MARRIAGE
Marriage may, or may not, in these days, be the opening door into the
homemaker's career. Many a young woman is a homemaker before she
marries. On the other hand, women sometimes marry without any thought
of making a home.
But, after all, it is safe to assume that marriage and homemaking do
go hand in hand. The great majority of wives become managers of homes
of one sort or another. Shall we then frankly educate our girls for
marriage--"dangle a wedding ring ever before their eyes"? Or shall we
regard marriages as "made in heaven" and keep our hands off the whole
matter?
The proportion of marriages in the United States which terminate in
divorce was in 1910 one in twelve. Divorce in this country is now
three times as common as forty years ago. The success or failure of
marriages cannot, however, be measured merely by the divorce test. We
cannot avoid the knowledge that many other unhappy unions are endured
until release comes with death. When we say unhappy marriages, we mean
not only those which become unendurable, but all those in which
marriage impedes the development and hence the efficiency of either
party to the contract. Unhappy marriages include not only the
mismated, but also those whose unhappiness in married life is due to
their own or their mate's misconception of what marriage really means.
It is obviously impossible even to estimate the number of marriages
which are happy or unhappy; but we are safe in saying that the
processes of adjustment in many cases are far harder than they ought
to be, and that many marriages which seemingly ought to bring
happiness fail of real success.
In view of the fact that so many marriages fall short of what they
might be, it would seem that some sort of assistance to the girl in
choosing a husband and to the young man in choosing a wife would be
wise, such as the instruction we give boys and girls to enable them to
be successful in the industrial world. In short, it is not enough to
prepare girls for homemaking by making all our references to marriage
indirect. Young men and women are entitled to more knowledge of
marriage, its rights, privileges, and duties; they need to realize
that in these days of complex living marriage is a difficult relation
which requires their best energies and wisest thought.
The modern marriage differs from the marriage of earlier centuries in
direct proportion as the status of woman has changed. The ancient
marriage, and indeed the medieval one, and the marriage of our own
grandmother's time began with submission and usually ended with
subjection. But the modern marriage at its best is a spiritual and
material partnership. It is the modern marriage at its best and
otherwise with which we have to do.
Half a century ago girls married at eighteen or even earlier, took
charge of their households, were mothers of good-sized families at
twenty-eight or thirty, and were frequently grandmothers at forty.
Nowadays early marriage is the exception. For years the marriage age
has been steadily rising, until some students profess to be alarmed at
a prospect of marriage disappearing, the maternal instinct becoming
lost by disuse, and the race finally becoming extinct. However, the
maximum marriage age, at least for the present, seems to have been
reached, and statistics show a slight dropping within the last two or
three years.
The forces operating to fix the marriage age are exceedingly complex.
The higher education of girls has undoubtedly been a large factor in
the postponement of marriage. Its effect has been wrought in a variety
of ways. The increasing years in schoolroom and lecture hall have been
directly responsible in many cases. The ambitions aroused account for
many more. The increased ability of girls to earn their own living and
public acceptance of their doing so have practically removed "marriage
as a trade" from the consideration of girls and their parents. Girls
no longer need to marry in order to transfer the burden of their
support from father to husband. Instead they may "go to work." And
once at work they are often reluctant to give up a personal income for
the uncertainties of sharing what a husband earns. Then, too, the
broadening effect of education makes marriage in the abstract a less
absorbing, momentous subject for the girl's thoughts. Also the rebound
toward selfishness coincident with woman's "emancipation" leads girls
to put off what they are sometimes led to consider a sacrifice of
themselves. The tragedies of the divorce courts are directly
responsible for many a girlish determination not to marry, a
determination which is broken only when the first zest of mature life
has passed and when the woman begins to long for the home ties she has
resolved to deny herself and decides to take the risk. The increased
cost of living and the ever-increasing responsibilities of rearing,
educating, and launching a family of children lead many young people
to postpone marriage until they can command a larger income. The
strain of modern industrial life, with its fierce competitions and its
early discard of the elderly and unfit, finds many girls who would
otherwise marry burdened with the care of parents who can ill spare
the daughter's help.
[Illustration: The Halliday Historic Photograph Co.
LOUISA M. ALCOTT
Miss Alcott's lifelong devotion to the interests of her family is a
well-known story. She made a happy home for them, and at the same time
attained marked success in the literary field.]
