THE
OP
WILLIA? i A. MCKEEVER
THE LIBRARY
The Ontario Institute for Studies in Education
Toronto, Canada
£ L
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THE INDUSTRIAL TRAINING OF THE GIRL
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THE MACMILLAN COMPANY
NEW YORK • BOSTON • CHICAGO • DALLAS ATXANTA • SAN FRANCISCO
MACMILLAN & CO., Limited
LONDON • BOMBAY • CALCUTTA MELBOURNE
THE MACMILLAN CO. OF CANADA, Ltd.
TORONTO
THE INDUSTRIAL TRAINING OF THE GIRL
BY
WILLIAM A. McKEEVER
PROFESSOR OF CHILD WELFARE IN THE UNIVERSITY
OF KANSAS. AUTHOR OF "TRAINING THE
GIRL," "training THE BOY,"
"farm boys and
QlBia," ETC.
NeiD gorft
OOPTBIQHT, 1914,
By the MACMILLAN COMPANY.
TO MY ESTIMABLE NIECE
EDITH MARIE J
THIS LITTLE VOLUME IS AFFECTIONATELY DEDICATED
\,
PREFACE
In the ideal state of society Labor and Love and Life would be regarded as three ways of characterizing the same thing ; namely, a complete human existence. This larger, richer personality is to me an enticing goal of training, especially because of my belief that its means of attainment exist potentially in the nature of every ordinary child. Now, it is the dominant note of this little volume that industry — when properly related to the growth and the training of the young — is cultural and ennobling. Slowly yet unmistakably, from the age- old superstitions about her sex, there is emerging a type of woman which, as I believe, will be known as distinc- tively American — a type which is being created out of our plain, substantial, composite stock. And during all the years of her development this coming American woman will be guided first of all by the secret whisper- ings of her own true feminine nature. From the time when she first extends her tiny hands to grasp eagerly the baby doll, to the day when she bids adieu her first- born departing for college — during all these years she will continue to attain unto higher perfection and beauty of character.
To nlflv and wnrlc and Invft and 5w>rve and wnrshin —
Vlll
Preface
volume treats of the industrial training alone, but other forms are implied and have been considered where. It is the humble wish of the author that e parents and other girl trainers may be led by this ! to see the way whereby they may add genuine cl and dignity and spiritual worth to the character of growing girl through a carefully adapted course of ir trial training.
The text of this volume is constituted of Part Oi the larger one entitled " Training the Girl," and thj accordance with a preconceived plan.
WILLIAM A. McKEEVE
University of Kansas.
CONTENTS
THE INDUSTRIAL TRAINING OF THE GIRL
OHAPTBB PAG
I. The Small Beginnings
An Unusual " House of Childhood " . . . .
Home Industry is Culture
Love will Lead the Way ......
Home Mindedness Inculcated
The Tedious Beginnings
The Secret of Success 1
II. The Kindergarten Training
A Constructive Plan of Development ....
The Kindergarten Method
A Concrete Illustration
Much Work to Perform
The Spirit of Co-operation
Another Important Appointment 2
Indulging the Creative Spirit 2
The Duty of the Mother 2
III. Attending the Public School 2
Work Distinguished from Play 2
Beware of Contests 2
The Reconstructive Method 2
Condemning the Teacher 3
Mastering the Lessons 3
How Much Home Study 3
What of the Child's Health 3
X Contents
CHAPTBE
How to Conduct the Club Getting the Point of View Topics for the Program
Home Study .
The Schoolground Discipline
Morals on the Playgroimd
Home Industry A New Method of Grading . Work Must Receive Recognition
V. The High-School Girl
The Danger of Confusion
Is this Description True ?
What is the Remedy ? .
Choice of a High-School Course
What of Domestic Mindedness
The Course in Household Science and Art
Common-Sense Instruction .
The Vocation not Overlooked
The High School may not Fit
Democracy in the High School
The Spirit of Democracy
The Discipline in One Home .
The High-School Secret Society
Keep the Daughter Out of It
The High-School Girl's Clothes
VI. Sending the Daughter to College
Choosing the Right Institution Selecting the Course of Study A Danger Period at College . A Change in Attitude of Mind Playing Fair with the Freshman Girl The College Home for Girls .
LIST OF ILLUSTRATIONS
On the way to happy womanhood . . Frontispieci
FACING PAG]
Where love leads the way . . . . . J
In the school of life ^
A kindergarten in ** God's Great Out of Doors " . IJ
Love and life and labor may be made one . . 2J
A " Little Mother " at her best . . . . 2J
" Once upon a time a good little girl " . .Si
A home theatre — and these sisters are better for it 4^
She is just as much at home in the classroom or at
the piano • . . 5i
A familiar May pole scene at college . . . 7(
THE INDUSTRIAL TRAINING OF THE GIRL
THE INDUSTRIAL TRAINING OF THE GIRL
CHAPTER I TEE SMALL BEGINNINGS
If, on the day these Hnes were written, the reader coul( have stepped into the large attic of a certain modes suburban home, the attractiveness of the scene witnessec there would have doubly repaid the effort expended ii climbing the two flights of stairs leading thereto. Thii attic room was perhaps 24 x 30 feet in dimensions, anc all of its commodious space was taken up by a remarkabl;) complete equipment for the training of two little girl aged respectively four and six years. "How much do yoi want for these girls .'^" the parents were banteringly askec by a caller, before the presence of the room above had beei made known. "Oh, they are not for sale, they are wortl too much," quickly replied the mother. "We are no1 placing any wealth in their hands but we are trying tc put all the riches possible into their characters."
What an object lesson that well-equipped attic room would furnish for the parents of America could they see i1 as it was and become acquainted with all its interesting details of arrangement! There were displayed in minia- ture form practically all the belongings, the furnishings, the means of industry, play and the other activities neces-
4 Training the Girl
recipient of what you would call a very ordinary ir The mother was a well-poised, yet vivacious young v who seemed to possess every characteristic of who! motherhood as well as much fondness for the hon over which she presided. It was plain to be seen th thought of these two happy parents was very mu( sorbed in the conduct and development of their ch: A description of this interesting "house of child] will serve to make clear their remarkable course of training and their complete plan for the bringing up little daughters. The description follows.
An Unusual "House of Childhood"
Through wise foresight in planning the house the p of the two little girls referred to above had specifie the roof should be high and steep, thus allowing large amount of open space in the attic room. Tl: gable ends of this upper apartment were practica filled up with the window space, admitting a max supply of light and air. At one end there was a leading out to a small open balcony with high raili protection. But the arrangements of the room ^ were particularly complete and attractive as th< eluded practically all the materials so dear to the hei little girls. The thoughtful parents had made use o light lattice strips in framing up partitions which rated the large room into many small comparti This light frame work, which was little more than high to the girls, was covered with strips of wall ] thus giving much of the appearance of the partiti<
The Small Beginnings 5
ordinary home, and in this were many pieces of toy furniture — a miniature stove, dishes, cooking utensils, and the like, all arranged in first-class order. Next to the kitchen was the little dining room with its table with dainty cloth, and on that were such furnishings as you might expect the little girls mentioned above to provide. There were tiny dining-room chairs, some pretty pictures on the walls, and other appropriate materials. Adjoining the dining room was a living room where sweet-faced little dolls served as the occupants. A diminutive couch, rock- ing chairs, a toy piano, a few baby books, a small carpet on the floor, some Perry pictures which the girls had framed, and other appropriate materials too numerous to mention — ^these made up the furnishings of the living room. And then there was a bed chamber with two little white beds and a dolly peacefully sleeping in each. This well-arranged bedroom quite equalled the other apart- ments of the child-house in point of attractiveness. Bath room and closets had not been overlooked in this complete little home and at one side there still remained space for what the children called their play-house. For, please mark the attitude of mind of the two little women, this other was not to them a play-house. It was a home and it received the same serious consideration which the model homemaker gives to the place in which she reigns.
Home Industry is Culture
The well-ordered and complete equipment of the child home described above impressed the author with the thought of its peculiar meaning and significance. And esneciallv the idea that this attractive place was to the
6 Training the Girl
Upon this foundation will I erect a superstructure beautiful ideal character for womanhood!
It may at first prove well-nigh a shock to the bilities of some of our readers if we propose to pla< dinary work and industry as a foundation stone for great life, including a life of well-poised woman This we now do. But we feel sure that as the discui develop we shall have an increasing proportion o readers as friends and supporters of our plan. Aft( perhaps there is no good life save that life whicl learned mastery over the self and has acquired supre over something worthy of being done. And so, in structing a plan for the ideal career of woman, we s' begin with the child, and by giving the tiny little 1 some baby task to perform, and we should see that sh( formed the appointed duty so successfully and so well make it bring its certain reward of joy in the mere c At the same time we should be careful not to lay o delicate little form a single duty that might be regard the child herself as in any sense burdensome. The ch instinct, created and ordained by Mother Nature he and coming to expression in the life of the little o this should be our first guide to the selection of the And the childish spontaneity and enthusiasm, as it and waned, should assist us in determining the amoi the appointed industry and the length of time during ^ the little one should continue in its pursuit.
There is something very sweet and sacred in the n capacity of the unspoiled little girl for love and symp Oh, how we wish for more ability to understand this
The Small Beginnings
color every future deed in its performance, but we see i other certain avenue of approach to the successful attaii ment of these attributes save that of training the your life in the performance and the mastery of plain everyda work and industry. Be it known, however, that we ai not thinking merely of the girl who must spend her adu life in some industrial pursuit. We are thinking quite i earnestly of the little one who may have been born in home of wealth and refinement, and who, — so far as ecc nomic reasons are concerned, — will most probably nev( actually need to turn her hand to the performance of single self-supporting task.
Now, if we take these two extreme cases, namely, th little girl whose entire way of life seems to promise to b one of heavy work and industry; and the other little gii whose promise for the future seems to be that of attainin a position of ease and affluence, we shall perhaps be ab] to make our plan of ideal womanly development mor easily understood. In part it is this: We sincerely desir and hope that the girl destined to a life of industry an the other one destined to a life of affluence shall alway know each other through and through; that they sha be prepared to dwell in the same community with th highest possible degree of mutual sympathy and goo^ fellowship. We desire also that the girl of industrial lif shall be so masterful in her place as to receive a large in crement of joy and satisfaction from her work, and as to b not altogether envious of her sister of the so-called uppe ranks. And we desire that the other one shall have bee: made so intimately acquainted with ordinary girlhoo<
8 Training the Girl
Love Will Lead the Way
Wherever love leads along the way labor is transfor into a delightful occupation. So, in easting about f tiny industrial duty for the baby girl we should ques the affectionate yearning of her own little heart. Ju5 the moment of our approaching her, what is she most : of trying to do.^^ Having obtained an answer to this q tion we should then regard the response as the unfa pulse of nature throbbing in the little life; and we sh immediately do our part in furnishing the opportu and the equipment necessary for much practice in performance of the chosen task. Such in short seeme be the method of the good mother described above, presided so ably over her entire household and who fected such a beautiful plan for the development of two little girls. We must go back to her methods follow them in detail supplementing them where ne sary with the helpful methods of other good homemal
Home Mindedness Inculcated
In watching for the mottoes of development which seei to pervade all the efforts of this good house mother i] far as they are related to the conduct of her daughl we came upon the suggestion of the apt phrase "h< mindedness." From the very first day and continuoi throughout the use of her home-training plan there clearly being inculcated into the minds of the little c this most praiseworthy sentiment about the home Let the reader mark carefully again the fact that tl
The Small Beginnings
other hand, they were taught to regard the small apai ment called their play room as the place for the play a tivities. While in that part of the attic home they play< and romped and threw things about capriciously. Not ing there was done with necessary seriousness of purpos Blockhouses were built up only to be knocked down. T] swings, see-saws, and other equipments were for purpos of mere sport. Any play activity might be begun ai then abandoned the next moment. But in the oth departments, those of the real household, the childr< were taught at all times to assume a different attitud While there, as in their play room, the attitude of spo taneity led the way: but the task once begun must necessity be carried through to its completion. Sometim the eagerness of the children would lead them to wish undertake too large a household duty, but just here tl splendid forethought and counsel of the mother guid< the childish effort. So, in case of all chosen tasks — lij that of making up beds, preparing a meal for the dollie scrubbing out the kitchen, or otherwise putting the hous hold in order — the children were always required to car the performance through to its completion. And they we even given time after its performance to pause for a m ment and contemplate with satisfaction the work of tht hands.
The Tedious Beginnings
A little year-old girl sat in her crib with a small fru basket half full of clothes-pins on one side of her and quart milk bottle on the other. The tiny one was slow
10 Training the Girl
energy, if we compare the amount of effort with the resi Some of the clothes-pins were dropped on the outi others were thrown through error out upon the floor, still others fell back into the basket; but the child learning. Slowly and tediously she acquired the nc sary movements and was enabled to do the little which she sought to perform. We observed in cas this baby's effort more than a mere trial and error att< ing the little exercise. We witnessed, for example, interference of habit with the attempt to do a new th The child had already acquired the habit of putting s objects as clothes-pins directly into her mouth. So a: and again would the little hand go up and bend toY the mouth, then outward toward the bottle, insteat taking the direct course from the basket. However, p tice slowly brought its expected improvement, an( the course of a half hour or more the movements of little hand and arm were brought more definitely ui control.
The mother of this baby girl seemed to understand '" well indeed her combined relation of mother and teac She repeatedly assisted the child in economizing the penditure of the energy. Several times she directed movement of the little fingers in grasping and holding object. The baby learner seemed to understand appreciate much of the meaning of it all. It was suggested that the mother try teaching the child to in the clothes-pins into the bottle all in one manner; tha with the heads all downward. Perhaps five mini time was consumed in this effort before the child see:
The Small Beginnings ]
The Secret of Success
Now, in this instance of the child playing with clothe pins we have revealed the secret key which unlocks tl door leading into the house of knowledge. Two or thr( terms stand out with special prominence in so far as tl duty of the teacher is concerned: patience and definitene are the rules of training here. Then add to these mere the understanding of how the child nature learns throng native experience, and you have the entire program condensed form: Patience, definiteness and insight — the; are the three mottoes of instruction. Now, recall tl fact that at the moment when the little child fir understood what was desired of her by way of arran; ing the clothes-pins in her little hands so that th( would go into the bottle head first, — recall, if you wl this joy of achievement, and you have additional insigl into what it means to be the real teacher of a real learne
So, in the task of instructing the little girl in tl performance of any ordinary task, no matter how sme that may be, patience, definiteness and methodical a rangement for repeated trials and errors are necessary- all to the end that the child may finally catch the purpo; intended and perform the act by means of her own sel directed effort. This is the ideal mode of procedure ai in practically all such cases the expression of joy upc the radiant face of the little one will amply reward tl effort in her behalf. She is learning to do by doing; she acquiring a mastery over the movements of her bod, She is acquiring a deftness in the use of her hands ar
12 Training the Girl
Wherefore, the mother who comes to you complai of her child, "I haven't time to bother teaching my '. girl to help me. She is more trouble than she is w< She gets under my feet and hinders my work," and so < this mother has failed both to understand her dut her child and to appreciate the method whereby the : tery of life is attained. Was there really ever a growing girl who was "worth her salt" while learnir help about the household.'^ Did it not in every inst cost tenfold more of time and patience and energy was paid for by all of the fruits of her little labors ? Inc one of the first essentials for the mother-teacher is of looking for the reward in the slowly emerging chart of the young learner. The training must be thougl as a mode of bringing the inherent qualities out ol young life. With all her inability to do anything hel with all her economic uselessness, the little dau^ may be thought of as a veritable gold-mine of h riches. But the wealth hidden there can be got at assurance only by means of patient toil and labor in ] ing the child through a systematic course of discip
In the chapters to follow, we shall take up one hy the small disciplinary home tasks suitable for trai and developing the growing girl. And we shall att( to be very concrete and definite in the setting forth method of instruction.
LITERATURE ON THE SMALL BEGINNINGS
Home Problems from a New Standpoint. Caroline L. Hunt. CI III, " More Life for All." 145 pp. Whitcomb & Barrows, Bost<
The Small Beginnings 1
A Mother's Ideals. Andrea Hofer Proudfoot. Chapter VII, "T]
Radiant Mother." 282 pp. A. Flanagan Co., Chicago. An Introduction to Child Study. W. B. Drummond. Chapter \
"How to Study a Baby." 348 pp. Longmans, Greene & C<
N. Y. The Child. A Study in The Evolution of Man. A. F. Chamberlai
Chapter IV, "The Periods of Childhood." 495 pp. Chas. Scri
ner's Sons, N. Y. Increasing Home Efficiency. Martha B. and Robert W. Bniere. Cha
ter XII, "Launching the Child." 318 pp. The Macmillan G
N.Y. The Individual in The Making. E. A. Kirkpatrick. Chapter 1
"Interest." 339 pp. Houghton, Mifflin Co., N. Y. Youth. G. Stanley Hall. Chapter I, " Pre- Adolescence." 379 p
D. Appleton & Co., N. Y. Each for All and All for Each. John Parsons. Chapter II, "Indivi
ual Initiative." 390 pp. Sturgis Walton Co., N. Y. Fireside Child Study. Patterson Du Bois. Chapter V, "Where
Begin." 159 pp. Dodd, Mead & Co., N. Y. The Education of Women. Marian Talbot. Chapter I, "The Industr
and Commercial Change." 252 pp. University of Chicago Pre
Chicago. Psyschology of Childhood. Frederick Tracy. Chapter VI, "^sthet
Moral, and Religious Ideas". 216 pp. D. C. Heath & Co., Bostc Childhood. Mrs. Theodore W. Birney. Chapter VI, "Obedience ai
Punishment." 254 pp. Frederick A. Stokes & Co., N. Y. A Guide to the Montessori Method. Ellen Yale Stevens. Chapl
III, "Self-Discipline through Obedience." 240 pp. Frederick
Stokes & Co., N. Y.
CHAPTER II TEE KINDERGARTEN TRAINING
We are thinking of the time when the Httle daug will have become a full grown woman, and wonde what to do in order to make her character an ideal We observe about us so many attractive appearing yc women whose lives do not bear the test of a full and c plete analysis. Some are mere butterflies, others parasites, still others seem to have a bone of conten to pick with society. The last named class is one of largest. One who knows how to make an inquiry aboul matter and who does so will be surprised at the 1 number of young women there are among us to-day harbor a kind of secret spite at society and at thing they are. Something is the matter.
Whatever else may be lacking in the character of member of the classes of young women named abo\ may be said that practically not one of these is engj regularly in doing any work which her instinctive na longs to perform. And how soon all these must pei for the butterfly is always short-lived, the parasite an uncertain and unenviable career, and the spiteful envious creature quickly consumes his own heart.
A Constructive Plan of Development
The Kindergarten Training 1
and to bring perennial joy to its possessor, somethir very definite must be done to make the child ultimate] a producer. She may be very happy during childhoc with all play and no work; she may flit about with jc during maidenhood, sipping only the sweets, and avoi( ing all assigned and irksome duties. But the day wi certainly come when the full grown young woman wi begin to measure herself by a standard of intrinsic valu And from that time on, her joy and satisfaction in li: will be dependent upon whether or not she finds herse really worthy within. Not mere getting, enjoying ar consuming the fruits of others' labor; but giving, pr( ducing, and contributing to the well-being of society- this is suggestive of the balanced program of training ar development necessary for rounding out the life of growing child. Teach the little daughter to use her hea< her heart, and her hands with equal facility; give her litt problems of her own to think out; give her little occasioi for pouring out her heart's love where it is needed ar appreciated; give her opportunities again and again train her hands to perform the thousand-and-one work- day tasks that constitute a part of the life occupations every good woman — give your daughter all these forn of discipline, and the day will surely come when she w rise up and bless your memory because of her very gre; worth to the world.
The Kindergarten Method
Would that every little girl could have the valuab benefits of the kindergarten training ! If this most helpf
16 Training the Girl
attic room and its equipment described in chapter or this volume. The kindergarten is a school which ( bines the work and play of childhood. Spontaneity c acterizes everything. The little learners in this scho( life are engaged in doing such baby tasks as will c bine at once the largest amount of childish interest the largest amount of structural training. In the "^ conducted kindergarten class the children acquire methods of doing things and of gaining a definite coi over their own movements.
In order that the ordinary mother may be assiste understanding the meaning of the kindergarten a applies to the development of her baby daughter, le describe some of the valuable lessons that were acti given in a kindergarten class of fifteen little boys girls ranging in age from four to six years.
A Concrete Illustration
These little learners assembled in the back parloi the Congregational church of Manhattan, Kansas, w they came under the able instruction of Miss Anna ] man, a trained kindergartner. Here were tables, ch sand-boxes, work tools, and all the other apparatus essary for the training. The floor was marked oi circles and squares for the practice movements, children were taught to regard the place as their kir garten home, and to believe that each one was ther do his little part in rendering the situation a happy and in making the hour profitable for all. The tea herself was most happy in her work, and this joy
The Kindergarten Training 1
First of all, there were the songs. Children live in world of things and activities, and to the common littl child practically every perceivable object is both alive an sentient. It is not merely a world of make-believe, bu for the tiny consciousness it is a world of real belief. S the best kindergarten songs speak plainly and directly c thoughts and deeds.
"Little Bluebirds, tell us, tell us.
Do the south winds bring Any news of happy springtime,
Happy, happy spring?"
Thus through the medium of the songs in which a joined, the little ones in Miss Fairman's class kept up happy communication with the things of nature. Th robins sang and hurried busily about the place expressin their little bits of sentiment as to the building of thei nests, the care of their eggs, and the love and tender re gard for their young. The violets and morning glorie came with their peculiar messages of sweetness and ligh and thought of the seed time and harvest. Indeed, to thi happy and well-taught little class the world was a veritabl fairy-land and everything in it was alive with interest an( activity and sentiment for the child mind.
Yes, you say, but this is a fictitious life, the child can not go prancing through the world of fact as if it wer only one of fairies and dreams, not known at its actus worth and by its real meaning. This life is full of han toils and heavy tribulations which the young must lear; to meet. Correct, indeed, we answer. In so far as th
18 Training the Girl
little one of the kindergarten age to pass happily this fairy-land of his own creation, give him the m< apparatus and the opportunities to deal with ol if they were all animate, as if they all knew and un* him, and behaved in thought of him — do this ^ little child, we urge, and he will slowly come on dream land into the one of adult reality, so-calle( the better prepared to deal with the sterner situf life. We challenge any one who is thoughtful j dious with reference to the meanings of childl show that it is not both reasonable and helpful tc the child in his natural, animistic attitude towarc
Much Work to Perform
But aside from the songs and other concert mo
Miss Fairman gave her little ones much of a cons
nature to perform. The little girls brought th
with them and were furnished the materials for
simple doll clothes. How awkward and unski
tiny hands were at first! Some mothers won
given up in despair and made the doll clothes the
but that method would not have served the aim
structiveness as thought of in this little kind
school. Each girl was to have the enjoyment of
doll rightly adorned with garments, and in additio
joy the further pleasure of having made each littl
herself. So there were the slow going processes ^
ing — of how to thread the needle; how to hold
terials in the hands; how to make the stitches; an(
assemble the parts of the little dress. Some of t ,^^,.^»^^^4-„ i,„j 4-„ u^ i„ 1 ^^
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The Kindergarten Training II
have brightened the faces of the mothers themselve could they have been there and witnessed the progress o their baby daughters, as now this one and now that hel up a Httle piece of the doll garment to receive a word c approval or a suggestion as to the next part of the task!
Then, there were doll houses, beds, chairs, and othe equipments to make; and the little girls created all thes things so willingly with their own baby hands.
The Spirit of Co-operation
What a delightful thing it is for the individual of what ever age to realize that he is living and moving in a worl of real persons; that others, too, have tasks and problems and perplexities; that others need one's assistance an co-operation, while at the same time they are pleasei to render such things in return! So as will be explaine presently, the little girls in this well-conducted kinder garten school learned the lessons of co-operation and ic terdependence.
But first let us describe the making of the doll house an furnishings. Shoe boxes and ordinary paste board cu into strips, some waste pieces of wall paper, paste, brust scissors, and the like, constituted the raw materials. Th thought of each little girl was upon the work being undei taken. Their teacher continued to talk to them abou what they were planning to do, how each piece was to b used, how the doll houses were to be finished, and so or While all worked in accordance with the same plans an specifications, each little one was permitted to manifes her individuality in the work being done. There wa
crkTYiA r»r»r»r»rtiinitAr fnr tViA fYProisP of nprsonal t.ast.ft in tn
20 Training the Girl
tinued and increased in complexity there was disj more and more the personal taste of each of the workers. Now, let the reader mark well the peculiar of the instruction just sketched. It was indeed p the most enticing sort, but in addition to that every little mind was acquiring knowledge of a very definit and every little hand was increasing its degree of f ; of use. Moreover, and above all things else, each was learning to construct something that prepare and signified the more serious business of the yej come.
Now for the spirit of co-operation. It happenec on one occasion a certain little girl member of the was ill and could not be present at the kindergarten s The teacher referred affectionately to the absent on asked the other members what might be done as a si kindliness and remembrance. Various things were qi suggested, and out of it all there was soon evolve purpose to build the doll house with all of its furnii and send these things to the little ailing one. How ej all hands went to work ! A division of labor was arra Some were cutting out the pieces, others pasting others assembling the parts, and so on. The insti had noticed from their own house-building what one seemed most apt at doing, so in the division of she tried to give each little girl that particular pi perform. The work was quickly done. "Why!" one of the twelve who had co-operated in making th house for the little sick friend, "We made this hoi just a little while. It took us about three days to
The Kindergarten Training 2
given piece of work, done in such a way. And in ordt to make the lesson complete in all of its meanings, th baby workers were appointed to carry the doll house an its equipments to their little sick friend where they migli have the pleasure of witnessing her joy in its possession.
Another Important Appointment
Children are naturally fond of the plastic art. If ther be nothing better available they will go directly into th mud and work with that, molding it into mud "pies, water dams, and the like. So the kindergarten takes ac count of all this instinctive disposition of the child t create out of plastic material its own imagined forms and it furnishes an artist's clay therefor. Girls as well a boys are exceedingly fond of this sort of activity. I] conducting the work in molding in her kindergarten school Miss Fairman kept in mind the natural animism of child hood. So the forms which her little ones molded out o clay were not dead and inert things, but to them they wer creatures of life and thought and activity. In so far a conditions would allow, the models were formed by th children in imitation of living patterns. The dog, th horse, the cat, and the chicken were observed rather thai models of these, and thus there was combined with th( lesson of molding, an additional lesson in close observa tion of the forms of living things. In order to deepen th( interest and to inculcate wholesome sentiment abou domestic animals. Miss Fairman always adheres to th< practice of talking much to the children about the animal; which they are creating out of clay. When through witl
.11 4.1,:,
22 Training the Girl
and the dog — these came in for their share of the the ful attention and sympathy on the part of the childre We must not minimize the value of this lesson ; the care and sympathy for dumb animals. It is not a men but it is sometimes thoughtless and heartless w who mistreat these dumb friends and servants of But such mistreatment as we have often observed accorded a dumb creature by some apparently intel woman — such treatment is not a matter of wantonn^ intended cruelty. It is most usually an affair of ignoi in case of one whose thought has never been definite adequately brought to the consideration of the natur the rights of domestic animals. Thus this crude p art, introduced in time of mere childhood, trains th to create through the use of her deft little fingers, : that to her are living and sentient. And thus there s emerges out of this beautiful kindergarten lessoi character-forming ideals in respect to the nature of < animals and their service to mankind. Thus again, accrues to the baby learner a sense of inner wortl ability; for with her own hands she is constructing which she in part has created out of the activities c imaginative mind.
Indulging the Creative Instinct
It will be noticed that Miss Fairman's work ii kindergarten school as described above tended to expression to the creative instinct of the child. Tl: dinary child has very little inventive ability. There always be suggestion and rough guidance. It is betl
The Kindergarten Training 2
to the work of making doll houses, for example, they wei encouraged to express their peculiar tastes and individual ties. Thus the charm and the enticement of the task wei much increased. Indeed, so great is the interest that tl little girl of the kindergarten age will often remain i her self-chosen piece of work even longer than her bab strength and the condition of her health would warrant.
So we cannot be too insistent that the kindergarte girl be given some constructive work to perform, somi thing that she loves to do and something that will slow] give her a sense of security and responsibility in her ligl endeavors. Miss Fairman's method of building up th creative ability in the little girls of her class is so con mendable as to deserve a further description. For exampl she planned some very interesting raphia work, that i the manufacture of some little rugs for the doll house For the construction of these rugs it was necessary 1 make looms, and this she arranged to have the childre do, using the toy carpenter's tools and the lathe material Work baskets were likewise planned and constructed. Tl first ones were satisfactory in every way excepting fc lack of lids to keep out the dust. So these were afterwarc re-constructed with a cover attached, and with handle and other parts suitable for their chosen purpose an suggestive of the real work baskets used by women.
We may note in passing the suggestion that the coi structive work of children should not always be con pletely planned, that they should be allowed to do son work — like that just described above — which proves c trial to be unsatisfactory. The value of that sort of lesso
24 Training the Girl
necessary in tearing down and rebuilding a piece of after it has once been begun.
The Duty of the Mother
We have described, at considerable length, the ki: garten work as conducted by Miss Fairman and in doi have been guided by the belief that the ordinary m< can conduct much of this work in her own home ai behalf of her own little girl. While we recommend strongly urge that the child be sent to a good kinderg; school, we find this in the great majority of cases i impracticable; for, unfortunately the kindergarten s< is not as yet available for the masses of the childr the country.
In closing the chapter we feel inclined to insist i that the mother reader do not overlook the point of g her baby daughter the industrial discipline as sugg above, and that during the very earliest years. How let us understand once for all, that this discipline i thought of in terms of mere preparation for maki living and for earning wages, important as these t are. It is thought of and urged here because of its great service in building up a beautiful, aggressive yet well-poised character in the life of the growing In short, this industrial discipline is recommendec cause of its worth as an agency in slowly placing ii hands of any ordinary girl a mastery over the plain s tions of life, and ultimately a mastery over her own
LITERATURE ON THE KINDERGARTEN TRAININ
The Kindergarten Training 2
A Study of Child Nature. Elizabeth Harrison. Chapter I, "TI
Instinct of Activity"; Chapter II, "The Instinct of Investigation
207 pp. The Chicago Kindergarten College, Chicago. A Montessori Mother. Dorothy Canfield Fisher. Chapter VI, "Tl
Montessori Apparatus in the American Home." 283 pp. Hem
Holt & Co., N. Y. The Montessori Method. Maria Montessori. Chapter V, "Discipline
377 pp. Frederick A. Stokes Co., N. Y. The Kindergarten Review. Monthly, $1.50 per year. SpringfieL
Mass. Outline of a Practical Course in Child Rearing. 31 pp. 10c. Woman
City Club, Chicago. Kindergarten in a Nutshell. Nora A. Smith. 134 pp. Doubleda;
Page & Co., Garden City, N. Y. The Kindergarten Magazine. Monthly. Manistee, Mich. The Mothers' Magazine. Monthly. Elgin, 111. Disciplining Children. Maria Montessori. McClure's Magazine. Vc
39, p. 95. The Home-Made Kindergarten. Nora A. Smith. Entire text. 117 p
Houghton, Mifflin Co., N. Y. We and Our Children. Woods Hutchinson. Chapter II, "Babies i
Bulbs." 371 pp. Doubleday, Page & Co., N. Y. Stories to Tell. Julia Darrow Cowles. Entire text. 124 pp. ^
Flanagan Co., Chicago. A Year with the Mother Play. Andrea Hofer Proudfoot. Entire tex
182 pp. A. Flanagan Co., N. Y. Love and Law in Child Training. Emilie Poulsson. Chapter III, "Tl
Application of Kindergarten Principles in the Child's Home Life
235 pp. Milton Bradley Co., Springfield, Mass.
mm
CHAPTER III
ATTENDING THE PUBLIC SCHOOL
On first thought it might seem to the reader that public school attendance is not rightly considered part of the industrial training. However, it is our pur here so to regard it. The best definition of work anc dustry makes little or no distinction between using head and using the hands. Its substantial meanin that of the attitude of the individual toward the before him. So we should regard the public school ti ing which the growing girl receives as first of all an a of industrial discipline; and we should have her lear regard her school lessons as plain work-a-day tasks w call for the best of her painstaking effort and patience
Work Distinguished from Play
If parents and teachers will all carefully draw a He distinction between the work assignments and the ] activities of the child, a point of progress in training thereby be gained. Perhaps there was really some ji fication in labelling everything in the kindergarten sc' as play. But if the kindergarten training of the gi now arrived at school age — has been rightly conduc she has been impressed gradually with the idea of ■ necessity which attaches itself to all good work. At
Attending the Public School
should be impressed with the thought that the lessc are prescribed, that certain standards of excellence i to be met, and that her promotions are to be earned her own efforts.
Of course, there is always a possibility of making t little school girl feel that she has been driven to her 1< sons, but such a thing is far from our purpose here. ^ while imbuing her with the thought that the work is seric and something that is carefully prescribed, we shoi also say much to give her self-confidence and good cht in undertaking to bring up her assignments. Upon t] point it might be well to quote substantially the stal ment of a good foster-mother who revealed a commendal method of dealing with her eight-year-old adopted chi! Her statement follows : —
"My little Edith is eight years old and she is just dear to me as if she were my own flesh and blood. Y( I am teaching her to work as well as to play. We ts about her school lessons every day and I try to help h to understand various little matters that come up relation to her studies. I try above everything else make her fond of her school and its requirements. I ta to her much about the time when she will be a big g and a young woman and tell her how glad she will th be that the early lessons were well learned. I remind h again and again that her play will be so much happier case she has been faithful in her school work. I tell h that it makes it so much easier for her teacher and mysi and the other school children to like her when she is reat and faithful in her lesson getting. Edith has been school one year and is now starting on her second. S
28 Training the Girl
and it especially encourages me to know that she i of her school lessons, but I have never tried for a m to make her believe that the school work is play."
Beware of Contests
We, who have studied school matters long and ser: would forewarn parents against encouraging their c ters to participate in educational contests againsi schoolmates. There might possibly be some justifi in setting up individual contests for prizes in athleti in mere games of sport. But we cannot endori thought of using such means as a plan of inducing girls to study their lessons. Do you wish to trair little daughter to match herself point by point a other girls .f^ Do you wish her to look for weakness^ shortcomings in the others? Do you wish her to practice in gossiping meanly about the characters schoolmates? Then, this personal, school-prize con this method of matching girl against girl — will en^ all these mean dispositions.
Look forward to the time when your daughter t a full grown woman, think of her matured life in tei its love and sympathy and good will for others an will be the more inclined to emphasize during her hood days in school, those practices which help ] find and think about and talk about the very best is in the characters of her schoolmates. It is quite a to match your little daughter's best self against her self; to have her compare her attainments to-day those of yesterday; to help her average up her gra
Attending the Public School !
overcoming. In short, you do not wish your daughter struggle for supremacy over the Httle friends with whc she is associated in the class. You rather desire her strive for supremacy over herself; and you add much m joy and inspiration to her young life in proportion as y assist her in attaining such a position of superiority.
The Reconstructive Method
The author of this book has in mind all the while t thought of a slow-going re-construction of human societ It is his most ardent wish that we all might dwell togeth in a closer bond of sympathy and good fellowship, ai he believes that the public school, assisted by thoughtf and conscientious home training, holds the key to tJ door of this larger and closer social unity. So the litl daughter in school must be repeatedly counseled wi about the appointed duties and the everyday experienc therein. Again and again the little one will run hoc with a quickly-made-up judgment about her schoolmat or her teacher: as, "Nellie didn't recite half as well as did and she got a better grade"; or "Miss Blank (tl teacher) made me stay in for missing my spelling and si let others go who missed as many words as I did.'* The little tales of disappointment, childish and imperfe judgments of what actually happened, are all regulj occurrences in the ordinary home where there are childn of school age. Such small matters of school gossip furnij the wise and thoughtful parent many an opportunity f< re-directing the effort of the child toward more desirab ends. In such cases the parent is slow to condemn tl daughter's supposedly favored classmate and still le
30 Training the Girl
mistreatment in the school. It is well to turn at one a discussion of her own conduct. "It does not mi so much what Nellie or any other girl did, my child, what did you do.^^ If Nellie has faults she must coi them or at some future time they will seriously hurt Are you certain you know all about how she did in recitation? Were you watching her all the time.?* if you were, was that studying your lesson .^^ Did really do your part in preparing for the recitation .^^ C you not easily do better another time.^^ How could study better? And now about Miss Blank, your teac Do you know all about what she is doing and think How do you find time to watch her so much? Perhaps does many things and better things that you do not while you are studying."
So, as described above, th*^ parent will seem to de the little girl's schoolmates and her teacher and to tl the blame for the dissatisfaction partly upon the prec daughter herself. The parent who actually understj school situations will be very slow indeed to allow child to hear him speak a word of condemnation of teacher. He may think ill of the teacher, questio seriously her methods and ability; but if these matters deserving of discussion such consideration should be tj up with the teacher herself, or with the principal or superintendent of the schools. In a great majority of c a father or mother who goes to the school to blame complain of the teacher will go back with the head be partly in shame and partly in humility.
Attending the Public School . J
those schools somewhat extensively before deciding give expression to his condemnation; and in about 90 of the cases he will leave the words of disapproval unsai Now, if your little daughter comes home with a story th seems to reflect discredit upon the teacher, withhold yo blame and your ill will for the time and go direct to tJ school for further and definite information. Go less the spirit of criticism and rather more in the attitude one who is trying to learn and to assist, than is usual done. Most probably you will be surprised to find in tl personality of your child's teacher a devoted and swee spirited young woman, one who is more or less ove weighted with the many perplexities common to the c dinary schoolroom; one who is expending more ener| in behalf of the well-being of that school than justice herself would demand; and one who is far more desiroi of having the school deal fairly, justly and sympathetical with all the children than you are. Yes, if you want hang your head in shame because of that wicked litt rebuking note which you hastily wrote the teacher your child, spend a half day visiting the school and o serving the many trials and perplexities arising thei It may be said with certainty that in the great majority instances the fault-finding school parent is largely i norant of the actual condition of affairs in the school.
So, in case of a disagreement between the parent ai the teacher, an honest board of arbitration will usual decide in favor of the latter. The fair-minded pare] himself will be inclined to go to the furthest limit in spea' ing approvingly of the teacher in the hearing of the chi and in attempting to adjust the child's difficulties in a
32 Training the Girl
make the little daughter thoroughly fond of her teai and happy in the performance of her lesson tasks.
Mastering the Lessons
It may appear singular that we should delay a discus of the lesson-getting tasks so long, but we have been more interested in the school girl's general behavior, especially in her attitude toward her teacher and sch mates. We may feel assured that the matter of prepa the lessons will tend to take care of itself, provided little student be fond of her school and enter enthusia; ally into all of its vitalizing movements.
Pupils ranging below the seventh and eighth grj should be required to do no studying at home. For tl grades the parents' duty in respect to the lesson prep tion will consist largely of informal talks. It will be ne sary in this connection to keep in touch with the gen progress of each study pursued and to see that the c keeps up with the average member of her class. A di question or two put to the pupil herself will be the m( of discovering her attitude of mind toward any g\ lesson topic. Is she attempting to do the assigned w< Is she desirous of keeping up with her mates .^^ Is anxious to please her teacher.'^ An affirmative answe the foregoing questions will most probably satisfy inquiring parent that good progress is being made.
Throughout all the inquiry, the suggestion and dis( sion concerning the assigned schoolroom duties, the h< trainer should have no thought of placing the dai ter in an attitude of envy and rivalry toward her sch
Attending the Public School 3
the first fruits of the hand-to-hand fight that goes und( the name of a prize contest. You do not desire to ha\ your little daughter stand above her mates, but rathe to rank high along with them, and to be strong and nobL partly by virtue of the fact that she is working in harmon and good fellowship with them.
How Much Home Study
As stated above there should be only irregular horn study on the part of the seventh-grade school girls. . half hour one or two evenings per week spent in bringin up some rather unusual task will be the maximum. An even in the eighth grade the assignments should be sue as not to require more than an average of thirty minute; study during the five school-day evenings at home. I therefore, the instructor of your daughter should impos heavy assignments requiring much fatiguing home worl radical steps should be taken to inquire into the mattei It is worth more to all concerned for the growing girl t continue in an attitude of buoyancy and good will towar the school than to have her to settle down into a habit c hurry and worry in an attempt to become a brilliaii scholar. For, remember, the pupil is not for the schoo but the school exists for the sake of the child and hi character unfoldment. If the teacher seems to be drivin the young pupils overmuch — if his ambition appears t be that of covering so much book work, rather than tha of developing so much character in the pupil — then, ca him to task, remonstrating with him first, and afterward; if need be, with the superior officers.
34 Training the Girl
for satisfactory school progress. The child which i fering from some physical ailment may keep up wi classmates, and at times he may even lead them all matter of reciting and earning grades. But if the cj suffering from ill health all this brilliant school w bought at the expense of too much nerve strain some future time will exact a heavy toll of interest the debt. It is not a difficult matter for the consciei parent to determine whether or not his little daugl physically sound and well enough to pursue the i lessons. For example. What about the child's eyes? she see reasonably well and enjoy the benefit of ; light while working in her seat.^* Do her eyes evei her.^ Has she ever complained of headache? Doc ever remark that the "letters run together" while reading? If there proves to be even the suggestion c eye defect, consult a specialist and bring about a s] remedy — this is the only reasonable rule.
Then, How about the child's hearing. Is it norma careful test of the hearing ability of all the childrei schoolroom will show a wide variation. A slight c of deafness means that a certain percentage of the ^ uttered by others are not heard and therefore not u stood. Let the adult perform the following experii Pick up a page of typewritten manuscript of, say words. Let somebody erase at random one or two ^ out of each sentence and then attempt to get the me from one reading. This test will indicate in some me the great disadvantage in which the slightly deaf s child is placed. But suppose it were not merely one
Attending the Public School ',
not listening, and thus he loses the chief benefits of t oral recitations in the school.
Other possible physical defects of the little daught at school are those which interfere with the respirati< and thus lower the vitality and mentality. Adenoids a first thought of in this connection. If the child breath through the mouth such is a very direct indication of t presence of adenoids; and so the case might as well i taken at once to a specialist for examination and tres ment. As a rule, the child suffering from adenoids dull and slow to learn. There is apparently for him i obstructed flow of the purified blood to the brain centei He seems to be more or less low in vitality, to secu imperfect recuperation from his sleep, and frequently show a listlessness in respect to practically all the juv nile activities. The removal of adenoids has improv* the mentality of many a child twenty-five per cent, more.
A further warning in respect to the health of the scho girl is that touching her tendency towards nervousnej One cannot be too careful to see that the child has a we regulated life during the school period, which is an exc( lent means of keeping the growing nervous system order. Wholesome food suited to the child's age; tl avoidance of many sweetmeats, or irregular meals; regular time for going to bed and rising: a maximum outdoor exercise and invigorating activity — these a some of the matters that suggest an evenly balanc( physical life for the school girl and a reasonable safegua] against nervous irritability.
T Tr¥>T:<-r» i rr«TT-r>-rr i-vxT * mrn-oxTTvTXT/^i rnTTr^ T>TTT»T T^^ Ci/~fTTr\r\T
36 Training the Girl
Psychology as Applied to Education. P. M. Magnusson. Chap
"Child Study." 345 pp. Silver, Burdett & Co., Boston. The School Journal. Monthly. $1.25 per year. School Journal I
ing Co., N. Y. Health Pamphlet for Schools. Ernest B. Hoag, M. D. Whit
Ray-Wiggin Co., San Francisco. Vocational Education in the Boston Public Schools. Frank M. I
Vocational Education. Vol. I, p. 316. The New Child-Labor Movement. Wm. A. McKeever. Jou
Home Economics. Vol. V, No. 2. Growth and Education. John Mason Tyler. Chapter XI, "Th
Entering School." 270 pp. Houghton, Mifflin Co., N. Y. Some Silent Teachers. Elizabeth Harrison. Chapter III, " Duml
and Marble." 187 pp. The Sigma Publishing Co., Chicagc Stories and Story Telling. Edward Porter St. John. Chapter ]
Educational Value of the Story." 100 pp. The Pilgrim
Chicago. The Century of the Child. Ellen Key. Chapter V, "Soul Mi:
the Schools." 339 pp. G. P. Putnam's Sons, N. Y. The Montessori Method. Maria Montessori. Chapter XVI, "I
tual Education." 377 pp. Frederick A. Stokes Co., N. Y. The Modern Mother. Dr. H. Lang Gordon. Chapter XX, "I
in Early Childhood," 270 pp. R. F. Fenno & Co., N. Y.
CHAPTER IV HOME AND SCHOOL CO-OPERATION
One of the most cheering signs of the better times come and of the higher level toward which our mode: society is tending is witnessed in the many co-operati' activities in which the school and the home are now pa ticipating. Indeed, the day is well-nigh at hand wh< it will be considered a mark of low breeding and unwortl: ness for the parent having a child in the public school neglect all active participation in the life and progress that school. So, in order that the well-wishing pare: may if possible have presented to him some specific ai feasible suggestions for his becoming a vital factor in t] school progress, we shall now indicate a few lines of hoc and school co-operation.
The Parent-Teacher Association
One of the greatest public-school movements of mode times is that which has been organized under some su( title as the one above. In effect this organization is plan for linking the best thought of the parent with tl best thought of the teacher in a forward movement behalf of the child in which they are both interested. TJ old-fashioned way was to ignore the school until it g into trouble with the child, and then to engage in a mo or less bitter contention with the teacher and the schc
38 Training the Girl
the home is being rapidly transformed into one operation and yoke-fellowship. In every part of t tion, and especially in many of the eastern cities, are now well-organized parent-teacher association in some of these places the father or mother of the child is considered an ex-officio member.
What an opportunity for the parent who loves h child and earnestly and anxiously desires to hav child make good progress in the school! If such a or mother will unite with an active parent-teacher a tion it may be said that he will learn more during tl year of active interest in this new movement thi child himself will learn in the school. Indeed, to b parent this is the first and greatest opportunity f discovery of what child life really means.
*'0h," you say, "I know all about my child! after her health and her clothing, send her to sch time, see that she keeps up with her class, and al Now, is not that my full part.^*" No, we answer; it You do not know your child through and througl you have come into contact with many other ch those who have been born and reared under many ent circumstances. All this first hand observation activities of other children will send you back to yoi child with a new flood of light upon the problem relate to his progress and development.
Is the work in the home too heavy for you. Good M and for that reason can you not afford to go in home-and-school association? Then, we answer that participation in this out-of-home club will 1
^B
i
Home and School Co-operation 39
There is danger that even the thoroughly good and well- meaning mother may become an irritable slave to the routine duties of her household, largely because of the fact that she stays too closely at her post. So we recom- mend that she become an active member of the local parent-teacher association; and if there be no such or- ganization, we earnestly urge that she take the initiative in the matter of bringing one about.
How TO Organize a School and Home Club
Let us keep to our subject and think largely in terms of the problems that center in the life of the common school girl. Just how may the well-meaning mother pro- ceed to bring about the organization of the parent-teacher club.'' Interest, enthusiasm and agitation — a little of these put into active use and they begin at once to grow. Then more of the same thing and the problem begins to take hold of one's whole being and to pull him along to- ward success. Go to the school once or twice per week, talk to the teacher sympathetically about the school and home relationships. Ask her what you can do, not so much in behalf of your own child's progress, but rather as a means of making that child contribute more worthily to the success of the entire school. Ask the teacher con- cerning her best ideals for bringing home and school life together. Then go to the neighbors who likewise have children in school, and inquire as to their methods of dealing with their children's school affairs. What criti- cisms have they upon the teacher's methods, upon the conduct of the general school work, and upon the policies
._! 1 J.1 ri*._f)
40 Training the Girl
be a very informal affair. It may consist of two oi good mothers and the teachers of the building c together for a brief discussion of matters that have out of the school work of the day. Questions and here go around spontaneously, and out of this in meeting there will easily come the beginnings of manent organization. It may be that you have tal^ precaution to write for literature on the parent-t club movement. The National Congress of M< Philadelphia, The Public School Association of Nev City, or the National Institute of Child Life, also at delphia, will give much definite help and inforn Before joining the new movement of the kind ) recommending, the parents naturally wish to have a of the progress already attained elsewhere. It will a great stimulus to action, if you can report £ amount of such activities already under way in places.
How TO Conduct the Club
So, we urge again, if you wish to do the very be: sible in thought of the unfoldment of the latent 1 resident in your little daughter now at school, thj should participate in this home and school assoc But although you have presumably been the most in perfecting the new society, it may be well to se others are elected to the honor of holding positions tl As a rule, one of the teachers should be selected as dent of the club — ^probably some young woman wh sesses tact, enthusiasm and good judgment.
Home and School Co-operation
mere theories and generalities. Even enthusiasm v die quickly unless it has something definite to do. So making out a list of topics, two matters in particular v guide the members of the committee: (1) Select oi topics that are simple, definite and concrete; (2) In far as it is possible, select speakers who know from acti experience something about the topics assigned. 1 sources of information referred to above will be glad furnish outlines, plans, small programs, methods of cc ducting the work, and the like.
Another excellent means of making the program a si cess will be that of supplying each participant with d inite literary helps or with at least references there This last-named service is performed by the well-ma syllabus. But if such an outline be not available, th some member who knows most about the home libra and its contents may render the service. The Natioi Institute of Child Life, of Philadelphia, publishes montl a little pamphlet giving a resum6 of the child-welfare j tides in the magazines, and this valuable document m be had at a very trifling cost.
The program committee must be cautioned about i suming that the ordinary well-meaning, enthusias mother naturally knows enough about the topic assign her, to discuss it helpfully. On the other hand it may reasonably assumed that she cannot give a good, stirc lating discussion of her topic without some study a reference reading. In the case of one small club of t kind here mentioned, a certain mother possesses a lai number of fresh, new volumes treating the child-welff subjects. This good mother lends out her private libra
42 Training the Girl
Getting the Point of View
We are so deeply concerned about this mattei parent-teacher club in connection with every schoc we shall now go more definitely into the discussion program topics. Our thought in doing this is not i that of improving the work of the school; it is not i that of assisting the mother in the problem of b her daughter well up with the progress of the s Our purpose is largely that of the better communi which is certain to grow out of all this co-operati tivity. The community must be thought of as or not many. Classes, castes, factions, cliques, an like, are all more or less obscured in the wholesome munity where there is aggressive team work ar operation. Now the school is not for the sake of tl cipline; it is not for the sake of the lessons, the g and the promotions; it is not for the sake of the teac the board of education; it is not even for the sake individual child. The best justification of the co school is this: It makes for a united community; culcates sympathy, good will, co-operation, persons reliance, and loyalty to the best interests of the wt humanity. If we can but draw the central thoui the common parent away from the idea that his c] to be trained to enter into combat with the world, t: to secure the good things of life through shrew( cunning activities intended to wrest such things somebody else — if we can get this erroneous point Oj out of the mind of the parent and induce him to th
Home and School Co-operation
and the nation — then, we shall have gained a strong poi of vantage in behalf of human welfare. And righl thought of and organized, the new parent-teacher mo^ ment will contribute toward this higher and better co: munity life.
Topics for the Program
In order to show how the discussions of the parei teacher club might well go on, we shall now name a f( topics and suggest methods of treating them.
Home Study. We raised the question above as to h( much the child should study at home. Your daug ter is growing larger and stronger each day. She is pa; ing up through the grades. The lesson tasks are slow growing heavier and more numerous. How much shou she study at home.^^ This topic, treated generally, sufficiently important to occupy one entire period the club meeting. What is especially desired is a fi exchange of ideas among the parents and teachers presei and a full statement of the situation in which each o works. If it is desired that the topic be subdivided ^ suggest the following for the afternoon program:
How Much Home Study for Pupils.
1. Boys, seventh grade and below.
2. Girls, seventh grade and below.
3. Girls, eighth grade and above.
4. Boys, eighth grade and above.
One parent and one teacher may be assigned to ea topic, the one to offer a well-prepared ten-minute pap* and the other a five-minute discussion of the paper.
The Schoolground Discipline. While the author cc
44 Training the Girl
regular, hired school playground leader. Usual! teacher's full strength is required to conduct the c and maintain good order within. Therefore, she c only occasionally upon the schoolground during the period. And yet, much of the most definite and impc learning of the whole school comes from the playg activities. The children are acquiring good or ill pra there quite as actively as they are in the class Under present circumstances, how can this situati reasonably well dealt with? The parent-teacher clul well consume another hour in the discussion of this ; The following program is suggested: — Morals on the Playground.
1. What my boy hears and sees on the playground
2. What my girl hears and sees on the playground
3. Directing the playground activities of the girl.
4. Directing the playground activities of the boy. One or two parents may discuss each of the firs
topics and one or two teachers each of the second two. of it all the teachers should learn, first, what good c lessons are being derived from the playground acti'^ second, what re-direction may appear to be feasible f< same activities. Then, the parents may receive suggestions as to how the home can co-operate in th provement of the playground morals.
Home Industry. The problem of requiring the s child to help with the home work is always a vita and it is especially an important one for the parent teachers to discuss together. A survey of the situ will show that some children are doing heavy home c
Home and School Co-operation 4
the other was not even dressing herself without assistanc Yet, both were expected to do the same amount < schoolroom work. The free and frank discussions ar reports of the members of the club cannot help bi bring out startling revelations of irregularity and ui evenness relative to the home industries of the childre The following topical outline is suggested to guide tl discussion: —
Home Industry for the School Child,
1. What and how much work my pre-adolescent be does at home.
2. What and how much work my pre-adolescent gi does at home.
3. What and how much work my adolescent boy do at home.
4. What and how much work my adolescent girl do at home.
This program implies a clear subdivision of the topic ai that each participant is to discuss a concrete case, namii the age and grade of the child and including a defini statement as to the kind, nature and amount of the wor After this discussion the parents will nearly all natural possess a fuller understanding of the whole problem home industry for the school child, and many will doub less be ready to make the necessary re-adjustments. T] mother whose little daughter does absolutely no hor tasks will be placed in quite as unenviable a light as tl other one whose child is required to perform an ov€ amount of such work.
46 Training the Girl
in thought of this fact we wish to remind the reade new and very promising condition that is now aris the most progressive public schools. It is this: Th now a disposition on the part of the most thoughtfi modern school officials to test the pupil in respect to possible type of ability and to give credit for every w thing the pupil may be able to do. The old schoo rowed the child down to a few book subjects and g him high or low in accordance with his ability to p those subjects, while it gave little or no heed to a that lay outside of the school course. But the new m calls for a much wider schedule of tests, and for a g evaluation of the pupil's home work as well as that < school work. The girl who makes an average gra 95 in her several text-book subjects, and yet who performs a single home duty is too often exalted abo'' true place in the school society. Some other girl happens to make a very low average in her class subjects, and who at the same time proves to be a spl home helper, is usually rated far too low in the ord school. In order to put a check upon this false anc sided classification and ranking of pupils there is n( interesting and very commendable method of gr in home work as well as in school work.
Let the parent turn over the monthly report card it comes from the teacher, showing the grades made several subjects, and write on the back the grad< the course of home discipline offered below. Of c the child will not be doing all these home tasks a time. And then, let there be made an average of the
Home and School Co-operation
4
let him assume that E represents 90 to 100; G, 80 to 9i F, 70 to 80; and C, below 70.
The Home Grade Card
1. Washing dishes
2. Sweeping and dusting
3. Bed-chamber work
4. Preparing meals
5. Waiting on table
6. Darning and mending
7. Plain sewing.
8. Fancy sewing
9. Household management
10. Taking care of room
11. Tending the baby
12. Personal hygiene
Note, Grade as follows- E = Excellent F=Fair G = Good
P=Poor C= Condition
Work Must Receive Recognition
There are two distinctive services to society to be d( rived from this new method of grading school pupils o their home duties. The first very desirable result is thij Common industry will become more and more respectabl as an occupation; it will become a topic of schoolroor gossip; its various detailed aspects will receive though tfi consideration; the teacher will fall into the habit of com mending the various types of home industry; and the chi]
lrf»n xei rkfrtnrTYi en oh Tfnri
\f\i r»rf»rlit T\\r si
\r s n-w
48 Training the Girl
Thus the epithets, "slow," "backward," "dull,' the like may be made to apply to the child who i mastering his home work as well as to the child v not mastering his school work.
Parents may as well get ready for this new ore things. We have long been regarding the schoo instruction as a matter of course and necessity. 1 authorities have prescribed the work there. 'Nov same systematic mode of treatment is about to be a] to the home industries suitable for the educatioi training of children. We have long been requirin girl to pass in reading, grammar, arithmetic, history the other book subjects. We are now about to r( her to pass in dishwashing, dining-room work, plair ing, and baby tending. And when we have careful signed this full course of study to all common schoo and have required them to make a creditable ing in all the subjects of the new course — then, we have performed a distinctive service for society at Thus the personality of the ordinary young woman < future will have been made rich and deep in sym and service, full and strong in force and magnani serene and poised through the inclusion of the 1 things of the spirit.
LITERATURE ON HOME AND SCHOOL C0-0PERA1
Literature of the Public School League of Philadelphia. Address
intendent of Schools. Montessori Methods. A. E. Winship. Journal of Education. ^
p. 399. Boston.
Home and School Co-operation 4
The Home and Social Efficiency. Eva W. White. Journal of Hon
Economics. Vol. V, No. 2. Euthenics; Better Environment for the Human Race. Ellen H. Rid
ards. Chapter II, "Individual Effort Needed to Improve Indivi<
ual Conditions." 162 pp. Whitcomb & Barrows. Boston. Human Efficiency. Horatio Dresser. Chapter XIII, "The Law (
Love." 383 pp. G. P. Putnam's Sons. N. Y. Progress in the Household. Lucy Maynard Salmon. Chapter I
"Education in the Household." 198 pp. Houghton, Mifflin Cc
N.Y. Moral Instruction of Children. Felix Adler. Chapter V, "The Mor
Outfit of Children on Entering School." 270 pp. D. Appleton
Co., N. Y. Child Nature and Child Nurture. Edward Porter St. John. Chapter I"^
"How to Deal with the Child's Fears." 105 pp. The Pilgrii
Press, Chicago. The Century of the Child. Ellen Key. Chapter VI, "The School of tl
Future." 339 pp. G. Putnam's Sons, N. Y. The Way to Win the Heart of the Pupil. Dr. Hermann Weimer. Cha]
ter IX, "School and Home." 178 pp. The Macmillan Co., N. 1 The Delinquent Child and the Home. Sophonisba P. Breckinridge an
Edith Abbott. Chapter VII, "The Child from the Crowded Hom
The Problem of Confusion." 250 pp. The Survey Associates, N. 1 The Home School. Ada Wilson Trowbridge. Monograph. Houghtoi
Mifflin Co., N. Y. Suggestions for Handwork in School and Home. Jane L. Hoxie. Entii
text. 222 pp. Milton Bradley Co., Springfield, Mass. Messages to Mothers. Herman Partsch, M. D. Chapter VII, "Son
Failures at School." 165 pp. Paul Elder & Co., N. Y. Home and School, Monthly magazine. Philadelphia, Pa.
CHAPTER V
TEE HIGH-SCHOOL GIRL
The ideal young girl just entering high school is fourteen years of age. She is sound in her physique in her quality of mind, and buoyant in her thought future. She is radiant through and through and al with a life that is just now in process of unfolding ii and most beautiful latent energies. She is at thij distinctively social in her thought and disposition, is the period of the young love dreams of the girl, time when her personality, her point of view, her at toward life and things should be respected and de to more than ever before. If we can induce the rea appreciate the great significance of the fact ihi fourteen-year-old girl is undergoing a rapid transi tion; that she is stepping into a social world, new, si and very enticing to her; that everything she thinl says and does has some reference to this new-found of society — then we shall all stand together in a pc of great advantage in our serious attempts to giv young high-school girl fair counsel and guidance.
The Danger op Confusion
A freshman high-school girl is in the act of em from a period of mere giggling girlhood, and there is
The High-School Girl 5.
the new requirements suited to the high-school age. As ( result of it all, not a little confusion and unfairness ma;; obtain. Over-work and over-speeding too often mark thi first period of young womanhood in the case of the high school girl.
Dr. Wm. P. Northrup of New York University, i; quoted at length by the Literary Digest (Volume 32 Number 11), upon this subject of over-working schoo girls. He asserts that in one month the New York clinic for diseases of children and for the diseases of the nervou system "received a crop of worn-out school-girl neuras thenics," and by way of example on this subject he de scribes a typical case of the ambitious student who is s< often the victim of the strenuous school life: —
"She hurries home from school, is never late, takes i few minutes of outdoor play because some one else ha prescribed it, runs home, curls up, and studies hard til the evening meal. This meal she engulfs in the shortes possible time, slips off her chair, and is at her book again She is the conscientious pupil, and studies until some on insists on her going to bed. . . . This audience cai easily imagine several physiological functions impairec by worry and haste, and some daily needs possibly post poned till Saturday and Sunday. They will wonder wher< the dweller in crowded districts may, in such strenuou life, snatch a few hours of tranquil, daily recreation in out door sunlight. They may wonder how the nerves in thi strenuous existence are to be daily completely nourishec and rested. Alas! such nerves are neither rested no nourished, and they fall daily further into arrears. The^ mav drasr on till earlv sorins accounting. In March i
52 Training the Girl
of age is undergoing. She is manufacturing rapid! cells; she is building great additions in bone, muscl glands; she is developing, training and disciplinir cerebrospinal and sympathetic systems; she is ch{ her milk teeth for tearers and grinders, preparii heartier food. The adolescent girl is further deve a new function; is passing from infant life to matui experiencing a change of such critical magnitude tl nature appeals to the generous impulses of humai tectors to lighten her burdens, to safeguard the b( terests of the budding woman and future mother.'*
Is This Description True.?
In the article cited above. Dr. Northrup has des( so ably and fittingly the neurasthenic high-schoc that we feel justified in continuing the quotation at g length. He says: —
"Do not put the subject away with the thought th story of the overworked and under-nourished growii belongs only to a big city, to the tenements, and 1 ignorant. Would it were limited to the last name they are most teachable and quick to reform. If yoi to your choicest families you will often find them g up late, that breakfast is late, that the father rul swollen eyes and scolds between his morning paper a coffee because of this disagreeable rush and haste. H night's nerves are disturbed by his child's early mc start. You will agree with me that in many of youi intelligent families the child's life and duties are nc
The High-School Girl 53
a-tingle. If this be the case with our best families, hovp much more is it true of the crowded tenements?"
What is the Remedy?
Finally, after a further description of how the over- strenuous school-girl brings on her alarming case of ner- vous excitement. Dr. Northrup suggests a number of very sensible remedies in the following paragraphs : —
"Not one physician here present but can easily recall cases in which the girl, after six hours of school, practices one or two hours on the piano, goes to dancing-school twice a week, has some added lesson at intervals. On Saturdays there are children's parties, matinees, and often children's excursions for concerted studies of this or that. All these are well enough, but they leave the girl scarcely any time for relaxation and outdoor loitering or light exercise. From the first days of the term she has insufficient sleep, becomes deeper and deeper in debt to it, as a consequence of becoming more and more nervous, more intense, irritable, impatient. . . .
"The subject of school hygiene is large, and I have pur- posely refrained from attacking it as a whole. Much is being thought out in the line of ventilation, air space for each pupil, and the like. My special interest is that of providing roof-gardens, where the children can play games in an upper air comparatively free from dust, from dangers of collision and accident of the street, and from the contact of vicious and unclean passers; or worse, those who do not pass — loafers.
"The subject of dividing the time, so that the youngest children shall have short consecutive hours and frequent
54 Training the Girl
small children frequently and briefly than to lea^v to roll in tenement halls or play under feet in c and squalid thoroughfares. . . .
" In many families there is a habit of sitting up la1 Children either sit up with the adults; or, if the; bed, their early sleep is disturbed because of brigh noise and confusion. The family physician, in fat the causes of failing health, may well inquire am details of daily life for explanation. . . . Furthei of worry to the child are the indiscreet conversa the parents. At breakfast the disgruntled father i chance remark that the family is rapidly near poorhouse, that all is lost. Having uttered it, he ^ into the open air, humming * Annie Rooney,' an forgets w^hat he has said. Not so his little girl. [ meaning remark sinks into her mind, she broods her breakfast does not digest, she furtively weeps, night sobs herself to sleep. This needless appre arises from a thoughtless remark which adults wc tirely understand.'*
Choice of a High-School Course
The last few years have witnessed marked chan differentiations in the high-school course of stu( the beginning of the twentieth century there was a only one secondary course of study available foi people, and that consisted of a traditional arrange: Latin, mathematics, literature, and a smattering stract science. But the new high school is sue more and more each year in making itself what
The High-School Girl 51
In consideration of what has just been stated the pareni cannot reasonably be satisfied with having merely seni his daughter to be enrolled in the high school. He musi help her decide what course to pursue, and in doing thij he must consult first her individual taste and disposition, and second, her probable destiny as a full grown woman, No matter how attractive the place, how able the instruc- tor, and how well-equipped the school, the young womar will not make satisfactory advancement in her classes unless she be allowed to pursue some course that appeals enticingly to her inherent interests and desires.
What of Domestic Mindedness?
It is probably a very serious error to assume that every healthy minded young woman is instinctively desirous oi taking up a course leading toward domestic life. Although probably the great majority of them incline more or less strongly and even fondly toward some phase of the home- making occupation, it has been proved beyond a doubt that a considerable number are not instinctively so domes- tic minded. In his survey of the question of a prospective vocation for young women, the author has had occasion to question in a systematic way several hundred girls. A small number of these, perhaps five per cent, have given assurance that their inherent tastes never have been of a domestic type; and yet these girls have always been sound and well physically and mentally. A typical case of the type of young woman here under consideration was that of a twenty-year-old college sophomore girl who thus far had resisted all the persuasive efforts of her par-
pnt« Jinri friAnrlc trk inr>linA Vif»r trninincr r»nnrsA trnxTflrH ctrtp
56 Training the Girl
force such a girl to take up the home Hfe would b short of calamitous; and also very probably the a out of her native bent and determination was th certain means of making her life a happy and sue one.
The Course in Household Science and A;
Notwithstanding what we have stated imme above, every normal girl should most probably h opportunity to perfect herself in household scien< art. A wide and careful observation of growing ^ all ages brings conclusive evidence that the grej jority of them begin in early childhood to show herent interest in the affairs of the household. If loose and allowed to follow their own inclinations play and make-believe activities nearly always c this statement.
But when confronted with the taking up of a high course in domestic science, the young girl may si: adverse disposition which has its history, not in ] herent nature but in the fact that she has been n less spoiled. If at fourteen years of age the girl hi far never been trained in the simplest household if she has always been surrounded by servants and who have been ever ready to baby her and satis whims; if she has been taught to believe that hou industry is degrading and beneath one of her sts in case of one or all of these acquired dispositio] school girl may assume a very firm adverse attiti ward the course in home economy.
IP
57
The High-School Girl
■ w tn take the girl to a school advisable and P^f^f^^^^^J^ is emphasized above where this particular k'-^ o *rf ^^^ ^ eourse will be the all others and where to^u^--- ^,^ has had her popular thing to do. Many y ^^ pl^^
:,tire life transformed though such ^^^ ^^u.^electcd the one here recommended In * j really dis-
school of domestic tra,mn£hea<We^^^ ^^^ ^
rsreer£S:::LroonmakLoutanewandenUcmS
ideal for her future life.
Common-Sense Instruction
It is an easy matter - assemUe ^^^^^^^^^^ J^^
winded" and '^"^^^^^""ff^nd presiding at a pink tea. instructed in fudge -^^mg ^^^ ^ay be exceedingly Moreover, these forms of ^°™ .^^^yy the finishmg taportant, but they a- unque^- J^ ^^ ^ rather than the beg^-^^^.^P^fthe serious-minded parent economy. But we take it th J toe ^^^
oi the adolescent girl is ^™j^„^^i,old duties. Plam learn first of all the Pl-"j f^^'^f^g, and plain everyday cooking, plain sewmg, P^^^;^Jf;;„^' bably constitute a li,;„g_these ordinary masters ve^ P ^^^^^^ ,,,
fundamental part of the ^ept ^^^ ^^^.^^^ ^^^ ^
nearly all young f^'J^^^ ded in the principles
had her life well defined and^^^ ^^^^^^^ ^^^ ^H ,he
oi these common things s ^^^,.
necessary begmnmgs of a beau ^^^ j
Yes, there is ample room w ^^^ ^ ^h<
flowers and fudge Pf ^ ^^f pl^n, ordinary domes V,., been trained and grounded mp j^^damenta
58 Training the Girl
such a feeling of poise and self-supremacy, such i means of detecting and knowing and recognizing t worth of character in others, that her entire futui promise of becoming one of great joy and satisfact
The Vocation not Overlooked
We shall not overlook the very important ms directing the growing girl toward the best availa occupation. An entire division of this volume i; devoted to that particular matter. Neither have w looked those other important affairs that grow out instinctive disposition for play and sociability, too, will have ample space for treatment. For the p however, our interest is centered upon two aspects high-school girl's training: first, the directing of periences along lines suggested by her instinctive and dispositions; and second, the discussion oj problems which arise in practically all the high and vex and perplex both parents and teachers.
We can scarcely over-emphasize the distinctive of view and method of this volume. It is this: ''. what is inherent in the young girl's nature at ever; stage of her development and to direct her trainiuj the ways suggested by this instinctive type of pror The author's faith in the ordinary girl — and that practically all of the girls — is very deep and a But it is his understanding that this faith in the ir sublimity of the life of the common girl can be act only through the application of sane and well thou|
The High-School Girl I
great because of the significant fact that they are expre sions of the inherent nature of the human individual. S if the reader will bear with us to a greater length, we shs now go back to a further consideration of our chapt topic.
The High School may not Fit
A careful inquiry into the whole situation may satisi the parent that it is inadvisable to send the daughter i the local high school or to any other institution of i class. But such a decision is most certainly a serious oi and perhaps it should not be made until after expe advice has been consulted. The parent who is serious] in doubt as to the best thing to do next in the trainir of his adolescent daughter might receive very valuab counsel if he should write a brief sketch of the case ar present this outline to such a high authority as Dr. ( Stanley Hall, and ask for expert opinion. Many hig] school girls dislike some part of the prescribed course < study, while not a few of them resent certain text-boc subjects to the point of quitting the institution as a alternative for pursuing such courses. Therefore, it imperative that the parent and teacher co-operate i bringing about a pleasing adjustment of the girl to h( high-school course. Her instincts and desires are now s strong as not safely to permit of any violence being dor them through the medium of an artificial and enforce course of learning. If there be in the curriculum man subjects that are extremely distasteful to the adolescer girl, probably it will be advisable to have her withdraw from the institution and pursue a short course in som
60 Training the Girl
Democracy in the High School
As stated above, the adolescent period of the distinctively one of social awakening. It is wl: author has called the first "who's who" period o: development. The inner, secret mind activities girl are now predominantly social. This inhere] dency toward sociability has its correlate in a i of most significant organic changes. The girl is ing the bright bloom of womanhood. The sex are assuming their full mature forms. The strong current of new blood is coursing through the org strong psychic feelings now pervade the entire many of the thought processes are now such as m things new. These are all parts of those great livin esses which constitute a most interesting epoch miracle of life. Verily, the world might worship '. this great shrine of the adolescent awakening; foi its song and its poetry, all of its sorrow and its ti all of its beauty and its sublimity are traceable directly or indirectly to this one mighty divine , So let us go reverently as we proceed to give the ado girl counsel and direction for passing through this rating course of mystery and divinity. Let us go rather as a learner and interpreter, than as one who drive and compel her. Appreciating then as we point of view and the instinctive nature of the ado girl; knowing as we certainly must that her native s spoiled tendency is to meet all on a common level o: bility, let us see what might be done to preser
The High-School Girl 6
The Spirit of Democracy
In the last paragraph above, use was made of the wor "unspoiled." Those who have studied human life at i1 fountain source are inclined more and more to the belie that children are thoroughly democratic in their firj social tendencies. They are instinctively fond of plaj mates but naturally give little or no heed to the socij rank of the other children. The little daughter of tt ruler of the empire or of the money king will play fondl and innocently with the children of the slums and allej until the distinctions of dress and manners have bee pointed out to her. One by one the flaws and impe: fections in the character and adornment of her playmate may be made known by the parents and at length si will have acquired a body of social sentiment making h( conscious of her particular rank. Social distinctions ai acquired more readily by some than by others but prol ably all have to be taught how to make them.
Now, it is not the purpose of the author to urge th? there is naturally only one social rank. It is not his pu: pose to recommend that the parents try to make the grov ing daughter continue to be a free and open associate < all ranks and classes of society. Social sympathy an genuine good will to all is rather the goal of our instru* tion here. So, if the high-school girl has thus far bee allowed to meet and greet all classes freely; if she has bee taught to be courteous and kind to all; if she has bee trained and disciplined through the performance of tt ordinary household industry best suited to each year ( her ase thus far: if she has been tausht to understand an
62 Training the Girl
So the beginnings of a substantial democratic cha have in reality already been made before the high- period is reached, and the process of training fror period on consists chiefly in giving the right sort of counsel. The home problem here is largely one of pretation. The daughter comes home with gossip her school. She naturally has much more to say the social conduct in the school than she has abo lesson topics. The parents' chief part in the convei is that of reminding the daughter — in indirect wf course — of the very great value of a genuine cha within. For, after all, it is not so much the mal what other girls say and do as it is a question oi our own daughter is in point of personal worth.
The Discipline in One Home
In the restrictive part of a city of about 250,000 there stands a beautiful residence which must ha'v $40,000 or more. The place covers half a city and has all the ideal attractive appointments; as, s lawn, flower gardens, servants, automobiles, exp inside furnishings, and the like. The occupants c home consisted recently of the parents and three dau^ two of the latter in high school and an older one at c The eldest child, a son, was married and gone. Ir of every suggestion of wealth and refinement, the and mother of this family had somehow succeec inculcating a very rare spirit of democracy amon^ children. The mother's account of the affair is su tially as follows: —
The High-School Girl 6
through hard work. These early-day lessons have perhaj helped us very much in the training of our own childrei We have always required our children to do an hone; amount of work. Our boy, during his growing year raised a garden and took care of a horse and a cow. W taught him to buy and sell and how to save a part of h money and how to invest a part in his own affairs. He now succeeding very well in business.
"The girls have been trained in practically the san way as the boy. They have had instruction in every pa; of the home work, from plain kitchen scrubbing to fane dining-room serving. Any one of the three can prepare first-e^ass meal and serve it to any kind of compan; Our girls have never been oVer-dressed. We have alwa^ believed extravagant dressing to be wasteful as well j ruinous to character. We do not allow the girls to thin of wearing anything other than plain and simple garmen at school, the expense of which could be met by any pa ents who can afford to send their daughters to high scho at all.
"The girls have never given us much trouble aboi their social affairs at the high school. We desire to ha-^ them mingle with all of their classmates on equal term and to make their social distinction not on the basis ( wealth and clothes, but merely on a basis of personal wort of character. One of the chums of our youngest girl the daughter of a hardware clerk who lives in a fou room rented cottage. The next older daughter has cloi friendships with a number of girls of about the san financial rating. It has always been my personal opinio
64 Training the Girl
The High-School Secret Society
The secret organization has become such a perp problem of the high school as to assume the dimens a nation-wide issue. Just now, while we write, thi: matter is seriously disturbing the peace of a middle-w city. A rule of the school board forbids members any secret society on the part of the high-school \ A large number of the boys and girls of the schoo' just been found guilty of violating the rule and hav< expelled. The affair is getting into the courts, sums are being asked as damages for defamation of c' ter. And so the merry war goes on in this city, very as has been the case in other cities and towns.
Something is radically wrong here. There must be understandable cause for the bitter contention thj been growing out of this high-school secret society parts of the country. Many of the states have ] legislative acts forbidding such societies. A very number of the boards of education of the cities have ] heavy restrictions and penalties upon the same t;^ organization. Again and again the matter has bee ried into the courts; and in every case known to the s of this volume the decision has been rendered in fa the school authorities, and against the contention > high-school pupils. Worst of all, the good name ar efficiency of the high school have been very much ardized.
Keep the Daughter Out of It
The High-School Girl 6
advantages to be derived from the membership; but a things considered, the disadvantages are unquestionabl much greater.
A careful examination of the personnel of the most ac tive leaders in the high-school secret society reveals a interesting situation. These leaders are very often coi stituted of the boys and girls who have had much leisui and home spoiling, who have received too much and give too little. They are often those youths who have not bee taught to soil their hands in plain work and industry and who have been made to believe that they are bein trained away from earnest toil and service toward place of ease and supremacy. Too often they have been imbud with the thought that there are comparatively few attrac tive people in the world and that these belong to a specia class; that this class has a kind of inherent right to be a the top and to rule and to walk over the rights and feeling of the common people. False notions concerning not onl; industry, but also wealth, clothes, and society lie at th< bottom of this unending contention over the high-schoc secret society.
The parents may easily train their daughter to experi ence kindly feelings and sympathy for all classes in th high school. The girl may have her chums and her selec groups for this and that affair, and yet, meet all who ar worthy of such treatment on terms of a common level o good will and cordiality. Thus she will learn to believ* that the best things in life should be and rightfully ar common property; that there is nothing so especially good and rare that needs to be taken secretly into the pos
66 Training the Girl
teachers and the board of education, will solve it. inculcation of the spirit of work and industry ai the spirit of plain, wholesome democracy, and all t' the school of home training — such will prove to b method of success; and great, indeed, will be the fina for common humanity.
The High-School Girl's Clothes
Being as they are in the first exuberant social per: life, high-school girls are naturally very sensitive as t kind and quality of their personal adornment. I little will be written upon the question of the girl's we apparel in a chapter to follow. Suffice it to say hen the rule of training outlined in the quotation fror mother mentioned above may be regarded as the sound and commendable one.
LITERATURE ON THE QIRL IN THE HIGH SCHC
What Teachers Can Do to Aid Industrial Education. John L. Ke
Vocational Education. Vol. I, p. 344. Beginnings of Industrial Education. Paul H. Hanus. Chapter V,
Industrial Continuation Schools of Munich." 199 pp. Hou
Mifflin Co., Boston. Talks to Teachers on Psychology. Wm. James. Chapter VIII,
Laws of Habit." 301pp. Henry Holt & Co., N. Y. The Spiritual Life. George A. Coe. Chapter I, "A Study of Re
Awakening." 276 pp. Eaton & Mains, N. Y. The Spirit of Youth and the City Streets. Jane Addams. Chapl
"The Thirst for Righteousness." 162 pp. Macmillan Co., The Home School. Ada Wilson Trowbridge. Entire text. (
Houghton, Mifflin Co., N. Y. Ethics for Children. Ella Lyman Cabot. Sixth Year. 254 pp. 1
ton, Mifflin Co., N. Y.
The High-School Girl 67
"Fact and Comment." The SchoolJournal. Vol. LXXX, No. 9. N. Y.
Women's Health and How to Take Care of It. Florence Stackpoolo. Entire text. 159 pp. William R. Jenkins Co., N. Y.
The Gospel of the Kingdom. Vol. V, No. 10. " Vocational and Moral Guidance in the High School." Jesse B. Davis. The American Institute of Social Service, N. Y.
Bedrock. Education and Employment the Foundation of the Republic. Annie L. Diggs. Entire text. 70 pp. The Social Center Publish- ing Co., Detroit, Mich.
The Woman Citizen's Library. Shailer Mathews, editor. 12 volumes, illustrated. The Civics Society, Chicago.
CHAPTER VI SENDING THE DAUGHTER TO COLLEG
With an overflowing measure of physical str with a radiant hope set high on the ideals of the i with a secret sense of the charms peculiar to the fii bloom of womanhood, the typical freshman coUei ranks in a class by herself. Moreover, we might i admit that the college girl is here to stay and th tribe is likely to go on steadily increasing. St£ widely gathered indicate that college attendance necessarily destructive to her health, that such expe while it tends to defer the day of her marriage i reduce the number of her offspring, greatly increas opportunities for marrying well. Her means of pendent self-support, though at best very much li are also much enhanced through higher education.
Choosing the Right Institution
Of the many present-day forms of higher instituti learning which admit women to their halls, the so co-educational school is apparently destined to a the leading place. And well it may; for the scri saying that it is not good for man to be alone applie equal significance to young women at college. T to say, our modern society is inclining more and m
Sending the Daughter to College 69
country receive the two sexes on equal terms, but segre- gate them in a number of the classes, giving each division the forms of instruction peculiar to its needs. While a few of the great colleges of the country — ^Harvard being a notable example — are still closed to women, the great majority of these institutions now provide a curriculum admitting of a three-fold arrangement as follows: (1) A large number of general and cultural courses open alike to both sexes and under the same instruction; (2) technical and special courses intended to prepare men for their ap- pointed vocations; (3) special and separate courses suited to the needs and natures of women. In an institution of this sort the sexes usually mingle on free and open terms of sociability and friendship. Now, this last stated fact counts for very much in the life of the man or woman to be, as we shall try to indicate.
There are a few parents who so misjudge their children as to believe that an exclusive school for young women, in some isolated, out of the way place, will cause their daughter to forget her passionate fondness for the society of young men and to settle down as a sober-minded work- a-day member of the social community. But in the opin- ion of the author this plan is a very poor one to follow. A reconstructed and safe-guarded society at the co- educational school is better for bringing out a rightly balanced personality than is the exclusive institution. So we believe, and the discussion to follow will give sugges- tions for the social direction of the college girl.
Selecting the Course of Study
70 Training the Girl
Kansas State Agricultural College in which the seventy -five women, seventy finished the course ii tic science and art, and five the course in general This is a ratio of one to fourteen, and it is probab index of the ratio that exists in other instituti somewhat careful inquiry into the motives and ] of the girls who pursue the general science course vinced the author that these girls are not at all € the household and home-life occupations. They rule more or less interested in a career that mi higher scholarship and independent self-suppoi these are only exceptions to a general rule amon^ women, which shows an instinctive interest in tl life. It is a significant fact that the modern course economics is preparing so many young women f( tific home management, and the parent who g daughter the advantage of such a course should think of her, not as one destined to take up i fashioned household drudgery, but rather as c paring for a place of mastery and supremacy ov things.
Presumably the freshman girl has not yet exp* the awakening of many of her best latent disp* She is in every sense a girl, but is by no means a c woman. While it is advisable to have her take tl ing in domestic science and art, this work she constitute all of the course. Many of the insi offer a so-called short course in domestic econoi this is intended primarily for mature women, ^ either occupying home positions or who are aboi
Sending the Daughter to College 71
training — these subjects are all properly related to the ideal college course for young women.
If your daughter does not seem ready or willing to pur- sue the course in homemaking, then make careful inquiry as to her leading aptitude and interest. She may have a very strong predilection for music, painting, journalism, mathematics, physical science, or teaching. It will prove futile to try to make her what she does not instinctively desire to become. Rather seek to bring out and develop to a higher degree her best inherent abilities. Therefore, choose the course to fit your daughter's nature, but do not turn her undirected into a large institution and expect her naturally to find her way successfully through the most appropriate course of training.
The Danger Period at College
After admitting that we are gradually finding the mod- ern college course a better way to the solution of women's, as well as men's problems, it is none the less true that this way is still attended by many dangers to the character of the student. So it might be well to point out some of the possible errors into which the college girl is prone to fall and, if possible, to suggest a way of escape therefrom.
A few young women are still in the silly age when they first arrive at the college doors. Indeed, it is almost startling to observe the large number of college girls who are still in their middle teens and not yet through with their period of giggling young girlhood — too much unde- veloped to judge safely as to what were good to do in respect to their mental, moral, and physical well-being.
V
72 Training the Girl
eighteen is relatively as well developed menta physically as the young man of twenty-one. Ai since women's opportunities for obtaining suita work are much more limited both in extent and tii are man's, there is apparent necessity for some 1 putting the young woman through her course of training. Seventeen or eighteen is probably the ic for the girl to enter the freshman college class, as 1 bring her out at about the age of twenty-one or two.
A Change in Attitude of Mind
It is exceedingly important that especially t year of the young woman's life in college should b< much thought in regard to her future place in Indeed, if she continues to be a mere girl during course of training she will likely leave the colle^ without having properly assimilated the knowle< tained. Not infrequently girls who receive their degrees at the age of nineteen or twenty have the ] experience of awakening a year or two latter to the 1 of what it was all about. "I wish I could take my course again," said one. "If I could go back for or two you would see me doing differently," said a The foregoing remarks are typical of thousands w] graduated before they became real women, and their thoughts became instinctively directed tow larger problems of womanhood. " Home-mindedi the significant term that suggests itself here. The woman who partly forgets the mere fun and froli(
Sending the Daughter to College Tc
greatest assistance from her senior year in the institution Home-mindedness is therefore the watchword for the senior girl. We commend this ideal to all parents wh< are earnestly engaging in the attempt to assist their daugh ter to make the college life count for most as a prepara tion for her own future.
Playing Fair with the Freshman Girl
One of the dangers that beset the more or less giddj young freshman girl is this: She is naturally inclined tc take up with almost any well-dressed young man whc will indicate a desire to know her. Her whole being \i so aflame with the onward rush of physical life that the regular work of the class room may not appear to her as i matter of serious consequence. Love is her greatesi reality. The society of young men — not necessarily verj choice ones — is her greatest delight. And at this time, if ever in her life, she needs a ruler, a kind and sympathetic, but firm and unyielding personality to direct her footsteps aright.
How many good and elBScient home mothers fail in theii efforts at long-distance government of their daughters ai college ! So if the absent girl in such a case be young and immature, we can think of nothing better than that the parent arrange for a confidential correspondence witt some one of wholesome authority and influence, whc knows personally of the daughter's going and coming while in college. Indeed it may be said that every youn^ gii'l living away from home is in need of a foster-mother.
Tt. is hnnfd tli«t tVif Hn.v is not far rlistnnt whpn onllfO'f
74 Training the Girl
ties and receive that particular advice and encourag which any case may require. Such a woman sho an ex-teacher and a mother of children of her own.
Probably the chief diflSculty in selecting the "^ mother" for your absent daughter is that of fin woman who possesses the peculiar marks of fitness the younger and more frivolous your daughter m the greater the need of an associate who is prepa give sympathetic counsel and advice rather tha who is ready to force her decisions upon the cone the young girl. In suggesting this woman adviser J girl we would not forget the very important pr stated in the beginning of this volume and adhei we hope, thus far — the principle that the inner proi of the young girl's nature is to be the guide and insp for her development. Hence, the suitable foster-i will hang every desire, new motive and incentive where upon the instinctive cravings of the girl s under her protective care. This good adviser will n( demn or blame or otherwise attempt to force he sonality directly in the way of the college girl's insti purpose. Rather she will use mild persuasion and the way out to something better and higher than the pursued by her youthful companion. For examp college girl is often inclined to be out too much at and to go into associations that are not highly cred The wrong method of dealing with such a case wo to condemn the course openly and to write an ah letter to the girl's parents. A better way would reveal to the erring one a detailed outline of the course Dursued bv the best eirls in the college. Sho
Sending the Daughter to College 7
guarded in respect to the choice of their social companion and the like.
The next step in a better course of procedure for tl weak-willed college girl toward a more elevating ai: stable plane of conduct would be to assist her in findir congenial company at the better places in society, often matters much as to how the young student ge started in his social experiences. A well-thought-out pla for bringing such a student into social groups that a] directed by the church and the young people's Christia organizations is a most commendable affair.
The College Home for Girls
A suitable place for the daughter at college is a matt< of extreme importance. The dormitory system for gir seems to be coming more than ever into use of late, ar it may be regarded with much favor. The fact that tl youthful freshman girl rooms with "one of the best famili< in town'* is no guarantee that this good home environmei restrains her properly. It has been shown beyond a doul that these "best families" usually hesitate to exercis any moral supervision over the girl roomer so long as h< conduct does not reflect much public discredit upon the house.
The desirability of a girl's dormitory depends upon ii management — ^whether it be for mere revenue or for tl well-being of the whole girl. A small, sanitary dormitory in charge of a competent, motherly matron, and regulate by the strict enforcement of a set of reasonable rules, certainly a favorable situation for the frivolous sort < young college girl. Unfortunately the parent cannot b
76 Training the Girl
ter. As a means of emphasizing what was said al about giving the girl a very careful beginning in her < career — it is here recommended that one of the p accompany the daughter to the school and assist in ing board and lodgings under the most desirable con< possible. It is a beautiful thing to witness, that innocent and somewhat unpretentious seventeen-y< freshman girl appearing about the campus for th few days with her mother as an attendant. Only m can know the anxiety of a mother's heart at this and those who have witnessed the spoiling of a pro young girlhood through careless college treatmei realize the full measure of responsibility that rests all concerned in such a case. So it is well, indeed, \ mother to go to the college with her daughter an there with her during the first week. Such a thin^ the bond of intimacy between the two, and furni common basis for much of the written corresponde follow.
The Letters from Home
Probably there is no more beautiful and touching action between two members of any family than in case of the correspondence between the daugh college and the parents at home. More frequent home correspondent is the mother, but there is n reason why the father, too, should not particip; this stimulating love-letter affair. "Yes, we mi girl very much, especially evenings, the time wh( is always at her brightest and best among the J at home. But you should read some of the beautif
Sending the Daughter to College 7
how to appreciate her until she went away to college. Such a testimonial as that quoted above speaks volume in its ultimate meaning, for it serves as an assurance tha the daughter is safe at college and that her progress ther is such as to please and inspire all those remaining at home On the other hand, it may be said that there is somethin seriously at fault in case the daughter does not send hom often and regularly through the mails, a message of love an( good cheer. And in case of a permanent correspondenc in the course of which love and sympathy and open frank ness prevail on the part of both parent and daughtei there is no serious necessity of a well-guarded college hom for the girl. The commendable purposes of the student ar too well set to require any direction or restraint othe than that incident to respectable surroundings.
