file which includes the original illustrations4 ,see #aeeie-;h4htm or #aeeie-;h4zip3 7https3_/_/www4gutenberg4org_/dirs_/#a_/ e_/e_/i_/aeeie_/aeeie-;h_/#aeeie-;h4htm7 or 7https3_/_/www4gutenberg4org_/dirs_/#a_/ e_/e_/i_/aeeie_/aeeie-;h4zip7 ---------------------------------------- --------------- ,,other ,,vocational ,,guidance ,,books ,j4 ,,adams ,,puffer1 ,editor ,,vocational ,,guidance--,,the ,,teacher ,,as ,a ,,counselor ,by ,j4 ,adams ,puffer ,a ,,vocational ,,reader ,by ,c4 ,park ,pressey ,,vocational ,,guidance ,,for ,,the ,,professions ,by ,edwin ,tenney ,brewster ---------------------------------------- --------------- ,vocational guidance seeks the largest realization of the possibilities of every child and youth1 measured in terms of worthy service4 ,illustration3 ,photograph by ,brown ,bros4 ,,camp ,,fire ,,girls ,the lessons of patriotism1 kindness1 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 ,new1 ,a ,hundred ,years of ,warfare4 #afhi-aghi1 ,stories of ,camp and ,trail1 ,pioneers and ,patriots in ,american ,history ,rand ,mcnally ,company ,chicago ,new ,york #aiai ,,the ,,contents ,,page ,a ,foreword ix ,,part ,i4 ,,present-,,day ,,ideals ,,of ,,womanhood ,,chapter ,i4 ,,woman',s ,,place ,,in ,,society #c ,,ii4 ,,the ,,ideal ,,home #ah ,,iii4 ,,establishing ,a ,,home #bg ,,iv4 ,,running ,,the ,,domestic ,,machinery #di ,,part ,,ii4 ,,guiding ,,girls ,,toward ,,the ,,ideal ,v4 ,,the ,,educational ,,agencies ,,involved #ge ,,vi4 ,,training ,,the ,,little ,,child #hf ,,vii4 ,,teaching ,,the ,,mechanics ,,of ,,housekeeping #ajb ,,viii4 ,,the ,,girl',s ,,inner ,,life #abb ,,ix4 ,,the ,,adolescent ,,girl #acj ,x4 ,,the ,,girl',s ,,work #aea ,,xi4 ,,the ,,girl',s ,,work 7,continued7--,,classification ,,of ,,occupations #afc ,,xii4 ,,the ,,girl',s ,,work 7,continued7--,,vocations ,,as ,,affecting ,,homemaking #aid ,,xiii4 ,,the ,,girl',s ,,work 7,continued7--,,vocations ,,determined ,,by ,,training #bjc ,,xiv4 ,,marriage #bah ,suggested ,readings #bda ,the ,index #bdc ,a ,,list ,,of ,,the ,,portraits ,,page ,,louisa ,m4 ,,alcott #bba ,,ruth ,,mcenery ,,stuart #bbc ,,louise ,,homer ,,and ,,her ,,family #bbe ,,margaret ,,junkin ,,preston #bbg ,,colonel ,,and ,,mrs4 ,,roosevelt ,,with ,,members ,,of ,,their ,,family #bbi ,,julia ,,ward ,,howe ,,and ,,her ,,granddaughter #bca ,,caroline ,,bartlett ,,crane #bcc ,,alice ,,freeman ,,palmer #bce ,,amelia ,e4 ,,barr #bcg ,a ,,foreword ,fortunate are we to have from the pen of ,mrs4 ,dickson a book on the vocational guidance of girls4 ,mrs4 ,dickson has the all-round life experiences which give her the kind of training needed for a broad and sympathetic approach to the delicate1 intricate1 and complex problems of woman's life in the swiftly changing social and industrial world4 ,mrs4 ,dickson was a teacher for seven years in the grades in the city of ,new ,york4 ,she then became the partner of a superintendent of schools in the business of making a home4 ,in these early homemaking years there came from the pen of ,mrs4 ,dickson a series of historical books for the grades which have placed her among the leading educational writers of the country4 ,during the long sickness of her husband she filled for a while two administrative positions--homemaker and superintendent of schools4 ,her three children are now in high school and are beginning to plan for their own life work4 ,with the broad training of homemaker1 wife1 mother1 teacher1 writer1 and administrator1 ,mrs4 ,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 girls4 ,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 courses4 ,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 lesson4 ,j4 ,,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 provide4 ,,part ,i ,,present-,,day ,,ideals ,,of ,,womanhood ,how to preserve to the individual his right to aspire1 to make of himself what he will1 and at the same time find himself early1 accurately1 and with certainty1 is the problem of vocational guidance4 ,,vocational ,,guidance ,,for ,,girls ,,chapter ,i ,,woman',s ,,place ,,in ,,society ,any scheme of education must be built upon answers to two basic questions3 first1 ,what do we desire those being educated to become8 second1 ,how shall we proceed to make them into that which we desire them to be8 ,in our answers to these questions1 plans for education fall naturally into two great divisions4 ,one concerns itself with ideals2 the other1 with methods4 ,no matter how complex plans and theories may become1 we may always reach back to these fundamental ideas3 ,what do we want to make8 ,how shall we make it8 ,applying this principle to the education of girls1 we ask1 first3 ,what ought girls to be8 ,and with this simple question we are plunged immediately into a vortex of differing opinions4 ,girls ought to be--or ought to be in the way of becoming--whatever the women of the next generation should be4 ,so far all are doubtless agreed4 ,we therefore find ourselves under the necessity of restating the question1 making it3 ,what ought women to be8 ,probably never in the world's history has this question occupied so large a place in thought as it does to-day4 ,in familiar discussion1 in the press1 in the library1 on the platform1 the woman question is an all-absorbing topic4 ,even the most cursory review of the literature of the subject leads to a realization of its importance4 ,it leads also into the very heart of controversy4 ,illustration3 ,photograph by ,brown ,bros4 ,suffrage parade in ,washington4 ,women will parade or even fight for their rights ,it is safe to say that no woman1 in our own country at least1 escapes entirely the unrest which this controversy has brought4 ,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 womanhood2 and few indeed fail to see that these changes are but forerunners of others yet to come4 ,they know little1 perhaps1 of the right or wrong of woman's industrial position1 but woman in industry is all about them4 ,they perhaps have never heard of ,ellen ,key's arraignment of existing marriage and sex relations1 but they cannot fail to see unhappy marriages in their own circle4 ,they may care little about the suffrage question1 but they can hardly avoid hearing echoes of strife over the subject of votes for women4 ,and however much or little women are personally conscious of the significance of these questions1 the questions are nevertheless of vital import to them all4 ,the uneasy woman is undeniably with us4 ,we may account for her presence in various ways4 ,we may prophesy the outcome of her uneasiness as the signs seem to us to point4 ,but in the meantime--she is here6 ,naturally both radical and conservative have panaceas to suggest4 ,the radicals would have us believe that the question of woman's status in the world requires an upheaval of society for its settlement4 ,says one1 the man's world must be transformed into a human world1 with no baleful insistence on the femininity of women4 ,it is the human qualities1 shared by both man and woman1 which must be emphasized4 ,the work of the world--with the single exception of childbearing--is not man's work nor woman's work1 but the work of the race4 ,woman must be liberated from the overemphasized feminine4 ,let women live and work as men live and work1 with as little attention as may be to the accident of sex4 ,says another1 it is the ancient and dishonored institution of marriage which must feel the blow of the iconoclast4 ,reform marriage1 and the whole woman question will adjust itself4 ,says still another1 do away with marriage4 ,celibacy is the aristocracy of the future4 ,let the woman be free forever from the drudgery of family life1 free from the slavery of the marriage relation1 free to live1 to work1 to have a career4 ,men and women were intended to be in all things the same1 except for the slight difference of sex4 ,let us throw away the cramping folly of the ages and let woman take her place beside man4 ,not so1 replies the conservative4 ,in just so far as masculine and feminine types approach each other1 we shall see degeneracy4 ,men and women were never intended to be alike4 ,thus we might go on4 ,without the radicals there would of course be no progress4 ,without the conservatives our social fabric would scarcely hold4 ,between the two extremes1 however1 in this as in all things1 stands the great middle class1 believing and urging that not social upheaval1 but better understanding of existing conditions1 is the world remedy for unrest2 that not new careers1 but better adjustment of old ones1 will bring peace2 that not formal political power1 even though that be their just due1 but the better use of powers that women have long possessed1 is most needed for the betterment of mankind4 ,it is not the province of this book to enter into controversy with either radical or reactionary1 but rather to search for truth which may be used for adjusting to fuller advantage the relation of woman to society4 ,first of all must be recognized the fact that the woman movement deserves the thoughtful attention of every teacher or other social worker1 and indeed of every thoughtful man or woman4 ,the movement can no longer be considered in the light of isolated surface outbreaks4 ,it is rather the result of deep industrial and social undercurrents which are stirring the whole world4 ,in our study of the modern woman movement1 which as teachers in any department of educational work we are bound to make1 the fact is immediately impressed upon us that home life has undergone marked changes4 ,conditions once favorable to the existence of the home as a sustaining economic unit are no longer to be found4 ,new conditions have arisen1 compelling the home1 like other permanent institutions1 to alter its mode of existence in order to meet them4 ,briefly reviewing the causes which have brought about these changes in home life1 we find1 first1 the industrial revolution4 ,a large number of the activities once carried on in the home have removed to other quarters4 ,in earlier times the mother of a family served as cook1 housemaid1 laundress1 spinner1 weaver1 seamstress1 dairymaid1 nurse1 and general caretaker4 ,the father was about the house1 at work in the field1 or in his workshop close at hand4 ,the children grew up naturally in the midst of the industries which provided for the maintenance of the home1 and for which1 in part1 the home existed4 ,the home1 in those days1 was the place where work was done4 ,with the invention of labor-saving machinery came an entire revolution in the place and manner of work4 ,the father of the family has been forced by this industrial change to follow his trade from the home workshop to the mechanically equipped factory4 ,one by one1 many of the housewife's tasks also have been taken from the home4 ,to-day the processes of cloth making are practically unknown outside the factory4 ,knitting has become largely a machine industry4 ,ready-made clothing has largely reduced the sewing done in the home4 ,in the matter of food1 the housekeeper may1 if she chooses1 have a large part of her work performed by the baker1 the canner1 and the delicatessen shopkeeper4 ,even the care of her children1 after the years of infancy1 has been partly assumed by the state4 ,the home1 as a place where work is done1 has lost a large part of its excuse for being4 ,among the poorer classes1 women1 like their husbands1 being obliged to earn1 and no longer able to do so in their homes1 have followed the work to the factory4 ,as a result we have many thousands of them away from their homes through long days of toil4 ,among persons of larger income1 removal of the home industries to the factory has resulted in increased leisure for the woman--with what results we shall later consider4 ,practically the only constructive work left which the woman may not shift if she will to other shoulders1 or shirk entirely1 is the bearing of children and1 to at least some degree1 their care in early years4 ,the interests once centered in the home are now scattered--the father goes to shop or office1 the children to school1 the mother either to work outside the home or in quest of other occupation and amusement to which leisure drives her4 ,illustration3 ,photograph by ,brown ,bros4 ,glove making4 ,women1 like their husbands1 have followed work to the factories ,a second change in the conditions affecting home life is found in the increased educational aspirations of women4 ,once the accepted and frankly anticipated career for a woman was marriage and the making of a home4 ,her education was centered upon this end4 ,to-day all this is changed4 ,a girl claims1 and is quite free to obtain1 an education in all points like her brother's1 and the career she plans and prepares for may be almost anything he contemplates4 ,she may1 or may not1 enter upon the career for which she prepares4 ,marriage may--often does--interfere with the career1 although nearly as often the career seems to interfere with marriage4 ,under the new alignment of ideals1 there is less interest shown in homemaking and more in the world's work1 with a decided feeling that the two are entirely incompatible4 ,illustration3 ,keystone ,view ,co4 ,employees leaving the ,elgin ,watch ,company factory4 ,thousands of women are away from their homes through long days of toil ,the girl1 educated to earn her living in the market of the world1 no longer marries simply because no other career is open to her2 when she does marry1 she is less likely than formerly1 statistics tell us1 to have children--the only remaining work which1 in these days1 definitely requires a home4 ,marriage and homemaking1 therefore1 are no longer inseparably connected in the woman's mind4 ,girls are willing to undertake matrimony1 but often with the distinct understanding that their careers are not to be interfered with4 ,to them1 then1 marriage becomes more and more an incident in life rather than a life work4 ,illustration3 ,photograph by ,brown ,bros4 ,a typical tenement house4 ,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 homes4 ,urban conditions are almost without exception detrimental to home life4 ,congestion means discomfort within the home and decreasing possibility for satisfying there either material or social needs2 while on every hand are increasing possibilities for satisfying these needs outside the home4 ,family life under such conditions often lacks1 to an alarming degree1 the quality of solidarity which makes the dwelling place a home4 ,no longer the place where work is done1 no longer the place where common interests are shared1 the home becomes only the place where ,i eat and sleep1 or perhaps merely where ,i sleep4 ,the great increase of urban life during the last half century is thus a very real menace1 and1 since the agricultural communities constantly feed the towns1 the menace concerns the country-as well as the city-dweller4 ,illustration3 ,photograph by ,brown ,bros4 ,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 saved1 we shall do well to admit at once that the old-time home was an institution suited to its own day1 but that we cannot now call it back to being4 ,nor would we wish to do so4 ,there is no possible reason for wishing our women to spin1 weave1 knit1 bake1 brew1 preserve1 clean1 if the products she formerly made can be produced more cheaply and more efficiently outside the home4 ,there is danger1 however1 of generalizing too soon in regard to these industries4 ,there is little doubt that in some directions1 at least1 the factory method has not yet brought really satisfactory results4 ,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 did8 ,do the factories always turn out as good a product as the housekeeper8 ,if they do1 does the housekeeper obtain that product with as little expenditure as when she made it8 ,if she spends more1 can she show that the leisure she has thus bought has been a wise purchase8 ,is she justified in accepting vague generalizations to the effect that it is better economy to buy than to make1 or should she test for herself1 checking up her individual conditions and results8 ,the fact is that the pendulum has swung away from the homemade article1 and most of us have not taken the trouble to investigate whether we are benefited or harmed4 ,it may be that investigation will show us that the pendulum has swung too far1 and that1 in spite of factories mechanically equipped to serve us1 some work may be done much more advantageously at home4 ,it is even possible1 and in some lines of work we know that it is a fact1 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 consumption4 ,spinning1 weaving1 and knitting are doubtless best left in the hands of the factory worker4 ,but1 under present conditions1 buying ready made all the garments needed for a family may be an expensive and unsatisfactory method if the elements of worth1 wear1 finish1 and individuality are worthy of consideration1 just as buying practically all foodstuffs ready made presents a complex and disturbing problem to the fastidious and conscientious housewife4 ,there is at least a possibility that it would be as well for the home of to-day to retain or resume1 systematize1 and perfect some of the industries that are slipping or have already slipped from its grasp4 ,it is possible to reduce some processes to a too purely mechanical basis4 ,illustration3 ,keystone ,view ,co4 ,linen-mill workers4 ,spinning and weaving1 whether of cotton1 linen1 silk1 or wool1 are more satisfactorily done by factory workers than in the home ,a woman lived in our town who wasn't very wise4 ,she had a reputation for making homemade pies4 ,and when she found her pies would sell1 with all her might and main ,she opened up a factory1 and spoiled it all again4 ,nonsense8 ,yes--but with a strong element of sense1 nevertheless4 ,entirely aside1 however1 from the industrial status of the home1 unless we are to see a practical cessation of childbearing and rearing1 homes must apparently continue to exist4 ,no one has yet found a substitute place for this particular industry4 ,it is a commonly accepted fact that young children do better1 both mentally and physically1 in even rather poor homes than in a perfectly planned and conducted institution4 ,and we need go no farther than this in seeking a sufficient reason for saving the home4 ,this one is enough to enlist our best service in aid of homemaking and home support4 ,from earliest ages woman has been the homemaker4 ,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 problem4 ,therefore in answer to the question ,what ought woman to be8 we say boldly1 ,a homemaker4 ,reduced to simplest terms1 the conditions are these3 if homes are to be made more serviceable tools for social betterment1 women must make them what they ought to be4 ,consequently homemaking must continue to be woman's business--the business of woman1 if you like--a considerable1 recognized1 and respected part of her business of being a woman4 ,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 development4 ,motherhood and fatherhood are educative processes1 greater and more vital than the artificial training that we call education4 ,in teaching their children1 even in merely living with their children1 parents are themselves trained to lead fuller lives4 ,the central fact of the woman's life--,nature's reason for her--is the child1 his bearing and rearing4 ,there is no escape from the divine order that her life must be built around this constraint1 duty1 or privilege1 as she may please to consider it4#a ,it is the fashion among some women to assume that it is time all this were changed1 and that therefore it will be changed4 ,they look forward to seeing womankind released from this constraint1 duty1 or privilege1 and yet see in their prophetic vision the race moving on to a future of achievement4 ,the fact1 however1 ignore it as we may1 cannot be gainsaid3 no man-made or woman-made emancipation will change nature's law4 ,it was well that after centuries of repression and subjection woman sought emancipation4 ,she needed it4 ,but the wildest flight of fancy cannot long conceal the ultimate fact4 ,woman is the mother of the race4 ,the female not only typifies the race1 but1 metaphor aside1 she is the race4#b ,emancipation can never free her from this destiny4 ,in the ,united ,states1 where woman has the largest freedom to enter the industrial world and maintain herself in entire independence1 the percentage of those who marry is higher than in the countries where woman is a slave4 ,ninety per cent of the mature women in our country become homemakers for a certain period1 and probably over #ij per cent are assistant homemakers for another period of years before or after marriage4 ,any vocational counselor who fails to reckon first with the homemaking career of girls is therefore blind to the facts of life4 ,all education1 all training1 must be considered in its bearing on the one vocation1 homemaking4 ,the time will come when the occupations of boys and men must likewise be considered in relation to homemaking1 but that problem is not the province of this book4 ,women will bear and rear the children of the future1 just as they have borne and reared the children of the past4 ,but under what conditions--the best or those less worthy8 ,and what women--again1 the best or those less worthy8 ,has woman been freed from subjection1 from an inferior place in the scheme of life1 only to become so intoxicated with a personal freedom1 with her own personal ambition1 that she fails to see what emancipation really means8 ,will she be contented merely to imitate man rather than to work out a destiny of her own8 ,we think not4 ,when the first flush of freedom has passed1 the pendulum will turn again and woman will find a truer place than she knows now or has known4 ,two obstacles to the successful pursuit of her ultimate vocation stand prominently before the young woman of to-day3 first1 the instruction of the times has imbued her with too little respect for her calling2 second1 her education teaches her how to do almost everything except how to follow this calling in the scientific spirit of the day4 ,she may scorn housework as drudgery1 but no voice is raised to show her that it may be made something else4 ,with the advent of vocational guidance1 vocational training of necessity follows close behind4 ,and with vocational training must come a proper appreciation1 among the other businesses of life1 of this business of being a woman4 ,must we then educate the girl to be a homemaker1 and keep her out of the industrial life which has claimed her so swiftly and in which she has found so much of her emancipation8 ,no1 we could not1 if we would1 keep her from the outside life4 ,we must rather recognize her double vocation and1 difficult though it seem1 must educate her for both phases of her business4 ,she will be not only the better woman1 but the better worker1 because of the very breadth of her vocational horizon4 ,training for homemaking1 then1 must go hand in hand with training for some phase of industrial life4 ,vocational guides must consider not only inclination and temperament1 but physical condition and the supply and demand of the industrial world4 ,they will consider the girl not merely as an industrial worker1 but as a potential homemaker4 ,they will1 therefore1 also study the effect of various vocations upon homemaking capabilities4 ,how then shall the teaching of this double vocation be approached8 ,how shall we1 as teachers of girls1 make them capable of becoming homemakers8 ,how shall we make them see that homemaking and the world's work may go hand in hand1 so that they will desire in time to turn from their industrial service to the later and better destiny of making a home8 ,this book offers its contribution toward answering these questions4 ,,footnotes3 ,footnote #a3 ,ida ,m4 ,tarbell1 ,the ,business of ,being a ,woman4 ,footnote #b3 ,lester ,f4 ,ward1 ,pure ,sociology4 ,,chapter ,,ii ,,the ,,ideal ,,home ,that we may understand1 and to some extent formulate1 the problem which we would have girls trained to solve1 we must of necessity study homes4 ,what must girls know in order to be successful homemakers8 ,a historical survey of the home leads us to the conclusion that although times have changed1 and homes have changed1 and indeed all outward conditions have changed1 the spiritual ideal of home is no different from what it has always been4 ,the home is the seat of family life4 ,its one object is the making of healthy1 wise1 happy1 satisfied1 useful1 and efficient people4 ,the home is essentially a spiritual factory1 whether or not it is to remain to any degree whatever a material one4 ,home will become an atmosphere1 a 'condition in which1' rather than 'a place where1' says ,nearing in his ,woman and ,social ,progress4 ,the home is a factory to make citizenship in1 writes ,mrs4 ,bruere4 ,but although this spiritual significance of home has always existed1 we are sometimes inclined to overlook the fact4 ,because conditions have changed1 and because our external ideals of home have changed and are still changing1 we fail to see that the foundation of home life is still unchanged4 ,i sometimes think that many women don't consciously know why they are running their homes1 says ,mrs4 ,frederick1 author of ,the ,new ,housekeeping4 ,we might add that many of those who do know1 or think they know1 are struggling to attain to purely trivial or fundamentally wrong ideals4 ,it seems wise1 then1 for us to face at the outset the question ,what is the ideal home8 ,illustration3 ,copyright by ,keystone ,view ,co4 ,an attractive living room in which there is that atmosphere of peace so conducive to a happy family life ,laying aside all preconceived notions1 and remembering that changes are coming fast in these days1 let us look for the ideals which may be common to all homes1 in city or country1 among rich or poor4 ,illustration3 ,photograph by ,brown ,bros4 ,a well-arranged kitchen forms an important part of the smoothly running mechanism of the ideal home ,first of all1 the home must be comfortable1 and its whole atmosphere must be that of peace4 ,in no other way can the tension of modern life be overcome4 ,this implies order and cleanliness1 beauty1 warmth1 light1 and air2 but it implies far more4 ,it means a home planned for the people who will occupy it1 and so planned that father's needs1 and mother's1 and the children's1 will all be met4 ,what does each member of the family require of the house8 ,a place to live in4 ,and that means far more than eating and sleeping and having a place for one's clothes4 ,there must be not only a place for everything1 but a place for everybody in the ideal house4 ,the boys who wish to dabble in electricity1 the girls who wish to entertain their friends in their own way1 the tired father who wishes to read his newspaper in peace1 the younger children who want to pop corn or blow bubbles or play games1 all must be planned for4 ,there will be no room too good for use1 and no furnishings so delicate that mother worries over family contact with them4 ,there will be a minimum of keeping up appearances and a maximum of comfort and cheer4 ,there will be little formal entertaining1 but many spontaneous good times4 ,in addition to being comfortable1 the ideal home must be convenient4 ,there will be places for things1 and every appliance for making work easy4 ,illustration3 ,photograph by ,brown ,bros4 ,contrast this old-fashioned kitchen with the modern one shown on the opposite page ,the ideal mother1 who is the mainspring of the smoothly running mechanism of the ideal home1 will be scientifically trained for her position4 ,her domestic science will no longer be open to the criticism that it is not science at all1 nor will she feel that her business is unworthy of scientific treatment4 ,always she will keep before her the object of her work--to make of her family1 including herself1 good1 happy1 efficient people4 ,she will not be overburdened with housework1 for overworked mothers have neither time nor strength for the higher aspects of their work4 ,she will know how to feed bodies1 but also how to develop souls4 ,she will clothe her children hygienically1 but she will teach them to value more the more important vestments of modesty and gentleness and courtesy4 ,she will require obedience1 but1 as their years increase1 the requirement will be less and less obedience to authority and more and more obedience to a right spirit within4 ,illustration3 ,photograph by ,brown ,bros4 ,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 her1 teaching them the true value of work and sacrifice4 ,she will play with them1 for their pleasure and development1 and she will also play1 in her own way1 for her own rejuvenation and her soul's good4 ,she will study each member of her family as an individual problem1 and1 abandoning forever the idea of pressing any child's soul into the mold that she might choose1 will rather strive to aid its growth toward its natural ideal4 ,she will strive to hold and to be worthy of her children's confidence1 that they may turn to her in those times that try their souls4 ,but she will always respect the personal liberty of either child or husband to live his own life4 ,she will interest herself in the interests of husband and children1 that she may remain a vital factor in their lives2 and she will make the home so delightful as to reduce to a minimum the scattering influences that tend to destroy home life4 ,she will weave intangible but indestructible ties of affection1 holding all together and to herself4 ,she will keep her interest in the outside world1 so that she may better prepare her children to live in it and may resist the narrowing influence of her enforced temporary withdrawal4 ,she will take some part in civic work and social uplift1 and1 when her years of child rearing are ended1 in the leisure of middle age she will return to the less circumscribed life of her youth1 bending her matured energies to the world's work4 ,the father of this ideal family will be first of all a man happy in his work4 ,the plodding1 weary slave to distasteful labor can be ideal neither as husband nor as father4 ,overworked fathers are quite as impossible in our scheme as overburdened mothers4 ,in ideal conditions the father will have time1 strength1 and willingness to be more of a factor in the home life than he sometimes is at the present time4 ,more than that1 his early education will have included definite preparation for homemaking1 so that his cooeperation will be intelligent and therefore helpful4 ,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 basis4 ,he will recognize the necessity for equipment for the homemaking business and will contribute his share of thought and labor to improving the home plant4 ,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 view4 ,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 justice4 ,he will be a student of child nature and will keep in view the ultimate good and usefulness of his child4 ,he will regard his fatherhood as his greatest service to the state4 ,illustration3 ,pals4 ,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 garden4 ,with examples of courtesy and kindness1 of cheerful work and health-producing play1 ever before them in the lives of their parents1 they may be led along the same paths to similar usefulness4 ,their educational problems will be met by the combined effort of teachers and parents1 and natural aptitude as well as community needs will dictate the choice of their life work4 ,that this ideal family is far removed from many families of our acquaintance merely proves the necessity of training for more efficient homemaking1 and indeed for a better conception of homemaking ideals and problems4 ,if we are to teach our girls and our boys to be homemakers1 we must consider carefully what they need to know4 ,if we are to counteract the tendencies of the past two or three decades away from homemaking as a vocation1 we must show the true value of the homemaker to the community1 and the opportunities which domestic life presents to the scientifically trained mind4 ,education for homemaking necessarily implies teachers who are trained for homemaking instruction2 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 homes4 ,she must have seen such homes1 or those which approximate the ideal4 ,perhaps she has grown up in such a home4 ,more probably she has not4 ,if not1 it must then necessarily follow that the lower have been the ideals in the home where the teacher had her training1 the more she should see of other homes1 and especially of good homes4 ,her whole outlook may be changed by such contact2 and with her outlook1 her teaching2 and with her teaching1 her influence4 ,if all girls grew up in ideal homes1 it seems probable that homemaking would appeal to them quite naturally as the ultimate vocation4 ,indeed1 we know that many girls feel this natural drawing1 in spite of most unlovely conditions in their childhood homes4 ,the task of mother1 teacher1 and vocational counselor 7who may be either7 in this matter is a complicated one4 ,some girls are not fitted by nature to be homemakers4 ,some may with careful training overcome inherent defects which stand in the way of their success4 ,some have the natural endowment1 but have their eyes fixed on other careers4 ,some have unhappy ideals to overcome4 ,the fact1 however1 confronts us that at some time in their lives a very large majority of these girls will be homemakers4 ,it is the part of those who have charge of them in their formative years to do two things for them3 first1 to train them so that they may understand the tasks of the homemaker and perform them creditably if they are called upon2 second1 to teach all those girls who seem fitted for this high vocation to desire it1 and to choose it for at least part of their mature lives4 ,,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 generation4 ,and since definiteness of plan lends power to accomplishment1 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 work4 ,what are the problems of homemaking8 ,and how far can we provide the girl with the necessary equipment to make her an efficient worker in her chosen vocation8 ,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 girls4 ,and yet underlying the successful management of both urban and rural homes are the same principles of domestic economy and of social efficiency4 ,the principles are there1 however widely their application may differ4 ,while we may wisely train country girls for country living1 and city girls to face the problems of urban life1 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 country4 ,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 knowledge4 ,both rural and urban homemakers must be taught to appreciate their advantages and to make the most of them4 ,they must also learn to face their disadvantages and to work intelligently toward overcoming them4 ,the country homemaker has no immediate need of studying the problems of congestion in population which menace the millions of city-dwellers4 ,the country home has plenty of room and an abundance of pure air4 ,yet it is often true that country homes are poorly ventilated and that much avoidable sickness results from this fact4 ,the country home is often set in the midst of great natural beauty1 yet misses its opportunity to satisfy the eye in an artistic sense4 ,its very isolation is sometimes a cause of the lack of attention to its appearance to the passerby4 ,the farmer's wife has an advantage in the matter of fresh vegetables1 eggs1 and poultry1 but the city housekeeper has the near-by market and finds the question of sanitation1 the preservation of food1 and the disposal of waste far easier of solution4 ,the city housewife is often troubled in regard to the source of her milk supply2 the country-dweller has plenty of fresh milk1 but frequently finds it difficult to be sure of pure water4 ,the country homemaker often lacks the conveniences which make housekeeping easier2 the city woman is often misled1 by the ease of obtaining the ready-made article1 into buying inferior products in order to avoid the labor of producing4 ,the family in the farming community often has meager social life and lack of proper recreations2 the city-dweller is made restless and improvident by an excess of opportunities for certain sorts of amusement4 ,thus each type of community has its own problems4 ,but practically all of these problems fall under certain general heads which both city and country homemakers should consider as part of their education4 ,the present turning of thought toward training in these directions is most promising for the homes of the future4 ,illustration3 ,photograph by ,brown ,bros4 ,a country home which1 though set in the midst of natural beauty1 yet fails to satisfy the eye in an artistic sense ,illustration3 ,courtesy of ,mrs4 ,joseph ,e4 ,wing ,in contrast to the illustration above1 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 other4 ,scorn frequently takes the place of understanding4 ,the town or village girl goes out to teach in the country school1 knowing little of country living and less of country homes4 ,it is difficult1 if not impossible1 for such a teacher to be an influence for good4 ,especially as she approaches the homemaking problem is she without the knowledge which must underlie successful work4 ,it is important that the city girl under such conditions should make a special effort to study country life and country homes in a sympathetic1 helpful spirit4 ,perhaps our analysis of homemaking problems can take no more practical form than to follow from its hypothetical beginning the making of an actual home4 ,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 home4 ,there is an instinctive recognition of the greatness of the occasion4 ,but ignorance will dull the glow of inspiration and wrong standards will lead to wreck of highest hopes4 ,let us1 therefore1 be practical and definite and face the facts4 ,a home