If all these obstacles to early marriage could be overcome, the
question of the wisest time for marrying might be approached fairly
and squarely on its merits.
Too early marriage means immaturity in choice, with the possibility
always of unfortunate mistakes and sad awakening. Too late marriage,
on the other hand, means settled convictions which often result in
that incompatibility which seeks relief in divorce. The plasticity of
youth at least _promises_ adaptability. The mature judgment of later
years ought to afford a wise choice. Between extreme youth then and a
too settled maturity is the wise time.
In order to approach the ideal in the marriage relation, the time of
marriage should be so placed that the girl is (1) physically fit, (2)
fully educated, (3) broadened by some experience with the world.
She must not be too old to bear children safely, or to rear them
sympathetically as they approach the difficult years. She must not be
physically worn by excessive industrial service, nor with enthusiasms
burned out by the same cause. Probably between twenty-two and
twenty-five the girl reaches the height of physical fitness. She may
also by that time have completed a liberal education, and she may even
have done that and also have put her training to useful service. It
would be better if girls completed their college courses earlier than
most do. However, since the great majority of girls do not have a
college education, the generally increased age of marriage cannot
rightfully be laid, as many seem to lay it, at the doors of the
college women. Schemes of education in the future will undoubtedly try
to remedy the defect of present systems in this respect. If most girls
could finish their training in college or professional school at
twenty, as some do now, the world would be rewarded by earlier
marriages and probably more of them. There would be more children,
reared by younger and more enthusiastic mothers. The more difficult
professions, which could not be successfully undertaken by the girl of
twenty, would then be reserved, as they generally are now, for the
women whose ambition is unusually strong and absorbing. Attempts are
frequently made to show that ambition is becoming an inordinately
prominent quality in all women, but there are few facts to support so
wide a contention.
[Illustration: Photograph by Paul Thompson
RUTH MCENERY STUART
Mrs. Stuart was one of those in whom the talent for homemaking and
the talent for creative literary work existed side by side. On her
husband's plantation in Arkansas she found many of the types for the
characters in her stories]
The girl graduate of twenty, reinforced by from two to five years of
work in the vocation she has chosen, is usually fit, physically and
mentally, for marriage. More than that, she may by that age, usually,
be trusted to know what she wants, even in a husband, if she is ever
going to know.
In the day when girls married nearly always "in their teens," wise
choice of a husband called for selection of a man considerably older
than the girl herself. This disparity is less common in these days,
and is really less desirable than it once was. The girl of the earlier
time reached maturity of mind earlier than the girl of to-day with her
prolonged education, and much earlier than the boy of her day did. He
was still being educated in school or as an apprentice, and was hardly
ready to undertake the responsibility of a family at an age when the
girl's scanty education was long since completed and it was considered
high time that her support was laid upon a husband's shoulders.
It used to be said, "Men keep their youth better than women," so that
any disparity in age at the time of marriage was soon lost. This is no
longer true as it was once. The early marriage, with early and
excessive childbearing, overwork, and the numerous restrictions that
custom laid upon her, were responsible for woman's loss of youth.
These conditions no longer exist. The woman of forty or fifty can now
usually hold her own with the man of her own age in point of youth.
[Illustration: LOUISE HOMER AND HER FAMILY
Madame Homer's great success in the difficult art of operatic singing
has by no means interfered with her career as a homemaker.]
Another consideration in favor of more nearly equal age lies in the
fact that formerly men did not look for wives who were their mental
equals. They did not really desire mental equals as wives. To-day they
do, or, if there still lingers in the minds of some of them the old
notion that wives must be clinging vines, the lingering notion will
soon be gone. The marriage of equality possesses too many advantages
for both parties to be thrown aside. The wife who can think, who is
mature enough to be capable of real partnership, is the wife surely of
to-morrow, if not of to-day.
Among the forces that control marriage may be mentioned (1) physical
attraction, (2) continued social relationships, (3) dissimilarity, (4)
affection, (5) barter.
It is usually difficult to say of any marriage that any one of these
forces alone caused the mating. It may have been physical attraction
together with everyday companionship; or physical attraction and
dissimilarity or strangeness, resulting in what we know as love at
first sight. Or it may have been affection of slow growth, or
affection with an element of appreciation of worldly advantage, or it
may have been a little physical attraction with a great deal of desire
for social position or wealth, or, ugliest of all, it may have been
pure barter, without personal attraction of any sort. For these worldy
advantages you offer, I will sell you my body and my soul.
