, the same girls have equally little idea of what they have a
+right to expect of marriage for themselves. Much of the necessary
+adjustment is left to chance.
+
+[Illustration: Photograph by Paul Thompson
+AMELIA E. BARR
+Far from interfering with her career, Mrs. Barr's home interests were
+the inspiration for it. Thrown on her own resources by the death of
+her husband, who sacrificed himself in a yellow fever epidemic in
+Texas, Mrs. Barr took up writing to make a living for her children]
+
+Scarcely any phase of woman's part in marriage is arousing more
+attention at present than the question of childbearing. Women, and
+especially educated women, are accused of sterility or of
+intentionally avoiding motherhood. They are said to believe that
+children interfere with their careers, that they can render greater
+service to the world in public work than in childbearing. They "prefer
+idleness and luxury to the care of a family." The "maternal instinct
+is fading." They threaten us with "race suicide," the "extinction of
+mankind," a silent world given over to dumb beasts who have not yet
+learned the principles of "birth control" and "family limitation."
+Thus on the one hand.
+
+On the other: "The world is better served by the small family well
+reared than by the large one necessarily less well cared for." "Women
+are not merely the instruments of nature for multiplying mankind. They
+have a right to some time for living their own lives." "The maternal
+instinct has not faded, but merely come under control of a wisdom
+which directs that it shall not bring forth what it cannot care for."
+
+And so on, with added arguments for either side.
+
+In all these discussions of birth control the fathers or the husbands
+who desire not to be fathers are usually left in the background. As a
+matter of fact, however, men as well as women desire luxury and
+freedom from the care of a family. It is a general sign of the times,
+not a characteristic of one sex alone. Men as well as women fear for
+their ability to care for and educate large families. With the
+demands of our present complex existence bearing heavily upon them,
+one can scarcely wonder at the hesitation of either man or woman to
+add again and again to their already pressing cares. There is but one
+remedy--not to cut off education for women, as some suggest, but to
+learn the joys of a simpler life which will afford people time and
+strength and means to bear and rear their young. To this end let us
+teach our girls and our boys something of the essentials of a useful
+and a happy life, and teach them how to eliminate the non-essentials
+which waste their time and spirit.
+
+Who can best instruct the girl in what we may call the ethics of
+marriage? Her mother? Usually the mother's viewpoint is too personal.
+Her teacher? Most of her teachers are unmarried and know little more
+about the subject than she does herself. A specially selected married
+teacher? Perhaps, but only if she is a deep student of human nature
+and of marriage from a scientific standpoint.
+
+An ideal course for every girl somewhere before her education can be
+considered complete would cover "woman's life" as (1) industrial
+worker, (2) wife, (3) mother, (4) citizen, (5) civic force.
+
+Here, without undue "dangling of the wedding ring," girls might study
+marriage as an important phase of woman's life. Such a course,
+simplified or elaborated to suit the circumstances of the girls who
+participate, might well be given in all girls' schools and colleges,
+in continuation schools, in settlement-house clubs and classes, in
+rural clubs and neighborhood centers. For, reduced to its simplest
+terms, marriage in the tenement rests upon the same principles as
+marriage in the mansion.
+
+Happily married, or happy unmarried, with her life work stretching
+before her, the girl enters upon her heritage of work. We have
+trained her to be a homemaker, but we need feel no regret in regard to
+her training if she finds her life work in an office or a schoolroom
+or a hospital. She may never "keep house," although we hope that she
+will some time help to make a home. But, whether she becomes a
+homemaker or not, a true understanding and appreciation of the value
+of the home and a knowledge of the principles underlying its
+maintenance will make her a broader woman and a better worker than she
+could otherwise be. In the home, or wherever she may be, she cannot
+fail to show the girls who are growing up about her what home means to
+her and what it means to the race. And in her hands we may safely
+leave the future of the home.