is to be established4 ,the first question is3 ,where8 ,to a certain extent circumstances must answer this question4 ,the character and place of employment of the breadwinner1 the income1 social relations already established1 school1 church1 library1 market1 water and sanitary conditions1 must all be considered4 ,yet even these regulating conditions must receive intelligent treatment4 ,how many young homemakers have any definite idea as to what proportion of the income may safely be expended for shelter8 ,how many can tell the relative advantages of renting and owning8 ,illustration3 ,copyright by ,keystone ,view ,co4 ,a tenement district4 ,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 temporary4 ,when the occupation is likely to be permanent1 the greatest comfort and well-being will usually result from establishing early a permanent home2 and this involves a long look ahead to justify the selection of a site4 ,not only must health and convenience be considered1 but future questions relative to the expanding requirements of the homemakers and to the education and proper upbringing of a family as well4 ,then1 too1 young people must usually begin modestly from a financial standpoint1 and they are therefore cut off from certain locations which they may perhaps desire and which they might hope to attain in later years4 ,in the country1 where the livelihood is often gained directly from the land1 a new element enters into selection and must to some extent take precedence over others4 ,soil considerations aside1 however1 we have health1 beauty1 social environment1 educational advantages1 and expense to consider2 and we should establish certain standards in these directions for our young people to measure by4 ,considerations of health must include not only climatic conditions1 but questions of drainage1 water supply1 time and comfort of transportation to work1 and the sanitary condition of the neighborhood4 ,prospective homemakers must learn1 too1 the value of reposeful surroundings and of some degree of natural beauty4 ,they must recognize the value also of desirable social environment--that is1 of such moral and intellectual surroundings as will be uplifting for the homemakers and safe for the future family4 ,they will1 it is hoped1 learn that a merely fashionable neighborhood is not necessarily a desirable environment4 ,the church1 the school1 the library1 and proper recreation centers are also to be considered in one's social outlook4 ,they are all distinctly worth paying for1 as also is a good road4 ,with the site selected1 the great problem of building next confronts the homemaker4 ,here again the principles of selection should be sufficiently known to young people1 boys and girls alike1 to save them from the mistakes so commonly made and frequently so regretted4 ,the people who can afford to employ an architect to design their homes are in a decided minority1 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 are4 ,the great tendency of the day in building is fortunately toward increased simplicity and toward a quality which we may call livableness4 ,this tendency we shall do well to fix in our teaching4 ,in general1 the good house is plain1 substantial1 convenient1 and suited to its surroundings4 ,efficient housekeeping is largely conditioned by such very practical details as closets and pantries1 the relative positions of sink and stove1 the height of work tables and shelves1 the distance from range to dining table1 the ease or difficulty of cleaning woodwork1 laundry facilities1 and the like4 ,housekeeping is made up of accumulated details of work1 and adequate preparation for comfort in working can be made only when the house is in process of construction4 ,not less are the higher and more abstract duties of the homemaker served by the kind of house she lives and works in4 ,in a hundred details the homemaker should be able to increase the efficiency of the place to make citizens in4 ,a common mistake in building produces a house which adds to1 rather than lessens1 the burdens of its inmates4 ,more often than not this is the result of a misapprehension of what houses are for4 ,there are many large mansions in our villages and cities built for show and display of wealth in which no one will live today4 ,these houses are being torn down and sold for junk4 ,the modern home is built for one purpose only1 a home4 ,we must therefore teach our boys and girls that houses are for shelter1 work1 comfort1 and rest1 and to satisfy our sense of beauty1 not to serve as show places nor to establish for us a standing in the community proportionate to the size of our buildings4 ,we must teach them to measure their house needs and to avoid the uselessly ornate as well as the hopelessly ugly4 ,we must teach them to consider ease of upkeep a distinctly valuable factor in building4 ,but most of all must the homemaker be taught that the comfort and well-being of the family come first in the making of plans4 ,few persons possess sufficient originality to think out new and valuable arrangements for houses2 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 needs4 ,unless their minds are awakened in this direction1 the majority will merely see the house problem in large units1 overlooking the finer points of detail which mean comfort or the opposite4 ,i recall spending a considerable number of drawing periods in my grammar-school days upon copying drawings of houses4 ,i recall that we became sufficiently conversant with such terms as front elevation1 side elevation1 and floor plan to feel that we were deep in technical knowledge4 ,but ,i do not recall that anyone suggested any question as to the suitability of these houses for homes1 or opened our minds to consideration of the fact that house building was a proper concern for our minds4 ,it was merely a case in which educative processes failed to function4 ,they do things better now in many schools4 ,but we should not rest until all of our prospective homemakers have opportunity to obtain practical instruction in home planning and building4 ,matters pertaining to heating1 ventilating1 and plumbing are easily taught as resting upon certain definite1 well-understood principles4 ,here the personal element is less to be considered1 and scientific knowledge may be passed on with some degree of authority4 ,our courses in physics1 chemistry1 and hygiene can be made thoroughly practical without losing any of their scientific value4 ,especially in our rural schools should matters of this sort receive careful and adequate treatment4 ,in times past it was considered inevitable that the country-dweller should lack the advantages1 found in most city houses1 of a plentiful supply of water1 radiated heat for the whole house1 proper disposal of waste1 and arrangements for cold storage4 ,we know now that these things are obtainable at less cost than we had supposed2 and we know also that it is not lack of means1 but lack of knowledge1 which forces many to do without them4 ,in many a farm home the doctor's bills for one or two winters would pay for installing proper systems of heat and ventilation4 ,everything that tends to increase the comfort and safety of home life must be taught1 as well as everything that tends to lessen the labor of keeping a family clean1 warm1 and properly fed4 ,accurate figures should be obtained to set before the boys and girls who will be homemakers1 showing the cost1 in time1 labor1 and money1 of running a heating plant for the house as compared with several stoves scattered about in the dwelling4 ,to accompany these we must have more figures1 showing the comparative time spent in doing the necessary work incidental to the operation of each type of apparatus4 ,we must consider the comparative cleanliness of both types of heating plants1 with their effect1 first1 upon the health of the family1 and secondly1 upon the amount of cleaning necessary to keep the house in proper condition4 ,we must compare types of stoves with one other1 hot-air1 steam1 and hot-water plants with one another1 and various kinds of fuels1 both as to cost and as to efficacy4 ,the water question is one of real interest to both city-and country-dweller1 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 investigate4 ,the city-dweller should know whence and by what means the water flows from his faucet1 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 taxpayer4 ,for the rural homemaker1 of course1 the problem usually becomes an individual one4 ,illustration3 ,photograph by ,brown ,bros4 ,a dangerous well4 ,the rural homemaker must make sure that his water supply is at a safe distance from contaminating impurities ,is the water supply adequate8 ,is the water free from harmful bacteria8 ,is the source a safe distance from contaminating impurities8 ,are we obtaining the water for household and farm purposes without more labor than is compatible with good management8 ,is not running water as important for the house as for the barn8 ,how much water does an ordinary family need for all purposes in a day8 ,how much time does it take to pump and carry this quantity by hand or to draw it from a well8 ,how much strength and nerve force are thus expended that might be saved for more important work8 ,does lack of time or strength cause the homekeeper to get along with less water in the house than is really needed8 ,is there any natural means at hand for pumping the water--any brook that may be put to work1 any gravity system that may be installed8 ,if not1 are there mechanical means available that would really pay for themselves in increased water1 time1 and comfort for all the family8 ,illustration3 ,photograph by ,brown ,bros4 ,where water must be pumped and carried by hand much strength and nerve force are expended which might be kept for more important work ,illustration3 ,photograph by ,brown ,bros4 ,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 waste1 and here again is found a subject too often neglected both in town and in rural communities4 ,in the city the problems are not individual ones in the main1 but rather questions of the best management and use of the public utilities concerned4 ,does the average city householder know what becomes of the waste removed from his door by the convenient arrival of the ash man1 the garbage man1 the rubbish man8 ,does he know whether this waste is disposed of in the most sanitary way8 ,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 carried8 ,does he know anything of the cost to the city of waste disposal8 ,is it merely an expense1 and a heavy one1 for him in common with other taxpayers to bear8 ,or is the business made to pay for itself8 ,if not1 is it possible to make it pay8 ,does any community make the waste account balance itself at the end of the year8 ,illustration3 ,photograph by ,brown ,bros4 ,an objectionable garbage wagon4 ,disposal of waste is a subject too often neglected both in urban and in rural communities ,illustration3 ,photograph by ,brown ,bros4 ,this new covered garbage wagon subjects the public to no danger ,in the country1 once more we face the individual problem rather than that of the community4 ,here proper provision for the disposal of waste often necessitates more knowledge of the subject than is possessed by the homemaker1 or sometimes it requires the installation of apparatus whose cost seems prohibitive4 ,a careful consideration of these matters will possibly disclose the fact that a smaller expenditure may accomplish the desired purpose4 ,or1 if this is not true1 it may be found that the end accomplished is worth the expenditure of what seemed a prohibitive sum4 ,a water closet1 for instance1 has not only a sanitary but a moral value4 ,we must somehow educate people to understand and to believe that the basis of family health and usefulness is proper living conditions1 and that some system of sewage and garbage disposal is a necessary step toward proper living conditions4 ,with the urban population these matters are removed from personal and immediate consideration1 but every rural homemaker must face his own problems1 with the knowledge that since his conditions are individual his solution must be equally his own4 ,in the matters pertaining to decoration within the house as well as beautifying its surroundings1 the country-and the city-dweller meet on equal terms4 ,their problems may differ in detail1 but the principles to be studied are the same4 ,here our art courses must be made to contribute their share to the homemaker's training4 ,we must strike the keynote of simplicity1 both within and without1 and must teach girls especially the value of carefully thought-out color schemes and decorating plans1 to be carried out by different people in the materials and workmanship suited to their purses4 ,they must learn that expense is not necessarily a synonym for beauty2 they must know the characteristics of fabrics and other decorative materials2 and they must be trained to recognize the qualities for which expenditure of money and effort are worth while4 ,in the designing of school buildings nowadays close attention is paid to beauty of architecture1 symmetry of form1 convenience of arrangement1 and durable but artistic furnishings4 ,all unwittingly the child receives an aesthetic training through his daily life in the midst of attractive surroundings4 ,many of our rural schools are doing excellent work in teaching children to beautify the school grounds4 ,some1 of them go farther and interest their pupils in attacking the problem of improving outside conditions at home4 ,every child whose mind is thus turned in the direction of attractive home grounds has unconsciously taken a step toward one branch of efficient homemaking4 ,if it were possible to give pupils the foundation principles of landscape gardening1 they might learn to see with a trained eye the problems they will otherwise attack blindly4 ,illustration3 ,an example of the newer architecture4 ,an artistic approach to a school has a daily effect on the mind of the child ,illustration3 ,photograph by ,brown ,bros4 ,rural school with flower bed4 ,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 furniture1 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 surroundings4 ,the same principles of beauty and utility1 restfulness1 comfort1 and suitability1 are called into requisition4 ,the trained housewife will have an eye toward future dusting and will choose the less ornate articles4 ,the same person1 in her capacity as the mother of citizens1 will see that chairs are comfortable to sit in1 that tables and desks are the right height for work1 that book cases and cabinets are sufficient in number and size to take care of the family treasures4 ,she will use pictures sparingly and choose them to inspire4 ,perhaps1 most of all1 the woman with the trained mind will know how to avoid a superfluity of furniture in her rooms4 ,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 space4 ,illustration3 ,photograph by ,brown ,bros4 ,an artistic living room4 ,the principles of beauty and utility1 restfulness1 comfort1 and suitability1 must all be considered in the furnishing of a home ,before furnishing is considered complete1 the housekeeper must take into account the matter of operating apparatus4 ,perhaps a large part of this important department of house equipment has been built into the house4 ,the water system1 the sewer connection or its substitute1 and the lighting apparatus are already installed1 so that the turn of a switch or a faucet1 the pull of a chain1 sets one or all to work for us4 ,we are now to consider whether we shall buy a vacuum cleaner or a broom and dustpan2 a washing machine and electric flatiron or the services of a washerwoman1 or shall telephone the laundry to call for the wash4 ,shall we invest in a home steam-canning outfit at ten dollars1 or make up a list for the retailer of the products of the canning factory8 ,shall we have a sewing machine1 or plan to buy our clothing from the store8 ,once upon a time practically the only labor-saving device possible to the housekeeping woman was another woman4 ,to-day many devices are offered to take her place4 ,our homemaker must know about them1 and must compare their value with the older piece of operating machinery1 the domestic servant4 ,she must know what it costs to keep a servant1 in money1 in responsibility1 and in all the various ways which cannot be reduced to figures4 ,already the pros and cons of the servant question have caused much and long-continued agitation4 ,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 utilities4 ,certain of our home-efficiency experts assure us that all industries in the home are doomed4 ,if this is true1 the domestic servant must of necessity cease to exist4 ,most persons1 however1 cannot yet see how public utilities will be able to do all of our work4 ,we may send the washing out1 but we cannot send out the beds to be made1 the eggs to be boiled1 or the pictures1 chairs1 and window sills to be dusted4 ,the table must be set at home1 and the dishes washed there1 until we approach the day of communal eating places1 which1 as we all know1 will be difficult to utilize for infants and the aged1 for invalids1 and for the vast army of those who are averse to faring forth three times daily in search of food4 ,for a long time yet the domestic servant1 or her substitute1 will be with us1 doing the work that even so great a power as public utilities cannot remove from the home4 ,illustration3 ,photograph by ,brown ,bros4 ,contrast the bad taste displayed in the furnishing of this hopelessly inartistic room with the simplicity shown in that on page #dc ,at present there is much to indicate that the servant's substitute1 in the form of various labor-saving devices1 will eventually fill the place of the already vanishing domestic worker4 ,whether this proves to be the case will rest largely with these girls whom we are educating to-day4 ,the pendulum is swinging rather wildly now1 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 other4 ,there is no inherent reason why making cake should be a less honorable occupation than making underwear or shoes2 why a well-kept kitchen should be a less desirable workroom than a crowded1 noisy factory4 ,but under existing conditions the comparison from the point of view of the worker is largely in favor of the factory4 ,among the facts to be faced by the homemaker who wishes to intercept the flight of the housemaid and the cook are these3 #a4 ,hours for the domestic worker must be definite1 as they are in shop or factory work4 #b4 ,the working day must be shortened4 #c4 ,time outside of working hours must be absolutely the worker's own4 #d4 ,the worker must either live outside the home in which she works1 or must have privacy1 convenience1 comfort1 and the opportunity to receive her friends1 as she would at home4 ,in short1 the houseworker must have definite work1 definite hours1 and outside these must be free to live her own life1 in her own way1 and among her own friends1 as the factory girl lives hers when her day's work is done4 ,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 machine4 ,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 house4 ,there is comfort in not having to consider whether or not the vacuum cleaner likes to live in the country1 or the bread mixer has a backache1 or the electric flatiron desires an afternoon off to visit its aunt4 ,it is the same satisfaction we feel in urging the automobile to greater speed regardless of the melting heat1 the pouring rain1 or the number of miles it has already traveled to-day4 ,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 us4 ,whether or not we escape this problem when we patronize the laundry1 the bakeshop1 the underwear factory1 is a matter for further thought4 ,to many it seems a simpler matter to face the problem of one cook1 one laundress1 than to investigate conditions in factory1 bakery1 and laundry1 to agitate1 to use our influence1 to urge legislation1 to follow up inspectors and their reports1 to boycott the bakery1 to be driven into the establishment of a cooeperative laundry whether we will or no1 in order to fulfill our obligations to the women who work for us in these various places4 ,true1 our duty to womankind requires that we do all these things to a certain extent so long as the public utilities exist1 but with the multiplication of utilities to a number sufficient to do a large portion of our work1 it would seem that women would be left little time for anything else than their supervision and regulation4 ,problems relating to the establishing of a home would once have been considered far from the province of the teacher in the public school4 ,formerly we taught our children a little of everything except how to live4 ,now we are realizing that the teacher should be a constructive social force4 ,living is a more complicated thing than it once was1 and the school must do its share in fitting the children for their task4 ,all these matters we have been considering--the selection of a home site1 building1 decorating1 furnishing1 sanitation1 and all the rest--represent constructive social work the teacher may do1 which1 if she passes it by1 may not be done at all4 ,college courses should prepare the teacher for such work1 but even the girl who is not college-trained will find1 if she seeks it1 help sufficient for her training4 ,and the work awaits her on every hand4 ,,chapter ,,iv ,,running ,,the ,,domestic ,,machinery ,with a home established1 the problems confronting the homemaker become those of administration4 ,the place for making citizens is built and ready4 ,the making of citizens must begin4 ,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 business4 ,to estimate the number of homes wrecked every year by lack of this economic knowledge is of course impossible2 but you can call up without effort many cases in which this lack was at least a contributing element to the wreck4 ,keeping expenditures within the income is only the ,,abc of the financial knowledge required1 although1 like other ,,abc's1 it is essential to the acquirement of deeper knowledge4 ,it is not enough that the housekeeper merely succeeds in keeping out of debt4 ,she must know what to expect in return for the money that she spends1 and she must know whether or not she gets it4 ,she must have definitely in mind the results she expects1 and she must know why she spends for certain objects rather than for others4 ,in the days of famine and fear1 the individual was fortunate who had food1 shelter1 and a skin to wrap about his shivering shoulders4 ,in these days it is not enough to have merely these things4 ,certain standards of civilized life must be met1 and we shall find that it requires judgment and skill to apportion our funds properly4 ,the common needs of civilized mankind are usually roughly classified as follows3 food2 shelter2 clothing2 operating expenses1 including service1 heat1 light1 water1 repairs1 refurnishing1 and the general upkeep of the plant2 advancement1 including education1 recreation1 travel1 charity1 church1 doctor1 dentist1 savings4 ,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 desires4 ,figures are obtainable which throw light upon proportions found advisable in what are considered typical cases4 ,we may learn the minimum amount of money which will feed a man in ,new ,york or in various other cities and towns4 ,we may find estimates as to the prices of a decent living in various parts of the country4 ,home-economics experts will furnish us with figures which may be used as a basis for apportioning this amount among departments of household expenses4 ,that the figures offered by these experts differ more or less widely need not disturb us4 ,it is perhaps too early in such work for final authoritative estimates4 ,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 father1 mother1 and three children on ,manhattan ,island3 ,food #cei4jj ,housing #afh4jj ,fuel and light #da4jj ,clothing #aac4jj ,carfare #af4jj ,health #bb4jj ,insurance #ah4jj ,sundry items #gd4jj ------- #haa4jj ,families having from #ijj to #a1jjj a year1 concludes ,dr4 ,chapin1 are able1 in general1 to get food enough to keep body and soul together1 and clothing and shelter enough to meet the most urgent demands of decency4 ,regarding incomes below #ijj1 he says1 ,whether an income between #hjj and #ijj can be made to suffice is a question to which our data do not warrant a dogmatic answer4 ,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 country4 ,in each case the family is assumed to be1 as in ,dr4 ,chapin's estimate1#a made up of father1 mother1 and three children4 ,fall ,river1 ,georgia and ,mass4 ,north ,carolina ,food #cab4jj #bhf4fg ,housing #acb4jj #dd4ha ,clothing #acf4hj #aac4jj ,fuel and light #db4ge #di4af ,health #aa4fe #af4dj ,insurance #ah4dj #ah4bj ,sundry items #gh4jj #gb4fj ------- ------- #gca4ij #fjj4gd ,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 account4 ,people who can do more upon their incomes than merely live must look farther for help4 ,mrs4 ,bruere in her ,increasing ,home ,efficiency offers the following as a minimum schedule#c for efficient living3 ,food #cdd4ic ,shelter #add4jj ,clothing #ajj4jj ,operation #aej4jj ,advancement #cab4jj ,incidentals #df4he ------- #a1jig4gh ,when the income is over #a1bjj1 ,mrs4 ,bruere adds1 the family has passed the line of mere decency in living and entered the realm of choice4 ,their budget need not show how the entire income must be spent1 but how it may be spent to gain whatever special end the family has in view4 ,that any estimated schedule for any income will fit exactly the needs of any family of father1 mother1 and three children in any given town in the ,united ,states no one supposes1 but it is at least a basis upon which to work4 ,and perhaps the main point from an educational standpoint is that it is a schedule at all4 ,the happy-go-lucky1 spend-as-you-go style of housekeeping does not constitute efficiency4 ,the homemaking expert we are training will have a better plan4 ,she will have been long familiar with the idea of apportioning incomes4 ,she will have applied the tests of efficient decision to her personal income before she has to attack the problem of spending for a family4 ,the ideal homemaker of the future will be a woman who has had a personal income1 and preferably one that she has earned herself and learned how to spend before she enters upon matrimony and motherhood4 ,by the less scientific plan of merely recording what one has spent1 when the spending is over1 it is more than likely that some departments of home expenditure will gain at the expense of others4 ,if we can afford only #aej for rent1 and we pay #bjj1 it is evident that we must go without some portion of the food or clothing or advancement that we need4 ,if we dress extravagantly1 we must pay for our extravagance by sacrificing efficient living in some other direction4 ,the budget is not entirely or even in large measure for the sake of saving1 but rather for the sake of spending wisely4 ,when women become as businesslike in the administration of home finances as they must be to succeed in business life1 or as men usually are in their business relations1 home administration will be placed upon a secure financial footing and will gain immeasurably in dignity thereby4 ,feeding and clothing a family are perhaps the fundamentals of the homemaker's daily tasks4 ,and upon neither of them will the application of scientific principles be wasted4 ,it is not enough that we merely set food before our families in sufficient quantity to appease the clamoring appetite4 ,children and adults may suffer from malnutrition even though their consumption of food is normal in quantity three times a day4 ,no housewife is properly fitted for her task unless she has some knowledge of dietetics4 ,illustration3 ,photograph by ,brown ,bros4 ,teaching housewives food values4 ,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 principles4 ,there are traditions among housewives that we should serve certain foods at the same meal or should cook certain foods together4 ,often these time-honored combinations rest upon the soundest of dietetic principles4 ,on the other hand1 many cooks feed their families by a hit-or-miss method which as often as not violates all the laws of scientific feeding1 and which farmers long ago discarded in the feeding of their cows4 ,illustration3 ,blackburn ,college students preparing dinner4 ,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 plurals4 ,fortunately1 also1 the girls of to-day seem inclined to undertake such study4 ,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 purchased1 well cooked1 and attractively served4 ,nor is it too much to expect that teachers will be able to do these things and to instruct others how to do them4 ,that this ideal requires considerable and varied knowledge is clear at the outset4 ,the serving of a single meal involves3 7#a7 knowledge of food values1 7#b7 skill in making a balanced ration1 7#c7 knowledge of market conditions1 7#d7 skill in buying1 with special reference to personal tastes and financial conditions1 7#e7 knowledge of the chemistry of cooking1 7#f7 skill in applying chemical knowledge1 7#g7 skill in adapting knowledge of cooking to existing conditions1 7#h7 knowledge of serving a meal and practice in service4 ,the fact that a large proportion of deaths is directly due to digestive troubles is certainly food for thought4 ,such a statement alone would warrant action of some sort looking toward increased knowledge of food values and food preparation4 ,it is not necessarily because people live upon homemade food that their digestions are impaired1 as we so often hear stated nowadays1 but because we have taken it for granted that1 given a stove1 a saucepan1 and a spoon1 any woman could instinctively combine flour1 water1 and yeast into food4 ,there is little dependence upon instinct in producing the bread of commerce4 ,bakers' bread is scientifically made1 no doubt2 but there is no reason why the homemade article may not also be a product of science4 ,and there will always be this difference between the baker and the housewife3 the baker's profit must be expressed in dollars and cents1 while that of the housewife will be represented in increased force and efficiency in the family that she feeds4 ,with such differing ends in view1 the processes and results of each must continue to differ as widely as we know they do at present4 ,it is now some years since ,charlotte ,perkins ,gilman wrote of woman's work3 ,six hours a day the woman spends on food1 ,six mortal hours6 99 99 99 99 99 ,till the slow finger of heredity ,writes on the forehead of each living man1 ,strive as he may3 ,his mother was a cook6 ,illustration3 ,a ,blackburn ,college student mixing bread4 ,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 ,mrs4 ,gilman wrote2 perhaps her scorn has borne fruit4 ,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 cook4 ,even so1 there are worse things one might be4 ,it is true that women should not spend six hours out of the working day on merely one department of their household work4 ,yet the ill-fed family is out of the race for a place among the efficient4 ,let us then teach the coming woman to use less time1 more science1 and all the labor-savers there are available1 and still accomplish the same1 or perhaps better1 results4 ,that the question of clothing is equally fundamental1 perhaps few of us will acknowledge4 ,yet we must not underrate its importance4 ,food furnishes the fuel with which to support the fires of life4 ,clothes1 however1 contribute not only to comfort and health1 but to mental well-being and self-respect4 ,so long as we mingle with our fellow men in civilized communities1 raiment will continue to require taking thought4 ,that much of the feminine part of the population devotes an undue amount of thought to certain aspects of the clothing question we cannot deny4 ,it is equally certain that many women1 if not most women1 devote too little thought to other phases of the problem4 ,present conditions seem to indicate that the average woman1 of any class of society1 places the prevailing mode first in her personal clothing problems4 ,how to be in style absorbs much attention and time4 ,surely it is overshadowing other very important considerations relating to dress4 ,when ,american women have awakened to the real importance of these considerations1 we shall observe a better proportion in studying the clothes question4 ,as a scientific foundation upon which to build her practical knowledge of how to clothe herself and her family1 the girl of the future must be trained to an understanding of 7#a7 the hygiene of clothes1 7#b7 art expressed in clothes1 7#c7 the psychology of clothes1 7#d7 ethics as affected by clothes1 7#e7 personality as expressed by clothes4 ,there is no stage of life in which hygiene1 art1 psychology1 and ethics do not apply to clothes4 ,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 designed1 are not extravagant in either price or style1 give good value for the money expended1 express the individuality of the wearer1 and exert an influence uplifting rather than the reverse upon the community at large4 ,illustration3 ,class in dressmaking at ,blackburn ,college4 ,with women scientifically trained in the matter of clothing1 we shall do away with much of the absurdity of dress ,with such a girl1 the fact that they are wearing this or that will be always a minor consideration4 ,with women trained in matters of clothing1 we shall no longer be confronted by the absurdity of identical styles for thick and thin1 short and tall1 middle-aged and young1 rich and poor4 ,we shall no longer see dress dominating1 as it does to-day1 the entire lives of thousands of women4 ,from the woman of wealth who spends a fortune every season upon her wardrobe1 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 style1 slavery to fashion is an evil gigantic in its proportions and far-reaching in its results4 ,we have no right to interfere with the woman's instinct to make herself beautiful4 ,rather we should encourage it1 and should carefully instruct her in her impressionable years as to what real beauty is4 ,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 imitation4 ,incidentally1 we may remark that nobody profits by such a mistaken foundation except the manufacturer1 who moves the women of the world about like pawns on a chessboard merely to benefit his business4 ,the society woman brings the latest thing from ,paris4 ,the large ,new ,york establishments sell to their patrons copies of ,paris models4 ,the middle-class shops and the middle-class women copy the copies4 ,the cheap shops and the poor women copy the copy of the copy4 ,every copy is made of less worthy material than its model1 of gaudier colors1 with cheaper trimmings1 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--sleazy1 shabby after a single wearing1 short-lived--yet for a few ephemeral minutes up to date4 ,how far this heartbreaking habit of imitation extends in the poor girl's life we can hardly say4 ,she marries1 and buys furniture1 crockery1 and lace curtains cheap and unsuitable1 like her clothes1 always imitations and soon gone1 to be superseded by more of the same sort4 ,what thoughtful woman desires to feel herself part of an influence which leads to so much that is insincere1 uneconomical1 wasteful both of raw material and of the infinitely more important material which makes women's souls8 ,what teacher of young girls has a right to hold back from setting her hand against the formation of habits so undesirable8 ,and what of the vast output of the factories which turn out cheap cloth1 cheaper trimmings1 imitations of silk1 imitations of velvet1 ribbons which will scarcely survive one tying1 shoes with pasteboard soles1 and all the other intrinsically worthless products which now find ready sale8 ,when women have been educated to a standard of taste1 of suitability1 of quality1 which will forbid the use of cheap imitations of elegant and costly articles1 will not the world gain in bringing such factories to the making of products of real worth instead of their present output8 ,the mother of the future will bring to bear upon the clothing question not only more knowledge1 but more serious thought1 than she does to-day4 ,for the children she must provide comfortable1 serviceable play clothes in generous quantity1 that they may pursue their development unhampered in either body or mind4 ,she must know the hygiene of childhood and the psychology of children's clothes4 ,for the growing girls there must be a proper recognition of the growing interest in adornment1 avoiding the ,scylla of vanity on one hand and the ,charybdis of unhappy consciousness of being different from the other girls on the other4 ,for the sons there must be careful provision for the athletic life so dear to the boy1 together with due recognition of the approaching dignities of manhood1 with special care for the small details which mark the well-groomed man4 ,as in the matter of the food supply1 there must be knowledge of markets and skill in buying4 ,and1 as in that case1 there should be knowledge of the process of transforming materials into the finished product4 ,processes involving a great degree of technical skill1 such as the tailor's art1 the average woman will not attempt2 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 so4 ,illustration3 ,photograph by ,brown ,bros4 ,buying clothing ready made4 ,the question of buying clothing ready made or of making it will find individual solution according to means1 inclination1 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 warrant4 ,we read again and again of late1 ,the day of buying instead of making is here6 ,we may like it or not like it1 but the fact remains1 it is here6 ,and then we look all about us1 and find that the day is apparently not here for at least several thousands of people of whom we have personal knowledge4 ,that discovery gives us courage to look farther4 ,we find paper-pattern companies flourishing2 dress goods selling in the retail departments as they have always sold2 seamstresses fully occupied2 and we conclude that for some time yet the question of buying or making will find individual solution1 according to means1 inclination1 and ability4 ,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 make4 ,the woman trained to a knowledge of the making of garments is the only woman who can intelligently decide the question for her own household4 ,the others are forced to a decision by their own limitations4 ,illustration3 ,photograph by ,brown ,bros4 ,in a community preserving kitchen questions of food supply may sometimes be solved and community interests unified ,passing from the elemental needs1 shelter1 warmth1 food1 and clothing1 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 life4 ,that these more abstract problems frequently overlap the concrete ones already enumerated need not be said4 ,it is impossible1 even if we so desire1 to live to ourselves alone4 ,we shall undoubtedly stand for something in the community1 whether consciously or otherwise4 ,if it were given us to know the extent of our influence1 we should probably be appalled at the crossing and recrossing of the lines emanating from our daily lives4 ,in some households there are definite aims in the direction of community life4 ,these differ widely4 ,in many the question seems to be entirely1 ,what can ,i get from the community8 in some1 ,what can ,i give8 in a few1 ,what can ,i share8 ,of the three1 the last is without doubt the one which contributes most to community well-being4 ,illustration3 ,photograph by ,brown ,bros4 ,a community ,christmas tree4 ,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 points4 ,the efficient homemaker must therefore make intelligent provision for these points of contact with the community4 ,church and charity organizations have always been recognized in ,american life as community matters and have provided community meeting places and community work4 ,through them1 especially in earlier days1 women often found their only common activities4 ,the school furnished the same common ground for the children4 ,in the present time of multiplied activity these organizations still stand in the foreground4 ,in them1 both young and old find perhaps their best opportunity for team work4 ,a parish in which all pull together is perhaps as rare as a school in which every child truly desires to learn4 ,yet neither is beyond the possibilities4 ,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 is4 ,it is not enough for a mother to adopt a cast-iron policy of indiscriminate approval of pastor or teacher1 although that is often recommended4 ,do you remember your resentment as a child of the inflexible judgment ,the teacher must be right8 ,really there is no must about it1 and the child knows that as well as we4 ,the mother1 therefore1 who is able to review the matter in dispute calmly1 justly1 and withal sympathetically1 and who indorses the teacher's action after such review1 is a better conserver of the public peace than the prejudging mother4 ,or suppose she fails to indorse the teacher's course4 ,we have always been led to expect that this failure ruins forever the teacher's influence with the child4 ,there are some of us1 however1 who doubt the immediate destruction of a wise influence1 even if we should say1 ,no1 ,i do not think ,i should have punished you in just that way4 ,but perhaps you have not told me all that occurred4 ,or perhaps you overlook the fact that you had annoyed ,miss ---- until1 being human like the rest of us1 she lost her temper4 ,is it fair for you to treat your teacher in such a way that you cause her to lose her self-control8 ,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 indorsement4 ,there is1 perhaps1 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 uplift4 ,where everybody is really interested and working1 the first great stumbling block in the way of public enterprises has already been surmounted4 ,in the case of the school1 however1 the well-trained mother will find additional work to do4 ,we who have been teachers know how vainly we have sought for intimate acquaintance on the part of parents with the school4 ,and we who have been mothers know something of the difficulties in the way of gaining such intimate acquaintance4 ,in spite of1 or perhaps because of1 my long years of schoolroom experience1 ,i am quite unable to conquer my reluctance to knock at a classroom door4 ,there is an aloofness about being a school visitor which most mothers feel and few enjoy4 ,however1 it is possible to gain so much of sympathetic understanding by persistent visiting that ,i have found it worth while to disregard my reluctance4 ,so often we hear mothers say1 ,i try to visit school at least once each year4 ,i wonder if they ever think of that one visit as an injustice to the teacher8 ,suppose that1 as is quite probable1 the visitor arrives at an inopportune moment1 finding the children in the midst of work which won't show off1 or the air heavy with the echoes of a disciplinary encounter1 or the children restless as the session draws to a close1 or dull and listless from the heat of an unusually hot day4 ,what the visitor needs to do is not to visit once a year1 but to get acquainted with the school as she does with her next-door neighbor or her mother-in-law4 ,having done this1 she may attend the meetings of the parent-teacher association with a consciousness of knowing something of the problems to be met and solved4 ,until she has formed such acquaintance she deals with unknown quantities and is therefore in danger of erroneous conclusions4 ,illustration3 ,mothers visiting a school garden4 ,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 them4 ,how easy it is to appeal to her for advice and help2 and what a sense of familiar ownership she comes to have in the school4 ,it is no longer merely what my child is learning or whether my children are getting what they ought to get in school1 but rather what we are doing in our school4 ,the activities of women in the church usually follow along well-worn paths4 ,the women help as they have always helped by their attendance at service1 by their ladies' aid society or guild1 by their missionary society1 and by their aid to the poor of the town4 ,many struggling churches depend almost solely upon their women's work for support4 ,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 enthusiastic4 ,the church is not primarily a neighborhood social center4 ,it is first of all a means for spiritual uplift4 ,it must not1 in a multiplicity of humanitarian activities1 lose its character of spiritual guide4 ,its women will therefore be animated by a spiritual conception of the church and will base their activities in church work upon such a conception4 ,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 people4 ,the women of the church need to use the church as an effective instrument for community betterment--not merely material welfare1 but actual increase in spiritual worth4 ,perfunctory church attendance has little part in such a program4 ,it calls rather for intelligent understanding of church problems and an application of spiritual ideals to everyday life4 ,outside the organizations common to all communities the homekeeper finds that she must keep in touch with her particular neighborhood through its social life4 ,it is here that her children are growing up1 here that they find their friends1 here that they give and take knowledge of themselves1 of people1 of ways to enjoy life and to meet its problems4 ,here perhaps they will find their life mates and will start out to be homemakers themselves4 ,the mother of a family must know her community thoroughly4 ,she must do her share toward making it a safe place and a pleasant place in which her children and other children may grow up1 and in which she and her husband1 other women and their husbands1 may spend their lives4 ,the mother who knows her children's friends1 who makes them welcome at her house1 who gets acquainted with their qualities good and bad1 who is a big sister to them all1 will not find herself shut out from her children's social life4 ,if all the mothers were big sisters and all the fathers were big brothers1 neighborhood society would be a safer thing than it sometimes is4 ,nor should all the social life center about the young people4 ,the woman's club1 the village improvement society1 the men's civic league1 all have their places4 ,club life will menace neither the man nor the woman whose first interest is the home2 and every man and woman needs the stimulus of contact with other minds4 ,illustration3 ,photograph by ,brown ,bros4 ,a road in ,de,kalb1 ,illinois1 before improvements were made4 ,through the agency of improvement societies1 homemakers may often bring about community reforms ,illustration3 ,photograph by ,brown ,bros4 ,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 reform4 ,perhaps the roads are out of repair1 or the cemetery is neglected1 or the school building insanitary4 ,perhaps the water supply is not properly guarded1 or milk inspection not thoroughly looked after4 ,perhaps industrial conditions in the town are not what they should be4 ,perhaps laws are not being enforced4 ,new conditions require new laws4 ,there may be loafing places on streets and in stores which are dangerous4 ,the billiard halls may need a thorough moral cleaning and a moral man placed in charge4 ,the public dance halls may need proper chaperonage4 ,the moving pictures need state and national censorship to eliminate the careless suggestions leading toward both vice and crime4 ,the homemaker must know under such circumstances how to stir public opinion1 how to make use of her existing organizations1 how to set on foot the various movements necessary for reform4 ,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 community4 ,it is not unusual in these days to read or hear such statements as the following3 ,the woman was no longer producer and consumer4444 ,she became the consumer and her entire economic function changed4444 ,the housewife is the buying agent for the home4 ,like many statements in regard to woman and her function1 this seems overdrawn1 since woman in her capacity as homemaker is still a producer as well as a consumer in thousands of cases4 ,that she will become1 economically1 merely a buying agent1 some of us not only doubt1 but should consider a certain misfortune1 should it occur4 ,the fact remains1 however1 that as buyer of both raw materials and finished products the woman spends a very large percentage 7some say nine-tenths7 of the money taken in by the retail merchants of the country4 ,this gives1 or should give her1 a commanding position in the producing world4 ,if the women of ,america should definitely decide to-day that they would buy no more corn flakes1 or mercerized crochet cotton1 or silk elastic1 the factories now so busy turning out these products would be shut down to-morrow until they could be converted to other uses4 ,women often fail to realize their power in this direction4 ,when they do realize it1 they are able to accomplish quietly all sorts of reforms in the mercantile and industrial worlds4 ,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 stock4 ,the same remedy will apply to overworked and underpaid workers1 to insanitary shops and factories4 ,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 income4 ,who else has this power as she has it8 ,we have already noted how this power might be used to regulate not only the quality but the character of products in the factories4 ,if women merely passed by the outlandish hats1 the high heels1 the hobble skirts1 of fashion1 their stay would necessarily be short4 ,the woman1 therefore1 if she choose1 is absolutely the controller of production along most lines of food and raiment4 ,that she shall use this controlling power wisely is one of her obligations4 ,and to meet the obligation she must be wisely trained4 ,it would seem that the homemaker1 as we have conceived her1 has a part in most of the concerns of the community4 ,we speak of woman and citizenship4 ,to many this means1 perhaps1 woman and suffrage4 ,woman in politics is already an accomplished fact in fourteen western states4 ,suffrage has been granted her in the state of ,new ,york4 ,that her political influence will widen seems a foregone conclusion4 ,she must therefore be prepared for real service in civic concerns4 ,women have already applied their housecleaning knowledge and skill to the smaller near-by problems of civic life4 ,as time goes on they must render the same service to state and nation4 ,we shall soon see nation-wide votes for women1 in our own country1 at least4 ,but whether we do or not1 or until we do1 woman and citizenship are1 as they have always been1 closely linked together4 ,in every community relation the homemaker is the good1 or indifferent1 or bad citizen2 and in every home relation she is the citizen still1 and1 more than that1 the mother of future citizens4 ,in spite of the uneasy women who feel that the home offers insufficient scope for their intellectual powers1 the executive ability required to run a home smoothly and well is of no mean order4 ,this being a mother is a complicated business1 as one mother of my acquaintance expresses it4 ,can we afford to have homemaking underrated as a vocation1 to be avoided or entered into lightly1 often with neither natural aptitude nor training to serve as guide to the complications8 ,it would seem not4 ,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 hand4 ,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 woman1 when we have done our best to prepare her1 will have to meet4 ,we have thus far not concerned ourselves with the questions of how1 when1 and where the work of preparation is to be done4 ,a clear vision of the end to be attained1 not obscured by thought of the means used in reaching it1 seems a necessity4 ,from this we may pass on to careful1 detailed consideration of agencies and methods4 ,knowing what we desire our girls to be1 we may enlist all the forces which react upon girls to make them into what we desire4 ,,footnotes3 ,footnote #c3 ,no studies of present-day conditions are available4 ,the proportion spent for food1 clothing1 etc41 will remain nearly the same4 ,it is safe to multiply the above estimates by two to obtain the actual cost of living in the year #aiai4 ,,part ,,ii ,,guiding ,,girls ,,toward ,,the ,,ideal ,a vocational guide is one who helps other people to find themselves4 ,vocational guidance is the science of this self-discovery4 ,,chapter ,v ,,the ,,educational ,,agencies ,,involved ,the three agencies most vitally concerned in this problem of woman making are necessarily the home1 the church1 and the school--the home and the church1 because of their vital interest in the personal result2 the school1 because1 whatever public opinion has demanded1 schools have never been able to turn out merely educated human beings1 but always boys and girls1 prospective men and women4 ,and so they must continue to do4 ,nature reasserts itself with every coming generation4 ,this being so1 we must continue to make women4 ,if we desire to make homemaking women1 the most economical way to accomplish this is to use the already existing machinery for making women of some sort4 ,we cannot begin too soon1 nor continue our efforts too faithfully4 ,the school cannot leave the whole matter to the home1 nor can the home safely assume that the domestic science course or courses will do all that is needed for the girl4 ,being a woman is a complex1 many-sided business for which training must be broad and long-continued4 ,the teacher has perhaps scarcely realized her responsibilities or her opportunities in this matter4 ,for years1 and in fact until very recently1 the whole tendency in education for girls has been toward a training which ignores sex and ultimate destiny4 ,the teachers themselves were so trained and are therefore the less prepared to see the necessity for any special teaching along these lines4 ,they may even resent any demand for specialized instruction for girls4 ,yet we are confronted by the fact that the majority of girls do marry1 and that many of this majority are woefully lacking in the knowledge and training they should have4 ,nor are these girls exclusively from the poor and ignorant classes4 ,there is no question about the responsibility of the school in the matter4 ,the state which trains for citizenship cannot logically ignore the necessity for training the mothers of future citizens4 ,while ,i sympathize profoundly with the claim of woman for every opportunity which she can fill1 says ,g4 ,stanley ,hall in ,adolescence1 and yield to none in appreciation of her ability1 ,i insist that the cardinal defect in the woman's college is that it is based upon the assumption1 implied and often expressed1 if not almost universally acknowledged1 that girls should primarily be trained to independence and self-support2 and matrimony and motherhood1 if it come1 will take care of itself1 or1 as some even urge1 is thus best provided for4 ,this criticism1 of existing educational conditions is quite as applicable to schools for younger girls as to those which ,dr4 ,hall has in mind4 ,there is no reason why both school and college may not fit girls for a broad and general usefulness1 for independence and self-support1 and at the same time give them the training for that which1 with the majority already mentioned1 comes to be the great work of their lives4 ,through all the lower grades of school life1 and to a certain extent through the whole course1 the methods of instruction used will be largely indirect4 ,the child will-seldom be told1 ,this is to teach you how to keep house4 ,i can think of no field in which this indirect method will produce greater results than the one we are considering4 ,illustration3 ,montavilla ,school garden1 ,portland1 ,oregon1 where boys and girls raise vegetables for serving in the lunchroom4 ,here the science of growing things is taught as part of the training for citizenship ,illustration3 ,lunchroom where vegetables grown in the ,montavilla ,school garden are prepared and eaten ,illustration3 ,photograph by ,brown ,bros4 ,a model school home4 ,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 teacher1 in most cases1 must begin her homemaking training by realizing that her own example is by the very nature of things opposed to the homemaking principle1 the unmarried teacher being the rule in most of our schools4 ,her first care1 then1 must be to counteract her own example4 ,her references to home life must be always of the most appreciative and even reverent sort4 ,if1 as is quite possible1 she comes from unsatisfactory conditions in her own home1 she must be doubly careful lest her prejudices be passed on to her pupils4 ,she will find ways in which to let it be understood that her ideals of home life are not wanting1 although she has not as yet--perhaps for some reason never will--become a homemaker4 ,i have sometimes thought that teachers1 in their effort to impress children in more direct ways1 lose sight of the great effect of their unconscious influence4 ,after all1 it is what the teacher does1 rather than what she says1 that impresses2 and what she is1 regulates what she does4 ,the teacher must1 therefore1 have the right attitude toward homemaking and domestic life4 ,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 accomplishments1 of her sewing1 or of her cooking1 or of her quick knowledge and deft handling of emergency cases4 ,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 child4 ,illustration3 ,canning tomatoes at the ,montavilla ,school4 ,in such a class the mothers of future citizens are given training in one of the fundamental needs of the home--scientific cooking ,illustration3 ,lunchroom where children benefit by the scientific cooking of the vegetables they grow ,with innate motherliness as a basis1 the teacher must build up a careful understanding not only of child nature1 but of man and woman nature as the developed product of child growth4 ,she must be a student of the woman question as a vital problem1 always recognizing that the whole social structure inevitably depends upon the status of woman in the world4 ,she must face without flinching her responsibilities in sex matters4 ,she may1 or may not1 be called upon to furnish sex instruction to the girls under her care1 but no rules can free her from her moral responsibility in striving to keep the sex atmosphere clean and invigorating4 ,the conspiracy of silence on these subjects is broken1 and we must accept the fact that modesty does not require an assumed or a real ignorance of the most wonderful of nature's laws4 ,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 satisfaction4#d ,and what the mother should tell1 the teacher must know4 ,practical use of the teacher's carefully worked-out theories will be made all along the line of the girl's1 and to a certain degree the boy's1 education4 ,the indirect teaching of the primary grades will give place in the higher grades to more direct dealing with the science1 or1 better1 sciences1 upon which homemaking rests4 ,the classroom becomes a school of theory4 ,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 experiments4 ,the finest teaching presupposes perfect cooeperation between school and home4 ,illustration3 ,photograph by ,brown ,bros4 ,mothers' and daughters' meeting on sewing day4 ,cooeperation between the home and the school makes for the best teaching of domestic science ,the first duty of the mother1 like that of the teacher1 is to preserve always a right attitude toward home life4 ,the girl who grows up in an ideal home will be likely to look forward to making such a home some day4 ,or1 if the home is not in all respects ideal1 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 home4 ,the prevalence of divorce places before young men and women sad examples of mismating1 of incompetent homemakers1 of wrecked homes4 ,we can scarcely estimate the blow struck at ideals of marriage in the minds of girls and boys by these flaunted failures4 ,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 home4 ,however practical we may become1 therefore--and we must be practical in this matter--we must never overlook the need for parents to give home life an atmosphere of charm4 ,no one else can take their place in doing this4 ,hence it is their first duty to make homemaking seem worth while4 ,the home must take the lead also in giving the idea of homemaking as a definite and scientific profession4 ,the school may teach the science1 but unless the home shows practical application of the scientific principles1 it would be much like teaching agriculture without showing results upon real soil4 ,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 value4 ,the home1 in its character of laboratory for the school of domestic theory1 must possess certain qualifications4 ,like all laboratories1 it should be well equipped4 ,this does not mean necessarily with expensive outfit1 but with at least the best that means will allow4 ,it implies that the home shall be recognized as a teaching institution quite as much as the school4 ,like other laboratories1 it must be a place of experiment1 not merely a preserver of tradition4 ,the efficient laboratory presupposes an informed and open-minded presiding genius4 ,illustration3 ,courtesy of ,l4,a4 ,alderman ,first crop of radishes and lettuce at the ,alameda ,park ,school1 ,portland1 ,oregon1 ,june1 #aiaf4 ,even in the primary grades children may learn much about the science of growing things ,illustration3 ,bringing exhibits to a school fair in ,tacoma1 ,washington4 ,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 close1 painstaking study of its own individual girl--her likes1 dislikes1 aptitudes1 and limitations4 ,home-mindedness shows itself nowhere so much as in the home2 lack of home-mindedness shows there quite as much4 ,the results of such study should throw great light upon the problem of the girl's future4 ,combined with the observations recorded by her teacher during year after year of the girl's school life1 this study offers the strongest arguments for or against this or that career4 ,frequent and sympathetic conferences between parent and teacher become a necessity4 ,there is then less likelihood of opposing counsel when the girl seeks guidance toward her life work4 ,it is quite probable that1 while the school undertakes to lay a general foundation for homemaking efficiency1 the home1 when it reaches the full measure of its power and responsibility1 will be best fitted to help the girl to specialize in the direction most suited to her individual power4 ,it can1 if it will1 give the girl individual opportunities such as the mere fact of numbers forbids the school to give4 ,the special work of the church in training the girl is necessarily that which has to do with her spiritual concept of life1 the strengthening of her moral fiber4 ,here school1 home1 and church must each contribute its share4 ,none of them can undertake alone so important and delicate a task4 ,any attempt to make arbitrary divisions in the work of these three agencies is bound to be at least a partial failure4 ,conditions differ so widely that we can only say of much of the work1 at school or church or in the home1 or1 better1 at school and church and home in cooeperation4 ,each must supplement the efforts of the other1 and where one fails1 the other must take up the task4 ,it really matters little where the work is done1 provided that it is done4 ,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 parent2 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 lives4 ,,footnotes3 ,footnote #d3 ,ida ,m4 ,tarbell1 ,the ,business of ,being a ,woman4 ,,chapter ,,vi ,,training ,,the ,,little ,,child ,children are the home's highest product4 ,that means at the outset that we have children because we believe in them1 and that we train them1 as the skilled workman shapes his wood and clay1 to achieve the greatest result of which the human material is capable4 ,a factory's output can be standardized4 ,an engine's power can be measured4 ,but he who trains a child can never fully know the mind he works with nor the result he attains4 ,we do know1 however1 that if it is subject to certain influences1 trained by certain laws1 the chances are that this mind which we cannot fully know will react in a certain way4 ,to attempt in a chapter to outline a system of training for children would be an attempt doomed to certain failure4 ,books are written on this subject1 and the shelves of the child-study and child-training department in the libraries are rapidly filling4 ,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 part4 ,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 own4 ,in the days of infancy and early childhood1 training for boys and girls may be more nearly identical than in later life4 ,a large part of the differentiation in the work and play of little boys and girls would seem to be quite artificial4 ,we give dolls to girls and drums to boys1 but only because of some preconceived notion of our own4 ,the girls will drum as loudly and the boys care for the baby quite as tenderly1 until some one ridicules them and they learn to simulate a scorn for boys' things and girls' things which they do not really feel4 ,throughout this chapter1 therefore1 it is to be assumed that the training suggested is quite as applicable and quite as necessary for one sex as for the other4 ,young mothers sometimes ask the family doctor1 ,when shall ,i begin to train the baby to eat at regular intervals1 to go to sleep without rocking1 in general to accept the plan of life we outline for him8 ,the answer seldom varies3 ,before he is twenty-four hours old4 ,it is therefore evident that all the basic principles of living1 whether physical or mental1 must have their foundations far back in the child's young life4 ,illustration3 ,photograph by ,brown ,bros4 ,helping with the housework4 ,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 rest1 we must work for health4 ,a truly successful life1 rounded and full1 presupposes health4 ,regular habits1 nourishing food1 plenty of sleep1 are axiomatic in writings treating of the care of young children1 yet it is surprising how often these rules are violated4 ,it is easier to give the child what he wants or what the others are having2 easier to let him sit up than to put him to bed2 easier to regard the moment than the years ahead4 ,illustration3 ,already well started on his education ,aside from the physical foundation1 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 daughters1 good brothers and sisters1 good friends1 good husbands and wives1 and good fathers and mothers4 ,in other words1 it is the social aspect of life that we have in mind1 and our social ideals4 ,whatever the boy wants to be when he grows up1 he is sure to have social relations with his kind4 ,whether the girl marries or remains single1 she cannot entirely escape these relations4 ,indeed they are thrust upon both boy and girl already4 ,what then do they need to enable them to be successful in the human relations of living8 ,we might enumerate here a long list of virtues that will help1 but1 since long lists shatter concentration1 let us narrow them to four3 7#a7 sympathy1 7#b7 self-control1 7#c7 unselfishness1 7#d7 industry4 ,i do not mean to say that1 with these four qualities only1 a man will make a successful merchant or farmer1 or that a woman will become a good housekeeper or a skillful teacher4 ,but ,i do mean that in family relations these four qualities are worth more than intellectual attainments or any sort of manual skill4 ,it is really astonishing to see how much these four will cover4 ,we desire thrift--what is thrift but self-control8 ,tolerance--what but sympathy--the put yourself in his place feeling8 ,courtesy--what but unselfishness8 ,let us1 then1 in the child's early years concentrate upon sympathy1 self-control1 unselfishness1 and industry4 ,you will doubtless remember ,cabot's summary of the four requirements of man#e--work1 play1 love1 and worship4 ,suppose we could write on the wall of every nursery in the land3 ,sympathy ,work ,self-control in ,play ,unselfishness ,love ,industry ,worship ,would not this writing on the wall be a fruitful reminder to the mothers8 ,the period of early childhood is the one in which the home may act with least interference as the child's teacher4 ,later1 whether she will or no1 the mother must share the work of training with the school1 the church1 and that indefinite influence we class vaguely as society4 ,during these few early years1 then1 the mother must use her opportunity well4 ,it will soon be gone4 ,how shall she teach such abstract virtues as sympathy1 unselfishness1 self-control8 ,recognizing the fact that the little child acts merely as his instinct and feelings prompt1 she must make all training at this stage of his life take the form of developing the instincts4 ,probably the strongest of these at this time is imitation4 ,consequently most of the teaching must take advantage of the imitative instinct4 ,the first care should be to surround the child with the qualities we desire him to possess4 ,the mother who scolds1 gives way to temper1 or is unwilling or unable to control her own emotions and acts can hope for little self-control in her child4 ,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 qualities4 ,this necessary supervision of the child's environment is a strong argument for direct oversight of little children by the mother4 ,it is often difficult even for her to keep an ideal example before the child2 and if she leaves it to hired caretakers1 they seldom realize its necessity or are willing to take the pains she would herself4 ,especially is this true of the young and ignorant girls who are often seen in sole charge of little children4 ,this first step being merely passive education1 it is not enough4 ,we must not only set an example2 we must go farther and strive to get from the child acts or attitudes of mind based upon these examples4 ,let us take first the quality of sympathy1 which is closely allied to reflex imitation4 ,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 own4 ,this conscious thought is1 of course1 the foundation of real sympathy1 and it comes early in the child's life--probably before the fourth year4 ,illustration3 ,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 table4 ,she chattered about the birdie as she had done before on similar occasions4 ,but when the carving knife was lifted over it1 she astonished everyone by her terrified cry of ,don't cut the birdie4 ,hurt the birdie4 ,no explanation or excuse satisfied her1 and it was finally necessary to remove the platter and have the carving done out of her sight4 ,most children are naturally sympathetic when they have experienced or can imagine the feelings of others4 ,the cruelty of children1 is usually due to their absorption in their own feelings without a realization of the pain they inflict4 ,training for sympathy then must consist of enlargement of experience and cultivation of imagination4 ,some mothers do not talk enough with their children4 ,they talk to them--that is1 they reprimand or direct them1 but do not carry on conversations1 as they might do greatly to the child's advantage4 ,telling stories is one of the most fruitful methods of training at this age4 ,even this little pig went to market has possibilities in the hands of a skillful mother4 ,the bedtime story is a definite institution in many families4 ,it deserves to be so in all4 ,beginning with the nursery rimes1 the stories will gradually broaden in theme1 and if their dramatic possibilities are at all realized by the story-teller1 the children will broaden in their conception of the lives and feelings of others4 ,sympathy will thus in most cases be a plant of natural and easy growth4 ,intercourse with other children and with the older members of the child's family will also furnish constant material for the thoughtful mother4 ,the baby bumps its head1 and the mother soothes it with gentle1 loving words4 ,it is more than likely that the three-or four-year-old will express his sympathy also4 ,surely he will if the mother says1 ,poor baby4 ,see the great bump4 ,how it must hurt6 ,or perhaps big sister is happy on her birthday4 ,again1 the three-year-old is likely to show happiness also1 and the wise mother will help the child by a timely word to take the step from reflex imitation of happiness to true sympathy4 ,nor must we overlook the occasions when some one in the nursery has been naughty and must be punished4 ,poor ,bobby6 ,he is sad because he cannot play with us this morning4 ,he feels the way you did when you were naughty and had to sit so still in your little chair4 ,i am sorry for ,bobby--aren't you8 ,we hope he will be good next time1 don't we8 ,illustration3 ,photograph by ,brown ,bros4 ,kindergarten games afford the intercourse with other children necessary to the child's development ,teaching self-control is quite a different matter from the foregoing1 and one which requires infinitely more work and patience4 ,the first step is1 however1 the same4 ,if you would have sympathy1 show sympathy4 ,if you would have self-control in a child1 control yourself4 ,remember the strength of the imitative instinct4 ,next1 strive to obtain control in the young child in some small matter where control is easy4 ,any normal child will learn that control pays--if you make it pay4 ,encourage the hungry child to stop crying while you prepare his food1 but prepare it quickly1 or he will begin to cry again to make you hurry4 ,mothers usually work hard to teach control of bodily functions1 but often far less to obtain control of mental and moral conditions4 ,obedience1 considered from time immemorial the chief virtue of childhood1 is really only of value as it conduces to self-control in later life4 ,the wise parent1 therefore1 while requiring obedience for the convenience of the family and the safety of the child1 will lay far more stress upon teaching the child to control himself4 ,the work must be done almost entirely by indirect methods during the early years4 ,offering artificial rewards and dealing out artificial punishments are the crudest forms of encouraging effort4 ,the natural reward and the inevitable natural punishment are far better when they can be employed4 ,illustration3 ,courtesy of the ,united ,charities of ,chicago ,a group of children at the ,mary ,crane ,nursery1 ,chicago4 ,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 itself4 ,in our family it is the joyful task of bringing in and distributing the morning mail4 ,the child not dressed on time necessarily loses the privilege4 ,we are not punishing1 but we can't wait4 ,lack of control of temper presupposes solitude4 ,people can't have cross children about4 ,quarrels inevitably bring cessation of group play or work--solitude again4 ,the child's love of approbation may also be made of great assistance4 ,always we must remember that doing what we tell him to do is not after all the main thing4 ,it is doing the right thing1 being willing to do the right thing1 and being able to hold back the impulse to do the wrong thing1 that count4 ,we are working to train self-directed agents1 not to make soldiers4 ,unselfishness is a plant of slow growth4 ,indeed it is properly not a childish trait at all1 and the most we can probably get is its outward seeming4 ,but it is important that we at least acquaint the child with ideals of unselfishness4 ,we must find much in the child to appeal to1 even though altruistic motives do not appear until much later than this4 ,the love of approbation will prove a strong help again1 also the sense