To secure the finest marriages for girls we must insure three
conditions: (1) high ideals of marriage among our adolescents, (2)
better knowledge of men, and (3) wise companionships during the years
from fourteen to twenty-five.
[Illustration: MARGARET JUNKIN PRESTON
The South is justly proud of this poet of no mean rank who gave
herself unstintedly to her home duties and responsibilities]
Physical attraction on one or both sides is undoubtedly the greatest
force in marriage selection. It is only when physical attraction
exerts its influence upon a girl whose ideal of a husband is low or
vague or incorrect that the danger is great. Physical attraction is
not love, but it may be--often it is--the basis of love when it exists
between two who are suited to a life together.
Generally speaking, girls will find married life easier, and their
husbands will find life more satisfactory, when the two have been
reared with approximately the same ideals. The girl who falls in love
with a man largely because he is "different" from the boys among whom
she has grown up often finds that very difference a stumbling block to
domestic happiness. Marriages across such chasms where there should be
common ground are more hazardous than between those whose education,
social training, friends, and beliefs are of the same type. When they
do succeed, they undoubtedly are the richer for the variety of
experience husband and wife have to give each other; and, too, they
show an adaptability on the part of one or both which argues well for
continued happiness. Commonly, however, they do not succeed.
There are, also, deeper matters than these to be considered. Is this
man or this woman worthy of lifelong devotion? Is the love he offers
or she offers in return for the love you offer, the love that gives or
the love that merely takes? Has he been a success at something,
anything, that counts? Has he a sense of responsibility in marriage
and the burdens it brings? Does he desire a home? Do his views as to
children reflect man's natural desire to found a family or merely the
selfish desire for the freedom and luxury which the absence of
children may make possible? Has he a right to approach fatherhood--is
his body physically and morally clean?
[Illustration: Copyright by Underwood & Underwood
COLONEL AND MRS. ROOSEVELT WITH MEMBERS OF THEIR FAMILY
Colonel Roosevelt's own family was preëminently one in which the
father shared with the mother a keen sense of the responsibilities of
marriage and the highest ideals of home life]
These are serious questions with which to weight the wings of a young
man's or a young woman's fancy. But the attraction which cannot stand
before them is not safe as a basis for marriage. Many a young man or
woman has willfully turned closed eyes to the selfishness or the
irresponsibility which will later wreck a home, because attraction
blinded common sense.
Barter, the lowest form of marriage, exists and has always existed
whenever the material benefits that either husband or wife expects to
derive from the connection are the impelling forces in the union. The
woman desires wealth, social position, a title--or perhaps nothing
more than security from poverty or the necessity of work outside the
home, or perhaps no more than the mere security of a home itself. The
man in other cases desires wealth, or social position, or a wife who
will grace his fine home, or some business connection which the
marriage will afford. And upon these things men and women build, or
attempt to build, the foundations of home life.
It is not true of course that every girl of moderate means, or without
means, who marries a man of wealth does so because of his money. Nor
is it always true when the cases are reversed. Love may be as real
between those two as between any others. But when it is true that the
marriage is an exchange of commodities, it is no different from
prostitution under other circumstances. In fact, it is prostitution
under cover, without acceptance of the stigma which for centuries has
been the portion of voluntary selling of the body to him who cares to
buy.
[Illustration: Copyright by Underwood & Underwood
JULIA WARD HOWE AND HER GRANDDAUGHTER
In the life of Mrs. Howe was exemplified the identity of ideals of
husband and wife. They worked side by side in the literary field and
in their philanthropic and reform work]
Eugenics, a modern science which aims at race regeneration, lays down
many laws and restrictions for those who are selecting their mates. By
the following of these laws and restrictions in the selection of
husbands and wives, undesirable traits in the offspring are to be
weeded out and desirable; ones are to be fostered and increased.
