Read Ebook: Vocational Guidance for Girls by Dickson Marguerite

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"The central fact of the woman's life--Nature's reason for her--is the child, his bearing and rearing. There is no escape from the divine order that her life must be built around this constraint, duty, or privilege, as she may please to consider it." It is the fashion among some women to assume that it is time all this were changed, and that therefore it will be changed. They look forward to seeing womankind released from this "constraint, duty, or privilege," and yet see in their prophetic vision the race moving on to a future of achievement. The fact, however, ignore it as we may, cannot be gainsaid: no man-made or woman-made "emancipation" will change nature's law.

Any vocational counselor who fails to reckon first with the homemaking career of girls is therefore blind to the facts of life. All education, all training, must be considered in its bearing on the one vocation, homemaking. The time will come when the occupations of boys and men must likewise be considered in relation to homemaking, but that problem is not the province of this book.

Two obstacles to the successful pursuit of her ultimate vocation stand prominently before the young woman of to-day: first, the instruction of the times has imbued her with too little respect for her calling; second, her education teaches her how to do almost everything except how to follow this calling in the scientific spirit of the day. She may scorn housework as drudgery, but no voice is raised to show her that it may be made something else. With the advent of vocational guidance, vocational training of necessity follows close behind. And with vocational training must come a proper appreciation, among the other businesses of life, of this "business of being a woman."

Must we then educate the girl to be a homemaker, and keep her out of the industrial life which has claimed her so swiftly and in which she has found so much of her emancipation? No, we could not, if we would, keep her from the outside life. We must rather recognize her double vocation and, difficult though it seem, must educate her for both phases of her "business." She will be not only the better woman, but the better worker, because of the very breadth of her vocational horizon.

Training for homemaking, then, must go hand in hand with training for some phase of industrial life. Vocational guides must consider not only inclination and temperament, but physical condition and the supply and demand of the industrial world. They will consider the girl not merely as an industrial worker, but as a potential homemaker. They will, therefore, also study the effect of various vocations upon homemaking capabilities.

How then shall the teaching of this double vocation be approached? How shall we, as teachers of girls, make them capable of becoming homemakers? How shall we make them see that homemaking and the world's work may go hand in hand, so that they will desire in time to turn from their industrial service to the later and better destiny of making a home? This book offers its contribution toward answering these questions.

FOOTNOTES:

THE IDEAL HOME

That we may understand, and to some extent formulate, the problem which we would have girls trained to solve, we must of necessity study homes. What must girls know in order to be successful homemakers?

But although this spiritual significance of home has always existed, we are sometimes inclined to overlook the fact. Because conditions have changed, and because our external ideals of home have changed and are still changing, we fail to see that the foundation of home life is still unchanged.

Laying aside all preconceived notions, and remembering that changes are coming fast in these days, let us look for the ideals which may be common to all homes, in city or country, among rich or poor.

She will work for her children and will make them wish to work with her, teaching them the true value of work and sacrifice. She will play with them, for their pleasure and development, and she will also play, in her own way, for her own rejuvenation and her soul's good. She will study each member of her family as an individual problem, and, abandoning forever the idea of pressing any child's soul into the mold that she might choose, will rather strive to aid its growth toward its natural ideal. She will strive to hold and to be worthy of her children's confidence, that they may turn to her in those times that try their souls. But she will always respect the personal liberty of either child or husband to live his own life.

She will interest herself in the interests of husband and children, that she may remain a vital factor in their lives; and she will make the home so delightful as to reduce to a minimum the scattering influences that tend to destroy home life. She will weave intangible but indestructible ties of affection, holding all together and to herself. She will keep her interest in the outside world, so that she may better prepare her children to live in it and may resist the narrowing influence of her enforced temporary withdrawal. She will take some part in civic work and social uplift, and, when her years of child rearing are ended, in the leisure of middle age she will return to the less circumscribed life of her youth, bending her matured energies to the world's work.

The father of this ideal family will be first of all a man happy in his work. The plodding, weary slave to distasteful labor can be ideal neither as husband nor as father. Overworked fathers are quite as impossible in our scheme as overburdened mothers. In ideal conditions the father will have time, strength, and willingness to be more of a factor in the home life than he sometimes is at the present time. More than that, his early education will have included definite preparation for homemaking, so that his co?peration will be intelligent and therefore helpful. He will know more than he does now about the cost of living and he will assist in making a preliminary division of the year's income upon an intelligent basis. He will recognize the necessity for equipment for the homemaking business and will contribute his share of thought and labor to improving the home plant.

He will be a companion as well as adviser to his boys and girls and will retain their respect and love by his sympathetic understanding and his remembrance of the boy's point of view. In all his dealings with his children he will be careful that interference with his comfort and convenience or the wounding of his pride by their shortcomings does not obscure his sense of justice. He will be a student of child nature and will keep in view the ultimate good and usefulness of his child. He will regard his fatherhood as his greatest service to the state.