+
+
+
+
+SUGGESTED READINGS
+
+
+GENERAL BOOKS WHICH INTRODUCE THE READER TO THE LARGER PHASES OF THE
+WOMAN MOVEMENT
+
+BRUERE, MARTHA B. and ROBERT W. _Increasing Home Efficiency_. New
+York: Macmillan.
+
+COLQUHOUN, MRS. A. _The Vocations of Woman_. New York: Macmillan.
+
+GILMAN, CHARLOTTE PERKINS. _Women and Economics_. Boston: Small,
+Maynard & Co.
+
+KEY, ELLEN. _Love and Marriage_. New York: Putnam.
+
+SCHREINER, OLIVE. _Woman and Labor_. New York: Frederick A. Stokes Co.
+
+SPENCER, ANNA GARLIN. _The Challenge of Womanhood._
+
+TARBELL, IDA M. _The Business of Being a Woman_. New York: Macmillan.
+
+Some of these books are conservative, others very radical. They are
+recommended, not because the writer agrees with them, but because
+every mother and teacher who acts as a vocational counselor should
+know both conservative and radical points of view.
+
+
+MORE DISTINCTLY VOCATIONAL BOOKS
+
+BLOOMFIELD, MEYER. _Readings in Vocational Guidance_. Boston: Ginn &
+Co.
+
+The following articles in this book are especially recommended:
+
+  "The Value, during Education, of the Life-Career Motive." By
+     CHARLES W. ELIOT.
+
+  "Selecting Young Men for Particular Jobs." By HERMAN SCHNEIDER.
+
+  "The Permanence of Interests and Their Relation to Abilities." By
+     EDWARD L. THORNDIKE.
+
+  "Survey of Occupations Open to the Girl of Fourteen to Sixteen
+     Years of Age." By HARRIET HAZEN DODGE.
+
+BREWER, J.M. _Vocational-Guidance Movement_. New York: Macmillan.
+
+BREWSTER, EDWIN T. _Vocational Guidance for the Professions._ Chicago:
+Rand McNally & Co.
+
+BUREAU OF EDUCATION, Washington, D.C.
+
+    _Bulletin 1913, No. 17._ "A Trade School for Girls."
+    _Bulletin 1914, No. 4._ "The School and a Start in Life."
+    _Bulletin 1914, No. 14._ "Vocational Guidance Association."
+      Papers presented at the organization meeting, October, 1913.
+
+    _Annual Reports_ of the Commissioner of Education:
+      1911, chapter viii, "A School for Homemakers."
+      1914, chapter xiii, "Education for the Home."
+      1915, chapter xii, "Home Economics."
+      1915, chapter xiv, "Home Education."
+      1916, chapter xvii, "Education in the Home."
+
+BUTLER, ELIZABETH BEARDSLEY. _Women and the Trades._ New York:
+Charities Publication Committee.
+
+----. _Saleswomen in Mercantile Stores._ New York: Survey Associates.
+
+DAVIS, JESSE BUTTRICK. _Vocational and Moral Guidance._ Boston: Ginn &
+Co.
+
+DEPARTMENT OF COMMERCE AND LABOR, Washington, D.C.:
+
+    _Twenty-fifth Annual Report of the Commissioner of Labor._
+
+     Contains nineteen volumes on "Condition of Women and Child
+     Wage-Earners in the United States." The most comprehensive
+     study of conditions of women in industry before the war.
+
+     _Bulletin No. 175._ "Summary of the Report on the Condition of
+        Women and Child Wage-Earners in the United States." Gives
+        in condensed form the findings in the nineteen volumes.
+
+GOWIN and WHEATLEY. _Occupations._ Boston: Ginn & Co.
+
+HOLLINGWORTH, H.L. _Vocational Psychology: Its Problems and Methods._
+New York: D. Appleton & Co.
+
+LASELLE and WILEY. _Vocations for Girls._ Boston: Houghton Mifflin Co.
+
+LEAKE, ALBERT H. _The Vocational Education of Girls and Women._ New
+York: Macmillan.