That these laws should be studied with the care used by breeders of
plants and animals goes without saying. That if they are followed
strictly the number of marriages would be materially reduced, at least
for a considerable time, is doubtless true. That marriages in which
eugenics has played the major part in selection will present new
problems is probably equally true. If marriages were mere temporary
unions, for the purpose of obtaining offspring, eugenic principles
could not be too exactly nor too coldly applied to the selection of
mates. But since marriage implies living together and becoming, or
continuing to be, worthy members of the community, and since the
offspring are fashioned no less by the conditions of their upbringing
than by heredity, selection of mates must involve more than looking
for eugenically perfect fathers and mothers for the generations yet
unborn. Eugenics, however, is in infancy as a science, and, like the
human infants it would protect, must react to the environment in which
it finds itself and must feel the chastening hand of time before its
value can be known. Agitation in the direction of allowing posterity
to be "well born" can never be out of place. What being well born is
and how it shall be attained is a worthy subject of research. As a
cold, exact science, however, eugenics can never hope for application
without some consideration of the personal equation which makes
marriage at its best not a mating merely, but a joining of souls.
Choosing a husband or a wife is, after all, merely the beginning of
the marriage problem. Good husbands are not discovered, but made, from
originally good or perhaps indifferent or in rare cases from even poor
material, by the reaction of married life upon what was previously
mere "man." Even so with wives.
[Illustration: CAROLINE BARTLETT CRANE
Mrs. Crane, an expert on sanitation, has successfully applied the
principles of good housekeeping to civic affairs in many cities, and
has thus made women more of a factor in the community at large]
The successful marriage presupposes unselfishness, even carried if
necessary to the point of sacrifice, but it must be unselfishness for
two, not for one alone. Neither the "child wife" who must be carried
as a burden, nor the complacent husband who forms the center of a
smoothly revolving little world patiently turned by a silent wife, has
any part in the marriage of equality--the only marriage worthy of the
name.
The successful marriage calls also for freedom--again for two. Women
sometimes hesitate to marry because the old idea of marriage involved
loss of individuality, and they have little faith in men's readiness
to accept any other idea. Men, on the other hand, fear to marry
because the "new woman" demands so much for herself--development, a
career, a chance to work out her own ideals of life. The man sees
little in this for himself but the "second fiddle" which woman for
centuries played to his first. Ideal marriages, however, do take place
in which there is no sacrifice of personality--in which, indeed, each
lives a fuller life than would have been possible without the
marriage. For this to be realized, there must be full recognition of
the responsibility of each for his or her own deeds, and a standing
aside while each works out his destiny. This does not mean a
separation of interests nor an abandonment of common counsel. It means
merely that in individual matters each must have the freedom enjoyed
before marriage took place. It must mean for women some sort of
economic independence, and in addition a spiritual independence such
as men enjoy. When this freedom is cheerfully given, and in return the
wife gives a like liberty to the husband, the great incentive to
concealments and deceptions or to nagging and controversy is removed.
The petty annoyances of the day are lessened, trust is increased,
and both man and woman find their strength increased rather than
depleted by the relation.
[Illustration: Courtesy of George Herbert Palmer
ALICE FREEMAN PALMER
Mrs. Palmer's was one of the ideal marriages in which husband and
wife each lived a fuller life than would have been possible without
the marriage. Happy in her home life, Mrs. Palmer yet had time to
achieve a brilliant success in administrative educational work]
Common interests are an almost certain safeguard in most marriages.
Common duties are more often than not a source of difficulty. An
untold number of matrimonial ventures fail because of inadequate
responsibility in adjustment of expenses to income. Many more are
rendered inharmonious by failure of parents to agree as to the
management of children. In both these directions increased knowledge
will do much to secure harmonious action. Family traditions are more
than likely to clash when they are adopted as principles of family
discipline. "Children must mind," says the father, in memory and
emulation of his father's method with him. "Children must not be
coerced," says the mother, who has been reared by a different method.
Clearly a course in child psychology would have been of value to these
parents in determining a common procedure. There is probably no
subject upon which either father or mother finds it so hard to yield
to the other's way as upon this. Each feels, and rightly, that the
material to be trained is so precious, and that failure, if it comes,
will be so stupendous, that neither dares do what seems wrong to his
own mind. Nothing but common knowledge and a predetermined policy can
solve this problem so near to the root of success or failure in
marriage itself.