The children reared by this ideal father and mother in their ideal home will grow as naturally as plants in a well-cared-for garden. With examples of courtesy and kindness, of cheerful work and health-producing play, ever before them in the lives of their parents, they may be led along the same paths to similar usefulness. Their educational problems will be met by the combined effort of teachers and parents, and natural aptitude as well as community needs will dictate the choice of their life work.

That this ideal family is far removed from many families of our acquaintance merely proves the necessity of training for more efficient homemaking, and indeed for a better conception of homemaking ideals and problems. If we are to teach our girls and our boys to be homemakers, we must consider carefully what they need to know. If we are to counteract the tendencies of the past two or three decades away from homemaking as a vocation, we must show the true value of the homemaker to the community, and the opportunities which domestic life presents to the scientifically trained mind.

Education for homemaking necessarily implies teachers who are trained for homemaking instruction; and we may pause here to notice that no homemaking course in normal school or college can be sufficient to give the teacher true knowledge of ideal homes. She must have seen such homes, or those which approximate the ideal. Perhaps she has grown up in such a home. More probably she has not. If not, it must then necessarily follow that the lower have been the ideals in the home where the teacher had her training, the more she should see of other homes, and especially of good homes. Her whole outlook may be changed by such contact; and with her outlook, her teaching; and with her teaching, her influence.

If all girls grew up in ideal homes, it seems probable that homemaking would appeal to them quite naturally as the ultimate vocation. Indeed, we know that many girls feel this natural drawing, in spite of most unlovely conditions in their childhood homes. The task of mother, teacher, and vocational counselor in this matter is a complicated one. Some girls are not fitted by nature to be homemakers. Some may with careful training overcome inherent defects which stand in the way of their success. Some have the natural endowment, but have their eyes fixed on other careers. Some have unhappy ideals to overcome. The fact, however, confronts us that at some time in their lives a very large majority of these girls will be homemakers. It is the part of those who have charge of them in their formative years to do two things for them: first, to train them so that they may understand the tasks of the homemaker and perform them creditably if they are called upon; second, to teach all those girls who seem fitted for this high vocation to desire it, and to choose it for at least part of their mature lives.

ESTABLISHING A HOME

Certain very definite attempts are being made in these days to meet the evident lack of homemaking knowledge in the rising generation. And since definiteness of plan lends power to accomplishment, we cannot do better than to analyze as carefully as possible the various lines of knowledge required by the prospective homemaker in entering upon her life work.

What are the problems of homemaking? And how far can we provide the girl with the necessary equipment to make her an efficient worker in her chosen vocation?

Country life and city life are apparently so far removed from each other as to present totally different problems to the homemaker and to the vocational educator of girls. And yet underlying the successful management of both urban and rural homes are the same principles of domestic economy and of social efficiency. The principles are there, however widely their application may differ. While we may wisely train country girls for country living, and city girls to face the problems of urban life, we must not lose sight of the fact that country girls often become homemakers in the city and that city girls are often found establishing homes in the country. Nor should we overlook the truth that some study of home conditions in other than familiar surroundings will broaden the girl's knowledge and fit her in later life to make conditions subservient to that knowledge.

Both rural and urban homemakers must be taught to appreciate their advantages and to make the most of them. They must also learn to face their disadvantages and to work intelligently toward overcoming them.

The country homemaker has no immediate need of studying the problems of congestion in population which menace the millions of city-dwellers. The country home has plenty of room and an abundance of pure air. Yet it is often true that country homes are poorly ventilated and that much avoidable sickness results from this fact. The country home is often set in the midst of great natural beauty, yet misses its opportunity to satisfy the eye in an artistic sense. Its very isolation is sometimes a cause of the lack of attention to its appearance to the passerby.

The farmer's wife has an advantage in the matter of fresh vegetables, eggs, and poultry, but the city housekeeper has the near-by market and finds the question of sanitation, the preservation of food, and the disposal of waste far easier of solution.

The city housewife is often troubled in regard to the source of her milk supply; the country-dweller has plenty of fresh milk, but frequently finds it difficult to be sure of pure water.

The country homemaker often lacks the conveniences which make housekeeping easier; the city woman is often misled, by the ease of obtaining the ready-made article, into buying inferior products in order to avoid the labor of producing.

The family in the farming community often has meager social life and lack of proper recreations; the city-dweller is made restless and improvident by an excess of opportunities for certain sorts of amusement.

Thus each type of community has its own problems. But practically all of these problems fall under certain general heads which both city and country homemakers should consider as part of their education. The present turning of thought toward training in these directions is most promising for the homes of the future.

It is one of the misfortunes of existing conditions that the city and the country are not better acquainted with each other. Scorn frequently takes the place of understanding. The town or village girl goes out to teach in the country school, knowing little of country living and less of country homes. It is difficult, if not impossible, for such a teacher to be an influence for good. Especially as she approaches the homemaking problem is she without the knowledge which must underlie successful work. It is important that the city girl under such conditions should make a special effort to study country life and country homes in a sympathetic, helpful spirit.

Perhaps our analysis of homemaking problems can take no more practical form than to follow from its hypothetical beginning the making of an actual home.

No more inspiring moment comes in the lives of most men and women than that in which the first step is taken toward making their first home. There is an instinctive recognition of the greatness of the occasion. But ignorance will dull the glow of inspiration and wrong standards will lead to wreck of highest hopes. Let us, therefore, be practical and definite and face the facts.

A home is to be established. The first question is: Where? To a certain extent circumstances must answer this question. The character and place of employment of the breadwinner, the income, social relations already established, school, church, library, market, water and sanitary conditions, must all be considered. Yet even these regulating conditions must receive intelligent treatment. How many young homemakers have any definite idea as to what proportion of the income may safely be expended for shelter? How many can tell the relative advantages of renting and owning?

Probably the first consideration in selection is likely to be whether the home is to be permanent or merely temporary. When the occupation is likely to be permanent, the greatest comfort and well-being will usually result from establishing early a permanent home; and this involves a long look ahead to justify the selection of a site. Not only must health and convenience be considered, but future questions relative to the expanding requirements of the homemakers and to the education and proper upbringing of a family as well. Then, too, young people must usually begin modestly from a financial standpoint, and they are therefore cut off from certain locations which they may perhaps desire and which they might hope to attain in later years. In the country, where the livelihood is often gained directly from the land, a new element enters into selection and must to some extent take precedence over others. Soil considerations aside, however, we have health, beauty, social environment, educational advantages, and expense to consider; and we should establish certain standards in these directions for our young people to measure by.

Considerations of health must include not only climatic conditions, but questions of drainage, water supply, time and comfort of transportation to work, and the sanitary condition of the neighborhood.

Prospective homemakers must learn, too, the value of reposeful surroundings and of some degree of natural beauty. They must recognize the value also of desirable social environment--that is, of such moral and intellectual surroundings as will be uplifting for the homemakers and safe for the future family. They will, it is hoped, learn that a merely fashionable neighborhood is not necessarily a desirable environment. The church, the school, the library, and proper recreation centers are also to be considered in one's social outlook. They are all distinctly worth paying for, as also is a good road.

With the site selected, the great problem of building next confronts the homemaker. Here again the principles of selection should be sufficiently known to young people, boys and girls alike, to save them from the mistakes so commonly made and frequently so regretted.

The people who can afford to employ an architect to design their homes are in a decided minority, and the only way to insure good houses for the less well-to-do majority is to see that the less well-to-do do not grow up without instruction as to what good houses are. The great tendency of the day in building is fortunately toward increased simplicity and toward a quality which we may call "livableness." This tendency we shall do well to fix in our teaching.

In general, the good house is plain, substantial, convenient, and suited to its surroundings. Efficient housekeeping is largely conditioned by such very practical details as closets and pantries, the relative positions of sink and stove, the height of work tables and shelves, the distance from range to dining table, the ease or difficulty of cleaning woodwork, laundry facilities, and the like. Housekeeping is made up of accumulated details of work, and adequate preparation for comfort in working can be made only when the house is in process of construction.

Not less are the higher and more abstract duties of the homemaker served by the kind of house she lives and works in. In a hundred details the homemaker should be able to increase the efficiency of the "place to make citizens in." A common mistake in building produces a house which adds to, rather than lessens, the burdens of its inmates. More often than not this is the result of a misapprehension of what houses are for.

There are many large mansions in our villages and cities built for show and display of wealth in which no one will live today. These houses are being torn down and sold for junk. The modern home is built for one purpose only, a home.

We must therefore teach our boys and girls that houses are for shelter, work, comfort, and rest, and to satisfy our sense of beauty, not to serve as show places nor to establish for us a standing in the community proportionate to the size of our buildings. We must teach them to measure their house needs and to avoid the uselessly ornate as well as the hopelessly ugly. We must teach them to consider ease of upkeep a distinctly valuable factor in building. But most of all must the homemaker be taught that the comfort and well-being of the family come first in the making of plans.

Few persons possess sufficient originality to think out new and valuable arrangements for houses; therefore we must see that their minds are rendered alert to discover successful arrangements in the houses they are constantly seeing and to adapt these arrangements to their own needs. Unless their minds are awakened in this direction, the majority will merely see the house problem in large units, overlooking the finer points of detail which mean comfort or the opposite.

I recall spending a considerable number of drawing periods in my grammar-school days upon copying drawings of houses. I recall that we became sufficiently conversant with such terms as front elevation, side elevation, and floor plan to feel that we were deep in technical knowledge. But I do not recall that anyone suggested any question as to the suitability of these houses for homes, or opened our minds to consideration of the fact that house building was a proper concern for our minds. It was merely a case in which educative processes failed to function. They do things better now in many schools. But we should not rest until all of our prospective homemakers have opportunity to obtain practical instruction in home planning and building.

Matters pertaining to heating, ventilating, and plumbing are easily taught as resting upon certain definite, well-understood principles. Here the personal element is less to be considered, and scientific knowledge may be passed on with some degree of authority. Our courses in physics, chemistry, and hygiene can be made thoroughly practical without losing any of their scientific value. Especially in our rural schools should matters of this sort receive careful and adequate treatment. In times past it was considered inevitable that the country-dweller should lack the advantages, found in most city houses, of a plentiful supply of water, radiated heat for the whole house, proper disposal of waste, and arrangements for cold storage. We know now that these things are obtainable at less cost than we had supposed; and we know also that it is not lack of means, but lack of knowledge, which forces many to do without them. In many a farm home the doctor's bills for one or two winters would pay for installing proper systems of heat and ventilation. Everything that tends to increase the comfort and safety of home life must be taught, as well as everything that tends to lessen the labor of keeping a family clean, warm, and properly fed.

Accurate figures should be obtained to set before the boys and girls who will be homemakers, showing the cost, in time, labor, and money, of running a heating plant for the house as compared with several stoves scattered about in the dwelling. To accompany these we must have more figures, showing the comparative time spent in doing the necessary work incidental to the operation of each type of apparatus. We must consider the comparative cleanliness of both types of heating plants, with their effect, first, upon the health of the family, and secondly, upon the amount of cleaning necessary to keep the house in proper condition. We must compare types of stoves with one other, hot-air, steam, and hot-water plants with one another, and various kinds of fuels, both as to cost and as to efficacy.

The water question is one of real interest to both city-and country-dweller, although the chances are that the country-dweller knows less about his source of supply than the city-dweller can know if he chooses to investigate. The city-dweller should know whence and by what means the water flows from his faucet, if for no other reason than that he may do his part in seeing that the money spent by his city or town brings adequate return to the taxpayer. For the rural homemaker, of course, the problem usually becomes an individual one.

Is the water supply adequate? Is the water free from harmful bacteria? Is the source a safe distance from contaminating impurities? Are we obtaining the water for household and farm purposes without more labor than is compatible with good management? Is not running water as important for the house as for the barn? How much water does an ordinary family need for all purposes in a day? How much time does it take to pump and carry this quantity by hand or to draw it from a well? How much strength and nerve force are thus expended that might be saved for more important work? Does lack of time or strength cause the homekeeper to "get along" with less water in the house than is really needed? Is there any natural means at hand for pumping the water--any "brook that may be put to work," any gravity system that may be installed? If not, are there mechanical means available that would really pay for themselves in increased water, time, and comfort for all the family?

From a consideration of water supply we pass naturally to questions of the disposal of waste, and here again is found a subject too often neglected both in town and in rural communities. In the city the problems are not individual ones in the main, but rather questions of the best management and use of the public utilities concerned. Does the average city householder know what becomes of the waste removed from his door by the convenient arrival of the ash man, the garbage man, the rubbish man? Does he know whether this waste is disposed of in the most sanitary way? Does he consider whether it is removed in such a way as to be inoffensive and without danger to the people through whose streets it is carried? Does he know anything of the cost to the city of waste disposal? Is it merely an expense, and a heavy one, for him in common with other taxpayers to bear? Or is the business made to pay for itself? If not, is it possible to make it pay? Does any community make the waste account balance itself at the end of the year?

In the country, once more we face the individual problem rather than that of the community. Here proper provision for the disposal of waste often necessitates more knowledge of the subject than is possessed by the homemaker, or sometimes it requires the installation of apparatus whose cost seems prohibitive. A careful consideration of these matters will possibly disclose the fact that a smaller expenditure may accomplish the desired purpose. Or, if this is not true, it may be found that the end accomplished is worth the expenditure of what seemed a prohibitive sum. A water closet, for instance, has not only a sanitary but a moral value. We must somehow educate people to understand and to believe that the basis of family health and usefulness is proper living conditions, and that some system of sewage and garbage disposal is a necessary step toward proper living conditions. With the urban population these matters are removed from personal and immediate consideration, but every rural homemaker must face his own problems, with the knowledge that since his conditions are individual his solution must be equally his own.

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