The College Sorority
The results of a number of inquiries indicate that th' sorority house is a safer place for the freshman girl thai the fraternity house is for the freshman boy, althoug] both are inadvisable until one has made a worthy recorc in studentship and morals. Perhaps the worst that cai be charged against the college sorority is its tendency t< exclusiveness and to build up a caste system and to impost financial and social strains upon its members.
The sentiment of this volume is intended to be distinctly democratic. Although it must be admitted that even girl will naturally have her little group of confidentia friends and companions, there is no very just reason wh;; these should go aside and shut themselves in and bine one another into a group with pledges of secrecy. Indeed
78 Training the Girl
the good things, this highly prized stock of secret ] and purposes which supposedly binds the members sorority together — is it not true that these precious would grow even more precious were they extended as a gracious gift to all who might wish them? Oi objection to the sorority is that it is both ungenerc undemocratic. It does not intend to offend the bilities of the girls who are not included within it coterie, but as a matter of actual practice it does th thing in a thousand-and-one instances during the of the college year.
No, the foregoing statement is not intended as of condemnation for the sorority, but it is adm intended as a word of admonition to the parent, your daughter out of the sorority, if you can. Mj democratic and generous-hearted, responding kind affectionately in thought of all whom she may n: the campus or off of it. Say to her that you mean 1 her become a beautiful companion and social ser^ all the divisions and classes of society, rather than one of these.
Health-Impairing Training and Exercis:
Considering the outside duties that claim th( time, the college career as a whole imposes many upon her health. While statisticians have figured that a young woman in college is as healthy in the a case as her non-attending sister — and she is pr much more so at the time of beginning her cours health is often impaired during the four-year pe] academic work. Hence the necessitv of extreme c
Sending the Daughter to College !
imposed over-strains. They try to carry too heavy ; assignment, and also to perform too many extra duti( In the first place, the class work assigned is such as occupy about all the waking hours of the day, if do: well. Then, on top of this are piled the dance or par once a week, the literary society, the athletic work, t] Young Women's Christian Association meeting and coi mittee work, attendance upon the lecture course, and hundred and one smaller duties pertaining to the care the person and the clothes.
Under the stress of all the foregoing rush and hur: something must naturally break, and the physical heal is not unusually the victim. From all outward appea ances, the mid-week party, especially the dancing part is hard on college girls. As a result of the tax on tl physical strength, many young women are compelled stay away from classes the day following. On the secoi day they return pale and wan and absent-minded. Cc lege authorities should insist that these parties be co fined to the end of the week, so that time may be allow( for recovery. But it is not so much any certain one of tl matters named as it is the sum of them that breaks doT^ the physique and brings on mental distraction. Worst all, many good girls are utterly unable to protect theE selves against the strain of the multitude of demam upon their time. So, it is unquestionably the duty of tl college authorities and the parents to see that prop< restraints and regulations are operative in the matter.
Shall the Young Woman Earn Her Way For thirteen vears past the author has been observir
80 Training the Girl
the young woman wholly to pay her own way tl: college is a more or less hazardous affair. Some f< complish this undertaking and come out stronge more triumphant because of the rigorous disciplin nected therewith, but in regard to the majority a rej favorable cannot be given. Unfortunately in lat the instances of young women working their W£ parents are amply able to pay all the college expen are not considerate enough to do so. Ignorance, p ousness, and a false opinion as to what the college ti of a young woman really means, may be attribu causes of the parental mistreatment here.
Let not our position be misunderstood regardii matter of the college girl earning her way. It is t the father is amply able to supply the necessary for his daughter's college training and neglects to some one should have the courage to take him t about the matter. An interesting and blame-worth illustrative of the point here is that of a dry-good chant, worth perhaps a hundred thousand doUa] prosperous to the point of being entirely free fn debtedness. The family of which he was head was i four daughters. The father contended that a da should earn her own way after reaching the high age. He himself had done so from boyhood. He re his daughters to earn enough for their spending ] and some extra clothing while in the high school ai nounced the policy of requiring them to make thei way through college, if they wished to attend, girls proved to be most courageous. The eldest str through her four-vear course in five vears, but she
Sending the Daughter to College
was forced again and again to slip back and to be grac ated a year behind her own classmates. The seco daughter tried the unsupported college career for one ye and gave it up, being forced to take a rather menial po tion for self-support. This was really a pitiable and i gravating case and the more so because of the fathe condition and attitude as stated above.
It is often justifiable to arrange matters so that t young woman may earn a part of her college expei money. She may help in some good home as a means paying for her board and lodging. But as a rule tl arrangement should be regarded as the upper limit i self-support of the college young woman. The home he' ing contract should include a statement as to the amou and time of the service.
One of the most serious consequences of this program entire self-support on the part of the college girl is th She is denied nearly all of the privileges of the college i ciety; she loses touch with the young men and you women of her class, and tends to fall into the habit being sensitive about her appearance and manners public. Worse than all the foregoing, she is likely to k what is perhaps the most valuable opportunity of all that of coming into close acquaintanceship with some goc sensible college man, who in due time may ask her to wi the way of life at his side. No, if it can at all be avoide do not permit the young daughter to attempt to earn the money necessary for supporting her during her fc years* stay at the institution.
82 Training the Girl
LITERATURE ON SENDING THE DAUGHTER TO COL
Vocations Open to College Women. Pamphlet. University oj
nesota, Minneapolis. Ethics of the Social Relationships of College Life. Association M
Vol. VIL No. 4. N. Y. Tests of College Efficiency. Edwin F. Gay. School Review. Vo
p. 335. The American College. Abraham Flexner. Entire text. 237 pp
Century Co., N. Y. Progress in the Household. Lucy Maynard Salmon. Chapter III
Relation of College Women to Domestic Service." 198 pp. I
ton, Mifflin Co., Boston. Girls and Education. L. B. R. Briggs, Entire text. 162 pp. Hou
Mifflin Co., N. Y. Working One's Way Through College and University. Calvi
Wilson. Chapter VI, "Ways by which Young Women Earn ]
while in College." 380 pp. A. C. McClurg & Co., Chicago. The Freshman and His College. Francis Cummins Lockwood.
"How to Study." 156 pp. D. C. Heath & Co., Boston. Personal Hygiene and Physical Training for Women. Anna M
braith, M. D., Chapter VI, "The Hygiene of the Mind and its
tion to the Physical Health." 352 pp. W. B. Sanders & Co.,
delphia. Boys, Girls and Manners. Florence Howe Hall. Chapter XVI, *
ners at Women's Colleges." 323 pp. Dana Estes & Co., Bos Talks to Women on Essentials to Success in the Business World.
Ball Frazier. Chapter I, "Dress and Personal Habits." 1 Palmer-Goodman Co., Philadelphia. Girl and Woman. Caroline Wormeley Latimer, M. D. Chapter
"Personal Hygiene." 318 pp. D. Appleton & Co., N. Y. The Common Interests of Parents and Teachers, p. 263. The
ground. Vol. V., No. 8. N. Y. Educational Foundations. A Monthly Magazine of Pedagogy.
nr'HE following pages contain advertisements of books by the same author or on kindred subjects.
BY THE SAME AUTHOR
Industrial Training of the Boy
Decorated cloih, i2mo, illustrated, jo cents net ; postage extra
There is no more important phase of boy training than that which is the subject of this book. Professor McKeever has ably demonstrated his ability to get the point of view of both the adult and of the child. His sympathy and understanding of the boy and his mature appreciation of those things which make for the well-rounded life peculiarly fit him for the task which he has essayed in the present volume. The Pre-School Development, The Public School and Adjustment, Vacation Employment, Se- rious Industrial Employment, and Sending the Youth to College are the main heads into which the concise but wholly adequate discussion is divided.
" Parents will find here many excellent suggestions for the ap- portionment of the work and play of children of all ages and for the kinds of work to be used for the individual training of boys of different temperaments." — Congregationalist .
" On every page the author proves himself master of his sub- ject."— Watchman-Examiner.
"It discusses frankly, courageously, and wisely the whole sub- ject of efficiency in fitting boys for efficiency in the life they may lead if at their best." — Journal of Education^ Boston.
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BY THE SAME AUTHOR
Farm Boys and Girls
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Comments on ' ' Farm Boys and Girls ' '
" From the point of view of life, it is the most notable and useful coi tion ever made to agricultural literature." — De WiTT C. Wing, As; Editor The Breeder's Gazette, Chicago.
" Professor McKeever in this volume produced a book which is an to himself and his college. The simplicity of the language almost the reader to the immense amount of research necessary to the prod of the book." — Christian Work.
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" This book is worthy of a place alongside the family Bible in ever home. It is dedicated to the service of ten miUion boys and girls wl enrolled in the rural schools of America. It should be read by eve; of them, and it should be read and re-read by the parent of every ( — Kansas Farmer.
"The book should be read b}- nil those who are interested in soci; economic questions." — Guardian, Manchester, England.
" Professor McKeever's book is a s rious study of the problem of bo) girls in the country, and how it nm \ • solved. It is really a Manual ol ciples and Methods for Improvini; 1 : Conditions of Life in Farming munities. If adopted, country lif would be made larger, fuller, ha and more blessed." — Living Chtv k, Milwaukee, Wis.
Training the Girl
WILLIAM A. McKEEVER
Professor of Child Welfare in the University of Kansas ; Professor of Philosophy, Kansas State Agricultural College, 1900-1913
Decorated cloth, ismo, illustrated, $i.jo net ; postage exi
This volume is the third in a series illustrating the author's " who life plan " of child training. Here Dr. McKeever provides a vv^ho some, practical, and inspiring treatise, touching every phase of t growing girl's life. From beginning to end it is rich in methods, ( vices, materials, and suggestions such as can be used by any parent teacher. The author's varied experience as student and teacher of p chology, as public lecturer and writer in the entire field of childhoc and as an enthusiastic believer in the latest possibilities of the comm child, are all clearly reflected in the work. Among the heads in t table of contents are the following : The Kindergarten Training, 1 tending the Public School, Home and School Cooperation, The Hi^ School Girl, Sending the Daughter to College, Teaching the Girl Play, The School Girl's Vacation, The Psychology of a Girl's Clothii The Campfire Girls, The New Vocational Ideal, Training Schools 1 Girls, Occupations for Women, Service and the Source of Life, T Early Service Development, The Girl's Religious Training, Serving t Common Weal, The Attainment of Peace and Poise.
"A book of wide scope, offering advice designed to meet eve phase of a girl's varied temperamental tendencies from childhood womanhood. The author's ideas are well founded, while the methc he offers are based on sound psychology, rather than beautiful b vague and indefinite theories." — The Continent.
" A practical and inspiring treatise covering every phase of t growing girl's life. From beginning to end the book is rich in met ods, devices, materials, and suggestions such as can be used by a parent and teacher." — Philadelphia North American.
BY THE SAME AUTHOR
Training the Boy
Decorated cloth, j68 pp., 40 illustrations, $i.<;o net; postage extra Comments on." Training the Boy "
" There is scarcely a phase of boy Hfe which is overlooked, and those wl responsible for boys will find suggestion, information, and guidance will be valuable." — Boston Watchman.
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" It has been said that Professor McKeever knows more about Am( boys than any other ' boy fancier ' in the country. Certainly he dt strates, at least, that he belongs in the class of those who have much d< and widely gleaned information about the rearing of boys. His new is crammed with information about boys and pictures of them at their and play." — Columbus (Ohio) Journal.
•' ' Training the Boy ' is a book for all parents. It may be described expert attempt to apply to the problem of making boys into worthy cit the general principles of the famous Montessori method. It is not a spun tissue of theory, but a practical discussion based upon common and wide experience." — Minneapolis (Minn.) Journal.
" The training of the boy from early babyhood through marriage and f hood is exhaustively treated by Mr. McKeever in this book. Strong mon sense and sympathetic interest with the small boy are marked cl teristics." — New York City Club- Woman.
•* Fathers and mothers will find this work of great value in the train their sons, for from start to finish the book is entirely unprejudiced, h sane, and suggestive. It is practically a compendium on the needs < growing boy, from infancy to manhood." — New Orleans Picayune. " This is a crowded book, analyzing the boy and his needs, and what to be done for him, marvelously well. To review this book would be s to write it over. I prefer simply to say to my readers : Here is a volu wit and wisdom and timeliness." — Chicago Unity. " A splendid, wholesome book which should be in the hands of every pi It deals in an intelligent, vigorous way with that topic of vital social int the conservation of manhood." — Cleveland Plain Dealer,
376 Ml54i
McKeever
The industrial training of
the girl
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