Girls are commonly taught too little of the duties of married women to
their husbands. They look for a lifetime of unalloyed bliss. If they
fail to realize their impossible dream, they turn their faces toward
the divorce court. Many girls have had too smooth a pathway, too
little of responsibility, and too little of disappointment, before
undertaking the serious duty of establishing and maintaining a
lifelong partnership. There has been little in their lives to
prepare them for long-continued relations of any sort. On the other
hand, the same girls have equally little idea of what they have a
right to expect of marriage for themselves. Much of the necessary
adjustment is left to chance.
[Illustration: Photograph by Paul Thompson
AMELIA E. BARR
Far from interfering with her career, Mrs. Barr's home interests were
the inspiration for it. Thrown on her own resources by the death of
her husband, who sacrificed himself in a yellow fever epidemic in
Texas, Mrs. Barr took up writing to make a living for her children]
Scarcely any phase of woman's part in marriage is arousing more
attention at present than the question of childbearing. Women, and
especially educated women, are accused of sterility or of
intentionally avoiding motherhood. They are said to believe that
children interfere with their careers, that they can render greater
service to the world in public work than in childbearing. They "prefer
idleness and luxury to the care of a family." The "maternal instinct
is fading." They threaten us with "race suicide," the "extinction of
mankind," a silent world given over to dumb beasts who have not yet
learned the principles of "birth control" and "family limitation."
Thus on the one hand.
On the other: "The world is better served by the small family well
reared than by the large one necessarily less well cared for." "Women
are not merely the instruments of nature for multiplying mankind. They
have a right to some time for living their own lives." "The maternal
instinct has not faded, but merely come under control of a wisdom
which directs that it shall not bring forth what it cannot care for."
And so on, with added arguments for either side.
In all these discussions of birth control the fathers or the husbands
who desire not to be fathers are usually left in the background. As a
matter of fact, however, men as well as women desire luxury and
freedom from the care of a family. It is a general sign of the times,
not a characteristic of one sex alone. Men as well as women fear for
their ability to care for and educate large families. With the
demands of our present complex existence bearing heavily upon them,
one can scarcely wonder at the hesitation of either man or woman to
add again and again to their already pressing cares. There is but one
remedy--not to cut off education for women, as some suggest, but to
learn the joys of a simpler life which will afford people time and
strength and means to bear and rear their young. To this end let us
teach our girls and our boys something of the essentials of a useful
and a happy life, and teach them how to eliminate the non-essentials
which waste their time and spirit.
Who can best instruct the girl in what we may call the ethics of
marriage? Her mother? Usually the mother's viewpoint is too personal.
Her teacher? Most of her teachers are unmarried and know little more
about the subject than she does herself. A specially selected married
teacher? Perhaps, but only if she is a deep student of human nature
and of marriage from a scientific standpoint.
An ideal course for every girl somewhere before her education can be
considered complete would cover "woman's life" as (1) industrial
worker, (2) wife, (3) mother, (4) citizen, (5) civic force.
Here, without undue "dangling of the wedding ring," girls might study
marriage as an important phase of woman's life. Such a course,
simplified or elaborated to suit the circumstances of the girls who
participate, might well be given in all girls' schools and colleges,
in continuation schools, in settlement-house clubs and classes, in
rural clubs and neighborhood centers. For, reduced to its simplest
terms, marriage in the tenement rests upon the same principles as
marriage in the mansion.
Happily married, or happy unmarried, with her life work stretching
before her, the girl enters upon her heritage of work. We have
trained her to be a homemaker, but we need feel no regret in regard to
her training if she finds her life work in an office or a schoolroom
or a hospital. She may never "keep house," although we hope that she
will some time help to make a home. But, whether she becomes a
homemaker or not, a true understanding and appreciation of the value
of the home and a knowledge of the principles underlying its
maintenance will make her a broader woman and a better worker than she
could otherwise be. In the home, or wherever she may be, she cannot
fail to show the girls who are growing up about her what home means to
her and what it means to the race. And in her hands we may safely
leave the future of the home.
SUGGESTED READINGS
GENERAL BOOKS WHICH INTRODUCE THE READER TO THE LARGER PHASES OF THE
WOMAN MOVEMENT
BRUÉRE, MARTHA B. and ROBERT W. _Increasing Home Efficiency_. New
York: Macmillan.
COLQUHOUN, MRS. A. _The Vocations of Woman_. New York: Macmillan.
GILMAN, CHARLOTTE PERKINS. _Women and Economics_. Boston: Small,
Maynard & Co.
