Vocational Guidance for Girls Part 5

The same road after repairs were made through the efforts of members of the community]

Sometimes it will happen that the homemaker finds work to be done in the line of community reform. Perhaps the roads are out of repair, or the cemetery is neglected, or the school building insanitary. Perhaps the water supply is not properly guarded, or milk inspection not thoroughly looked after. Perhaps industrial conditions in the town are not what they should be. Perhaps laws are not being enforced. New conditions require new laws. There may be loafing places on streets and in stores which are dangerous. The billiard halls may need a thorough moral cleaning and a moral man placed in charge. The public dance halls may need proper chaperonage. The moving pictures need state and national censorship to eliminate the careless suggestions leading toward both vice and crime. The homemaker must know under such circ.u.mstances how to stir public opinion, how to make use of her existing organizations, how to set on foot the various movements necessary for reform.

In connection with the subject of the homemaker's place in the community we must return to the thought of woman as the buyer for the home and of her consequent influence upon the economic standards of the community. It is not unusual in these days to read or hear such statements as the following: "The woman was no longer producer and consumer.... She became the consumer and her entire economic function changed.... The housewife is the buying agent for the home." Like many statements in regard to woman and her function, this seems overdrawn, since woman in her capacity as homemaker is still a producer as well as a consumer in thousands of cases. That she will become, economically, _merely_ a buying agent, some of us not only doubt, but should consider a certain misfortune, should it occur. The fact remains, however, that as buyer of both raw materials and finished products the woman spends a very large percentage (some say nine-tenths) of the money taken in by the retail merchants of the country. This gives, or should give her, a commanding position in the producing world. If the women of America should definitely decide to-day that they would buy no more corn flakes, or mercerized crochet cotton, or silk elastic, the factories now so busy turning out these products would be shut down to-morrow until they could be converted to other uses. Women often fail to realize their power in this direction. When they do realize it, they are able to accomplish quietly all sorts of reforms in the mercantile and industrial worlds.

There need be no crusade against adulterated foods other than real education and the refusal of homemakers to buy from merchants who carry them in stock. The same remedy will apply to overworked and underpaid workers, to insanitary shops and factories. That it is the woman's duty to control these matters is a necessary conclusion when we consider her power as the "spender of the family income." Who else has this power as she has it?

We have already noted how this power might be used to regulate not only the quality but the character of products in the factories. If women merely pa.s.sed by the outlandish hats, the high heels, the hobble skirts, of fashion, their stay would necessarily be short. The woman, therefore, _if she choose_, is absolutely the controller of production along most lines of food and raiment. That she shall use this controlling power wisely is one of her obligations. And to meet the obligation she must be wisely trained.

It would seem that the homemaker, as we have conceived her, has a part in most of the concerns of the community. We speak of "woman and citizenship." To many this means, perhaps, "woman and suffrage." Woman in politics is already an accomplished fact in fourteen western states. Suffrage has been granted her in the state of New York. That her political influence will widen seems a foregone conclusion. She must therefore be prepared for real service in civic concerns. Women have already applied their housecleaning knowledge and skill to the smaller near-by problems of civic life. As time goes on they must render the same service to state and nation.

We shall soon see nation-wide "votes for women," in our own country, at least. But whether we do or not, or until we do, woman and citizenship are, as they have always been, closely linked together. In every community relation the homemaker is the good, or indifferent, or bad citizen; and in every home relation she is the citizen still, and, more than that, the mother of future citizens.

In spite of the "uneasy women" who feel that the home offers insufficient scope for their intellectual powers, the executive ability required to run a home smoothly and well is of no mean order.

"This being a mother is a complicated business," as one mother of my acquaintance expresses it. Can we afford to have homemaking underrated as a vocation, to be avoided or entered into lightly, often with neither natural apt.i.tude nor training to serve as guide to the "complications"? It would seem not. We must then consider "guidance toward homemaking" as a necessary part of a girl's education and as a possible solution of the home problems on every hand.

We have thus far in this book concerned ourselves with making plain our ideal of girlhood and womanhood and with considering the problems which our girl and woman, when we have done our best to prepare her, will have to meet. We have thus far not concerned ourselves with the questions of how, when, and where the work of preparation is to be done. A clear vision of the end to be attained, not obscured by thought of the means used in reaching it, seems a necessity. From this we may pa.s.s on to careful, detailed consideration of agencies and methods. Knowing what we desire our girls to be, we may enlist all the forces which react upon girls to make them into what we desire.

FOOTNOTES:

[Footnote 3: No studies of present-day conditions are available. The proportion spent for food, clothing, etc., will remain nearly the same. It is safe to multiply the above estimates by two to obtain the actual cost of living in the year 1919.]

PART II

GUIDING GIRLS TOWARD THE IDEAL

"A vocational guide is one who helps other people to find themselves. Vocational guidance is the science of this self-discovery."