+
+MCKEEVER, A. _Training the Girl._ New York: Macmillan.
+
+PRESSEY, C. PARK. _A Vocational Reader._ Chicago: Rand McNally & Co.
+
+     This book shows the teacher the kind of stories that can be
+        used for inspiration for grade-school girls.
+
+PUFFER, J. ADAMS. _Vocational Guidance_. Chicago: Rand McNally.& Co.
+
+WOMEN'S EDUCATIONAL AND INDUSTRIAL UNION OF BOSTON:
+
+  _Vocations for the Trained Woman_.
+
+  _The Public Schools and Women in Office Service_.
+
+
+
+
+THE INDEX
+
+
+Acting as a preparation for homemaking, 201
+
+Adolescent girl, 130-150. _See also_ Girl
+
+Agriculture, possibilities in and qualifications for, 173 ff.
+
+Arithmetic applied to household problems, 114 ff.
+
+Art courses as education for homemaking, 40, 118 f.
+
+Artist, work of, as a preparation for homemaking, 201
+
+Arts and crafts, possibilities in and qualifications for, 173
+
+Auburn, Washington, Central School, manual arts courses in, 119
+
+
+Bibliography, 241 f.
+
+Bruere, Martha B., quoted, 18, 51 f.
+
+Budgets, 50 ff.
+
+Building problems, 32 ff.
+
+
+Census, statistics regarding women in industry, 151, 152, 153, 154
+
+Chapin, Dr., quoted, 50 f.
+
+Child:
+  imitative instinct as influencing training of, 90, 102
+  training for habits of industry, 96 ff.
+  training for self-control, 93 ff.
+  training for sympathy, 90 f.
+  training for unselfishness, 95 f.
+  training the little, 86-101
+
+Church:
+  as a means of betterment in the community, 67
+  girl influenced by, 84 f.
+  homemaking as influenced by, 84 f.
+  women and the, 67
+
+Citizenship, woman and, 71 f.
+
+Clothing (_see also_ Dress):
+  problems of, in the home, 57 ff.
+  problems of, for the adolescent girl, 139 ff., 147 f.
+
+Community:
+  church as a means of betterment in, 67
+  home, relation between, and, 62 ff.
+  working women, relation to, 157 ff.
+
+Consolidated school, 110
+
+Continuation schools, 179 f.
+
+Cooking classes in grammar schools, 110 f.
+
+
+Decoration of the home, 40
+
+Department stores:
+  continuation schools in, 179 f.
+  statistics concerning women employed in, 180
+
+Dietetics, knowledge of, necessary to the homemaker, 54 ff.
+
+Divorce, dangers of, 82, 218, 220
+
+Doll's house as a means of teaching the child mechanics of
+  housekeeping, 102-121
+
+Domestic work:
+  as a preparation for homemaking, 196 f.
+  as a vocation, possibilities in and qualifications for, 185 f.
+
+Dress (_see also_ Clothing):
+  principles of selection, for the adolescent girl, 139 ff.
+  problems of, for the adolescent girl, 139 ff., 147 f.
+
+Dressmaking, possibilities in and qualifications for, 171 f.
+
+Education:
+  for homemaking, 25 f.
+  of women, effect on home life, 8 ff.
+
+Educational agencies involved in "woman making," 75-85
+
+Eugenics as influencing marriage, 230
+
+
+Factory work:
+  as a preparation for homemaking, 200 f.
+  possibilities in and qualifications for, 170 f.
+
+Father, characteristics of the ideal, 23 f.
+
+Feeding problems in the home, 53 ff.
+
+Financial knowledge necessary for homemaking, 49 ff.
+
+Food production, possibilities in and qualifications for work in, 175 ff.
+
+Food questions, study of, in schools, 118
+
+Frederick, Mrs., quoted, 18
+
+Furniture, principles governing selection of, 42
+
+
+Games, training afforded by, 123 ff.