KEY, ELLEN. _Love and Marriage_. New York: Putnam.
SCHREINER, OLIVE. _Woman and Labor_. New York: Frederick A. Stokes Co.
SPENCER, ANNA GARLIN. _The Challenge of Womanhood._
TARBELL, IDA M. _The Business of Being a Woman_. New York: Macmillan.
Some of these books are conservative, others very radical. They are
recommended, not because the writer agrees with them, but because
every mother and teacher who acts as a vocational counselor should
know both conservative and radical points of view.
MORE DISTINCTLY VOCATIONAL BOOKS
BLOOMFIELD, MEYER. _Readings in Vocational Guidance_. Boston: Ginn &
Co.
The following articles in this book are especially recommended:
"The Value, during Education, of the Life-Career Motive." By
CHARLES W. ELIOT.
"Selecting Young Men for Particular Jobs." By HERMAN SCHNEIDER.
"The Permanence of Interests and Their Relation to Abilities." By
EDWARD L. THORNDIKE.
"Survey of Occupations Open to the Girl of Fourteen to Sixteen
Years of Age." By HARRIET HAZEN DODGE.
BREWER, J.M. _Vocational-Guidance Movement_. New York: Macmillan.
BREWSTER, EDWIN T. _Vocational Guidance for the Professions._ Chicago:
Rand McNally & Co.
BUREAU OF EDUCATION, Washington, D.C.
_Bulletin 1913, No. 17._ "A Trade School for Girls."
_Bulletin 1914, No. 4._ "The School and a Start in Life."
_Bulletin 1914, No. 14._ "Vocational Guidance Association."
Papers presented at the organization meeting, October, 1913.
_Annual Reports_ of the Commissioner of Education:
1911, chapter viii, "A School for Homemakers."
1914, chapter xiii, "Education for the Home."
1915, chapter xii, "Home Economics."
1915, chapter xiv, "Home Education."
1916, chapter xvii, "Education in the Home."
BUTLER, ELIZABETH BEARDSLEY. _Women and the Trades._ New York:
Charities Publication Committee.
----. _Saleswomen in Mercantile Stores._ New York: Survey Associates.
DAVIS, JESSE BUTTRICK. _Vocational and Moral Guidance._ Boston: Ginn &
Co.
DEPARTMENT OF COMMERCE AND LABOR, Washington, D.C.:
_Twenty-fifth Annual Report of the Commissioner of Labor._
Contains nineteen volumes on "Condition of Women and Child
Wage-Earners in the United States." The most comprehensive
study of conditions of women in industry before the war.
_Bulletin No. 175._ "Summary of the Report on the Condition of
Women and Child Wage-Earners in the United States." Gives
in condensed form the findings in the nineteen volumes.
GOWIN and WHEATLEY. _Occupations._ Boston: Ginn & Co.
HOLLINGWORTH, H.L. _Vocational Psychology: Its Problems and Methods._
New York: D. Appleton & Co.
LASELLE and WILEY. _Vocations for Girls._ Boston: Houghton Mifflin Co.
LEAKE, ALBERT H. _The Vocational Education of Girls and Women._ New
York: Macmillan.
MCKEEVER, A. _Training the Girl._ New York: Macmillan.
PRESSEY, C. PARK. _A Vocational Reader._ Chicago: Rand McNally & Co.
This book shows the teacher the kind of stories that can be
used for inspiration for grade-school girls.
PUFFER, J. ADAMS. _Vocational Guidance_. Chicago: Rand McNally.& Co.
WOMEN'S EDUCATIONAL AND INDUSTRIAL UNION OF BOSTON:
_Vocations for the Trained Woman_.
_The Public Schools and Women in Office Service_.
THE INDEX
Acting as a preparation for homemaking, 201
Adolescent girl, 130-150. _See also_ Girl
Agriculture, possibilities in and qualifications for, 173 ff.
Arithmetic applied to household problems, 114 ff.
Art courses as education for homemaking, 40, 118 f.
Artist, work of, as a preparation for homemaking, 201
Arts and crafts, possibilities in and qualifications for, 173
Auburn, Washington, Central School, manual arts courses in, 119
Bibliography, 241 f.
Bruère, Martha B., quoted, 18, 51 f.
Budgets, 50 ff.