CHAPTER V

THE EDUCATIONAL AGENCIES INVOLVED

The three agencies most vitally concerned in this problem of "woman making" are necessarily the home, the church, and the school--the home and the church, because of their vital interest in the personal result; the school, because, whatever public opinion has demanded, schools have never been able to turn out merely educated human beings, but always boys and girls, prospective men and women. And so they must continue to do. Nature rea.s.serts itself with every coming generation.

This being so, we must continue to "make women." If we desire to make homemaking women, the most economical way to accomplish this is to use the already existing machinery for making women of some sort. We cannot begin too soon, nor continue our efforts too faithfully. The school cannot leave the whole matter to the home, nor can the home safely a.s.sume that the "domestic science" course or courses will do all that is needed for the girl. Being a woman is a complex, many-sided business for which training must be broad and long-continued.

The teacher has perhaps scarcely realized her responsibilities or her opportunities in this matter. For years, and in fact until very recently, the whole tendency in education for girls has been toward a training which ignores s.e.x and ultimate destiny. The teachers themselves were so trained and are therefore the less prepared to see the necessity for any special teaching along these lines. They may even resent any demand for specialized instruction for girls.

Yet we are confronted by the fact that the majority of girls do marry, and that many of this majority are woefully lacking in the knowledge and training they should have. Nor are these girls exclusively from the poor and ignorant cla.s.ses. There is no question about the responsibility of the school in the matter. The state which "trains for citizenship" cannot logically ignore the necessity for training the mothers of future citizens.

"While I sympathize profoundly with the claim of woman for every opportunity which she can fill," says G. Stanley Hall in _Adolescence_, "and yield to none in appreciation of her ability, I insist that the cardinal defect in the woman's college is that it is based upon the a.s.sumption, implied and often expressed, if not almost universally acknowledged, that girls should primarily be trained to independence and self-support; and matrimony and motherhood, if it come, will take care of itself, or, as some even urge, is thus best provided for." This criticism, of existing educational conditions is quite as applicable to schools for younger girls as to those which Dr.

Hall has in mind. There is no reason why both school and college may not fit girls for a broad and general usefulness, for "independence and self-support," and at the same time give them the training for that which, with the majority already mentioned, comes to be the great work of their lives.

Through all the lower grades of school life, and to a certain extent through the whole course, the methods of instruction used will be largely indirect. The child will-seldom be told, "This is to teach you how to keep house." I can think of no field in which this indirect method will produce greater results than the one we are considering.

[Ill.u.s.tration: Montavilla School garden, Portland, Oregon, where boys and girls raise vegetables for serving in the lunchroom. Here the science of growing things is taught as part of the "training for citizenship"]

[Ill.u.s.tration: Lunchroom where vegetables grown in the Montavilla School garden are prepared and eaten]

[Ill.u.s.tration: Photograph by Brown Bros.

A model school home. One way of teaching children how to "keep house"

is by means of the model home where they are given instruction in all the duties of the homemaker]

The teacher, in most cases, must begin her homemaking training by realizing that her own example is by the very nature of things opposed to the homemaking principle, the unmarried teacher being the rule in most of our schools. Her first care, then, must be to counteract her own example. Her references to home life must be always of the most appreciative and even reverent sort. If, as is quite possible, she comes from unsatisfactory conditions in her own home, she must be doubly careful lest her prejudices be pa.s.sed on to her pupils. She will find ways in which to let it be understood that her ideals of home life are not wanting, although she has not as yet--perhaps for some reason never will--become a homemaker. I have sometimes thought that teachers, in their effort to impress children in more direct ways, lose sight of the great effect of their unconscious influence.

After all, it is what the teacher does, rather than what she says, that impresses; and what she _is_, regulates what she does. The teacher must, therefore, have the right att.i.tude toward homemaking and domestic life. It may be of the greatest value in determining the force of her influence in this direction for the children to catch intimate little glimpses of her domestic accomplishments, of her sewing, or of her cooking, or of her quick knowledge and deft handling of emergency cases. The teacher whose influence is felt most and lasts longest is the one whose "motherliness" supplements her academic acquirements and supplies a sympathetic understanding of the child.

[Ill.u.s.tration: Canning tomatoes at the Montavilla School. In such a cla.s.s the mothers of future citizens are given training in one of the fundamental needs of the home--scientific cooking]

[Ill.u.s.tration: Lunchroom where children benefit by the scientific cooking of the vegetables they grow]

With innate motherliness as a basis, the teacher must build up a careful understanding not only of child nature, but of man and woman nature as the developed product of child growth. She must be a student of the "woman question" as a vital problem, always recognizing that the whole social structure inevitably depends upon the status of woman in the world. She must face without flinching her responsibilities in s.e.x matters. She may, or may not, be called upon to furnish s.e.x instruction to the girls under her care, but no rules can free her from her moral responsibility in striving to keep the s.e.x atmosphere clean and invigorating. The "conspiracy of silence" on these subjects is broken, and we must accept the fact that modesty does not require an a.s.sumed or a real ignorance of the most wonderful of nature's laws.