of justice with which children seem endowed from the beginning4 ,help him because he helped you1 or ,give her some because she always gives you part of hers1 is often effective4 ,just as in the case of self-control1 the child will learn to overcome his innate selfishness if it pays to do so4 ,it may seem wrong to encourage any but the highest motive1 but a habit of unselfish acts1 resting upon a desire to win the approbation of others1 is a better foundation upon which to build than no foundation at all4 ,purely disinterested or altruistic motives do not appear in the normal child much before the age of adolescence1 and by that time selfishness1 which accords so well with the individualistic instincts of the child1 will have hardened into a fixed habit if not vigorously checked4 ,care must be taken to lead the child toward unselfish acts1 but not to force them upon him4 ,the common courtesies of life we may require1 but1 beyond that1 example1 tactful suggestion1 wisely chosen stories1 and judicious praise will do far more than force4 ,the idea of kindness may be grasped by young children and1 together with the great ideal of service1 should be emphasized in their home life and in their intercourse with other children4 ,the only child suffers most from lack of opportunity to learn these two great needs of his best self--kindness and service4 ,occasions should be systematically made for such a child 7indeed for all children7 to meet other children on some common ground4 ,playthings should be shared1 help given and received1 and the idea of interdependence brought out4 ,we must help each other should be emphasized from early childhood4 ,much must be made of the little helps the child is able to give in the home--bringing slippers for father1 going on little errands about the house for mother1 picking up his own playthings1 hanging up his coat and hat1 caring for the welfare of the family pets4 ,careful provision should be made for the child's convenience in performing these little services4 ,there must be places for the toys1 low hooks for the wraps1 and constant encouragement and recognition of the small helper4 ,some day he may help you because he loves to help4 ,now he loves to be praised for helping4 ,illustration3 ,photograph by ,brown ,bros4 ,helping the little sister4 ,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 life4 ,he is always doing something4 ,it remains for the parent to direct this restless movement and to transform some of it into useful labor4 ,work1 in the sense of accomplishing results for the satisfaction and benefit of the parent1 is quite foreign to our plan for training the young child4 ,but work for the child's own satisfaction and for the formation of the habit of industry must occupy our attention in large measure4 ,the child's playthings should from his earliest days be chosen in recognition of his desire to do things and make things4 ,the shops are filled with showy toys1 mechanical and otherwise1 and children find the toyshop a veritable fairyland4 ,but once satiated with the sight of any particular toy1 however cunningly devised--and satiety comes soon--the child forsakes the gorgeous plaything for his blocks1 or paper and a pair of scissors1 or even his mother's clothespins4 ,he can do something with these4 ,the ,montessori materials are perhaps the most thoughtfully planned in this direction of anything now obtainable2 and no one having the care of young children should be without some knowledge of this now famous method4 ,all the materials have this advantage3 they offer definite problems and consequently afford the child the joy of accomplishment4 ,a few of the occupations of life afford us unending enjoyment at every stage of the doing1 but not many4 ,it is rather the achievement of our end1 the lust of finishing1 which carries us through the tiresome details of our work4 ,the child must therefore be early introduced to the joy of accomplishment4 ,instead of unending toys1 give him something to work with4 ,he will appreciate your thoughtfulness1 and he will find not only joy but real development in their use4 ,at first the child's work will consist of fragmentary efforts1 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 undertakings4 ,he begins to know what he wants to do and to exhibit considerable ingenuity in finding and combining materials4 ,most of all1 he wants to imitate the activities he sees around him4 ,in the strain of modern life a widespread restlessness seems to have seized mankind4 ,whatever people do1 they want to be doing something else1 and the pathway of the average individual is strewn with crude beginnings1 half-finished jobs1 abandoned work4 ,the child very easily falls into line with this tendency of his elders4 ,hence he needs definite encouragement to see clearly what he has in hand and to bring his industrial attempts to a worth-while conclusion4 ,avoid1 even with a little child1 that inconsiderate habit of grown-ups of calling the little worker away whenever you desire his attention or help1 quite regardless of the damage you may do to his work by your untimely interruption4 ,keep the child1 as far as possible1 too1 from undertaking tasks too difficult or requiring too much time for completion4 ,discourage aimless handling of tools4 ,a cheerful ,what are you making8 sometimes crystallizes hitherto rambling desires4 ,a timely suggestion often meets with enthusiastic response4 ,illustration3 ,photograph by ,brown ,bros4 ,helping in the home tasks4 ,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 material4 ,balls1 blocks1 pencils and paper1 paste1 colored crayons1 scissors1 a blackboard1 a cart1 a wheelbarrow1 stout little garden tools1 a sand tray or1 better1 in summer an outdoor sandpile1 will furnish endless work and endless delight to a child or group of children4 ,it is not so much what sort of material we use as the way in which we use it4 ,even at this age the child longs to be a producer1 to make things2 and his best development requires that we train this inclination4 ,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 consumers4 ,there is1 however1 a joy in producing without which no life is really complete4 ,and no scheme of education can be a true success which ignores or neglects the necessity of producing4 ,the joy of work1 the delight in achievement1 should be the keynote of all industrial training4 ,this should be kept constantly in view4 ,to most people there is something wonderfully appealing about the innocence of the little child4 ,we watch with delight the marvelous development of the little mind keeping pace with the growth of bodily strength and dexterity4 ,we are reluctant to see the day drawing near when the child must begin his long course of training in school4 ,sometimes we fail to recognize the fact that before school days come the child has already received a considerable part of his education2 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 life4 ,an elaborate plan for the little child's training would probably be abandoned even if undertaken1 since elaborate plans involve endless work4 ,if1 however1 we attempt no more than ,i have outlined in this chapter1 we have some reasonable chance of success4 ,given good health1 with regular bodily habits1 as a physical foundation1 the child will have had much done for him if we have begun to build the habits of sympathy1 self-control1 industry1 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 building4 ,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 have4 ,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 deficiency4 ,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 ideal4 ,the kindergarten or primary teacher needs to know the homes of her pupils2 and the time is not far distant when the school will recognize the home as after all the first grade in school life4 ,then mothers will receive the inspiration of contact with the teachers and their ideals1 not alone when their children reach school age1 but from the time the first child arrives in the home4 ,the ,sunday school has its cradle roll4 ,the day school may emulate its example4 ,,footnotes3 ,footnote #e3 ,cabot1 ,what ,men ,live ,by4 ,,chapter ,,vii ,,teaching ,,the ,,mechanics ,,of ,,housekeeping ,going to school marks an epoch in every child's life4 ,hitherto1 however wide or narrow the child's contact with the world has been1 the mother has been1 at least nominally and in most cases actually1 the controlling power4 ,now she gives her child over for an increasingly large part of every day to outside influence4 ,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 it4 ,and so the best schools of the country are doing4 ,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 training4 ,this necessitates personal conferences or mothers' meetings1 or both4 ,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 play4 ,in primary grades girls are approaching the height of the doll interest1 which ,hall and others place at eight or nine years4 ,a doll's house1 therefore1 may be made the source of almost infinite enjoyment and profit in these grades4 ,indeed it is hardly too much to say that no primary room is complete without one4 ,nor is there any reason why any school should remain without one1 since its making is the simplest of processes4 ,four wooden boxes1 of the same size1 obtained probably from the grocer1 the dry-goods merchant1 or the local shoe dealer1 will make a most satisfactory house if placed in two tiers of two each1 with the open sides toward the front4 ,this gives four rooms1 which may be furnished as kitchen1 dining room1 living room1 and bedroom4 ,windows may be cut in the ends or back1 if the boys of the school are sufficiently expert with tools or if outside assistance can be secured for an hour or so4 ,the best results with the doll's house are obtained if the children are allowed to furnish it themselves1 with the teacher's advice and help1 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 it4 ,an empty house presents exciting possibilities1 and perhaps for the first time these little girls look with seeing eyes at the home furnishings1 for they have wall paper to select1 curtains and rugs to make1 and indeed no end of things to do4 ,illustration3 ,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 bedding1 draperies1 table linen1 towels1 couches and pillows1 window seats1 and other furnishings1 as well as in the ingenuity brought into play in evolving kitchen utensils and in stocking the cupboards with the necessities for housekeeping4 ,the free interchange of ideas should be encouraged1 and the spirit of seeking the best fostered4 ,the conspicuous results in this work are two3 we secure the child's attention to details of housekeeping1 and we build up a foundation ideal of what housekeeping equipment should be4 ,children in poorly equipped homes may find the most practical of training in this way4 ,my experience has been that teachers have only to begin this work in order to arouse enthusiasm in any class of little girls4 ,once begun1 it carries itself along4 ,there should be no compulsion in this work4 ,choice and not necessity must be the rule in all our training for homemaking4 ,to compel a child's attention to that which she will later do voluntarily1 if at all1 will at the very outset defeat our purpose4 ,illustration3 ,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 school4 ,perhaps they may go a step farther and find space for a larger scheme of housekeeping1 in the attic or elsewhere4 ,cooeperation among the children means interchange of ideas1 materials1 and labor1 most helpful to social ideals4 ,from the furnishing of the doll's house it is easy to pass to plays involving the activities of home life4 ,children delight in sweeping1 dusting1 washing dishes1 arranging cupboards and pantries1 and making beds in their miniature houses1 and if their efforts are wisely directed1 orderly habits easily begin to form4 ,in all these varieties of work the children must be led to feel that there is a right way1 and that only that way is good enough1 even for play4 ,the great result of all play housekeeping is the formation of ideals4 ,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 habits4 ,the teacher will find abundant and interesting studies in household efficiency in recently published books to inspire her guidance of the children's activity4 ,the step from washing play dishes at school to washing real dishes at home is easily taken1 and children are delighted to take it4 ,here again the school and home may--indeed must1 for best results--work together4 ,some schools are giving school credit for home work along domestic lines4 ,that there are complex elements entering into the successful working out of such a plan one must admit4 ,a school giving credit for work it does not see may put a premium upon quantity rather than quality4 ,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 management4 ,nevertheless1 home practice in accordance with school theory is the ideal of any cooeperative education in the mechanics of housekeeping2 therefore some scheme must be worked out whereby the girls will practice at home1 and1 having learned to do by doing1 will continue to do in the families where their doing will be a help4 ,let us consider for a moment the present condition of the school-credit-for-home-work idea4 ,schemes are being worked out in various places1 under one or the other of the following plans4 ,plan ,i 7often known as the ,massachusetts plan74 ,each pupil1 with the advice of his teacher and the consent of his parents1 selects some one definite piece of work to do at home regularly1 under direction of the school and with some study at school of the practical problems involved4 ,school credit depends upon approval by the teacher on the occasion of a visit of inspection to the home4 ,plan ,,ii 7sometimes called the ,oregon plan74 ,this is more directly concerned with the cultivation of a helpful spirit than with perfect technique or broad knowledge4 ,no attempt is made to correlate home and school work4 ,credit is given merely for the fact that the dishes were washed1 the table set1 or the baby bathed1 the fact being properly certified by the parent4 ,whether the work was acceptably done or not rests entirely with the parent4 ,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 month4 ,each task carries a certain value in school credit4 ,that either of these plans possesses certain weaknesses doubtless even their makers would admit4 ,but they are at least opening wedges4 ,a plan might be worked out whereby little girls are taught one household task at a time1 through their play housekeeping1 after which credit may be given for satisfactory performance of the task at home4 ,later another household duty may be taught1 and put into practice1 with credit1 at home1 thus building up a body of known duties for which the little house-helper has been duly trained4 ,for its highest efficiency such a plan would require more than consent on the part of mothers4 ,its success would depend upon cooeperative leadership and its value upon the acceptance1 for school credit1 of only that work done in conformity with school ideals4 ,but at all events1 whether school credit be given or not1 the stimulus of interest in home tasks may be given strength by the teacher's wise suggestion1 and thoughtful consideration of the matter in teachers' and mothers' meetings will insure cooeperation of the most helpful sort4 ,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 school4 ,the suggestion has been recently made by several thoughtful educators that the noon hour1 in schools where children do not go home for dinner1 be made use of for the simplest of cooking lessons4 ,the children who at seven are quite content to play house soon pass into the stage where they wish to see results from their work4 ,they want to make things1 real things1 that they or some one can use4 ,children of nine or ten can learn to cook cereals and eggs in various ways1 to make cocoa1 and to prepare other simple dishes4 ,their pride and delight in these accomplishments are intense4 ,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 buildings4 ,in both1 the teacher may find the lunch hour a real educational force if it is used aright4 ,if the teacher allows and guides these efforts in the schoolroom1 she must keep in mind her ideal of efficiency4 ,accurate measurements1 logical processes1 elimination of awkward and unnecessary movements1 care in following directions1 neatness1 and precision are the real lessons to be learned4 ,illustration3 ,photograph by ,brown ,bros4 ,a school garden4 ,the possibilities for good through school-garden work are numberless ,school gardens are perhaps already too familiar to require more than a word4 ,their possibilities for good are numberless4 ,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 before4 ,school-garden work leads to beautifying the school grounds1 with resulting pride and interest in the school4 ,accompanying the activities we have suggested1 teachers will find a wide field in attractive stories of helpful cooeperative home life4 ,extracts from many of ,miss ,alcott's stories1 the ,cratchits' ,christmas dinner from ,dickens' ,christmas ,carol1 and many other delightful glimpses of home life can be read1 or1 better1 dramatized1 with little effort and with good results4 ,it may seem that the homemaking training here suggested for younger children is too desultory1 too slight1 in fact1 to affect the situation much4 ,but let us consider4 ,homemaking is an art1 coming more and more to be based on a foundation of science4 ,for it is undoubtedly true that1 while the pessimists are telling us that the home is doomed1 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 been4 ,the elements of housekeeping are the ,,abc of homemaking4 ,we shall do well to teach them early1 incidentally1 and with no undue exaggeration of their place in the scheme of living4 ,we simply familiarize the girl1 by long and quiet contact1 with the tools of the homemaker1 for future scientific use1 just as we teach the multiplication facts for later use in the science of mathematics4 ,a definite list of the simple homemaking tasks suitable for little girls to undertake may not be out of place here3 #a4 ,setting the table4 7,a card list of table necessities is useful4 ,such a list may be given each little girl when she undertakes home practice work47 #b4 ,clearing the table4 #c4 ,washing the dishes4 #d4 ,sweeping the kitchen4 ,sweeping the piazza4 #e4 ,dusting4 #f4 ,making beds and caring for bedrooms4 #g4 ,arranging her own bureau drawers and closets4 #h4 ,simple cooking4 #i4 ,hemming towels and table linen4 #aj4 ,ironing handkerchiefs and napkins4 ,as the child grows older1 methods of teaching grow increasingly direct4 ,even here we shall perhaps not talk a great deal about preparing for homemaking4 ,but we shall see that the tools grow increasingly familiar1 and that ideals once taught are retained and added to4 ,we shall see that our science1 our mathematics1 our art1 all contribute to the acquirement of homemaking knowledge4 ,we shall give a practical turn to these more or less abstract subjects4 ,sewing and cooking classes are by this time a recognized part of grammar-school courses in many city schools4 ,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 program4 ,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 buildings4 ,wherever the consolidated school has come1 it has been enthusiastically received and supported4 ,no one wishes to go back to the old way4 ,but in many localities the consolidated school has not come and cannot be immediately looked for2 and in these places the need of the homemaking work is just as great4 ,the teacher must find the way to give these girls what they need4 ,if no other way presents itself1 the teacher will do well to ask the help of the mothers of the neighborhood4 ,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 program4 ,perhaps another will do the same for the cooking1 making her own kitchen for one afternoon a week an annex of the school4 ,it is important1 however1 when such arrangements are made that they be recognized as school work1 and if possible the courses followed should be planned and supervised by the regular teacher of the school4 ,thus only can they be held to standardized accomplishment4 ,the inadequacy of the one-portion method of teaching girls to cook has aroused serious thought1 and remedies of various sorts have been applied4 ,you know1 perhaps1 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 family4 ,the first remedy tried was cooking for the school lunch room4 ,this was1 however1 usually going from one extreme to the other1 since the lunch room is as a rule maintained only in large schools4 ,institutional cooking1 some one calls it4 ,instead of one egg-cooking1 it became one-hundred-egg cooking1 and the difficulty of the average student in adapting school methods to family use was not by any means at an end4 ,the ,central ,high ,school of ,newark1 ,new ,jersey1 has solved its problem by putting its girls to work1 not at the task of providing the sandwiches1 soups1 and other luncheon dishes for its large lunch room1 but at providing family dinners at twenty-five cents a plate for the faculty of the school4 ,other schools follow similar plans4 ,the grammar-school girls of ,leominster1 ,massachusetts1 serve luncheon to a limited number every day at their domestic science house4 ,here the girls do the marketing1 cook and serve the meal1 and keep the various rooms of the house in order4 ,in ,montclair1 ,new ,jersey1 work of this same sort is done4 ,in each of these cases the cooking is done as it would have to be in the home1 not for one person1 nor for hundreds1 but for approximately a family-sized group4 ,sewing courses also grow more and more practical4 ,in some schools the girls make their own graduating dresses as a final test of their ability4 ,courses are definite1 and girls completing them will have definite knowledge of everyday processes of hand sewing4 ,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 girls4 ,those which go farther still and teach garment planning and making may consider their sewing courses fairly complete4 ,illustration3 ,teachers' luncheon cooked and served by pupils at the ,clinton ,kelly ,school1 ,portland1 ,oregon4 ,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 processes4 ,the girl must learn to know good work when she sees it1 to know a properly constructed garment from one carelessly put together1 and to value good work and construction4 ,time was when domestic science meant sewing and cooking1 and these alone4 ,that time1 however1 is past4 ,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 building4 ,in ,public ,school ,no4 #g1 ,new ,york ,city1 grammar-school girls1 many of whom are of foreign parentage and tradition1 are thus introduced to the ,american ideal of living4 ,the school is thus establishing standards of equipment1 of food1 of service1 of comfortable living1 that tend to ,americanize quite as much as the establishment of standards of speech1 of business methods1 or of civic duties4 ,the work done in this school is typical of that prevailing in hundreds of towns and cities4 ,illustration3 ,a girls' sewing class4 ,work in sewing offers unlimited possibilities ,the question arises3 ,how much of her housekeeping training should a girl receive before entering upon her high-school course8 ,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 fourteen4 ,this does not imply that homemaking training should cease at fourteen1 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 tasks4 ,in view1 however1 of the fact that the majority of girls never reach the high school1 every bit of household science which they can grasp should be given them in the elementary school4 ,knowing how to do is only part of the housekeeper's work4 ,knowing what and when to do is quite as important4 ,elementary study of food values is quite as comprehensible as elementary algebra4 ,home sanitation and decoration are no harder to understand than commercial geography4 ,the principles of infant feeding and care may be grasped by any girl who can successfully study civil government or grammar4 ,shall we then crowd out commercial geography or government or grammar to make room for these homemaking studies8 ,not necessarily1 although1 if it came to a choice1 much might be said for the practical studies in learning to live4 ,fortunately it need not come to a choice4 ,there is room for both4 ,we must1 however1 learn to adapt existing courses to the requirements of girls4 ,illustration3 ,courtesy of ,l4,a4 ,alderman ,a model school home where all the practical details of housekeeping are taught ,illustration3 ,a domestic science class at work in the model school home shown above ,there is arithmetic1 for instance4 ,most of us have already learned to skip judiciously the pages in the textbook which deal with compound proportion1 averaging payments1 partial payments1 and cube root4 ,now we must learn to insert the keeping of household accounts2 the study of apportioning incomes2 the scientific spending of a dollar in food or clothing value2 the relative advantage of cash or credit systems of paying the running expenses of a home2 the dangers of the easy-payment plan2 the cost of running an automobile2 comparison with the upkeep of a horse and wagon2 comparison of the two from the point of view of their usefulness to a family2 mortgaging homes1 what it means1 and what it costs to borrow2 when borrowing is justified2 the accumulation of interest in a savings account2 the comparative financial advantage of renting and owning a home2 the cost of building houses of various sorts2 the cost of securing1 under varying conditions1 a water supply in the country home2 and other locally important problems4 ,we already have applied science in our courses1 and we are making a strenuous effort to apply arithmetic2 but we have not usually tried to apply it to the education of the prospective homemaker4 ,take the one question of the installment plan4 ,where1 if not in the public school1 can we fight the menace offered to the inexperienced young people of the land by this method of doing business8 ,and where in the public school if not in the arithmetic class8 ,consider the possibility of lives spent in paying for shoes and hats already worn out1 of furniture double-priced because payment is to be on the easy plan1 of families always in debt1 with wages mortgaged for months in advance4 ,the pure science of mathematics will be of little avail in fighting this possibility1 but applied arithmetic can be a most effective weapon4 ,in our geography classes we may find time for the study of food and clothing products1 of their sources1 their comparative usefulness1 and their cost4 ,we may learn whether it is best to buy ,american-made macaroni or the imported variety2 whether ,french silks and gloves are superior to those made in ,america2 what shoddy is1 what we may expect from it if we buy it1 how much it is worth in comparison with long-wool fabrics1 how to know whether shoddy is being offered us when we buy4 ,countless other matters concerning the markets and products of the world will repay the same sort of treatment4 ,illustration3 ,one of the class exercises in the model school home shown on page #aae ,illustration3 ,the correct serving of meals forms part of the class work in this same home ,food questions are opened up by study of our meat1 vegetable1 and fruit supply4 ,every town may make this a personal and immediate problem4 ,from whom did ,mr4 ,blank1 the local grocer1 obtain his canned tomatoes8 ,it is sometimes possible to follow up those canned tomatoes to their source4 ,in one investigation of this sort they were found to have passed through six hands4 ,the arithmetic class may pass upon the question of profits and comparative cost between this and the producer-to-consumer method4 ,the art work of the schools may also contribute generously to the body of homemaking knowledge4 ,for the average girl the designing and making of ,christmas cards and book covers1 or even the prolonged study of great paintings1 is a less productive use of time than the designing of cushion covers1 curtains1 bureau scarfs1 or candle shades4 ,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 ago4 ,a normal-school art graduate took charge of the work4 ,it has now been abandoned because the children took so little interest4 ,and really1 if you knew the conditions1 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 contrived4 ,and the pity of it all is that here were girls whose homes1 whose personal dress1 were crying out for the application of art2 whose artistic sense was growing of failing to grow according as their individual conditions would allow2 and the public school has passed its opportunity by4 ,art1 as applied to school work1 is divided usually into appreciative and creative work4 ,we place before children the best in picture and sculpture and music4 ,why do we not teach them also the foundation principles of good taste in matters less remote from the lives of many of them8 ,why not teach the girl something of artistic color combination8 ,why not apply the test of art to the lines of woman's attire8 ,why not study the contour of heads and styles of hairdressing8 ,happily1 in these days1 these things also are being done4 ,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 things4 ,a visitor to the ,central ,school of ,auburn1 ,washington1 reports interesting work going on in such a room4 ,on the blackboard was written3 ,the general aim of design work--order and beauty4 ,the three principles governing design are3 ,balance--,harmony--,rhythm4 ,balance3 opposition of equal forms4 ,rhythm3 movement in direction--joint action--motion4 ,harmony3 similarity4 ,in the room were girls doing various sorts of work--coloring designs on fabrics for curtains and pillow covers2 making original designs for crocheted lace2 hemstitching draperies2 preparing color material for a primary room2 while on a table in the center of the room were many finished articles1 made by the girls and carrying out their principles of design--not one of which1 says the visitor1 but would serve a useful purpose in home or office4 ,house building1 interior decorating1 and furnishing are all worthy of serious attention in the art course4 ,simplicity1 harmony1 and suitability may well be taught as the principles of good taste4 ,girls must learn these principles somewhere to make the most of their homes by and by4 ,and again the public school1 and probably the elementary school1 must do the work4 ,physiology and hygiene are already contributing to the knowledge which makes for human betterment1 but they also can be made to contribute much more than they have sometimes done4 ,the physiology of infancy must be widely and insistently taught4 ,with proper education she the young mother would know the meaning of the words food and sleep2 she would know something of their overwhelming importance upon the future being and career of her child1 who in his turn is to be one of the world's citizens with full capacity for good or evil4 ,knowing what were normal functions1 she would be able to recognize and guard against deviations from them4 ,no day would pass in which she would not find opportunity to exercise self-restraint1 keen observation and sensible knowledge in furthering the normal and healthful evolution of her child4#f ,the little mother classes in settlement houses1 in community social centers1 and in some public schools are doing excellent work in beginning this knowledge of infancy4 ,no elementary school can really afford to miss the opportunity such work holds out4 ,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 life8 ,if not1 it is again the public school which alone can be depended upon to do the work1 and we must get at least the beginning of it done before the girl escapes us at the close of her elementary-school course4 ,if you are impatient with a program which presupposes that practically all women will be homemakers and mothers1 either trained or otherwise1 let me remind you that the majority of women do marry1 that most of these and many of the unmarried do become homemakers1 and that it will be far safer for society to train the few--less than #aj per cent--who never enter the career than to pursue the economically wasteful plan of assuming educationally that no women will be homemakers1 or that if they are they can successfully undertake the most complicated1 difficult1 and most important profession open to women with no preparation at all1 or with only what they have unconsciously absorbed at home in the brief pauses of the education which did not educate them for life4 ,the education for homemaking will never lose sight of the fact that girls must really be prepared for a double vocation1 since it is a question whether or not they will become homemakers1 and they must at all events be prepared for the years intervening between school and home4 ,on the contrary1 the education which prepares the homemaker will exercise special care in training for those intervening years1 or for life work if it should prove to be such4 ,of all distinctly vocational training1 it is only fair1 however1 that the homemaking training should come first1 as a foundation for all later work4 ,whether the girl thus trained ever presides over a home of her own or not1 the training will have made her a broader woman and a better worker1 with a finer understanding of the universal business of her sex4 ,,footnotes3 ,footnote #f3 ,oppenheim4 ,,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 homemaking1 we must not overlook the fact that1 although ways and means are vitally necessary1 it is after all the spirit of the girl which will supply the motive power to make the home machinery run4 ,with this in view we must so plan the girl's training as to secure not only the concrete knowledge of doing things1 but also the more abstract qualities which will equip her for her work4 ,false ideals and ignorance of housekeeping processes are responsible for thousands of homekeeping failures2 but lack of fairness1 of good temper1 patience1 humor1 courage1 courtesy1 stability1 perseverance1 and initiative must be held accountable for thousands more4 ,for these qualities1 then1 the girl must be definitely and painstakingly trained4 ,in other words1 we must work for the highest type of woman1 spiritually as well as industrially4 ,it may seem that definite instruction in such abstract qualities as good temper or stability or fairness is difficult or perhaps impossible to ,secure4 ,since1 however1 all the girl's intercourse with her kind affords daily opportunity for practice of these qualities1 instruction may easily accompany and become a part of her daily life4 ,the lack of these qualities handicaps the girl even in her school life and shows there plainly the handicap that1 unless help is given her1 she will suffer for life4 ,her school work offers ample opportunity for the cultivation of patience and perseverance4 ,teachers must combat vigorously the give-up spirit1 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 arises4 ,play hours as well as work hours are invaluable in teaching the girl the difficult art of getting along with the world4 ,the educational value of games is largely found in their social training4 ,experience teaches that children require long and patient instruction to enable them to play games4 ,they have to learn fairness1 courtesy1 good temper2 honesty1 kindness1 sympathy4 ,they have to learn to be good losers and to consider the fun of playing a better end than winning the game4 ,illustration3 ,photograph by ,brown ,bros4 ,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 play4 ,all play not solitary has recognized social value2 games1 because the idea of contest is involved1 have a special value of their own4 ,close observation of young children in their games1 especially when unsupervised1 shows us self supreme4 ,according to temperament1 the child either pushes his way savagely to the goal or furtively seeks to win by cunning and craft4 ,he must win1 regardless of the process4 ,how many of these unsupervised games end in ,i sha'n't play1 in angry bursts of tears1 or even in blows6 ,how many fail upon close scrutiny to show some less assertive child1 who never wins1 who is never chosen1 who might better not be playing at all than never to have his turn6 ,illustration3 ,copyright by ,underwood ,underwood ,hunter ,high ,school girls playing hockey in ,central ,park1 ,new ,york4 ,the educational value of games lies in the fact that they teach fair play1 self-control1 and proper consideration of others ,during the individualistic period games must be for the satisfaction of individualistic desires4 ,team work must await a later development of child nature4 ,but while each child may play to win1 his future welfare demands that his efforts be in harmony with certain principles4 #a4 ,he must respect the rules of the game4 #b4 ,he must play fair4 #c4 ,he must control anger1 jealousy1 boastfulness1 and other of the more elemental emotions4 #d4 ,he must consider the handicaps suffered by some players1 and see that they get a square deal4 ,girls' games and boys' games at this period happily show little differentiation4 ,almost any game not prejudicial to health serves to call into action the moral forces we strive to cultivate4 ,the game to a certain extent typifies the larger life--the life of effort1 contest1 striving to win4 ,self-control and proper consideration of others in the one must serve as a help in fitting for the other4 ,illustration3 ,courtesy of ,l4,a4 ,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 games4 ,the fact is that girls especially need this training as the woman's sphere in present-day life is widening4 ,men have always had contact with the world4 ,women have in times past