Building problems, 32 ff.
Census, statistics regarding women in industry, 151, 152, 153, 154
Chapin, Dr., quoted, 50 f.
Child:
imitative instinct as influencing training of, 90, 102
training for habits of industry, 96 ff.
training for self-control, 93 ff.
training for sympathy, 90 f.
training for unselfishness, 95 f.
training the little, 86-101
Church:
as a means of betterment in the community, 67
girl influenced by, 84 f.
homemaking as influenced by, 84 f.
women and the, 67
Citizenship, woman and, 71 f.
Clothing (_see also_ Dress):
problems of, in the home, 57 ff.
problems of, for the adolescent girl, 139 ff., 147 f.
Community:
church as a means of betterment in, 67
home, relation between, and, 62 ff.
working women, relation to, 157 ff.
Consolidated school, 110
Continuation schools, 179 f.
Cooking classes in grammar schools, 110 f.
Decoration of the home, 40
Department stores:
continuation schools in, 179 f.
statistics concerning women employed in, 180
Dietetics, knowledge of, necessary to the homemaker, 54 ff.
Divorce, dangers of, 82, 218, 220
Doll's house as a means of teaching the child mechanics of
housekeeping, 102-121
Domestic work:
as a preparation for homemaking, 196 f.
as a vocation, possibilities in and qualifications for, 185 f.
Dress (_see also_ Clothing):
principles of selection, for the adolescent girl, 139 ff.
problems of, for the adolescent girl, 139 ff., 147 f.
Dressmaking, possibilities in and qualifications for, 171 f.
Education:
for homemaking, 25 f.
of women, effect on home life, 8 ff.
Educational agencies involved in "woman making," 75-85
Eugenics as influencing marriage, 230
Factory work:
as a preparation for homemaking, 200 f.
possibilities in and qualifications for, 170 f.
Father, characteristics of the ideal, 23 f.
Feeding problems in the home, 53 ff.
Financial knowledge necessary for homemaking, 49 ff.
Food production, possibilities in and qualifications for work in, 175 ff.
Food questions, study of, in schools, 118
Frederick, Mrs., quoted, 18
Furniture, principles governing selection of, 42
Games, training afforded by, 123 ff.
Geography applied to household problems, 116
Gilman, Charlotte Perkins, quoted, 56
Girl:
adolescent, 130-150
church's influence upon, 84 ff.
dress problems of the adolescent, 139 ff., 147 f.
educational agencies involved in training the, 75-85
health of adolescent, methods of safeguarding, 130 ff.
inner life of, 122-129
plan for training adolescent, 136 ff.
school center of society of, 129 ff., 143 ff.
teaching the mechanics of housekeeping to, 102-121
work of, 151-217
Grammar school, part played in vocational guidance, 204 ff.
Hall, G. Stanley, quoted, 76
Handwork, classification of, 170 ff.
Health of adolescent girl, methods of safeguarding, 130 ff.
Heating apparatus, 35 f.
High school, part played in vocational guidance, 211 ff.
Home:
as a means of training for homemaking, 81 ff.
building problems in, 32 ff.
clothing problems in, 57 ff.
community, relation to, 62 ff.
decoration of, 40
establishing a, 27-48
feeding problems in, 53 ff.
furniture, principles governing selection of, 42
heating problems in, 35 f.
income in, apportionment of, 50 ff.
industrial revolution, effect of, on, 7 ff.
industries in, 12 ff.
labor-saving devices in, 44 ff.
running the domestic machinery, 49-72
servant question in, 44 ff.
site for, selection of, 31 f.
the ideal, 18-26
urban conditions as affecting, 10 f.
waste disposal in, 37 ff.
water supply in, 36 f.
women, effect of education of, on, 8 ff.
Homemaking:
community problems in country and city affecting, 28, 30
dietetics, knowledge of, necessary to, 54 ff.
education for, 25 f.
educational agencies involved in training for, 75-85
financial knowledge necessary for, 49 ff.
home's influence in training for, 81 ff.
tasks suitable for the small child, 109
teacher's responsibility in training for, 78, 80 f.
the real business of woman, 14 ff.
vocations as affecting, 194-202 (_see also_ the specific vocations)
Home work, school credit for, 105 ff.