+
+Geography applied to household problems, 116
+
+Gilman, Charlotte Perkins, quoted, 56
+
+Girl:
+  adolescent, 130-150
+  church's influence upon, 84 ff.
+  dress problems of the adolescent, 139 ff., 147 f.
+  educational agencies involved in training the, 75-85
+  health of adolescent, methods of safeguarding, 130 ff.
+  inner life of, 122-129
+  plan for training adolescent, 136 ff.
+  school center of society of, 129 ff., 143 ff.
+  teaching the mechanics of housekeeping to, 102-121
+  work of, 151-217
+
+Grammar school, part played in vocational guidance, 204 ff.
+
+
+Hall, G. Stanley, quoted, 76
+
+Handwork, classification of, 170 ff.
+
+Health of adolescent girl, methods of safeguarding, 130 ff.
+
+Heating apparatus, 35 f.
+
+High school, part played in vocational guidance, 211 ff.
+
+Home:
+  as a means of training for homemaking, 81 ff.
+  building problems in, 32 ff.
+  clothing problems in, 57 ff.
+  community, relation to, 62 ff.
+  decoration of, 40
+  establishing a, 27-48
+  feeding problems in, 53 ff.
+  furniture, principles governing selection of, 42
+  heating problems in, 35 f.
+  income in, apportionment of, 50 ff.
+  industrial revolution, effect of, on, 7 ff.
+  industries in, 12 ff.
+  labor-saving devices in, 44 ff.
+  running the domestic machinery, 49-72
+  servant question in, 44 ff.
+  site for, selection of, 31 f.
+  the ideal, 18-26
+  urban conditions as affecting, 10 f.
+  waste disposal in, 37 ff.
+  water supply in, 36 f.
+  women, effect of education of, on, 8 ff.
+
+Homemaking:
+  community problems in country and city affecting, 28, 30
+  dietetics, knowledge of, necessary to, 54 ff.
+  education for, 25 f.
+  educational agencies involved in training for, 75-85
+  financial knowledge necessary for, 49 ff.
+  home's influence in training for, 81 ff.
+  tasks suitable for the small child, 109
+  teacher's responsibility in training for, 78, 80 f.
+  the real business of woman, 14 ff.
+  vocations as affecting, 194-202 (_see also_ the specific vocations)
+
+Home work, school credit for, 105 ff.
+
+Housekeeping:
+  tasks suitable for the small child, 109
+  teaching the mechanics of, 102-121
+
+Hygiene, study of, as a preparation for homemaking, 120
+
+
+Income, apportionment of, 50 ff.
+
+Industrial revolution, effects of, on home life, 7 ff.
+
+Industries (_see also_ Vocations):
+  in the home, 12 ff.
+  women in, Census statistics concerning, 151, 152, 153, 154
+  women's wage statistics, 160
+
+Industry, teaching the child habits of, 96 ff.
+
+Imitation, evils of, 59 f.
+
+Imitative instinct, influence of, in training the child, 90, 102
+
+
+Labor-saving devices in the home, 44 ff.
+
+Leominster, Massachusetts, a school lunch room, 111
+
+Library work, possibilities in and qualifications for, 189 f.
+
+Literary work as a preparation for homemaking, 201
+
+
+Marriage, 218-240
+  age of, for women, 152, 219 f.
+  factors influencing, 226 f.
+  ideals of, 226 f.
+
+Massachusetts plan of school credit for home work, 106
+
+Millinery, possibilities in and qualifications for, 172
+
+Montclair, New Jersey, school lunchroom, 111
+
+Montessori materials as means of teaching habits of industry, 98
+
+Mother (_see also_ Woman):
+  characteristics of the ideal, 21 ff.
+  community institutions, relation to, 65 ff.
+  school, duty to, 65 ff.