had to content themselves with a single interest involving contest--the social game4 ,how far we may safely go in utilizing the game element--that is1 the contest or competition element--in school work is a question for thought4 ,the rules of the game are less easy to enforce here2 jealousies are harder to control2 handicaps are more in evidence and less easy to make allowance for in contests2 the discouragement of failure may have more serious results4 ,the mere fact of class grouping involves a natural competition1 healthful and beneficial and wisely preparatory for future living4 ,more emphasis than this upon rivalry may produce feverish and unhealthful conditions1 far removed from the mental poise we desire for our girls4 ,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 obstacles4 ,the school and the playground form the growing girl's community life4 ,in them she must learn to practice community virtues1 to shun community evils1 and to accept community responsibilities4 ,for her the school and the playground are society4 ,here she will take her first lessons in the pride of possessions1 in the prestige accompanying them1 in the struggle for social supremacy1 in doubtful ideals brought from all sorts of doubtful sources4 ,here she will find exaggerated notions of style and its value1 impure ,english1 whispered uncleanness in regard to sex matters1 and surreptitious reading of forbidden books4 ,here also she will find worthier examples--clean1 pure thought1 honesty and fair dealing1 pride of achievement rather than of externals1 fine ideals exemplified in the best homes4 ,and no finer or more delicate task lies before teacher and mother than the guidance of the girl in her choice4 ,illustration3 ,photograph by ,brown ,bros4 ,a school playground4 ,the school and the playground form the growing girl's community life ,illustration3 ,photograph by ,brown ,bros4 ,a model playground4 ,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 life4 ,no longer confined to the narrow circle of home and family friends1 the child may lose all the tiny beginnings of desired virtues in this larger life4 ,or1 on the contrary1 when the school recognizes and continues home training1 or supplies what has not been given1 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 be4 ,take the question of sex knowledge1 so widely agitated of late4 ,we cannot guard our girls against contact with some who will exert a harmful influence4 ,we can only forearm them by natural1 gradual information on this subject as their young minds reach out for knowledge1 so that sex knowledge comes1 as other knowledge comes1 without solemnity or sentimentality on the one hand or undue mystery and a hint of shame on the other4 ,no course in sex hygiene can take the place of this early gradual teaching1 answering each question as it comes1 in a perfectly natural way1 and with due regard for the child's wonder at all of nature's marvelous processes4 ,the little girl who knows presents no possibilities to the perverted mind which seeks to astonish and excite her4 ,and if she knows because my mother told me1 the guard is as nearly perfect as can be devised4 ,upon this foundation the formal course in sex hygiene may be built4 ,such a course will then be a scientific summing up1 with application to personal ideals and requirements4 ,it can easily1 safely1 and wisely be deferred until the adolescent period4 ,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 care4 ,the number of marriages rendered failures1 the number of homes totally wrecked1 by sulking or nagging or outbursts of ill-temper1 can probably not be estimated4 ,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 temper4 ,think of the families in which some undesirable trait of this sort seems to pass from generation to generation1 accepted by each member calmly as an inheritance not to be thrown off4 ,it's my disposition1 one will tell you with a sigh4 ,mother was just the same4 ,surely the time to combat these undesirable traits is in childhood1 and probably the first step is for the mother1 who looks back to her mother as being just the same1 to stop talking or thinking about inherited traits and at least to present an outward show of good temper for the child to see4 ,then there is the teacher1 who is under a strain and who finds annoyances in every hour which tend to destroy her equanimity4 ,her serenity1 if she can accomplish it1 will prove an excellent example4 ,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 create4 ,,chapter ,,ix ,,the ,,adolescent ,,girl ,adolescence1 the critical period of the training of the boy and girl1 presents a complexity of problems before which parents and teachers alike are often at a loss4 ,the adolescent period1 the growing-up stage of the girl's life1 is physically the time of rapid and important bodily changes4 ,new cells1 new tissue1 new glands1 are forming4 ,new functions are being established4 ,the whole nervous system is keyed to higher pitch than at any previous time4 ,excessive drain upon body or nerve force at this time must mean depletion either now or in the years of maturity4 ,but1 on the other hand1 the keynote of the girl's adolescent mental life is awakening4 ,her whole nature calls out for a larger1 fuller1 more intense life4 ,home1 school1 society1 dress1 all take on new aspects under the transforming power of the new sex life stirring and perfecting itself within4 ,the world is beckoning to the emerging woman1 and her every instinct leads her to follow the beckoning hand4 ,now1 if ever1 the girl needs the influence and guidance of some wise and sympathetic woman friend4 ,it may be--let us hope it is--her mother2 or1 failing that1 her teacher2 or1 better than either alone1 both mother and teacher working in sympathetic harmony4 ,illustration3 ,photograph by ,brown ,bros4 ,camp ,fire ,girls4 ,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 health4 ,school demands at this age are likely to be excessive under existing systems of instruction4 ,in many ways the secondary school1 in which we may assume our adolescent girl to be1 merits the criticism constantly made1 that it works its pupils too hard or1 perhaps more accurately1 that it works them too long4 ,nothing but the closest cooeperation between parents and teachers can afford either of them the necessary data for working out this problem4 ,it can never be anything but an individual problem1 since girls will always differ whether school courses do so or not1 and adjustment of one to the other must be made every time the combination is effected4 ,some schools content themselves with asking for a record of time spent on school work at home4 ,many parents merely acquiesce in the girl's statement that she does or doesn't have to study to-night1 and the matter rests4 ,other schools and other parents go into the question with more or less detail1 but usually quite independently of each other in the investigation4 ,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 question4 ,school girls naturally divide into fairly well-defined classes3 the girl who is overanxious or overconscientious about her work1 the girl who intends to comply with rules but has no special anxiety about results1 and the girl who habitually takes chances in evading the preparation of lessons4 ,how many parents know at all definitely to which class their girl belongs8 ,the same girls may be classified again with regard to activities outside the school4 ,they may help at home much or little or not at all4 ,they may have absorbing social interests or practically none4 ,they may be in normal health or may already be nervous wrecks from causes over which the school has no control4 ,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 child4 ,the modern physician keeps a carefully tabulated record of his patient's history and condition4 ,the school should do the same thing and should prescribe with due reference to such record4 ,it frequently happens1 however1 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 hours4 ,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 sleep1 exercise in the open air1 and hygienic clothing1 and that her life outside the school is not of the sort that we describe in these days as strenuous4 ,it is this strenuous life which our girls must be taught to avoid4 ,any daily or weekly program which is crowded with activities is a dangerous program for developing girlhood4 ,the very atmosphere of many modern homes is charged with the spirit of haste1 and parents scarcely realize that the daughter's time is too full1 because their own is too full also4 ,they have no time to stop and realize anything4 ,a quiet home is an essential help in preserving a girl's health and well-being4 ,illustration3 ,copyright by ,underwood ,underwood ,a mountain camp4 ,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 elders4 ,parents are often unaware how much of the family burden their sons and daughters are secretly bearing1 or how long sometimes they continue to struggle under the burden after it has mercifully slipped from father's or mother's shoulders4 ,good health means buoyancy1 a springing to meet the future with a tingle of joy in facing the unknown4 ,the adolescent period is essentially an unfolding time1 in which probably for the first time choice seems to present itself in a large way in ordering the girl's life4 ,in school she is confronted with a choice of studies or of courses4 ,to make these choices she must look farther ahead and ask herself many questions as to the future4 ,what is she to be8 ,nor is she loath to face this question4 ,some of the very happiest of the girl's dreams at this time are concerned with that problematical future4 ,there was a day when girls dreamed only of husbands1 children1 and homes4 ,then1 as the pendulum swung1 they dreamed of careers1 a hand in the world's work4 ,now they dream of either or both1 or they halt confused by the wide outlook4 ,but of one thing we may be sure--our girl is dreaming1 and she seldom tells her dreams4 ,it is during this period in a girl's life that she is most likely to chafe at restraint1 to picture a wonderful life outside her home environment1 and to demand the opportunity to make her own choice4 ,as she goes on through high school1 she longs more and more for freedom1 quite unconscious of the fact that what seems freedom in her elders is1 in reality1 often farthest removed from that elusive condition4 ,her imagination is taking wild flights in these days4 ,sometimes we catch fleeting glimpses of its often disordered fancies1 although oftener we see only the most docile of exteriors standing guard over an inner self of which we do not dream4 ,the wise mother and the wise teacher are they whose adolescent memories1 longings1 misapprehensions1 and mistakes are not forgotten1 but are being sympathetically and understandingly searched for light in guiding the girls whose guardians they are4 ,they recognize once and for all that normal girls are filled with what seem abnormal notions1 desires1 and ideals4 ,they recall how little they used to know of life1 and the pitfalls they barely escaped1 if they did escape4 ,thus only can they keep close to the girl in spirit and help her as they once needed help4 ,they respect her longing for freedom of choice and they teach her how to choose4 ,it is of little use to attempt to clip the wings of the girl's imagination1 however riotous4 ,the wings are safely hidden from our profaning touch4 ,instead we must teach her to dream true dreams and to choose real things rather than shams4 ,illustration3 ,a study room4 ,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 walls4 ,as a matter of fact1 however1 school work appeals to her much less than it has probably done earlier or than it will do in her college days4 ,dress is becoming an absorbing subject4 ,the boys1 however little you may think it1 are seldom far from her thoughts4 ,intimate friendship with another adolescent girl perhaps affords an outlet1 beneficial or otherwise1 for the crowding life which is too precious to bear the unsympathetic touch of the world of her elders4 ,or perhaps the girl becomes solitary in her habits1 living in a world of romance found in books or in her own dreams1 impatient with the world about her1 feeling sure she is misunderstood4 ,what can home1 school1 and society in general do for the adolescent girl1 that her awakening may be sweet and sane1 that her future usefulness may not be impaired or her life embittered by wrong choice at the brink of womanhood8 ,any wise plan for the training of girls in their teens must include provision for3 #a4 ,outdoor play and exercise4 ,in the country this is much more easily accomplished4 ,city problems bearing on this question are among the most acute of all concerning boys and girls4 #b4 ,systematic attention to the work of the schoolroom4 ,thus the girl acquires habits of concentration and industry that she will need all her life4 #c4 ,some manual work in kitchen1 garden1 sewing room1 or workshop4 ,here the girl's natural tastes and inclination may be discovered and trained4 #d4 ,food for the imagination4 ,books1 music1 pictures1 inspiring plays4 ,the ,campfire ,girls' movement is valuable in its imaginative aspect4 #e4 ,attention to dress4 ,laying the foundation for wise lifelong habits4 #f4 ,healthful social intercourse under the best conditions with boys and with other girls1 both at home and at school4 ,croquet1 tennis1 skating1 offer fine opportunities for such intercourse4 ,parties1 dancing1 present more difficulties1 but have their value under right conditions4 ,not all fun should include the boys4 ,athletic contests between girls do much to develop a neglected side of girl nature4 #g4 ,companionship with her mother1 or some other woman of experience4 ,nothing can quite take the place of this4 ,the girl is sailing out upon an uncharted sea4 ,she needs the help of someone who has sailed that way before4 ,illustration3 ,a botanical laboratory in ,portland1 ,oregon4 ,through systematic attention to the work of the schoolroom the girl acquires habits of concentration and industry #h4 ,preparation for marriage and motherhood4 ,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 years4 ,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 girls4 #i4 ,acquaintance with the lives of some of the great women of history1 as well as of some who have lived inspiring lives in the girl's own country and time4 ,a long list of such women might be made4 #aj4 ,some unoccupied time4 ,our girl must not be permitted to acquire the bad habit of rushing through life4 #aa4 ,study of vocations and avocations for women4 ,avocations--the work which serves as play--should be wisely studied1 and some avocation adopted by every girl4 ,illustration3 ,photograph by ,brown ,bros4 ,a quiet retreat4 ,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 seized4 ,the proportion of purely mental work and of handwork will vary according to the locality in which the girl finds herself4 ,in general1 however1 such matters receive more consideration than the more complex ones of direct social bearing4 ,how a girl shall dress1 with whom and under what conditions she shall find her social life1 what she shall know of herself1 of woman in general1 of the opposite sex1 what her relations with her mother shall be--these things are more often than not left to chance or to the girl's untrained inclination4 ,the dress question rests fundamentally upon the personal question1 ,what do clothes mean to the girl8 ,behind that we usually find what clothes mean to her mother1 to her teachers1 to the women who have a part in her social life4 ,instinct teaches the girl to adorn her person4 ,environment is largely responsible for the sort of adornment she will choose4 ,to bring the matter at once to a practical basis1 what standards shall we set up for our girls to see1 to admire1 and to adopt as their own8 ,well dressed may be interpreted to mean simply1 or serviceably1 or conspicuously1 or becomingly1 or fashionably1 or cheaply1 or appropriately1 according to the standard of the person who uses the term4 ,it would necessarily be impossible to establish a common standard for any considerable group of women1 since individual conditions must govern individual choice4 ,a wise standard for girls and their mothers1 however1 will conform to certain principles1 even though the application of the principles be widely different4 ,these principles may be expressed somewhat as follows3 #a4 ,beauty in dress is expressed in line1 color1 and adaptation to personal appearance1 not in expense4 #b4 ,fitness depends upon the occasion and upon the relation of cost to the wearer's income4 #c4 ,simplicity conduces to beauty1 fitness1 and to ease of upkeep4 #d4 ,upkeep1 including durability and cleansing possibilities1 is as important a consideration in selecting clothes as in selecting buildings and automobiles4 ,freshness outranks elegance4 #e4 ,individuality should be the keynote of expression in dress4 ,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 fruit4 ,the erroneous notion fostered by thousands of ,american women1 that if you can only look like the women of some social set to which you aspire you are like them for all social purposes1 is a fallacy1 in spite of its general acceptance4 ,we might as well expect blue eyes1 straight noses1 or number three shoes to form the basis of a social group4 ,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 belief4 ,nature is telling the girl to make herself beautiful4 ,it is not only useless but wrong to set ourselves against this instinct4 ,instead we must show her what beauty in clothes means1 and how to attain it without paying for it more than she can afford1 in money1 in time1 or in sacrifice of her spiritual self4 ,the school does its share when it teaches the general theory of beauty1 with practical illustration in study of line and color schemes4 ,the individual teacher and the mother have to impart the far more delicate lessons concerning influence and cost--mental1 moral1 and spiritual--in other words1 the psychology of clothes4 ,our girl must grow up fully cognizant of what her clothes cost4 ,when she desires1 as she doubtless will desire1 silk petticoats1 and an up-to-date hat1 and high-heeled shoes1 and an absurdly beruffled dress1 and a wonderful array of ribbons1 she must discover what each and every one of these things costs and whether it is worth the price4 ,the high heels sometimes cost health2 the conspicuous dress may cost the good opinion or the admiration of those who value modesty above style2 the silk petticoat may be bought at the cost of mother's or father's sacrifice of something needed far more2 the trimming on the hat may have cost the life of a beautiful mother bird and the slow starvation of her nestlings4 ,nothing the girl wears costs money only4 ,she must also learn that fine clothes are out of place on a girl whose body is not finely cared for2 that money is better expended for quality than for show2 and1 most of all1 that clothes are secondary matters1 when all is said4 ,wisdom and sympathy and tact are never more needed than in this sort of teaching4 ,the principles of good dressing cannot be laid down baldly and coldly1 like mathematical rules1 for the guidance of a girl palpitating with youthful and beauty-loving instincts4 ,the mother who says1 merely1 ,certainly not4 ,you don't need them4 ,i never had silk stockings when ,i was a girl1 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 function4 ,there are mothers of each of these sorts4 ,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 way1 however kindly spoken4 ,she treats her daughter's request seriously1 asks a few questions1 in the answers to which the other girls will probably figure largely1 and talks it over4 ,of course1 there is the first cost to consider4 ,the price of three or four pairs of silk stockings would give you a dozen pairs of fine cotton4 ,yes1 ,i know there are cheaper silk ones to be had1 but their quality is poor4 ,we should scarcely want you to wear coarse1 poorly made ones4 ,and of course you know silk ones do not last so long4 ,they are pretty1 and pleasant to wear1 and cool1 ,i know4 ,how would it do to have silk ones to wear with your new party dress1 and keep on with the cotton ones for school8 ,we don't want to be overdressed in business hours1 you know4 ,then1 it seems to me1 it is a little hard on the really poor girls at school if the rest of you are inclined to overdress4 ,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 different4 ,wouldn't it be kinder not to wear expensive things to school at all8 ,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 question1 to realize her responsibilities1 and to learn to choose wisely for herself4 ,it is highly desirable that mothers keep up their own standards of dress as they approach middle life and their daughters enter the adolescent period4 ,some women even make the mistake of dressing shabbily that they may gown their daughters resplendently4 ,they are educating their daughters to a false standard and to a selfish life4 ,teachers also probably seldom realize how wide an influence they may exercise upon their adolescent girl pupils in the matter of dress4 ,many a girl forms her standard and her ideal from what her teacher wears4 ,teachers must accept their responsibility and make good use of the opportunities it gives them4 ,it is approximately at the time of her awakening to the beautifying instinct that the girl begins to take a special interest in social matters4 ,here again she needs wise guidance1 and usually more guidance and less direction than most girls get4 ,the ,american mother is prone in social questions to trust her daughter too much1 or not enough1 and to train her very little4 ,illustration3 ,copyright by ,underwood ,underwood ,skating offers fine opportunity for healthful social intercourse ,in many cases adolescent society centers about the school4 ,there are the everyday walks and talks of the boys and girls1 the games and meets and contests1 with their attendant social features1 the literary societies and debating clubs1 the school parties and dances4 ,the school thus comes to assume a considerable part in the boy's and girl's social training1 much more than was the case twenty or even ten years ago2 and the whole trend of educational movement in this matter is toward doing more even than it now does4 ,in some cases schools have merely drifted into this social work1 without definite aims and without conspicuously good results1 just as some parents have drifted into acceptance of the situation1 with little oversight and a comfortable shifting of responsibility4 ,illustration3 ,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 training1 it usually happens that the girl discovers some things by a painful if not heartbreaking trial-and-error method1 and other things she quite fails to discover at all4 ,most of all1 she needs her mother at this time--a wise1 interested1 companionable mother1 who knows much about what goes on at school parties and at school generally1 but who never forces confidences and1 indeed1 who never needs to2 an elder sister sort of mother1 who helps4 ,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 marred4 ,there are schools and there are mothers who look upon every phase of school life as contributing to the educative process1 and these find in the social affairs of the school their opportunities to teach some vital lessons4 ,some schools are lengthening the free time between periods1 merely for the purpose of adding to the informal social intercourse between pupils4 ,wise teachers as well as wise mothers will see that the social phase of school life1 especially in the evening1 is not overdone4 ,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 exception4 ,it is not usually1 however1 the social affairs of the school alone which cause the girl to develop the habit of too many evenings away from home4 ,it is the school party plus the church social1 plus the moving pictures1 plus the girls' club1 plus the theater1 plus choir practice1 plus the informal evening at her chum's1 plus a dozen other dissipations1 that in the course of a few years change a quiet1 home-loving little schoolgirl into a gadding1 overwrought1 uneasy woman4 ,unless one has tried it1 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 home4 ,no girl enjoys leaving the party at ten when the other girls stay until twelve4 ,nor does she enjoy declining invitations when the other girls all go4 ,but what the individual mother finds difficult1 community sentiment can easily accomplish4 ,the woman's club or the mothers' club or the parent-teacher association1 or better yet all three1 may profitably discuss the question1 and may set about the creation of the sentiment required4 ,quite as important as ,how often shall she go8 is the question ,with whom is she going8 ,there are two ways of approaching the problem here involved4 ,one requires more knowledge for the girl herself1 that she may better judge what constitutes a worthy companion4 ,the other is reached by the better training of boys1 that more of them may develop into the sort of young men with whom we may trust our daughters4 ,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 friends4 ,the very best place for this getting acquainted is the girl's own home1 to which1 therefore1 young people should often be informally invited4 ,nor should parents neglect occasional opportunities to observe their daughter's friends in other environment--at the church social or supper1 at entertainments1 at school1 or on the street4 ,fortunately the revolt against a dual standard of purity for men and women holds promise of a larger proportion of clean1 controlled1 trustworthy boys4 ,it will never be quite safe1 however1 to trust either our boys or our girls to resist instincts implanted by nature and restrained only by the artificial barriers of society1 unless we keep their imaginations busy1 and unless we implant ideals of conduct high enough to make them desire self-control for ends which seem beautiful and good to themselves4 ,the adolescent period is especially favorable for the formation of ideals1 and a high conception of love and marriage will probably prove the truest safeguard our boys and girls can have4 ,the reading of the period is of special importance4 ,at no other time of life will altruism1 self-sacrifice1 high ideals of honor and of love1 make so strong an appeal as now4 ,adolescent reading must make the most of this fact4 ,some of the great love stories of literature and biography should be read1 especially one or two which involve the putting aside of desire at the call of a higher motive4 ,at least one story involving the world-old theme of the betrayed woman--,the ,scarlet ,letter1 perhaps1 or ,adam ,bede--should be required reading for every adolescent girl1 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 them4 ,girls must learn from their mothers and teachers to distrust the boy who shows any inclination to take liberties1 and they must also learn that girls1 consciously or more often otherwise1 daily put temptation in the way of boys who desire to do right1 and invite liberties from the other sort4 ,restraint1 in dress1 in carriage1 in manners1 and in conversation1 must be made to seem right and desirable to the girl1 for her own sake and no less for the good of the other sex4 ,this of course means that teachers must set fine examples before the girl in their own dress and deportment4 ,to counteract the dangerous tendencies which have become intensified by the wholesale breaking of social customs during the war1 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 period4 ,many teachers are improperly dressed and setting the wrong example4 ,many parents are dressing carelessly and sending their girls to high school improperly dressed4 ,the boys are tempted--yes1 are forced--to observe the bodies of their girl classmates1 in study-rooms1 halls1 laboratories1 and on playgrounds4 ,these girls who are immodestly dressed are not only exposing themselves to danger and inviting familiarities1 but are tempting the boys to go wrong4 ,many of the tragedies in our schools can be traced to this source4 ,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 teachers4 ,the task is gigantic1 for the customs and suggestions which are responsible for present-day conditions are many and permeate our magazines1 books1 moving pictures1 dances1 and nearly all social gatherings4 ,many superintendents1 teachers1 and parents have been very seriously studying these social and moral problems and making plans to start reforms at once in the public schools4 ,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 school4 ,this custom is already established in some of our best private schools4 ,uniform dress has a very democratic training which commends it4 ,it is less expensive than the present varied styles4 ,it is practical1 for it avoids discrimination which would lead to many private difficulties4 ,the girl has now reached the time when her bits of knowledge of sex matters1 gained gradually since the first stirrings of curiosity in her little girlhood1 should be gathered1 summarized1 and given practical application to the mature life she will soon enter upon4 ,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 life4 ,personal purity is primarily a matter of mind4 ,girls who all their lives have been familiar with the mystery of birth1 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 development1 are now ready to be taught the vital necessity of subordinating the animal to the spiritual in the sex life4 ,it may seem unwise and unnecessary to put before young girls so dark and distressing a subject as the social evil4 ,yet ,i know of no way to combat this evil without teaching all girls what must be avoided4 ,when girls realize that the social evil #a4 ,rests upon a foundation of purely unrestrained animal instinct2 #b4 ,that a single sexual misstep has ruined thousands upon thousands of girls' lives2 #c4 ,that ignorance or the one misstep has led thousands to a permanent life of shame2 #d4 ,that such a life means1 sooner or later1 sorrow1 impaired or destroyed health1 disgrace1 and early death to its woman victims2 #e4 ,that the social evil destroys the efficiency and the moral worth of men2 #f4 ,that it sets free deadly disease germs to permeate society1 causing untold misery among the innocent1 then1 and not until then1 can they be taught #a4 ,to recognize and fear animal instinct unrestrained by higher motive2 #b4 ,to guard their own instincts2 #c4 ,to hold men to a high standard of social purity and to help them attain it4 ,nor does this teaching necessitate morbid consideration of the subject4 ,it will1 in fact1 in many cases clear away the morbid curiosity and surreptitious seeking after information in which untaught girls indulge4 ,skillfully and delicately taught this knowledge as an important and serious part of woman's work1 girls will be sweeter and more womanly for the knowledge of their responsibility to society and to their unborn offspring4 ,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 it4 ,to give such work into any but the wisest hands invites disaster4 ,to make it a study of the physical basis of sexual life is disaster in itself4 ,service1 through making one's self a pure member of society1 and through helping others to keep the same standard--this must be the keynote of the teaching1 an education toward social efficiency and social uplift4 ,,chapter ,x ,,the ,,girl',s ,,work ,the adolescent girl1 already the product of a general training which has aimed at all-round development of body1 mind1 and spirit1 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 society4 ,henceforward the girl's training must face her double possibilities4 ,she must not be allowed to have an eye single to making an industrial place for herself2 nor can those who educate her fail to see the double work she must do4 ,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 industry1 discovering what women have done and are doing1 together with the effects of gainful occupation upon the character and efficiency of women4 ,the ,united ,states ,census reports for #aiaj give the following figures3 ,number of ,females ,ten ,years and ,over ,year ,engaged in ,gainful ,occupations #ahhj #b1fdg1aeg #ahij #d1jje1ecb #aijj #e1cai1cig #aiaj #h1jge1ggb ,it is thus seen that gainful occupations for women have increased greatly in the thirty years covered by the report4 ,at present #ba4b per cent of all females1 or #bc4d of all over ten years of age1 are engaged in work for wages4 ,further tabulation brings out the fact that1 whereas the age period from twenty-one to forty-four shows the largest percentage of men employed in gainful work1 women show the largest proportion of their numbers so employed during the age period from sixteen to twenty4 ,evidently the girls are at work4 ,the figures follow3 ,,males ,,ten ,,years ,,and ,,over ,,females ,,ten ,,years ,,and ,,over ,age ,period ,per ,cent ,age ,period ,per ,cent #aj-ac #af4f #aj-ac #h4j #ad-ae #da4d #ad-ae #ai4h #af-bj #gi4b #af-bj #ci4i #ba-dd #if4g #ba-dd #bf4c #de and over #he4i #de and over #ae4g ,compare with these figures the following table3 ,,ages ,,at ,,which ,,women ,,marry#g #aa4b per cent1 or #a_/i1 of all women marry before #bj #dg4c #a_/b #be #gb4d #c_/d #cj #hc4c #e_/f #ce #hh4h #h_/i #de #ib4a #aa_/ab #ee #ic4c #ad_/ae #fe #ic4h #ae_/af #ajj ,it will be observed that since the percentage of women at work decreases after twenty1 the number of women who marry and presumably become homemakers is very largely increased4 ,these figures would seem to indicate that girls go to work early1 that as yet industry does not largely prevent marriage1 and that marriage does in many or most cases stop women's industrial careers4 ,inquiry as to what women are doing in the industrial world elicits important facts4 ,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 fact4 ,the ,census report includes #eji closely classified occupations4 ,women are found in all but #dc4 ,even allowing for the inaccuracy of such figures1 and passing over the occupations which take in only an occasional woman1 it is seen that woman's sphere can no longer be arbitrarily defined4 ,the following facts and figures for women give us food for thought3 ,farm laborers 7working out7 #ccg1ebb ,iron and steel industries #bi1ahb ,chemical industries #ae1egg ,clay1 glass1 and stone industries #aa1hdi ,electrical supply factories #aa1jda ,lumber and furniture industries #ag1bad ,steam railroad laborers #c1bdh ,illustration3 ,photograph by ,c4 ,park ,pressey ,the #aiaj ,census showed over three hundred and thirty thousand women employed as farm laborers4 ,this number did not include wives or daughters of farm-owners ,the foregoing facts concern occupations which were once associated entirely with men4 ,if we enter the ranks of more womanly work we shall find3 ,dressmakers #ddg1gfj ,milliners #abb1jgj ,sewers and sewing-machine operators #bca1ajf ,telephone operators #hh1bfb ,nurses #ahg1dbj ,clerks and saleswomen in stores #cfb1jha ,stenographers and typists #bfc1cae ,bookkeepers1 cashiers1 and accountants #ahg1aee ,cooks #ccc1dcf ,laundresses 7not in laundries7 #ebj1jjd ,teachers #dgh1jbg ,these are of course merely a few among the four hundred and fifty kinds of work in which women are found4 ,any survey of women's work comes close to a general survey of industry4 ,we shall find that in some occupations the proportion of men is much larger than that of women4 ,in others women have made rapid strides4 ,the accompanying diagram shows that in professional service1 in domestic and personal service1 and in clerical occupations women are found in largest numbers4 ,in domestic and personal service the women outnumber the men more than two to one4 ,in professional service there are four women to five men1 a large proportion of the women being teachers4 ,in the clerical occupations we have one woman to each two men1 in manufacturing one woman to six men1 in agriculture one woman to seven men1 and in trade one to eight4 ,the occupations for women have been changed somewhat by the new industrial conditions forced upon us by the war1 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 women4 ,illustration3 ,proportions of men and women in the ,united ,states engaged in special occupations ,illustration3 ,copyright by ,underwood ,underwood ,farmerettes4 ,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 province1 the claim must rest upon one of two assumptions3 ,either women are physically1 mentally1 and morally identical in their capabilities with men1 or differences in physical1 mental1 and moral make-up must be considered as not affecting work4 ,most of us are not yet ready to agree to either of these premises4 ,we must therefore believe that some occupations are more suitable for one sex than for the other4 ,the fact is1 however1 that only a small group of radical thinkers have made the opposite claim4 ,women are found1 it is true1 in a large number of the occupations in which men are found4 ,but they are there for some other reason than that they claim all labor as their sphere4 ,some are driven by the stern necessity of doing whatever work is at hand2 some by ignorance of their unfitness1 or of the unfitness of the work for them2 some by the spirit of the age which says1 ,come1 be free4 ,try these things that men do4 ,see if they suit you4 ,find your sphere4 ,probably1 however1 this last reason for entering unsuitable occupations is the one least often underlying the choice4 ,girls select vocations in the main as boys do4 ,until very lately chance has been the ruling element far oftener than anything else4 ,studies in industry are now for the first time giving us adequate information as to requirements for efficiency1 working conditions1 wages1 living possibilities1 and the effects1 moral and physical1 of various occupations upon both men and women4 ,the problems arising out of the crossing and recrossing of these various elements are as yet but vaguely understood4 ,the great gain lies in the fact that their solution is being sought4 ,the community is of necessity interested in workingwomen as it is in workingmen4 ,without these workers the community does not exist4 ,when they are ill-paid1 overworked1 underfed1 discontented1 or inefficient1 the community necessarily suffers4 ,when they work under proper conditions1 the community shares their prosperity4 ,it is thus coming to be seen that the condition of workers is the concern of all the members of the community4 ,illustration3 ,photograph by ,brown ,bros4 ,factory workers4 ,sewers and sewing-machine operators to the number of over #bcj1jjj1 according to the #aiai ,census1 are employed in the ,united ,states ,in the case of the woman worker1 however1 and especially of the young woman worker1 the community has a further interest because of the service that women render as the mothers of the next and indeed of all future generations4 ,if1 then1 it is shown that women are physically unfit for certain occupations that men may follow with safety1 it becomes the business of the community to protect women1 even against themselves if necessary1 and to deter them from entering such lines of work4 ,the community must make use of various agencies in bringing about the proper relations between women and their work4 ,it may use legislation1 thereby securing1 for example1 factory inspectors to improve the sanitary and moral conditions in the places where women and girls are employed4 ,it may use the school1 the library1 and various civic improvement forces to inform both girls and their parents as to conditions under which girls should work4 ,it may employ vocational guides to make proper connections between women and their work4 ,for all these agencies to do satisfactory work1 the first requisite is knowledge of conditions4 ,this means skillful work upon a vast and rapidly increasing body of facts1 and wide dissemination of the results of such work4 ,illustration3 ,copyright by ,underwood ,underwood ,unemployed utilizing their spare time to make themselves more efficient4 ,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 conditions1 other than to mention that the number of hours that women may work is restricted in some states1 as is night work1 and that a minimum wage is required in some4 ,our question1 however1 is not so much what is forbidden women in the way of work1 as what women and girls will choose to do of the work which is not forbidden4 ,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 chosen4 ,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 home4 ,the average length of the girl's industrial life is computed to be only about five years4 ,she enters upon work at an age when it is often impossible to tell whether she will marry or remain single4 ,she is usually unable to know whether or not she will desire to marry4 ,the great majority of girls have therefore no stable conditions upon which to build a choice4 ,the work girls choose and their instability in the work they enter upon are direct results of these unstable conditions4 ,many girls feel the need of little or no training1 and apply for any work obtainable1 merely because they anticipate that their industrial career will soon be over4 ,a government report on the condition of woman and girl wage-earners in the ,united ,states gives the following facts concerning #a1cia women working in stores3 ,average length of service #e4ag years ,average wage3 ,first year #d4fi per week ,second year #e4bh ,tenth year #i4ha ,among #c1dba factory women investigated3 ,average length of service #d4df years ,average wage3 ,first year #d4fb per week ,second year #e4cd ,tenth year #h4dh ,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 envelope4 ,few of them remained more than five years1 and those who did remain did not receive adequate increase in their pay by the tenth year for workers of ten years' experience4 ,illustration3 ,photograph by ,brown ,bros4 ,a cotton-mill worker4 ,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 themselves1 and that the sources of information for them have been few if not entirely lacking4 ,happily these conditions are changing4 ,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 work4 ,girls must realize that unskillful1 mechanical work1 done always with a mental reservation that it is merely a temporary expedient1 keeps women's wages low1 destroys confidence in female capacity1 and has definite bearing not only on the individual woman's earning capacity1 but on her character as well4 ,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 home4 ,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 work4 ,they take the attitude that unless women do all the sorts of work that men do1 they are unjustly deprived of their rights4 ,our contention is rather that women have higher rights than that of identical work with men4 ,they1 above all other workers1 should have the right of intelligent choice of work which they can do to the advantage of themselves1 their offspring1 and the community4 ,such a choice will ignore the question of sex as a drawback1 accepting it1 on the other hand1 merely as a condition which1 like other conditions1 complicates but does not necessarily hamper choice4 ,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 direction4 ,no girl should feel that her industrial experience1 however short1 has nothing to contribute to the home life of which she dreams4 ,no girl need waste the knowledge and skill gained in industrial life when she abandons gainful occupation for the home4 ,homemaking education1 with industrial experience1 ought to make the ideal preparation for life work4 ,this1 however1 can be true only when the girl's industrial experience is of the right sort4 ,girls must therefore be led to choose the developing occupation4 ,it is a part of the world's economy to lead them to this choice4 ,,footnotes3 ,footnote #g3 ,from ,puffer1 ,vocational ,guidance1 based on ,census figures4 ,,chapter ,,xi ,,the ,,girl',s ,,work 7,continued7--,,classification ,,of ,,occupations ,it is well at the outset to recognize that vocation choosing is at best a complicated matter which1 to be successfully carried out1 demands not only much information1 but information from different viewpoints4 ,it is not enough to insure a living1 even a good living1 in the work a girl chooses4 ,we must take into consideration the girl's effect upon society as a teacher1 nurse1 saleswoman1 or office worker2 and no less1 in view of her evident destiny as mother of the race1 must we consider society's effect upon her1 as it finds her in the place she has chosen4 ,in other words1 will she serve society to the best of her ability1 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 making8 ,this double question must find answer in consideration of vocations from each of several viewpoints4 ,we may classify occupations open to girls 7#a7 from the standpoint of the girl's fitness1 physical and psychological2 7#b7 from the standpoint of industrial conditions1 the sanitary1 mental1 and moral atmosphere1 and the rewards obtainable2 7#c7 as factors increasing1 decreasing1 or not affecting the girl's possible home efficiency or the likelihood of taking up home life2 7#d7 from the standpoint of the girl's education2 7#e7 from the standpoint of service to society4 ,our first classification concerns the girl's fitness for this or that work4 ,the everyday work of the world in which our girls are to find a part may be separated into three fairly well-marked classes3 making things1 distributing things1 and service4 ,the first question we must ask concerning a girl desirous of finding work is1 then3 ,toward which of these classes does her natural ability and therefore probably her inclination tend8 ,natural handworkers make poor saleswomen2 natural traders or saleswomen are likely to be uninterested and ineffective handworkers4 ,the girl whose interests are all centered in people must not be condemned to spend her life in the production of things2 nor1 as is far more common1 must the girl who can make things1 and enjoys making them1 spend her life in merely handling the things other people have made1 as she strives to make connection between these things and the people who want them4 ,then there is the girl who is efficient and who finds her pleasure in doing things for people4 ,service--and we must remember that service is a wide term1 and that no stigma should attach to the class of workers which includes the teacher1 the physician1 and the minister--is clearly the direction in which such a girl's vocational ambition should be turned4 ,it would be idle to assert that all women are suited to marriage1 motherhood1 and domestic life1 although there is little doubt that early training may develop in some a suitability which would otherwise remain unsuspected4 ,when1 however1 early training fails to bring out any inclination toward these things1 we may well consider seriously before we exert the weight of our influence toward them4 ,home-mindedness shows itself in many ways1 and it should have been a matter of observation years before the girl faces the choice of a vocation4 ,it is usually of little avail to attempt to turn the attention of the girl who is definitely not thus minded toward the domestic life4 ,on the other hand1 the girl who is naturally so minded will respond readily to suggestions leading toward the occupations which require and appeal to her domestic nature4 ,the great majority of girls1 however1 are not definitely conscious of either home-mindedness or the opposite4 ,they are in fact not yet definitely cognizant of any natural bent4 ,it is these girls who are especially open to the influence of environment1 of what may prove temporary inclination1 or of false notions of the advantage of certain occupations in choosing a life work4 ,these are the girls1 too1 who are likely to drift into marriage as they are likely to drift into any other occupation1 and whose previous vocation may have added to or perfected their homemaking training or1 on the other hand1 may have developed in them habits and traits which will effectually kill their usefulness in the home life4 ,these1 then1 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 work4 ,the temporary idea must be combated vigorously in the girl's mind4 ,many an unwise choice would have been avoided had the girl really faced the possibility of making the work she undertook a life work4 ,the temporary idea makes inefficient workers and discontented women4 ,there is in most cases1 especially among the fairly well-to-do1 no dearth of assistance offered to the young girl in making her choice4 ,much of the advice1 unfortunately1 is not based on real knowledge either of vocations or of the girl4 ,knowledge is absolutely necessary to successful judgment in this delicate matter4 ,from a large number of letters written by high-school girls let me quote the following typical answers to the question3 ,why have you chosen the vocation for which you are preparing8 ,ever since ,i could walk my uncle has been making plans for me in music4 ,my first ambition was to be a stenographer1 but my father objected4 ,my father's choice was for me to be a teacher1 and before long it was mine too4 ,my ambition until my ,junior year in ,high ,school was to be a teacher4 ,from that time until now my ambition is to be a good stenographer4 ,my reason for changing is due partly to my friends and parents4 ,my parents do not want me to be a teacher1 as they consider it too hard a life4 ,i have been greatly influenced by my teacher1 who thinks ,i have a chance as a dramatic art teacher4 ,i am willing to take her word for it44 ,mother says it is a very ladylike occupation stenography4 ,my music instructor wishes for me to become a concert player1 or at least a good music teacher1 and ,i now think ,i wish the same4 ,these answers all show the customary ease of throwing out advice1 and also the undue significance attached by girls to these probably inexpert opinions4 ,parents often fail in their attempts to launch their children successfully4 ,sometimes they attempt unwisely to thrust a child into an occupation merely because it is ladylike1 or the vacation is long1 or the pay is good1 regardless of the child's aptitude or limitations4 ,quite often they await inspiration in the form of some revelation of the child's desires1 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 character4 ,undue sacrifice on the part of parents has without question swelled the ranks of mediocre physicians and lawyers and clergymen4 ,it has doubtless produced thousands of teachers who cannot teach1 nurses who are quite unsuited to the sick-room1 and office workers who have not the rudiments of business ability4 ,it would seem that truly successful guidance in a girl's search for a vocation can come1 like much of her training1 only from wise cooeperation of school and home4 ,teacher and parent see the girl from different angles4 ,their combined judgment will consequently have double value4 ,as the time of vocational choice approaches1 school records should cover larger ground than before1 and should be made with great care1 with constant appeal to parents for confirmation and additional facts4 ,the record should cover3 #a4 ,physical characteristics3 ,height2 weight2 lung capacity2 sight2 hearing2 condition of nasal passages2 condition of teeth2 bodily strength and endurance2 nerve strength or weakness4 #b4 ,health history3 ,time lost from school by illness2 school work as affected by physical condition when the girl is in school2 probable ability or inability to bear the confinement of an indoor occupation2 any early illness1 accident1 or surgical operation which may affect health and therefore vocational possibilities4 #c4 ,mental characteristics3 ,the quality of school work2 studious or active in temperament2 best suited for head work1 handwork1 or a combination2 ability to work independently of teacher or other guide2 studies most enjoyed2 studies in which best work is done2 evidences1 if any1 of special talent1 and whether or not sufficient to form basis of life work4 #d4 ,moral characteristics3 ,honesty2 moral courage2 stability2 tact2 combativeness2 leader or follower4 #e4 ,heredity3 ,physical statistics in regard to parents1 brothers1 sisters1 grandparents1 uncles1 aunts2 occupations followed by these1 with success or otherwise2 family traditions as to work2 special abilities in family noted4 #f4 ,vocational ambitions4 #g4 ,family resources for special training4 ,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--teachers1 parents1 or other friends of the girl are poorly equipped for giving advice as to the girl's future4 ,and yet it is common enough for such advice to be thrown out in the most casual manner1 with scarcely a thought of the ambitions awakened or of the future to which they may lead4 ,you certainly ought to go on the stage1 chorus the admiring friends of the girl who excels in the work of the elocution class4 ,and sometimes with no other counsel than this1 from people who really know nothing about the matter1 the girl struggles to enter the theatrical world1 only to find that her talent1 sufficient to excite admiring comment among her friends1 has proved inadequate to make her a worth-while actress4 ,why don't you study art8 say the friends of another girl2 or1 ,you like to take care of sick people4 ,why don't you train for nursing8 or1 ,you're so fond of books4 ,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 successfully2 that the one advised to be a nurse lacks patience and repose to a considerable degree2 or that the one advised to be a librarian is already suffering from strained eyes and should choose her vocation from the great outdoors4 ,knowledge of the girl must1 however1 be supplemented by a wide knowledge of vocations to be of real value to the teacher or parent who is preparing to give vocational counsel4 ,final choice may be reached only after the girl and the vocation are brought into comparative scrutiny1 and their mutual fitness determined4 ,in rare cases the choice may be made by the swift process of observing a great talent which1 in the absence of serious objections1 must govern the life work4 ,oftener the process is one of elimination1 or of building up from a general foundation of the girl's abilities and limitations1 and her possibilities for training sufficient to make her an efficient worker in the line chosen4 ,a knowledge of vocations presupposes1 first of all1 a grasp of the essentials of the work1 and hence the characteristics required in the worker to perform it4 ,what sort of girl is needed to make an efficient teacher1 nurse1 saleswoman1 or office worker8 ,how may we recognize this potential teacher without resorting to a clumsy1 time-wasting1 trial-and-error method8 ,these are matters with which schools and vocational guides all over the country are occupying themselves4 ,perhaps we cannot do better than to examine somewhat these requirements for some occupations toward which girls most often incline4 ,,the ,,producing ,,group ,the girl who is by nature a maker of things may be a factory worker1 a needlewoman1 a baker1 a poultry farmer1 a milliner1 a photographer1 or an artist with brush or with voice1 or in dramatic work4 ,she is still one who makes things4 ,we see at once how wide a range of industry may open to her4 ,how shall we know this type of girl8 ,first of all1 by her interest in things rather than in people4 ,with the exception of1 the singer and the dramatic artist1 whose production is of an intangible sort1 the girl who makes things is a handworker by choice4 ,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 work4 ,the girl's school record will usually show her best work with concrete materials4 ,she draws or sews well1 has excellent results in the cooking class1 works well in the laboratory4 ,at home she finds enjoyment in making things of one sort or another4 ,she displays ingenuity1 perhaps1 in meeting constructive problems4 ,if so1 that must be considered in finding her place4 ,handwork for women includes a wide range of occupations4 ,let us now examine some of these kinds of work4 ,illustration3 ,in the packing room of a wholesale house4 ,the untrained girl finds it easy to obtain factory work ,factory work4 ,this term covers many departments of manufacturing industries4 ,in the main1 however1 they may be classed together1 since in practically all of them the worker contributes only one small portion of the work incidental to the making of candy1 or artificial flowers1 or coats1 or pickles1 or shoes1 or corsets1 or underwear1 or anyone of a hundred different products1 some one or several of which may be found in nearly every ,american town4 ,the great advantage of factory work1 as the untrained girl sees it1 is that it is usually easy to obtain and that it promises some return even from the start4 ,hence a large proportion of untrained girls who leave school as soon as the law allows enter the factories near their homes4 ,the great disadvantages of factory work1 laying aside for a moment many minor disadvantages1 are that it not only requires no skill in the beginner1 but that it produces little if any skill even with years of work and offers practically no advancement for a large proportion of the workers4 ,it should therefore1 be reserved for girls of less keen intelligence1 and other girls should if possible be guided toward other occupations4 ,teachers must make themselves thoroughly familiar with working conditions in local factories1 since there will always be girls who1 because of their own limitations or the limitations of their environment1 will find themselves obliged to take up factory work4 ,under the teacher's guidance girls should make definite studies and prepare detailed reports of local conditions with respect to working hours1 character of work1 wages1 possible advancement1 dangers to health1 moral conditions1 advantages over other occupations open to girls with no more training1 and disadvantages4 ,girls should at least go into factory work with their eyes open1 that they may pass their days in the best surroundings available4 ,dressmaking4 ,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 factory4 ,the immediate return for the untrained girl is far less1 but the farsighted girl must learn to look beyond the immediate present4 ,not all girls1 however1 will make good dressmakers4 ,not all1 even of the producing type of girl1 will do so4 ,certain definite qualities are required4 ,the girl who would succeed as a dressmaker must possess ingenuity1 imagination1 and the visualizing type of mind4 ,she must see the end from the beginning1 and must be able to find the way to produce that which she visualizes4 ,she must be a keen observer4 ,she must have confidence in her own power to create4 ,she must possess manual dexterity1 artistic ideas1 and1 if she aims at a business of her own1 a pleasing personality and keen business sense4 ,illustration3 ,photograph by ,brown ,bros4 ,a millinery class4 ,millinery requires of the girl a certain degree of creative ability ,millinery4 ,millinery requires in its workers the same general type of mind required for dressmaking1 and in addition a certain millinery faculty or creative ability4 ,the girl who can make and trim hats usually discovers her own talent fairly early in life4 ,arts and crafts4 ,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 designs4 ,embroidery1 lace making1 rug and tapestry weaving1 basketry1 china painting1 wood and leather work1 handwork in metals1 bookbinding1 and the designing and painting of cards for various occasions are familiar examples of this kind of work4 ,photography1 map making1 designing of wall paper and fabrics1 costume designing and illustrating1 making of signs1 placards1 diagrams1 working drawings1 advertising illustrations1 book and magazine illustrating1 landscape gardening and architecture1 interior decorating1 are other lines offering work to men and women alike4 ,the range of work here is no greater than the range of qualities which may be happily and usefully employed in arts and crafts4 ,all branches of the work1 however1 are alike in demanding a certain degree of artistic sense and deftness of manual touch4 ,an accurate1 observant eye is an absolute essential1 and1 for all but the lowest and most mechanical lines of work1 imagination1 originality1 and an inventive habit of mind make the foundation of success4 ,in some lines a fine sense of color values must underlie good work1 in others the ability to draw easily4 ,all work of this sort requires the ability to do careful1 painstaking1 and persevering work4 ,given this ability and the artistic sense before mentioned1 the girl's work may be determined by some special talent1 by the special training possible for her1 or by the openings possible in her chosen line of work within comparatively easy access4 ,illustration3 ,photograph by ,c4 ,park ,pressey ,a youthful farmer4 ,the ,census figures for the year #aiaj report one-fifth of all women employed in gainful occupations as engaged in the pursuit of agriculture and animal husbandry ,agriculture4 ,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 reported4 ,even aside from these1 however1 there are many women who are finding work in gardening1 poultry raising1 bee culture1 dairying1 and the like4 ,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 things4 ,she is essentially the outdoor girl4 ,she must be willing to study the science of making things grow4 ,she must be able to keep accounts1 that she may know what she is doing and what her profits are4 ,above all1 she must have no false pride about dirty work4 ,properly such a girl should have entered upon her career even before she has finished her formal education1 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 income4 ,in this sort of work the girl possessing initiative and an independent spirit will naturally do best1 since there are comparatively few opportunities for such work under supervision4 ,care must1 however1 be exercised by vocational guides in suggesting1 and by girls in choosing1 the independent career4 ,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 life4 ,the girl who relaxes when the pressure of compulsion is removed will not be a success as her own boss4 ,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 others4 ,agricultural work will sometimes offer her exactly the conditions she desires4 ,many successful farm-owners are women1 and their work compares favorably with that of men4 ,food production4 ,it is common1 in these days1 to meet the assertion that the preparation of food1 once woman's undisputed work1 has been almost if not quite removed from her hands2 and that1 even where she may still contribute to this work1 she must do so in the factory1 the bakery1 the packing house1 or the delicatessen shop4 ,there are1 nevertheless1 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 mentioned4 ,in the main1 factory production of food is like factory production of other things--a highly differentiated process1 in which the individual worker finds little satisfaction for her desire to make things and little1 if any1 opportunity to contribute from her ability to the final result4 ,in the canning factory she may sit all day before an ever-moving procession of beans or peas1 from which she removes any unsuitable for cooking4 ,or it may be an endless procession of cans1 upon which she rapidly lays covers as they pass4 ,in the pickle factory she may pack tiny cucumbers into bottles4 ,in the packing house she may perform the task of painting cans4 ,none of these occupations is more than mere unskilled labor4 ,none is suitable for the girl who likes to cook1 and who can cook4 ,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 work4 ,illustration3 ,an up-to-date factory4 ,in the factory the work is necessarily routine1 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 food1 home-preserved fruits and jellies1 and home-canned vegetables and meats find ready sale and that women who can produce these things do find it profitable to do so4 ,there is1 consequently1 a field for some girls in such work4 ,illustration3 ,cooking class at ,benson ,polytechnic ,school for ,girls1 ,portland1 ,oregon4 ,in spite of the statement that foods will be prepared in the public utility plants1 the trained1 accurate worker may find a ready sale for home-cooked foods ,not all girls1 on the other hand1 who have taken the domestic science course are fitted to take up this work1 even if a market could be found for their work4 ,only the expert1 that is1 the precise1 accurate1 painstaking cook1 can secure uniform results day after day4 ,only the rapid worker can do enough to insure pay for her time4 ,only the girl with a keen sense of taste can properly judge results and devise successful combinations4 ,only a business woman can buy to advantage and compute ratios of expense and return4 ,this combination1 of course1 is not to be found every day4 ,,the ,,distributing ,,group ,salesmanship4 ,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 consumer1 we shall naturally consider1 first of all1 the saleswoman4 ,in any given group of young and untrained girls drawn as in our schools from varying environment and heredity1 the natural saleswomen will probably be in the minority4 ,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 girl4 ,this may or may not indicate that the girl has a commercial mind4 ,the girl who is really interested in commercial undertakings is easily distinguished from her fellow workers in any salesroom4 ,she is not the girl who lingers in conversation with the girl next to her while a customer waits1 or who gazes indifferently over the customer's head while the latter makes her choice from the goods laid before her4 ,to the real saleswoman every customer is a possibility1 every sale a victory1 and every failure to sell distinctly a defeat4 ,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 occupations4 ,illustration3 ,photograph by ,brown ,bros4 ,hardware section of a department store4 ,salesmanship offers large opportunities to the real saleswoman1 who considers every customer a possibility ,we find1 however1 in #aiaj1 the number of saleswomen reported as #beg1gbj1 together with #aaa1eid clerks in stores1 many of whom the report states are evidently saleswomen under another name4 ,there are also about #d1jjj female proprietors1 officials1 managers1 and floorwalkers in stores1 and #b1jjj commercial travelers4 ,this gives us a large number of women who are engaged in the sale of goods4 ,for the girl of the commercial mind1 salesmanship in some form presents certain possibilities1 although there is far less chance for her to rise in this work than for a boy4 ,she must begin at the most rudimentary work1 as cash or errand girl1 and her progress will necessarily be slow4 ,she will require an ability to handle with some skill elementary forms of arithmetic1 an alert and observing mind1 an interest in and some knowledge of human nature1 and good health to endure the confinement of the long day4 ,she will be fortunate if she finds a place in one of the stores in which a continuation school is conducted4 ,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 work1 and are graduated with all due formality1 in which both public-school and store officials take part4 ,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 endeavor4 ,filene's in ,boston and ,wanamaker's in ,new ,york and ,philadelphia are other notable examples of such schools4 ,in a government report previously quoted we find interesting figures as to the possibility of advancement for the saleswoman4 ,in a study of twenty-six of the largest department stores in ,new ,york1 ,chicago1 and ,philadelphia1 employing more than #ce1jjj women1 the workers were classed as follows3 ,per ,cent ,cash girls1 messengers1 bundle girls1 etc #ac4b ,saleswomen #df4b ,buyers and assistant buyers #a4b ,office and other employees #ci4d ,it will be seen1 adds the report1 that the opportunity for reaching the coveted position of buyer or assistant buyer is small4 ,the disadvantages and dangers of salesmanship for girls1 other than small pay and improbability of much advancement1 we shall consider in a later chapter4 ,we may say here1 however1 that these disadvantages and dangers1 for the really commercially minded girl1 are to a certain extent neutralized by her nature and possibilities4 ,she is the girl whose mind is more or less concentrated on the selling game4 ,her nerves are less worn because of a certain exhilaration in her work4 ,she is the girl who passes beyond the underpaid stage and is able to live decently and to rise to a position of some responsibility1 partly because of her concentration and partly because she has been able to resist the influences about her which make for mediocrity or worse4 ,office work4 ,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 job4 ,especially in the case where the girl has been kept in school at more or less sacrifice on the part of her parents1 both they and the girl feel that the extra years of schooling entitle her to a high-class occupation of some kind4 ,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 top4 ,they resent being asked to take the overall job and fear mightily to soil their hands4 ,illustration3 ,office girls at work4 ,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 force1 where they succeeded 7or not7 in learning to do by doing1 without professional training of any sort4 ,now1 however1 teaching as a profession is in many places fortunately reserved for the girls who prepare in college or normal school2 and a larger proportion of girls who cannot have this professional training are looking for other occupations4 ,office work attracts a large number1 and1 with present-day business courses in high schools1 many girls find employment as stenographers1 typists1 cashiers in small establishments1 bookkeepers1 or general office assistants4 ,in any of these positions girls without special training or experience must begin at very low wages4 ,whether they rise to higher ones depends to some extent at least upon the girls themselves4 ,what sort of girl shall we encourage to enter office work8 ,not the girl whose talent lies in making things1 for to her the routine of the office will be a weary and endless treadmill entirely barren of results2 nor the girl who requires the stimulus of people to keep her alert and keyed to her best work2 nor the girl who cannot be happy at indoor work4 ,office work seems to require a temperament in which pleasure in arrangement takes precedence over joy in production2 in which neatness1 accuracy1 and precision afford satisfaction even in monotonous tasks4 ,coupled with these a mathematical bent gives us the cashier or accountant or bookkeeper2 mental alertness and manual dexterity1 the stenographer2 a talent for organization1 the secretary4 ,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 force4 ,girls with more training may begin somewhat farther up1 the best positions usually going to those whose general education and equipment are greatest4 ,stenographers are more valuable in proportion as their knowledge of spelling1 sentence formation1 and letter writing is reinforced by a feeling for good ,english and an ability to relieve their superiors of details in outlining correspondence4 ,it is not enough that bookkeepers know one or several systems of keeping business records1 or that cashiers manipulate figures rapidly and well4 ,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 do4 ,general knowledge and the ability to think not only supplement1 but easily become more valuable than1 technical training4 ,illustration3 ,photograph by ,brown ,bros4 ,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 field4 ,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 worker4 ,a more general study is found in the volume on ,women in ,office ,service issued by the ,women's ,educational ,union of ,boston4 ,,the ,,service ,,group ,the third1 or service1 group of workingwomen covers without doubt the widest range of all4 ,here we find the domestic helper 7or servant1 as she has usually been called71 the telephone operator1 the librarian1 the teacher1 the nurse1 the physician1 the lawyer1 the social worker1 the clergyman or minister4 ,all degrees of training are represented1 and many varieties of work1 from the simplest to the most complex4 ,strictly speaking1 service has to do with personal attendance and help1 but it is constantly overlapping other lines of work4 ,the household assistant is not only a helper1 but at times a producer2 the telephone operator and the librarian are distributors as well as public helpers2 the secretary is an office worker1 although she is a personal assistant to her employer as well4 ,for successful work in any of these lines1 however1 a girl must possess certain definite characteristics1 to which her peculiar talent or tendency may give the determining direction as she chooses her work4 ,in service of any sort the girl is brought into constant relation with people4 ,hence she must be the sort of girl to whom people and not things are the chief interest of life4 ,she should have an agreeable personality1 that she may give pleasure with her service2 she needs tact1 that she may keep the atmosphere about her unruffled2 she needs to find pleasure for herself in service1 seeing always the end rather than merely the often wearisome details of work4 ,beyond these general qualities we must begin at once to make subdivisions1 since the additional traits necessary to make a girl successful in one line of service differ often widely from those required in any other line4 ,we must therefore take up some of the lines of work in more or less detail4 ,domestic work4 ,the untrained girl who naturally falls into the service group has a rather poor outlook for congenial and successful work as conditions exist4 ,with ability which she perhaps does not possess1 and with training which she cannot afford1 she would naturally become a teacher1 a nurse1 a private secretary1 a librarian1 or a social worker4 ,without training1 she finds little except domestic service open to her2 and domestic service finds little favor with girls1 or with students of vocational possibilities for girls4 ,these are unfortunate facts4 ,for the untrained girl of merely average abilities1 with no pronounced talent or inclination1 but with an interest in persons and a pleasure in doing things for people1 helping in the tasks of homemaking ought to prove suitable work4 ,it is1 however1 the one vocation for the untrained girl which requires her to live in the home of her employer1 thus curtailing her independence1 rendering her hours of work long and uncertain1 and cutting off the natural social environment possible if she returned to her own home at the end of the day's work4 ,the social position of girls in domestic service1 especially in the towns and cities1 is peculiarly hard for a self-respecting girl to bear4 ,it is in large part a reflection upon her sacrifice of independence4 ,the derisive slang term slavey expresses the generally prevalent public contempt4 ,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 noisy1 ill-smelling factories4 ,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 girl1 or whether work and wages are fair4 ,practically no progress has been made in standardizing household work4 ,the factory girl knows what she is to do and when she is to do it and how long her day is to be4 ,the housework girl seldom knows any of these things with any degree of certainty4 ,any plan which will make it possible to regulate these matters according to some recognized standard1 and which will enable domestic workers to live at home1 going to and from their work at regular hours as shop1 factory1 and office employees do1 will help very materially to solve the problem of opening another desirable vocation to the untrained girl4 ,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 all4 ,such a girl will have good observing powers and ability to follow directions and gauge the success of results4 ,she will have adaptability1 patience1 and a very definite ambition4 ,for domestic service may be a stepping stone4 ,for the high-school girl a better opening may sometimes be found as a mother's helper4 ,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 children4 ,girls in such positions are usually made one of the family1 and are sometimes very happily situated4 ,their earnings are often more than those of other girls of their intelligence and training who are in offices or stores2 but there is of course little chance of advancement1 and there is still the prejudice against domestic work to be reckoned with4 ,here1 as with household assistants1 the greatest drawback is probably lack of standardization of work and of working conditions4 ,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 employer4 ,she must use excellent ,english1 must know how to dress quietly and suitably1 and must not only know how to keep herself in the background of family life1 but must be willing to remain somewhat in the shadows4 ,probably no better field for the investigation of these trying questions could be found than the high school4 ,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 housekeepers4 ,the high school then1 where the problem may be approached in an impersonal manner quite impossible later when the question has become a personal one1 is the proper place in which to study the domestic service question and to attempt its standardization4 ,the higher positions involving domestic work are more in the nature of supervisory employment4 ,many women are employed as matrons in hospitals1 boarding schools1 and other institutions1 as housekeepers in hotels1 club buildings1 or in large private establishments4 ,these positions of course call for women who are not only thoroughly familiar with the work to be done1 but are skilled in managing their subordinates who do the actual work4 ,they require women who have administrative ability1 knowledge of keeping accounts1 proper standards of living and of service1 and initiative4 ,for the woman who has a desire to enter business for herself there are openings in the line of domestic work4 ,from time immemorial women have managed lodging and boarding houses1 sometimes with good returns4 ,they are also the owners and managers of tea rooms1 restaurants1 laundries1 dyeing and cleaning establishments1 hairdressing and manicure shops1 and day nurseries4 ,all these occupations can be followed successfully only by the woman of business ability and some technical knowledge4 ,they require not only knowledge but aptitude on the part of the worker4 ,they are usually undertaken only by women of some experience1 and are the result of some earlier choice rather than the choice of the vocation-seeking girl4 ,illustration3 ,the true teacher represents a high type of social worker ,teaching4 ,the teacher differs from the person who has merely an interest in human kind in the abstract1 because she has a special interest in one particular class of human beings--those who are most distinctly in the process of making4 ,she is interested in children1 or she should not be teaching4 ,this1 however1 is not enough4 ,the girl who wishes to teach must possess certain well-defined characteristics4 ,her health must be good1 and her nerve force stable4 ,temperamentally she must be enthusiastic and optimistic1 but capable of sustained effort even in the face of apparent failure4 ,her outlook must be broad1 and her patience unfailing4 ,intellectually she must be a student1 and if she possess considerable initiative and originality in her study1 so much the better4 ,she must not1 however1 become a student of mathematics or history or languages to the exclusion of the more absorbing study of her pupils1 nor even to so great a degree as she studies them4 ,the true teacher represents a high type of social worker4 ,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 work4 ,teaching in these days is a broad vocation1 covering many different lines of work2 probably no occupation for girls is so well known with both its conditions and rewards as this4 ,in general1 more girls than are by nature fitted for the work stand ready to undertake it4 ,there is nevertheless difficulty for school officials in finding real teachers enough to fill their positions4 ,for the right girl1 teaching has much to offer4 ,library work4 ,the librarian in these modern days is a most important public servant1 and many openings in library work are to be found4 ,the services to be performed range from purely routine work to a very high type of constructive service for the community4 ,in the small libraries an all-round type of worker is required4 ,in the larger ones specialties may be followed4 ,in these larger libraries there are to be found permanent places for the routine workers4 ,in smaller ones each worker should be in line for even the highest type of constructive work4 ,the routine worker in the library is merely an office worker1 and the same girl who would do well at the mechanical tasks of an office will do well here4 ,the real librarian is of a different sort4 ,she must have the neatness1 precision1 and accuracy of the office worker1 to be sure2 but to these she must add a broad conception of the place of the library in the community1 and must display initiative and originality in bringing it to occupy that place4 ,she must know books2 she must know people4 ,she must be in touch with current history1 and be alert to place library material bearing upon it at the disposal of the people4 ,she must have quick sympathies1 tact1 the teaching spirit 7carefully concealed71 and much administrative ability4 ,and she must be trained for her work4 ,illustration3 ,photograph by ,brown ,bros4 ,a well-equipped library4 ,the successful librarian must be scientifically trained for her work ,nursing4 ,the nurse is in many ways like the teacher1 and the girl who has the right temperament for successful teaching will usually make a successful nurse1 temperamentally considered4 ,her mental traits1 or perhaps more exactly her habits of thought1 may be somewhat different4 ,the teacher must be able to attend to many things2 the nurse must be able to concentrate on one4 ,originality and initiative are less to be desired1 since the nurse is not usually in charge of her case directly1 but rather subject to the doctor's orders4 ,she must1 nevertheless1 be resourceful in emergencies1 and of good judgment always4 ,she should be calm as well as patient1 quiet in speech and movement1 a keen observer1 and willing to accept responsibility4 ,absolute obedience and loyalty to her superiors is expected1 and a high conception of the ethics of her calling4 ,underlying all these qualifications1 the nurse must have not only good health but physical strength4 ,illustration3 ,copyright by ,keystone ,view ,co4 ,during the ,world ,war nursing offered to women perhaps the largest opportunities for service4 ,here is shown ,princess ,mary of ,england in the ,great ,ormond ,street ,hospital1 ,london ,social work4 ,this term covers many occupations which overlap the work of the teacher1 the nurse1 the secretary1 the house mother or matron1 and even that of the physician and lawyer4 ,the field of work is a large one1 including settlement leaders and assistants1 workers in social and community centers and recreation centers1 vacation playgrounds1 public and private charities1 district nurses and visiting nurses sent out by various agencies1 deaconesses and other church visitors1 ,young ,women's ,christian ,association leaders and helpers1 missionaries1 welfare workers in large manufacturing or mercantile establishments1 probation officers1 and many others4 ,illustration3 ,photograph by ,brown ,bros4 ,settlement work at ,greenwich ,house1 ,new ,york4 ,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 auspices4 ,she must have in addition a truly altruistic spirit1 a deep earnestness which will survive discouragement1 and a real insight into the circumstances1 handicaps1 and possibilities of others4 ,this insight presupposes maturity of thought2 and the young girl must serve a long apprenticeship with life before she is at her best as a social worker4 ,it sometimes seems as though no field was so exactly suited to the abilities of the married woman who has time for service1 or the mother whose children are grown1 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 youth4 ,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 choice4 ,singers1 artists with brush or pen1 the natural actress1 the journalist or author1 need usually no one to guide their choice4 ,our great difficulty here is not to open the girl's eyes to her opportunity1 but to restrain the one who has not measured her ability correctly from attempting that which she cannot perform4 ,the same is true of girls who aspire to be physicians1 lawyers1 or ministers4 ,some few succeed in all these vocations4 ,many more have not the scientific habits of mind1 the stability1 or the endurance to make a successful fight for recognition against great odds4 ,many girls mistake what may be a pleasant and satisfying avocation for a life work4 ,for the girl who will not be held back1 there may be a life of achievement ahead1 with fame and all the other accompaniments of successful public life2 or there may be the disappointments of unrealized ambition4 ,we must see that girls face this possibility with the other4 ,,chapter ,,xii ,,the ,,girl',s ,,work 7,continued7--,,vocations ,,as ,,affecting ,,homemaking ,choice of vocation is far from being a simple matter for either boy or girl2 but for the girl who recognizes homemaking as woman's work1 double possibilities complicate her problem more than that of the boy4 ,the girl must prepare for life work in the home1 or life work outside the home1 or a period of either followed by the other1 or perhaps a combination of both during some part or even all of her mature life4 ,it is the part of wisdom for us to study vocations in their relation to homemaking4 ,will the girl who works in the factory1 for instance1 or who becomes a teacher or a lawyer or a physician1 be as good a homemaker as she would have been had she chosen some other occupation8 ,will she perhaps be a better homemaker for her vocational experience8 ,or will her life in the industrial world unfit her for life in the home or turn her inclination away from the homemaker's work8 ,these questions have somehow fallen into the background in the steady increase of girls as industrial workers4 ,good money has usually come first1 and after that other considerations of social advantage1 working conditions1 or local demand4 ,marriage and motherhood are still recognized as normal conditions for most women1 but we let their industrial life step in between their homemaking preparation in home and school1 with the result that many lose physical fitness or mental aptitude or inclination for the home life4 ,we treat marriage as an incident1 even though it occurs often enough to be for most women the rule rather than the exception4 ,at some time in their lives1 #ic4h per cent of all women marry4 ,the first broad classification of vocations in their relation to homemaking is3 7#a7 those which are favorable to homemaking1 7#b7 those which are unfavorable1 7#c7 those which are neutral4 ,it must1 however1 be recognized at the outset that few hard-and-fast lines between these groups can be drawn1 and that the personal equation is as important a factor here as in most personal questions4 ,it is true1 nevertheless1 that helpful deductions may be drawn from facts which it is possible to gather concerning the physical1 mental1 and moral results of pursuing certain occupations as a prelude to marriage and the making of a home4 ,in a general way1 economic independence1 that is1 the earning of her own living by a girl for several years before marriage1 tends to increase her knowledge of the value of money and to make her a better financial manager4 ,probably this same independence makes a girl slightly less anxious to marry1 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 earns4 ,independence of any sort is reluctantly laid aside by those who have possessed it4 ,this very reluctance on the part of girls ought to be a force in the direction of economic independence of wives1 a most desirable and necessary condition for society to bring about4 ,gainful occupation has then much to recommend it and little to be said against it as part of the training for matrimony4 ,certain occupations1 however1 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 take1 other things being equal4 ,we have already said that the girl distinctly not home-minded is more safely left to her own inclinations4 ,she would not be a success as a homemaker under any circumstances4 ,other girls may be made or marred by the years which intervene between their school and home life4 ,illustration3 ,copyright by ,underwood ,underwood ,the value of domestic work of any sort as a preparation for homemaking is generally admitted without argument4 ,the value of domestic work of any sort as a preparation for homemaking is generally admitted without argument4 ,closely in touch with a home throughout her maturing years1 the girl may undertake her own housekeeping problems with ease and efficiency4 ,conditions as they often exist1 however1 especially for the younger and untrained domestic worker1 do not allow the girl to obtain other experience quite as necessary if she is to become not merely a housekeeper but a true homemaker4 ,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 school1 where the special aim should be to counteract the narrowing tendency of work which revolves about so small an orbit4 ,ideals of home life are either lacking or distorted in the minds of many working girls1 and when such girls become wives and mothers they strive for the wrong things or they fall back without striving at all1 taking merely what comes4 ,they fail to be forces for good in their family life4 ,illustration3 ,demonstration by teacher in domestic science4 ,teaching affords excellent preparation for the prospective homemaker4 ,teaching and nursing may be grouped together as excellent preparation for the prospective homemaker4 ,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 housekeeping4 ,this contention is undoubtedly true2 and if we were striving merely to make housekeepers1 it might be worthy of serious consideration4 ,the home1 however1 as we have defined it1 is a place in which to make people1 and both the nurse and the teacher serve a long apprenticeship in this sort of manufacture4 ,expert workers in either line concern themselves with the bodies and the minds of their pupils or patients4 ,they1 together with physicians1 lawyers1 and social workers1 have opportunities which can scarcely be equaled for learning by observation and experiment about the human relations that will confront them in their own homes4 ,they learn to be resourceful and to meet the emergencies of which life is full2 they have the advantage of trained minds to set to work upon the administrative problems which underlie successful home life4 ,illustration3 ,copyright by ,underwood ,underwood ,women medical students4 ,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 nurse1 teacher1 or physician4 ,it is unquestionably true that nurses and teachers do often wear out after comparatively few years at their vocation1 although of the majority the opposite is true4 ,this merely means that conditions surrounding these vocations should be studied with a view to their improvement1 if necessary1 since we believe the vocations to be suited to women and women to the vocations4 ,office work may prove an excellent training for certain phases of homemaking work4 ,neatness1 accuracy1 precision1 the doing again and again of constantly recurring tasks1 all find their place and use in the housekeeper's routine4 ,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 factory4 ,purely routine workers1 who put little or no thought into their daily tasks1 will enter upon homemaking lacking the initiative that homemakers need4 ,but the able office worker is not merely a follower of routine4 ,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 it4 ,she works neither with people nor with the things which go to make homes4 ,probably1 on the whole1 office work in a general way may be classed as a neutral occupation1 which neither adds to1 nor reduces1 in any great degree the girl's possibilities as a homemaker4 ,salesmanship for girls1 especially in the great department stores of the cities1 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 home4 ,in the quiet of the village store1 with few associates in work1 and with one's neighbors and fellow townsmen for customers1 salesmanship takes on a somewhat different aspect4 ,but the city store means usually hurry1 excitement1 nerve strain1 a long day1 with quite probably reaction to excessive gayety and hence more nerve strain at night4 ,it means spending one's days among great collections of finery which tend to assume undue importance in the girl's eyes4 ,it means constant association with people who spend1 until spending seems the only end in life4 ,it means almost always pay lower than is consistent with decent living if the girl must depend alone upon her own earnings4 ,and none of these things tends toward steady1 skillful1 contented wifehood and motherhood in later years4 ,this question of underpaid work is of course not found alone in the department store4 ,but1 wherever it is found1 we may be sure that it tends on the one hand toward marriage as a way of escape from present want1 and on the other toward inefficiency in the relation so lightly assumed4 ,the factory girl is in many respects in a position parallel to that of the saleswoman4 ,she earns too little to make comfortable living possible4 ,she too must leave home early and return late1 wearied by the monotony of a day in uninteresting surroundings1 with neither energy nor inclination for anything other than complete relaxation and fun4 ,this desire for relaxation leads her often away from a crowded1 ill-supported home in the evenings1 until the habit settles into a confirmed disposition4 ,this is a decided handicap for a homemaker4 ,coupled with the mental inertia resulting from years of mechanical work without thought1 it provides poor material from which to make steady1 responsible1 efficient women4 ,we have already noted1 however1 that factories differ widely4 ,it follows of necessity that the girls who work in them come from their work with all grades of ability4 ,the actress1 the artist1 and the literary woman are usually spoken of as far removed from the true domestic type4 ,this ,i cannot believe to be true1 except in individual cases4 ,all these women1 as makers of finished products1 stand far nearer to the traditional type of woman than many others we might name4 ,the life of the actress tends more than the others perhaps to break home ties1 but in the case of real talent in any direction ordinary rules do not apply4 ,the actress1 the artist1 and the writer are much more likely to carry on their work after marriage than the teacher1 the office worker1 or even the factory woman4 ,many of them succeed to a remarkable degree in doing two things well4 ,many more1 of course1 are less successful1 but we must not overlook the fact that the failures are more noised abroad than the successes4 ,it is a matter for regret that most women1 upon leaving an industrial career for marriage1 drop so completely out of touch with their former work4 ,in the case of the untrained woman1 who has received little and given little in her work1 it is a matter of no moment2 but when years have been given to skilled labor1 it is economic waste to have the skill lost and the process forgotten4 ,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 family4 ,she returns to her teaching or her office work or a position in the library2 but she is no longer1 at least for a considerable time1 the expert she once was4 ,why should not the former teacher keep up her interest in educational literature and the new ideas in what might have been her life work8 ,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 salary8 ,a young mother of my acquaintance who was a concert violinist of much ability has found no time for more than a year to practice1 since baby came1 and thousands of dollars spent in making her a player are being thrown away4 ,to some this might seem the right thing4 ,she has found the home her sphere4 ,to others it seems a serious waste4 ,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 home4 ,in the case of the trained woman her training should be made of use in such return4 ,she should1 however1 beware lest her tools are rusty from disuse4 ,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 girls4 ,nursing1 private secretaryship1 and domestic service present dangers in direct proportion as they bring about isolated companionship for the girl and a male employer4 ,girls must not enter these employments without the knowledge of how to protect themselves from lowering influences4 ,,chapter ,,xiii ,,the ,,girl',s ,,work 7,continued7--,,vocations ,,determined ,,by ,,training ,the question of vocation choosing begins to make itself felt far down in the grammar school1 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 work4 ,these children are usually either mentally subnormal or handicapped by foreign birth and so unable to grasp the education which is being offered them4 ,as soon as they are released the girls go to the factory1 to the store1 or to help with some one's baby or with the housework4 ,no other places are open to them1 and their possibilities in any place are few4 ,they cannot rise because they are mentally untrained4 ,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 remain4 ,some drop out because they see no need of remaining when the factory will employ them without further knowledge4 ,others chafe at spending time on what seems to them1 and what sometimes is1 quite unrelated to the life they will lead and the work they will do4 ,some leave reluctantly1 because their help is needed in financing a large family4 ,many go gladly1 because they will begin to earn and to have some of the things they ardently desire4 ,and until yesterday the school paid little attention to their going1 regarding it as one of the necessary evils4 ,still less attention did it pay to what these pupils became after they left4 ,the school's responsibility ended at its outer door4 ,now that these conditions are being changed1 the school is finding responsibilities and opportunities on every hand4 ,the foreign-born are taken out of the regular grades where they cannot fit1 and are taught ,english by themselves first of all4 ,the subnormal children are studied for latent vocational possibilities1 and where minds are deficient1 hands are the more carefully trained for suitable work4 ,courses are being revised with a view to holding in school the boy or girl who wants practical training for practical work4 ,secondary schools have taken their eyes off college requirements long enough to consider fitting the majority of their pupils to face life without the college4 ,studies of vocations are being made2 vocational training is being offered2 vocational guidance is at last coming to be considered the concern of the school4 ,vocational work is sometimes concentrated in the high school1 but this is reaching back scarcely far enough1 since those who do not reach high school need help quite as much as the older ones1 while those who expect to continue their training can do so better if they have some idea of the goal to be reached4 ,what are the options that the grammar-school teacher may present to the girls under her care8 ,first of all1 as we have already said1 the school records must be kept with care and discrimination1 so that the teacher may know the girl to whom she speaks4 ,with the records in hand1 she will ask herself the following questions3 #a4 ,is further training at the expense of the girl's family possible8 ,do the girl's abilities warrant effort on her parents' part to give her further opportunity8 #b4 ,could the girl's parents continue to pay her living expenses during further training if the training were furnished at the expense of the state8 #c4 ,could the girl obtain training in return for her personal service1 either with or without pay8 #d4 ,would the girl be able to repay in skill acquired the expense of her training1 whether borne by herself1 her parents1 or the state8 ,illustration3 ,photograph by ,brown ,bros4 ,a flower-making class for girls of various ages4 ,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 drawn1 and the possibilities for each type must be clearly understood by the guide4 ,if it is evident that training cannot be obtained before the girl must begin to earn1 the choice is necessarily a narrow one4 ,the factories in the neighborhood should be thoroughly studied1 and1 under the guidance of the teacher1 girls should prepare detailed reports with respect to their working conditions4 ,the blind-alley job should be plainly labeled1 that it may not catch the girl unaware4 ,girls who must take up factory work should at least be enabled to choose among factories intelligently1 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 tends4 ,illustration3 ,millinery class in a trade school4 ,where trade schools do not offer such training1 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 known4 ,girls begin here1 as in the factory1 at simple and monotonous tasks1 but the possibilities of advancement are far greater and mental development is unquestionably more likely4 ,the ability acquired by such workers1 as they progress1 to undertake and carry through a complete piece of work is not only satisfying to the workers themselves1 but of value in later years4 ,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 attains4 ,some few girls will need to be shown the possibilities which lie in independent productive work4 ,for the girl who has talent or even merely deftness in manual work1 coupled with initiative and some degree of originality1 such work may bring a better return than working for others4 ,most girls1 however1 lack courage to start upon independent work1 especially if they are in immediate need of earning and are untrained4 ,it often happens1 however1 that they do not appraise at its true value the training they have received4 ,the grammar-school girl1 under present methods of teaching1 is often fully qualified to do either plain cooking or plain sewing1 but since she does not desire to enter domestic service1 she considers these accomplishments very little or not at all in counting her assets for earning4 ,some girls have found ready employment and good returns in home baking1 in canning fruit and vegetables1 or in mending1 making simple clothes for little children1 or in making buttonholes and doing other finishing work for busy housewives4 ,work of these sorts1 undertaken in a small way1 has often assumed the proportions of a business1 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 factory4 ,a girl of my acquaintance earns a comfortable living at home with her crochet needle4 ,another has paid her way through high school and college by raising sweet peas4 ,the untrained girl who loves an outdoor life has fewer opportunities than other girls unless she is capable of independent work4 ,if she is capable of this and has sufficient ability to study her work1 gardening and poultry or bee culture may open the way for her to work and be happy4 ,school gardens1 poultry clubs1 and canning clubs have shown many a girl what she may do in these ways4 ,illustration3 ,courtesy of ,u4,s4 ,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 ranks4 ,we cannot shirk our responsibilities in regard to them1 however1 although they escape from our school systems and bravely take up the burden of their own lives4 ,quite as many of these girls as of more favored ones will marry and be among the mothers of the next generation4 ,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 work4 ,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 them4 ,it is well that the responsibility of the school toward them is being recognized and met4 ,illustration3 ,a prosperous poultry farm4 ,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 work4 ,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 positions4 ,facts are at hand which show the futility of attempting office work under such conditions1 and teachers should be very careful to see that all the facts are in the possession of their pupils4 ,in the early days of high schools usually the only distinction1 if any1 in courses was general and classical4 ,to-day we have many courses1 or in the larger cities different schools fit boys and girls for varying paths in life4 ,the college-preparatory course or the classical high school leads to college4 ,the commercial course or school leads to office work4 ,the manual training or industrial or practical arts course or high school leads to efficient handwork4 ,the trade school leads to definite occupations4 ,the difficulty now is to help girls choose intelligently which course or school will best meet their requirements4 ,this involves vocation study in the grammar school4 ,illustration3 ,benson ,polytechnic ,school for ,girls1 ,portland1 ,oregon4 ,the trade school leads to definite occupations4 ,the girl with mechanical ability may find her vocation in millinery1 dressmaking1 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 placed1 apparently1 than the girl who has dropped out of school farther back4 ,many openings into desirable occupations are still closed to her4 ,often her opportunities1 however1 are much greater than they seem4 ,all facts go to show that the high-school girl makes more rapid progress in efficiency1 and therefore in pay1 than the younger girl1 even when she seems to begin at the same work4 ,some fields1 too1 are open to her that are not usually possible for the grammar-school girl4 ,in office work the high-school girl who has specialized in her training may make a very creditable showing4 ,many thousands of high-school graduates are received into telephone exchanges where with a brief period of practice they become efficient workers4 ,a very few high-school girls become teachers in country schools without further training1 but the number is decreasing every year4 ,if she meets the age requirement1 the high-school girl may enter a training school for nurses1 gaining her specialized training in return for her services to the hospital4 ,the high-school girl who can spare time and money for some further training finds a larger field open2 but1 to make the most of what high school has to offer1 her plans should be made as early as possible in the high-school course--at the very beginning if it can be managed4 ,the girl must know what further training she is making ready for1 must choose electives in high school to help her make ready1 or possibly to offset the specializing of this later work by some general culture she may otherwise miss entirely4 ,vocation study1 therefore1 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 vocation4 ,one high-school ,senior writes3 ,my special vocation has not yet been chosen1 but if it becomes necessary for me to earn my own living ,i should like to be either a nurse1 a teacher1 milliner1 or director of a cafeteria4 ,i would probably choose the position that was open at the time4 ,here we have the girl who is in no hurry to choose1 and who probably has a more or less vague notion of the comparative conditions1 requirements1 and rewards of the four vocations she mentions4 ,in contrast to this1 listen to a high-school student who has been studying herself and her possible vocation in much detail in class work4 ,she says3 ,i find that ,i have made good school records only in subjects where ,i had materials ,i could see and handle4 ,i have never done well in arithmetic or mathematics1 but in drawing1 physics1 elementary biology1 and domestic science ,i made good marks4 ,i do not like to sew1 because it tires me to sit still4 ,i enjoy cooking and marketing4 ,i like to plan meals and to make up new recipes4 ,i hear that hospitals and institutions employ women at very good salaries to buy all the foodstuffs used in their kitchens4 ,the expert dietitian also plans meals and arranges dietaries4 ,i learn that ,teachers ,college1 ,columbia1 has courses of study leading to this profession1 and ,i have written to ask for full information4 ,in the class of which this girl is a member1 each girl is considering her future as this one is doing4 ,each gathers all available data in regard to the vocation she is studying4 ,her reports become a part of the class records4 ,she makes as full a report as possible as to the duties and responsibilities of the occupation1 the schools or training classes that prepare for it1 the length and cost of preparation1 possibilities of employment1 salaries paid1 and other details4 ,since training cannot alter fundamentals1 but merely builds upon the girl's nature and heredity1 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 vocation4 ,there are still the producers1 the distributors1 and those who serve2 and it is still important that the girl should find a place in the right group4 ,the producers will include the designers1 the interior decorators1 the expert dietitians1 the municipal inspectors of food and housing1 rural consulting housekeepers1 state or country canning-club agents1 the women who organize and carry on model laundries1 either cooeperative or otherwise1 the managers of manufacturing enterprises1 the farmers1 the photographers1 the artists1 the journalists1 and the authors4 ,the distributors are chiefly represented by the higher type of office workers1 who are the idea thinkers of the business world1 since they neither make nor handle products1 but merely manipulate the symbols which stand for the products they seldom if ever see4 ,the women who manage buying and selling enterprises for themselves usually belong to the trained group4 ,the service group among trained women is a large one1 including nurses1 teachers1 doctors' and dentists' assistants1 various social workers1 librarians1 secretaries and other confidential office assistants1 directors or house mothers in school and college dormitories and in institutions1 dentists1 physicians1 lawyers1 ministers4 ,within the group there is wide range of choice1 differing qualifications are necessary1 and varying training is to be undertaken4 ,girls1 with the help of a vocational expert1 should analyze their physical and mental qualities and habits1 and should study somewhat exhaustively the vocation for which they seem to find themselves fitted4 ,i should like to be a nurse1 or a teacher1 or a milliner1 or the manager of a cafeteria will not do1 since those vocations presuppose some years of widely differing training4 ,perhaps the girl will narrow the choice to nursing or teaching4 ,then she must place over against each other the two professions--special qualifications required1 length and cost of training1 personal obstacles to be overcome1 and especially the demand and supply of nurses and teachers in her locality4 ,upon these depends the girl's chance to succeed when she is fitted and launched4 ,illustration3 ,photograph by ,brown ,bros4 ,the children's ward in a hospital4 ,the nurse must be resourceful and possess good judgment ,the student who takes up college work1 not as a specialized training1 but as a completion of her general education1 stands somewhat by herself4 ,such a girl may perhaps put off vocational decision until she is part way through her college years4 ,the college sometimes awakens ambitions and brings to light abilities not hitherto discovered2 and even when this does not occur1 the choice may be made from the highest and most responsible positions filled by women4 ,from the college girls we draw our high-school teachers and college instructors1 our doctors1 lawyers1 and preachers1 in so far as these professions are filled by women4 ,illustration3 ,photograph by ,brown ,bros4 ,among the many vocations belonging to the service group teaching is one of the most popular ,we are confronted by the statement1 made again and again and reinforced by formidable rows of figures1 that the more training a girl receives1 the less she is inclined to marry or1 if she does marry1 to have children4 ,the fact seems undeniable that in our larger eastern women's colleges1 at least1 not more than half the graduates marry up to the age of forty1 which we may accept as the probable limit of the marriage age for the average woman4 ,the natural inference is that a college education in some way prevents or discourages marriage4 ,this may or may not be true4 ,to be quite fair1 the statistics should cover the coeducational colleges as well as the colleges for women alone4 ,also some attempt should be made to discover how the likelihood of marriage is affected by the age at which girls finish their college course4 ,do the younger girls of a college class marry1 while the older ones do not8 ,are the younger married graduates more often mothers than the older ones1 or do they have more children8 ,illustration3 ,photograph by ,brown ,bros4 ,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 girls1 the next step is not necessarily1 as some modern hysterical students of the question seem to suggest1 that we immediately cut out the training which1 in case they do marry1 will make them far more valuable wives1 mothers1 and members of the community2 but rather so to time and place the training1 and if necessary so to alter its character1 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 future4 ,a final word as to the place of the vocational guide in the choosing of vocations may not be amiss4 ,that every teacher should consider himself or herself a helper in this most important work we must agree2 but that any teacher must walk carefully1 and use the guiding hand but sparingly1 is equally true4 ,the object of vocational help is not merely to keep the square peg out of the round hole4 ,the girl arbitrarily placed in a suitable occupation may never discover why she is there1 and may be handicapped all her life by a deep conviction that she fits somewhere else4 ,know thyself is a good old maxim yet4 ,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 be4 ,the final choice should be made by the girl4 ,,chapter ,,xiv ,,marriage ,marriage may1 or may not1 in these days1 be the opening door into the homemaker's career4 ,many a young woman is a homemaker before she marries4 ,on the other hand1 women sometimes marry without any thought of making a home4 ,but1 after all1 it is safe to assume that marriage and homemaking do go hand in hand4 ,the great majority of wives become managers of homes of one sort or another4 ,shall we then frankly educate our girls for marriage--dangle a wedding ring ever before their eyes8 ,or shall we regard marriages as made in heaven and keep our hands off the whole matter8 ,the proportion of marriages in the ,united ,states which terminate in divorce was in #aiaj one in twelve4 ,divorce in this country is now three times as common as forty years ago4 ,the success or failure of marriages cannot1 however1 be measured merely by the divorce test4 ,we cannot avoid the knowledge that many other unhappy unions are endured until release comes with death4 ,when we say unhappy marriages1 we mean not only those which become unendurable1 but all those in which marriage impedes the development and hence the efficiency of either party to the contract4 ,unhappy marriages include not only the mismated1 but also those whose unhappiness in married life is due to their own or their mate's misconception of what marriage really means4 ,it is obviously impossible even to estimate the number of marriages which are happy or unhappy2 but we are safe in saying that the processes of adjustment in many cases are far harder than they ought to be1 and that many marriages which seemingly ought to bring happiness fail of real success4 ,in view of the fact that so many marriages fall short of what they might be1 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 wise1 such as the instruction we give boys and girls to enable them to be successful in the industrial world4 ,in short1 it is not enough to prepare girls for homemaking by making all our references to marriage indirect4 ,young men and women are entitled to more knowledge of marriage1 its rights1 privileges1 and duties2 they need to realize that in these days of complex living marriage is a difficult relation which requires their best energies and wisest thought4 ,the modern marriage differs from the marriage of earlier centuries in direct proportion as the status of woman has changed4 ,the ancient marriage1 and indeed the medieval one1 and the marriage of our own grandmother's time began with submission and usually ended with subjection4 ,but the modern marriage at its best is a spiritual and material partnership4 ,it is the modern marriage at its best and otherwise with which we have to do4 ,half a century ago girls married at eighteen or even earlier1 took charge of their households1 were mothers of good-sized families at twenty-eight or thirty1 and were frequently grandmothers at forty4 ,nowadays early marriage is the exception4 ,for years the marriage age has been steadily rising1 until some students profess to be alarmed at a prospect of marriage disappearing1 the maternal instinct becoming lost by disuse1 and the race finally becoming extinct4 ,however1 the maximum marriage age1 at least for the present1 seems to have been reached1 and statistics show a slight dropping within the last two or three years4 ,the forces operating to fix the marriage age are exceedingly complex4 ,the higher education of girls has undoubtedly been a large factor in the postponement of marriage4 ,its effect has been wrought in a variety of ways4 ,the increasing years in schoolroom and lecture hall have been directly responsible in many cases4 ,the ambitions aroused account for many more4 ,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 parents4 ,girls no longer need to marry in order to transfer the burden of their support from father to husband4 ,instead they may go to work4 ,and once at work they are often reluctant to give up a personal income for the uncertainties of sharing what a husband earns4 ,then1 too1 the broadening effect of education makes marriage in the abstract a less absorbing1 momentous subject for the girl's thoughts4 ,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 themselves4 ,the tragedies of the divorce courts are directly responsible for many a girlish determination not to marry1 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 risk4 ,the increased cost of living and the ever-increasing responsibilities of rearing1 educating1 and launching a family of children lead many young people to postpone marriage until they can command a larger income4 ,the strain of modern industrial life1 with its fierce competitions and its early discard of the elderly and unfit1 finds many girls who would otherwise marry burdened with the care of parents who can ill spare the daughter's help4 ,illustration3 ,the ,halliday ,historic ,photograph ,co4 ,,louisa ,m4 ,,alcott ,miss ,alcott's lifelong devotion to the interests of her family is a well-known story4 ,she made a happy home for them1 and at the same time attained marked success in the literary field4 ,if all these obstacles to early marriage could be overcome1 the question of the wisest time for marrying might be approached fairly and squarely on its merits4 ,too early marriage means immaturity in choice1 with the possibility always of unfortunate mistakes and sad awakening4 ,too late marriage1 on the other hand1 means settled convictions which often result in that incompatibility which seeks relief in divorce4 ,the plasticity of youth at least promises adaptability4 ,the mature judgment of later years ought to afford a wise choice4 ,between extreme youth then and a too settled maturity is the wise time4 ,in order to approach the ideal in the marriage relation1 the time of marriage should be so placed that the girl is 7#a7 physically fit1 7#b7 fully educated1 7#c7 broadened by some experience with the world4 ,she must not be too old to bear children safely1 or to rear them sympathetically as they approach the difficult years4 ,she must not be physically worn by excessive industrial service1 nor with enthusiasms burned out by the same cause4 ,probably between twenty-two and twenty-five the girl reaches the height of physical fitness4 ,she may also by that time have completed a liberal education1 and she may even have done that and also have put her training to useful service4 ,it would be better if girls completed their college courses earlier than most do4 ,however1 since the great majority of girls do not have a college education1 the generally increased age of marriage cannot rightfully be laid1 as many seem to lay it1 at the doors of the college women4 ,schemes of education in the future will undoubtedly try to remedy the defect of present systems in this respect4 ,if most girls could finish their training in college or professional school at twenty1 as some do now1 the world would be rewarded by earlier marriages and probably more of them4 ,there would be more children1 reared by younger and more enthusiastic mothers4 ,the more difficult professions1 which could not be successfully undertaken by the girl of twenty1 would then be reserved1 as they generally are now1 for the women whose ambition is unusually strong and absorbing4 ,attempts are frequently made to show that ambition is becoming an inordinately prominent quality in all women1 but there are few facts to support so wide a contention4 ,illustration3 ,photograph by ,paul ,thompson ,,ruth ,,mcenery ,,stuart ,mrs4 ,stuart was one of those in whom the talent for homemaking and the talent for creative literary work existed side by side4 ,on her husband's plantation in ,arkansas she found many of the types for the characters in her stories ,the girl graduate of twenty1 reinforced by from two to five years of work in the vocation she has chosen1 is usually fit1 physically and mentally1 for marriage4 ,more than that1 she may by that age1 usually1 be trusted to know what she wants1 even in a husband1 if she is ever going to know4 ,in the day when girls married nearly always in their teens1 wise choice of a husband called for selection of a man considerably older than the girl herself4 ,this disparity is less common in these days1 and is really less desirable than it once was4 ,the girl of the earlier time reached maturity of mind earlier than the girl of to-day with her prolonged education1 and much earlier than the boy of her day did4 ,he was still being educated in school or as an apprentice1 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 shoulders4 ,it used to be said1 ,men keep their youth better than women1 so that any disparity in age at the time of marriage was soon lost4 ,this is no longer true as it was once4 ,the early marriage1 with early and excessive childbearing1 overwork1 and the numerous restrictions that custom laid upon her1 were responsible for woman's loss of youth4 ,these conditions no longer exist4 ,the woman of forty or fifty can now usually hold her own with the man of her own age in point of youth4 ,illustration3 ,,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 homemaker4 ,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 equals4 ,they did not really desire mental equals as wives4 ,to-day they do1 or1 if there still lingers in the minds of some of them the old notion that wives must be clinging vines1 the lingering notion will soon be gone4 ,the marriage of equality possesses too many advantages for both parties to be thrown aside4 ,the wife who can think1 who is mature enough to be capable of real partnership1 is the wife surely of to-morrow1 if not of to-day4 ,among the forces that control marriage may be mentioned 7#a7 physical attraction1 7#b7 continued social relationships1 7#c7 dissimilarity1 7#d7 affection1 7#e7 barter4 ,it is usually difficult to say of any marriage that any one of these forces alone caused the mating4 ,it may have been physical attraction together with everyday companionship2 or physical attraction and dissimilarity or strangeness1 resulting in what we know as love at first sight4 ,or it may have been affection of slow growth1 or affection with an element of appreciation of worldly advantage1 or it may have been a little physical attraction with a great deal of desire for social position or wealth1 or1 ugliest of all1 it may have been pure barter1 without personal attraction of any sort4 ,for these worldy advantages you offer1 ,i will sell you my body and my soul4 ,to secure the finest marriages for girls we must insure three conditions3 7#a7 high ideals of marriage among our adolescents1 7#b7 better knowledge of men1 and 7#c7 wise companionships during the years from fourteen to twenty-five4 ,illustration3 ,,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 selection4 ,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 great4 ,physical attraction is not love1 but it may be--often it is--the basis of love when it exists between two who are suited to a life together4 ,generally speaking1 girls will find married life easier1 and their husbands will find life more satisfactory1 when the two have been reared with approximately the same ideals4 ,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 happiness4 ,marriages across such chasms where there should be common ground are more hazardous than between those whose education1 social training1 friends1 and beliefs are of the same type4 ,when they do succeed1 they undoubtedly are the richer for the variety of experience husband and wife have to give each other2 and1 too1 they show an adaptability on the part of one or both which argues well for continued happiness4 ,commonly1 however1 they do not succeed4 ,there are1 also1 deeper matters than these to be considered4 ,is this man or this woman worthy of lifelong devotion8 ,is the love he offers or she offers in return for the love you offer1 the love that gives or the love that merely takes8 ,has he been a success at something1 anything1 that counts8 ,has he a sense of responsibility in marriage and the burdens it brings8 ,does he desire a home8 ,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 possible8 ,has he a right to approach fatherhood--is his body physically and morally clean8 ,illustration3 ,copyright by ,underwood ,underwood ,,colonel ,,and ,,mrs4 ,,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 fancy4 ,but the attraction which cannot stand before them is not safe as a basis for marriage4 ,many a young man or woman has willfully turned closed eyes to the selfishness or the irresponsibility which will later wreck a home1 because attraction blinded common sense4 ,barter1 the lowest form of marriage1 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 union4 ,the woman desires wealth1 social position1 a title--or perhaps nothing more than security from poverty or the necessity of work outside the home1 or perhaps no more than the mere security of a home itself4 ,the man in other cases desires wealth1 or social position1 or a wife who will grace his fine home1 or some business connection which the marriage will afford4 ,and upon these things men and women build1 or attempt to build1 the foundations of home life4 ,it is not true of course that every girl of moderate means1 or without means1 who marries a man of wealth does so because of his money4 ,nor is it always true when the cases are reversed4 ,love may be as real between those two as between any others4 ,but when it is true that the marriage is an exchange of commodities1 it is no different from prostitution under other circumstances4 ,in fact1 it is prostitution under cover1 without acceptance of the stigma which for centuries has been the portion of voluntary selling of the body to him who cares to buy4 ,illustration3 ,copyright by ,underwood ,underwood ,,julia ,,ward ,,howe ,,and ,,her ,,granddaughter ,in the life of ,mrs4 ,howe was exemplified the identity of ideals of husband and wife4 ,they worked side by side in the literary field and in their philanthropic and reform work ,eugenics1 a modern science which aims at race regeneration1 lays down many laws and restrictions for those who are selecting their mates4 ,by the following of these laws and restrictions in the selection of husbands and wives1 undesirable traits in the offspring are to be weeded out and desirable2 ones are to be fostered and increased4 ,that these laws should be studied with the care used by breeders of plants and animals goes without saying4 ,that if they are followed strictly the number of marriages would be materially reduced1 at least for a considerable time1 is doubtless true4 ,that marriages in which eugenics has played the major part in selection will present new problems is probably equally true4 ,if marriages were mere temporary unions1 for the purpose of obtaining offspring1 eugenic principles could not be too exactly nor too coldly applied to the selection of mates4 ,but since marriage implies living together and becoming1 or continuing to be1 worthy members of the community1 and since the offspring are fashioned no less by the conditions of their upbringing than by heredity1 selection of mates must involve more than looking for eugenically perfect fathers and mothers for the generations yet unborn4 ,eugenics1 however1 is in infancy as a science1 and1 like the human infants it would protect1 must react to the environment in which it finds itself and must feel the chastening hand of time before its value can be known4 ,agitation in the direction of allowing posterity to be well born can never be out of place4 ,what being well born is and how it shall be attained is a worthy subject of research4 ,as a cold1 exact science1 however1 eugenics can never hope for application without some consideration of the personal equation which makes marriage at its best not a mating merely1 but a joining of souls4 ,choosing a husband or a wife is1 after all1 merely the beginning of the marriage problem4 ,good husbands are not discovered1 but made1 from originally good or perhaps indifferent or in rare cases from even poor material1 by the reaction of married life upon what was previously mere man4 ,even so with wives4 ,illustration3 ,,caroline ,,bartlett ,,crane ,mrs4 ,crane1 an expert on sanitation1 has successfully applied the principles of good housekeeping to civic affairs in many cities1 and has thus made women more of a factor in the community at large ,the successful marriage presupposes unselfishness1 even carried if necessary to the point of sacrifice1 but it must be unselfishness for two1 not for one alone4 ,neither the child wife who must be carried as a burden1 nor the complacent husband who forms the center of a smoothly revolving little world patiently turned by a silent wife1 has any part in the marriage of equality--the only marriage worthy of the name4 ,the successful marriage calls also for freedom--again for two4 ,women sometimes hesitate to marry because the old idea of marriage involved loss of individuality1 and they have little faith in men's readiness to accept any other idea4 ,men1 on the other hand1 fear to marry because the new woman demands so much for herself--development1 a career1 a chance to work out her own ideals of life4 ,the man sees little in this for himself but the second fiddle which woman for centuries played to his first4 ,ideal marriages1 however1 do take place in which there is no sacrifice of personality--in which1 indeed1 each lives a fuller life than would have been possible without the marriage4 ,for this to be realized1 there must be full recognition of the responsibility of each for his or her own deeds1 and a standing aside while each works out his destiny4 ,this does not mean a separation of interests nor an abandonment of common counsel4 ,it means merely that in individual matters each must have the freedom enjoyed before marriage took place4 ,it must mean for women some sort of economic independence1 and in addition a spiritual independence such as men enjoy4 ,when this freedom is cheerfully given1 and in return the wife gives a like liberty to the husband1 the great incentive to concealments and deceptions or to nagging and controversy is removed4 ,the petty annoyances of the day are lessened1 trust is increased1 and both man and woman find their strength increased rather than depleted by the relation4 ,illustration3 ,courtesy of ,george ,herbert ,palmer ,,alice ,,freeman ,,palmer ,mrs4 ,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 marriage4 ,happy in her home life1 ,mrs4 ,palmer yet had time to achieve a brilliant success in administrative educational work ,common interests are an almost certain safeguard in most marriages4 ,common duties are more often than not a source of difficulty4 ,an untold number of matrimonial ventures fail because of inadequate responsibility in adjustment of expenses to income4 ,many more are rendered inharmonious by failure of parents to agree as to the management of children4 ,in both these directions increased knowledge will do much to secure harmonious action4 ,family traditions are more than likely to clash when they are adopted as principles of family discipline4 ,children must mind1 says the father1 in memory and emulation of his father's method with him4 ,children must not be coerced1 says the mother1 who has been reared by a different method4 ,clearly a course in child psychology would have been of value to these parents in determining a common procedure4 ,there is probably no subject upon which either father or mother finds it so hard to yield to the other's way as upon this4 ,each feels1 and rightly1 that the material to be trained is so precious1 and that failure1 if it comes1 will be so stupendous1 that neither dares do what seems wrong to his own mind4 ,nothing but common knowledge and a predetermined policy can solve this problem so near to the root of success or failure in marriage itself4 ,girls are commonly taught too little of the duties of married women to their husbands4 ,they look for a lifetime of unalloyed bliss4 ,if they fail to realize their impossible dream1 they turn their faces toward the divorce court4 ,many girls have had too smooth a pathway1 too little of responsibility1 and too little of disappointment1 before undertaking the serious duty of establishing and maintaining a lifelong partnership4 ,there has been little in their lives to prepare them for long-continued relations of any sort4 ,on the other hand1 the same girls have equally little idea of what they have a right to expect of marriage for themselves4 ,much of the necessary adjustment is left to chance4 ,illustration3 ,photograph by ,paul ,thompson ,,amelia ,e4 ,,barr ,far from interfering with her career1 ,mrs4 ,barr's home interests were the inspiration for it4 ,thrown on her own resources by the death of her husband1 who sacrificed himself in a yellow fever epidemic in ,texas1 ,mrs4 ,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 childbearing4 ,women1 and especially educated women1 are accused of sterility or of intentionally avoiding motherhood4 ,they are said to believe that children interfere with their careers1 that they can render greater service to the world in public work than in childbearing4 ,they prefer idleness and luxury to the care of a family4 ,the maternal instinct is fading4 ,they threaten us with race suicide1 the extinction of mankind1 a silent world given over to dumb beasts who have not yet learned the principles of birth control and family limitation4 ,thus on the one hand4 ,on the other3 ,the world is better served by the small family well reared than by the large one necessarily less well cared for4 ,women are not merely the instruments of nature for multiplying mankind4 ,they have a right to some time for living their own lives4 ,the maternal instinct has not faded1 but merely come under control of a wisdom which directs that it shall not bring forth what it cannot care for4 ,and so on1 with added arguments for either side4 ,in all these discussions of birth control the fathers or the husbands who desire not to be fathers are usually left in the background4 ,as a matter of fact1 however1 men as well as women desire luxury and freedom from the care of a family4 ,it is a general sign of the times1 not a characteristic of one sex alone4 ,men as well as women fear for their ability to care for and educate large families4 ,with the demands of our present complex existence bearing heavily upon them1 one can scarcely wonder at the hesitation of either man or woman to add again and again to their already pressing cares4 ,there is but one remedy--not to cut off education for women1 as some suggest1 but to learn the joys of a simpler life which will afford people time and strength and means to bear and rear their young4 ,to this end let us teach our girls and our boys something of the essentials of a useful and a happy life1 and teach them how to eliminate the non-essentials which waste their time and spirit4 ,who can best instruct the girl in what we may call the ethics of marriage8 ,her mother8 ,usually the mother's viewpoint is too personal4 ,her teacher8 ,most of her teachers are unmarried and know little more about the subject than she does herself4 ,a specially selected married teacher8 ,perhaps1 but only if she is a deep student of human nature and of marriage from a scientific standpoint4 ,an ideal course for every girl somewhere before her education can be considered complete would cover woman's life as 7#a7 industrial worker1 7#b7 wife1 7#c7 mother1 7#d7 citizen1 7#e7 civic force4 ,here1 without undue dangling of the wedding ring1 girls might study marriage as an important phase of woman's life4 ,such a course1 simplified or elaborated to suit the circumstances of the girls who participate1 might well be given in all girls' schools and colleges1 in continuation schools1 in settlement-house clubs and classes1 in rural clubs and neighborhood centers4 ,for1 reduced to its simplest terms1 marriage in the tenement rests upon the same principles as marriage in the mansion4 ,happily married1 or happy unmarried1 with her life work stretching before her1 the girl enters upon her heritage of work4 ,we have trained her to be a homemaker1 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 hospital4 ,she may never keep house1 although we hope that she will some time help to make a home4 ,but1 whether she becomes a homemaker or not1 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 be4 ,in the home1 or wherever she may be1 she cannot fail to show the girls who are growing up about her what home means to her and what it means to the race4 ,and in her hands we may safely leave the future of the home4 ,,suggested ,,readings ,,general ,,books ,,which ,,introduce ,,the ,,reader ,,to ,,the ,,larger ,,phases ,,of ,,the ,,woman ,,movement ,,bruere1 ,,martha ,b4 and ,,robert ,w4 ,increasing ,home ,efficiency4 ,new ,york3 ,macmillan4 ,,colquhoun1 ,,mrs4 ,a4 ,the ,vocations of ,woman4 ,new ,york3 ,macmillan4 ,,gilman1 ,,charlotte ,,perkins4 ,women and ,economics4 ,boston3 ,small1 ,maynard ,co4 ,,key1 ,,ellen4 ,love and ,marriage4 ,new ,york3 ,putnam4 ,,schreiner1 ,,olive4 ,woman and ,labor4 ,new ,york3 ,frederick ,a4 ,stokes ,co4 ,,spencer1 ,,anna ,,garlin4 ,the ,challenge of ,womanhood4 ,,tarbell1 ,,ida ,m4 ,the ,business of ,being a ,woman4 ,new ,york3 ,macmillan4 ,some of these books are conservative1 others very radical4 ,they are recommended1 not because the writer agrees with them1 but because every mother and teacher who acts as a vocational counselor should know both conservative and radical points of view4 ,,more ,,distinctly ,,vocational ,,books ,,bloomfield1 ,,meyer4 ,readings in ,vocational ,guidance4 ,boston3 ,ginn ,co4 ,the following articles in this book are especially recommended3 ,the ,value1 during ,education1 of the ,life-,career ,motive4 ,by ,,charles ,w4 ,,eliot4 ,selecting ,young ,men for ,particular ,jobs4 ,by ,,herman ,,schneider4 ,the ,permanence of ,interests and ,their ,relation to ,abilities4 ,by ,,edward ,l4 ,,thorndike4 ,survey of ,occupations ,open to the ,girl of ,fourteen to ,sixteen ,years of ,age4 ,by ,,harriet ,,hazen ,,dodge4 ,,brewer1 ,j4,m4 ,vocational-,guidance ,movement4 ,new ,york3 ,macmillan4 ,,brewster1 ,,edwin ,t4 ,vocational ,guidance for the ,professions4 ,chicago3 ,rand ,mc,nally ,co4 ,,bureau ,,of ,,education1 ,washington1 ,d4,c4 ,bulletin #aiac1 ,no4 #ag4 ,a ,trade ,school for ,girls4 ,bulletin #aiad1 ,no4 #d4 ,the ,school and a ,start in ,life4 ,bulletin #aiad1 ,no4 #ad4 ,vocational ,guidance ,association4 ,papers presented at the organization meeting1 ,october1 #aiac4 ,annual ,reports of the ,commissioner of ,education3 #aiaa1 chapter viii1 ,a ,school for ,homemakers4 #aiad1 chapter xiii1 ,education for the ,home4 #aiae1 chapter xii1 ,home ,economics4 #aiae1 chapter xiv1 ,home ,education4 #aiaf1 chapter xvii1 ,education in the ,home4 ,,butler1 ,,elizabeth ,,beardsley4 ,women and the ,trades4 ,new ,york3 ,charities ,publication ,committee4 ----4 ,saleswomen in ,mercantile ,stores4 ,new ,york3 ,survey ,associates4 ,,davis1 ,,jesse ,,buttrick4 ,vocational and ,moral ,guidance4 ,boston3 ,ginn ,co4 ,,department ,,of ,,commerce ,,and ,,labor1 ,washington1 ,d4,c43 ,twenty-fifth ,annual ,report of the ,commissioner of ,labor4 ,contains nineteen volumes on ,condition of ,women and ,child ,wage-,earners in the ,united ,states4 ,the most comprehensive study of conditions of women in industry before the war4 ,bulletin ,no4 #age4 ,summary of the ,report on the ,condition of ,women and ,child ,wage-,earners in the ,united ,states4 ,gives in condensed form the findings in the nineteen volumes4 ,,gowin and ,,wheatley4 ,occupations4 ,boston3 ,ginn ,co4 ,,hollingworth1 ,h4,l4 ,vocational ,psychology3 ,its ,problems and ,methods4 ,new ,york3 ,d4 ,appleton ,co4 ,,laselle and ,,wiley4 ,vocations for ,girls4 ,boston3 ,houghton ,mifflin ,co4 ,,leake1 ,,albert ,h4 ,the ,vocational ,education of ,girls and ,women4 ,new ,york3 ,macmillan4 ,,mckeever1 ,a4 ,training the ,girl4 ,new ,york3 ,macmillan4 ,,pressey1 ,c4 ,,park4 ,a ,vocational ,reader4 ,chicago3 ,rand ,mc,nally ,co4 ,this book shows the teacher the kind of stories that can be used for inspiration for grade-school girls4 ,,puffer1 ,j4 ,,adams4 ,vocational ,guidance4 ,chicago3 ,rand ,mc,nally4 ,co4 ,,women',s ,,educational ,,and ,,industrial ,,union ,,of ,,boston3 ,vocations for the ,trained ,woman4 ,the ,public ,schools and ,women in ,office ,service4 ,,the ,,index ,acting as a preparation for homemaking1 #bja ,adolescent girl1 #acj-aej4 ,see also ,girl ,agriculture1 possibilities in and qualifications for1 #agc ff4 ,arithmetic applied to household problems1 #aad ff4 ,art courses as education for homemaking1 #dj1 #aah f4 ,artist1 work of1 as a preparation for homemaking1 #bja ,arts and crafts1 possibilities in and qualifications for1 #agc ,auburn1 ,washington1 ,central ,school1 manual arts courses in1 #aai ,bibliography1 #bda f4 ,bruere1 ,martha ,b41 quoted1 #ah1 #ea f4 ,budgets1 #ej ff4 ,building problems1 #cb ff4 ,census1 statistics regarding women in industry1 #aea1 #aeb1 #aec1 #aed ,chapin1 ,dr41 quoted1 #ej f4 ,child3 imitative instinct as influencing training of1 #ij1 #ajb training for habits of industry1 #if ff4 training for self-control1 #ic ff4 training for sympathy1 #ij f4 training for unselfishness1 #ie f4 training the little1 #hf-aja ,church3 as a means of betterment in the community1 #fg girl influenced by1 #hd f4 homemaking as influenced by1 #hd f4 women and the1 #fg ,citizenship1 woman and1 #ga f4 ,clothing 7see also ,dress73 problems of1 in the home1 #eg ff4 problems of1 for the adolescent girl1 #aci ff41 #adg f4 ,community3 church as a means of betterment in1 #fg home1 relation between1 and1 #fb ff4 working women1 relation to1 #aeg ff4 ,consolidated school1 #aaj ,continuation schools1 #agi f4 ,cooking classes in grammar schools1 #aaj f4 ,decoration of the home1 #dj ,department stores3 continuation schools in1 #agi f4 statistics concerning women employed in1 #ahj ,dietetics1 knowledge of1 necessary to the homemaker1 #ed ff4 ,divorce1 dangers of1 #hb1 #bah1 #bbj ,doll's house as a means of teaching the child mechanics of housekeeping1 #ajb-aba ,domestic work3 as a preparation for homemaking1 #aif f4 as a vocation1 possibilities in and qualifications for1 #ahe f4 ,dress 7see also ,clothing73 principles of selection1 for the adolescent girl1 #aci ff4 problems of1 for the adolescent girl1 #aci ff41 #adg f4 ,dressmaking1 possibilities in and qualifications for1 #aga f4 ,education3 for homemaking1 #be f4 of women1 effect on home life1 #h ff4 ,educational agencies involved in woman making1 #ge-he ,eugenics as influencing marriage1 #bcj ,factory work3 as a preparation for homemaking1 #bjj f4 possibilities in and qualifications for1 #agj f4 ,father1 characteristics of the ideal1 #bc f4 ,feeding problems in the home1 #ec ff4 ,financial knowledge necessary for homemaking1 #di ff4 ,food production1 possibilities in and qualifications for work in1 #age ff4 ,food questions1 study of1 in schools1 #aah ,frederick1 ,mrs41 quoted1 #ah ,furniture1 principles governing selection of1 #db ,games1 training afforded by1 #abc ff4 ,geography applied to household problems1 #aaf ,gilman1 ,charlotte ,perkins1 quoted1 #ef ,girl3 adolescent1 #acj-aej church's influence upon1 #hd ff4 dress problems of the adolescent1 #aci ff41 #adg f4 educational agencies involved in training the1 #ge-he health of adolescent1 methods of safeguarding1 #acj ff4 inner life of1 #abb-abi plan for training adolescent1 #acf ff4 school center of society of1 #abi ff41 #adc ff4 teaching the mechanics of housekeeping to1 #ajb-aba work of1 #aea-bag ,grammar school1 part played in vocational guidance1 #bjd ff4 ,hall1 ,g4 ,stanley1 quoted1 #gf ,handwork1 classification of1 #agj ff4 ,health of adolescent girl1 methods of safeguarding1 #acj ff4 ,heating apparatus1 #ce f4 ,high school1 part played in vocational guidance1 #baa ff4 ,home3 as a means of training for homemaking1 #ha ff4 building problems in1 #cb ff4 clothing problems in1 #eg ff4 community1 relation to1 #fb ff4 decoration of1 #dj establishing a1 #bg-dh feeding problems in1 #ec ff4 furniture1 principles governing selection of1 #db heating problems in1 #ce f4 income in1 apportionment of1 #ej ff4 industrial revolution1 effect of1 on1 #g ff4 industries in1 #ab ff4 labor-saving devices in1 #dd ff4 running the domestic machinery1 #di-gb servant question in1 #dd ff4 site for1 selection of1 #ca f4 the ideal1 #ah-bf urban conditions as affecting1 #aj f4 waste disposal in1 #cg ff4 water supply in1 #cf f4 women1 effect of education of1 on1 #h ff4 ,homemaking3 community problems in country and city affecting1 #bh1 #cj dietetics1 knowledge of1 necessary to1 #ed ff4 education for1 #be f4 educational agencies involved in training for1 #ge-he financial knowledge necessary for1 #di ff4 home's influence in training for1 #ha ff4 tasks suitable for the small child1 #aji teacher's responsibility in training for1 #gh1 #hj f4 the real business of woman1 #ad ff4 vocations as affecting1 #aid-bjb 7see also the specific vocations7 ,home work1 school credit for1 #aje ff4 ,housekeeping3 tasks suitable for the small child1 #aji teaching the mechanics of1 #ajb-aba ,hygiene1 study of1 as a preparation for homemaking1 #abj ,income1 apportionment of1 #ej ff4 ,industrial revolution1 effects of1 on home life1 #g ff4 ,industries 7see also ,vocations73 in the home1 #ab ff4 women in1 ,census statistics concerning1 #aea1 #aeb1 #aec1 #aed women's wage statistics1 #afj ,industry1 teaching the child habits of1 #if ff4 ,imitation1 evils of1 #ei f4 ,imitative instinct1 influence of1 in training the child1 #ij1 #ajb ,labor-saving devices in the home1 #dd ff4 ,leominster1 ,massachusetts1 a school lunch room1 #aaa ,library work1 possibilities in and qualifications for1 #ahi f4 ,literary work as a preparation for homemaking1 #bja ,marriage1 #bah-bdj age of1 for women1 #aeb1 #bai f4 factors influencing1 #bbf f4 ideals of1 #bbf f4 ,massachusetts plan of school credit for home work1 #ajf ,millinery1 possibilities in and qualifications for1 #agb ,montclair1 ,new ,jersey1 school lunchroom1 #aaa ,montessori materials as means of teaching habits of industry1 #ih ,mother 7see also ,woman73 characteristics of the ideal1 #ba ff4 community institutions1 relation to1 #fe ff4 school1 duty to1 #fe ff4 ,nearing1 ,scott1 quoted1 #ah ,newark1 ,new ,jersey1 ,central ,high ,school1 lunch room in1 #aaa ,new ,york ,city1 ,public ,school ,no4 #g1 model school home1 #aac ,nursing3 as a preparation for homemaking1 #aig ff4 possibilities in and qualifications for1 #aij f4 ,occupations4 ,see ,vocations2 see also the specific occupations ,office work3 as a preparation for homemaking1 #aii possibilities in and qualifications for1 #ahj ff4 ,oppenheim1 quoted1 #abj ,oregon plan of school credit for home work1 #ajf ,physiology1 study of1 as preparation for homemaking1 #abj ,puffer1 ,j4 ,adams1 quoted1 #aeb1 #aee ,reading for the adolescent girl1 #adf f4 ,reform1 woman's opportunities in1 #fh1 #gj f4 ,salesmanship3 as a preparation for homemaking1 #bjj possibilities in and qualifications for1 #agh ff4 ,school3 art courses contributing to homemaking knowledge1 #aah f4 consolidated1 #aaj continuation1 #agi f4 cooking classes in1 #aaj f4 homemaking1 duty to educate for1 #ce1 #dg f41 #gf ff4 mothers' relation to1 #fe ff4 sewing classes in grammar1 #aaj1 #aaa f4 vocational guidance1 responsibility in1 #afg ff41 #bjd ff41 #baa ff4 ,school credit for home work1 #aje ff4 ,school gardens1 #ajh ,schreiner1 ,olive1 quoted1 #aeb ,servant question1 #dd ff4 ,sewing classes in grammar schools1 #aaj1 #aaa f4 ,sex knowledge1 instruction in1 #hj1 #abh1 #adh ff4 ,social work1 possibilities in and qualifications for1 #aia ff4 ,society3 school and playground center of girls'1 #abf ff41 #adc ff4 woman's place in1 #c-ag ,suffrage1 #ga ,tarbell1 ,ida ,m41 quoted1 #ae ,teacher3 as a vocational guide1 #afg ff41 #bjd ff41 #baa ff4 homemaking1 responsibility of1 in training for1 #ge ff41 #gh1 #hj f4 ,teaching3 as a preparation for homemaking1 #aig ff4 possibilities in and qualifications for1 #ahh f4 ,urban conditions as affecting home life1 #aj f4 ,vocational guidance3 considerations in1 #afc ff41 #aid ff4 grammar school's part in1 #bjd ff4 high school's part in1 #baa ff4 need for1 #afa f4 object of1 #baf school's part in1 #afg ff41 #bjd ff41 #baa ff4 teacher's part in1 #afg ff41 #bjd ff41 #baa ff4 ,vocations 7see also the specific vocations73 as affecting homemaking1 #aid-bjb choice of1 considerations in1 #afc ff41 #aid ff4 classification of1 #afc-aic determined by training1 #bjc-bag distributing group1 #agh-ahc producing group1 #afi-agg service group1 #ahd-aic ,wage statistics1 #afj ,ward1 ,lester ,f41 quoted1 #ae ,waste disposal1 #cg ff4 ,water supply1 #cf f4 ,womanhood1 present-day ideals of1 #a-gb ,woman 7see also ,mother73 and citizenship1 #ga f4 as buyer1 #gj f4 church1 relation to1 #fg community's relation to working1 #aeg ff4 education of1 effect on home life1 #h ff4 in industry1 ,census statistics1 #aea1 #aeb1 #aec1 #aed marriage age #aeb1 #bai f4 reform1 opportunities in1 #fh1 #gj f4 society1 place in1 #c-ag status of1 views concerning1 #e f4 the real business of1 #ad ff4 wage statistics1 #afj