Housekeeping:
tasks suitable for the small child, 109
teaching the mechanics of, 102-121
Hygiene, study of, as a preparation for homemaking, 120
Income, apportionment of, 50 ff.
Industrial revolution, effects of, on home life, 7 ff.
Industries (_see also_ Vocations):
in the home, 12 ff.
women in, Census statistics concerning, 151, 152, 153, 154
women's wage statistics, 160
Industry, teaching the child habits of, 96 ff.
Imitation, evils of, 59 f.
Imitative instinct, influence of, in training the child, 90, 102
Labor-saving devices in the home, 44 ff.
Leominster, Massachusetts, a school lunch room, 111
Library work, possibilities in and qualifications for, 189 f.
Literary work as a preparation for homemaking, 201
Marriage, 218-240
age of, for women, 152, 219 f.
factors influencing, 226 f.
ideals of, 226 f.
Massachusetts plan of school credit for home work, 106
Millinery, possibilities in and qualifications for, 172
Montclair, New Jersey, school lunchroom, 111
Montessori materials as means of teaching habits of industry, 98
Mother (_see also_ Woman):
characteristics of the ideal, 21 ff.
community institutions, relation to, 65 ff.
school, duty to, 65 ff.
Nearing, Scott, quoted, 18
Newark, New Jersey, Central High School, lunch room in, 111
New York City, Public School No. 7, model school home, 113
Nursing:
as a preparation for homemaking, 197 ff.
possibilities in and qualifications for, 190 f.
Occupations. _See_ Vocations; _see also_ the specific occupations
Office work:
as a preparation for homemaking, 199
possibilities in and qualifications for, 180 ff.
Oppenheim, quoted, 120
Oregon plan of school credit for home work, 106
Physiology, study of, as preparation for homemaking, 120
Puffer, J. Adams, quoted, 152, 155
Reading for the adolescent girl, 146 f.
Reform, woman's opportunities in, 68, 70 f.
Salesmanship:
as a preparation for homemaking, 200
possibilities in and qualifications for, 178 ff.
School:
art courses contributing to homemaking knowledge, 118 f.
consolidated, 110
continuation, 179 f.
cooking classes in, 110 f.
homemaking, duty to educate for, 35, 47 f., 76 ff.
mothers' relation to, 65 ff.
sewing classes in grammar, 110, 111 f.
vocational guidance, responsibility in, 167 ff., 204 ff., 211 ff.
School credit for home work, 105 ff.
School gardens, 108
Schreiner, Olive, quoted, 152
Servant question, 44 ff.
Sewing classes in grammar schools, 110, 111 f.
Sex knowledge, instruction in, 80, 128, 148 ff.
Social work, possibilities in and qualifications for, 191 ff.
Society:
school and playground center of girls', 126 ff., 143 ff.
woman's place in, 3-17
Suffrage, 71
Tarbell, Ida M., quoted, 15
Teacher:
as a vocational guide, 167 ff., 204 ff., 211 ff.
homemaking, responsibility of, in training for, 75 ff., 78, 80 f.
Teaching:
as a preparation for homemaking, 197 ff.
possibilities in and qualifications for, 188 f.
Urban conditions as affecting home life, 10 f.
Vocational guidance:
considerations in, 163 ff., 194 ff.
grammar school's part in, 204 ff.
high school's part in, 211 ff.
need for, 161 f.
object of, 216
school's part in, 167 ff., 204 ff., 211 ff.
teacher's part in, 167 ff., 204 ff., 211 ff.
Vocations (_see also_ the specific vocations):
as affecting homemaking, 194-202
choice of, considerations in, 163 ff., 194 ff.
classification of, 163-193
determined by training, 203-217
distributing group, 178-183
producing group, 169-177
service group, 184-193
Wage statistics, 160
Ward, Lester F., quoted, 15
Waste disposal, 37 ff.
Water supply, 36 f.
Womanhood, present-day ideals of, 1-72
Woman (_see also_ Mother):
and citizenship, 71 f.
as buyer, 70 f.
church, relation to, 67
community's relation to working, 157 ff.
education of, effect on home life, 8 ff.
in industry, Census statistics, 151, 152, 153, 154
marriage age 152, 219 f.
reform, opportunities in, 68, 70 f.
society, place in, 3-17
status of, views concerning, 5 f.
the real business of, 14 ff.
wage statistics, 160