"The idea that celibacy is the 'aristocracy of the future' is soundly based if the Business of Being a Woman rests on a mystery so questionable that it cannot be frankly and truthfully explained by a girl's mother the moment her interest and curiosity seek satisfaction."[4] And what the mother should tell, the teacher must know.

Practical use of the teacher's carefully worked-out theories will be made all along the line of the girl's, and to a certain degree the boy's, education. The indirect teaching of the primary grades will give place in the higher grades to more direct dealing with the science, or, better, sciences, upon which homemaking rests. The cla.s.sroom becomes a "school of theory." The home stands in the equally vital position of a laboratory in which the girl sees the theory worked out and in time performs her own experiments. The finest teaching presupposes perfect cooperation between school and home.

[Ill.u.s.tration: Photograph by Brown Bros.

Mothers' and daughters' meeting on sewing day. Cooperation between the home and the school makes for the best teaching of domestic science]

The first duty of the mother, like that of the teacher, is to preserve always a right att.i.tude toward home life. The girl who grows up in an ideal home will be likely to look forward to making such a home some day. Or, if the home is not in all respects ideal, the father or mother who nevertheless recognizes ideal homes as possible may show the girl directly or otherwise how to avoid the mischance of a less than perfect home.

The prevalence of divorce places before young men and women sad examples of mismating, of incompetent homemakers, of wrecked homes. We can scarcely estimate the blow struck at ideals of marriage in the minds of girls and boys by these flaunted failures. Nor can we even guess how many boys and girls are led to a cynical att.i.tude toward all marriage by their daily suffering in families where parents have missed the real meaning of "home." However practical we may become, therefore--and we must be practical in this matter--we must never overlook the need for parents to give home life an atmosphere of charm. No one else can take their place in doing this. Hence it is their first duty to make homemaking seem worth while.

The home must take the lead also in giving the idea of homemaking as a definite and scientific profession. The school may teach the science, but unless the home shows practical application of the scientific principles, it would be much like teaching agriculture without showing results upon real soil. Skillful teachers recognize the home as a valuable adjunct to their school equipment and are able by wise cooperation to use it to its full value.

The home, in its character of laboratory for the school of domestic theory, must possess certain qualifications. Like all laboratories, it should be well equipped. This does not mean necessarily with expensive outfit, but with at least the best that means will allow. It implies that the home shall be recognized as a teaching inst.i.tution quite as much as the school. Like other laboratories, it must be a place of experiment, not merely a preserver of tradition. The efficient laboratory presupposes an informed and open-minded presiding genius.

[Ill.u.s.tration: Courtesy of L.A. Alderman First crop of radishes and lettuce at the Alameda Park School, Portland, Oregon, June, 1916. Even in the primary grades children may learn much about the science of growing things]

[Ill.u.s.tration: Bringing exhibits to a school fair in Tacoma, Washington. Skillful teachers who recognize the home as a valuable adjunct to the school equipment encourage the children to make gardens at home]

The greatest service that the home can render in the cause of training girls for homemaking is probably close, painstaking study of its own individual girl--her likes, dislikes, apt.i.tudes, and limitations.

Home-mindedness shows itself nowhere so much as in the home; lack of home-mindedness shows there quite as much. The results of such study should throw great light upon the problem of the girl's future.

Combined with the observations recorded by her teacher during year after year of the girl's school life, this study offers the strongest arguments for or against this or that career. Frequent and sympathetic conferences between parent and teacher become a necessity. There is then less likelihood of opposing counsel when the girl seeks guidance toward her life work.

It is quite probable that, while the school undertakes to lay a general foundation for homemaking efficiency, the home, when it reaches the full measure of its power and responsibility, will be best fitted to help the girl to specialize in the direction most suited to her individual power. It can, if it will, _give_ the girl individual opportunities such as the mere fact of numbers forbids the school to give.

The special work of the church in training the girl is necessarily that which has to do with her spiritual concept of life, the strengthening of her moral fiber. Here school, home, and church must each contribute its share. None of them can undertake alone so important and delicate a task. Any attempt to make arbitrary divisions in the work of these three agencies is bound to be at least a partial failure. Conditions differ so widely that we can only say of much of the work, "at school or church or in the home," or, better, "at school and church and home in cooperation." Each must supplement the efforts of the other, and where one fails, the other must take up the task. It really matters little where the work is done, provided that it _is_ done. The ensuing chapters of this book are written in the hope that they may bring the vital problems of girl training and girl guidance home to both teacher and parent; and especially that they may convince both of the value of cooperation in the inspiring work of helping our daughters to make the most of their lives.

FOOTNOTES: