Vocational Guidance for Girls

Part Ii. Guiding Girls Toward the Ideal

V. THE EDUCATIONAL AGENCIES INVOLVED 75

VI. TRAINING THE LITTLE CHILD 86

VII. TEACHING THE MECHANICS OF HOUSEKEEPING 102

VIII. THE GIRL'S INNER LIFE 122

IX. THE ADOLESCENT GIRL 130

X. THE GIRL'S WORK 151

XI. THE GIRL'S WORK (Continued)--CLASSIFICATION OF OCCUPATIONS 163

XII. THE GIRL'S WORK (Continued)--VOCATIONS AS AFFECTING HOMEMAKING 194

XIII. THE GIRL'S WORK (Continued)--VOCATIONS DETERMINED BY TRAINING 203

XIV. MARRIAGE 218

Suggested Readings 241

The Index 243

A LIST OF THE PORTRAITS

PAGE LOUISA M. ALCOTT 221

RUTH MCENERY STUART 223

LOUISE HOMER AND HER FAMILY 225

MARGARET JUNKIN PRESTON 227

COLONEL AND MRS. ROOSEVELT WITH MEMBERS OF THEIR FAMILY 229

JULIA WARD HOWE AND HER GRANDDAUGHTER 231

CAROLINE BARTLETT CRANE 233

ALICE FREEMAN PALMER 235

AMELIA E. BARR 237

A FOREWORD

Fortunate are we to have from the pen of Mrs. Dickson a book on the vocational guidance of girls. Mrs. Dickson has the all-round life experiences which give her the kind of training needed for a broad and sympathetic approach to the delicate, intricate, and complex problems of woman's life in the swiftly changing social and industrial world.

Mrs. Dickson was a teacher for seven years in the grades in the city of New York. She then became the partner of a superintendent of schools in the business of making a home. In these early homemaking years there came from the pen of Mrs. Dickson a series of historical books for the grades which have placed her among the leading educational writers of the country. During the long sickness of her husband she filled for a while two administrative positions--homemaker and superintendent of schools.

Her three children are now in high school and are beginning to plan for their own life work. With the broad training of homemaker, wife, mother, teacher, writer, and administrator, Mrs. Dickson has the combination of experiences to enable her to introduce teachers and mothers to the very difficult problems of planning wisely big life careers for our girls.

The book is so plainly and guardedly written that it can also be used as a textbook for the girls themselves in connection with civic and vocational courses. The only difficulty with the book for a text is that it is so attractively written on such vital problems that the student will not stop reading at the end of the lesson.

J. ADAMS PUFFER

"Vocational guidance has for its ideal the granting to every individual of the chance to attain his highest efficiency under the best conditions it is humanly possible to provide."

PART I. Present-Day Ideals of Womanhood

PRESENT-DAY IDEALS OF WOMANHOOD

"How to preserve to the individual his right to aspire, to make of himself what he will, and at the same time find himself early, accurately, and with certainty, is the problem of vocational guidance."

VOCATIONAL GUIDANCE FOR GIRLS

CHAPTER I. Woman's Place in Society

WOMAN'S PLACE IN SOCIETY

Any scheme of education must be built upon answers to two basic questions: first, What do we desire those being educated to become? second, How shall we proceed to make them into that which we desire them to be?

In our answers to these questions, plans for education fall naturally into two great divisions. One concerns itself with ideals; the other, with methods. No matter how complex plans and theories may become, we may always reach back to these fundamental ideas: What do we want to make? How shall we make it?

Applying this principle to the education of girls, we ask, first: What ought girls to be? And with this simple question we are plunged immediately into a vortex of differing opinions.

Girls ought to be--or ought to be in the way of becoming--whatever the women of the next generation should be. So far all are doubtless agreed. We therefore find ourselves under the necessity of restating the question, making it: What ought women to be?

Probably never in the world's history has this question occupied so large a place in thought as it does to-day. In familiar discussion, in the press, in the library, on the platform, the "woman question" is an all-absorbing topic. Even the most cursory review of the literature of the subject leads to a realization of its importance. It leads also into the very heart of controversy.

It is safe to say that no woman, in our own country at least, escapes entirely the unrest which this controversy has brought. Even the most conservative and "old-fashioned" of women know that their daughters are living in a world already changed from the days of their own young womanhood; and few indeed fail to see that these changes are but forerunners of others yet to come. They know little, perhaps, of the right or wrong of woman's industrial position, but "woman in industry" is all about them. They perhaps have never heard of Ellen Key's arraignment of existing marriage and sex relations, but they cannot fail to see unhappy marriages in their own circle. They may care little about the suffrage question, but they can hardly avoid hearing echoes of strife over the subject of "votes for women." And however much or little women are personally conscious of the significance of these questions, the questions are nevertheless of vital import to them all.

The "uneasy woman" is undeniably with us. We may account for her presence in various ways. We may prophesy the outcome of her uneasiness as the signs seem to us to point. But in the meantime--she is here!

Naturally both radical and conservative have panaceas to suggest. The radicals would have us believe that the question of woman's status in the world requires an upheaval of society for its settlement. Says one, the "man's world" must be transformed into a human world, with no baleful insistence on the femininity of women. It is the human qualities, shared by both man and woman, which must be emphasized. The work of the world--with the single exception of childbearing--is not man's work nor woman's work, but the work of the race. Woman must be liberated from the overemphasized feminine. Let women live and work as men live and work, with as little attention as may be to the accident of sex.

Says another, it is the ancient and dishonored institution of marriage which must feel the blow of the iconoclast. Reform marriage, and the whole woman question will adjust itself.

Says still another, do away with marriage. "Celibacy is the aristocracy of the future." Let the woman be free forever from the drudgery of family life, free from the slavery of the marriage relation, free to "live," to "work," to have a "career." Men and women were intended to be in all things the same, except for the slight difference of sex. Let us throw away the cramping folly of the ages and let woman take her place beside man.

Not so, replies the conservative. In just so far as masculine and feminine types approach each other, we shall see degeneracy. Men and women were never intended to be alike.

Thus we might go on. Without the radicals there would of course be no progress. Without the conservatives our social fabric would scarcely hold. Between the two extremes, however, in this as in all things, stands the great middle class, believing and urging that not social upheaval, but better understanding of existing conditions, is the world remedy for unrest; that not new careers, but better adjustment of old ones, will bring peace; that not formal political power, even though that be their just due, but the better use of powers that women have long possessed, is most needed for the betterment of mankind.

It is not the province of this book to enter into controversy with either radical or reactionary, but rather to search for truth which may be used for adjusting to fuller advantage the relation of woman to society. First of all must be recognized the fact that the "woman movement" deserves the thoughtful attention of every teacher or other social worker, and indeed of every thoughtful man or woman. The movement can no longer be considered in the light of isolated surface outbreaks. It is rather the result of deep industrial and social undercurrents which are stirring the whole world.

In our study of the modern woman movement, which as teachers in any department of educational work we are bound to make, the fact is immediately impressed upon us that home life has undergone marked changes. Conditions once favorable to the existence of the home as a sustaining economic unit are no longer to be found. New conditions have arisen, compelling the home, like other permanent institutions, to alter its mode of existence in order to meet them.

Briefly reviewing the causes which have brought about these changes in home life, we find, first, the industrial revolution. A large number of the activities once carried on in the home have removed to other quarters. In earlier times the mother of a family served as cook, housemaid, laundress, spinner, weaver, seamstress, dairymaid, nurse, and general caretaker. The father was about the house, at work in the field, or in his workshop close at hand. The children grew up naturally in the midst of the industries which provided for the maintenance of the home, and for which, in part, the home existed. The home, in those days, was the place where work was done.

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