+
+
+Nearing, Scott, quoted, 18
+
+Newark, New Jersey, Central High School, lunch room in, 111
+
+New York City, Public School No. 7, model school home, 113
+
+Nursing:
+  as a preparation for homemaking, 197 ff.
+  possibilities in and qualifications for, 190 f.
+
+
+Occupations. _See_ Vocations; _see also_ the specific occupations
+
+Office work:
+  as a preparation for homemaking, 199
+  possibilities in and qualifications for, 180 ff.
+
+Oppenheim, quoted, 120
+
+Oregon plan of school credit for home work, 106
+
+
+Physiology, study of, as preparation for homemaking, 120
+
+Puffer, J. Adams, quoted, 152, 155
+
+
+Reading for the adolescent girl, 146 f.
+
+Reform, woman's opportunities in, 68, 70 f.
+
+Salesmanship:
+  as a preparation for homemaking, 200
+  possibilities in and qualifications for, 178 ff.
+
+School:
+  art courses contributing to homemaking knowledge, 118 f.
+  consolidated, 110
+  continuation, 179 f.
+  cooking classes in, 110 f.
+  homemaking, duty to educate for, 35, 47 f., 76 ff.
+  mothers' relation to, 65 ff.
+  sewing classes in grammar, 110, 111 f.
+  vocational guidance, responsibility in, 167 ff., 204 ff., 211 ff.
+
+School credit for home work, 105 ff.
+
+School gardens, 108
+
+Schreiner, Olive, quoted, 152
+
+Servant question, 44 ff.
+
+Sewing classes in grammar schools, 110, 111 f.
+
+Sex knowledge, instruction in, 80, 128, 148 ff.
+
+Social work, possibilities in and qualifications for, 191 ff.
+
+Society:
+  school and playground center of girls', 126 ff., 143 ff.
+  woman's place in, 3-17
+
+Suffrage, 71
+
+
+Tarbell, Ida M., quoted, 15
+
+Teacher:
+  as a vocational guide, 167 ff., 204 ff., 211 ff.
+  homemaking, responsibility of, in training for, 75 ff., 78, 80 f.
+
+Teaching:
+  as a preparation for homemaking, 197 ff.
+  possibilities in and qualifications for, 188 f.
+
+
+Urban conditions as affecting home life, 10 f.
+
+
+Vocational guidance:
+  considerations in, 163 ff., 194 ff.
+  grammar school's part in, 204 ff.
+  high school's part in, 211 ff.
+  need for, 161 f.
+  object of, 216
+  school's part in, 167 ff., 204 ff., 211 ff.
+  teacher's part in, 167 ff., 204 ff., 211 ff.
+
+Vocations (_see also_ the specific vocations):
+  as affecting homemaking, 194-202
+  choice of, considerations in, 163 ff., 194 ff.
+  classification of, 163-193
+  determined by training, 203-217
+  distributing group, 178-183
+  producing group, 169-177
+  service group, 184-193
+
+
+Wage statistics, 160
+
+Ward, Lester F., quoted, 15
+
+Waste disposal, 37 ff.
+
+Water supply, 36 f.
+
+Womanhood, present-day ideals of, 1-72
+
+Woman (_see also_ Mother):
+  and citizenship, 71 f.
+  as buyer, 70 f.
+  church, relation to, 67
+  community's relation to working, 157 ff.
+  education of, effect on home life, 8 ff.
+  in industry, Census statistics, 151, 152, 153, 154
+  marriage age 152, 219 f.
+  reform, opportunities in, 68, 70 f.
+  society, place in, 3-17
+  status of, views concerning, 5 f.
+  the real business of, 14 ff.
+  wage statistics, 160
+
+
+
+***END OF THE PROJECT GUTENBERG EBOOK VOCATIONAL GUIDANCE FOR GIRLS***
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+status under the laws that apply to them.
diff --git a/README.md b/README.md
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+Project Gutenberg (https://www.gutenberg.org) public repository for
+eBook #15595 (https://www.gutenberg.org/ebooks/15595)