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PUBLIC LIBM
UKUflTT,Ht
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D DDDlD3Dn41 D"
•ft
20 JL'
NOTICE' TG: ALL" PURCHASERS
The Girl Reserve Movement is a movement
of the Young Wornens Christian Associations for
teen age girls. Therefore, to use the name and
the programs it is necessary to establish a super-
visory relationship with a city, town, country or
district or student Young Womans Christian As-
sociation, or with a traveling secretary of the
National Y. W. C. A. who is responsible for work
with teen age girljs. The program content,
however, is at the disposal of all people interested
in the welfare of girls.
Published September, 1918.
Revised: January 1919
September 1919, June 1921
Copyright, 1921, by
The National Board of the Young Womens Christian Associations
of the United States of America
PREFACE
THIS edition of the Girl Reserve Manual is the result of
long1 years of experimentation, study, and practical ex-
perience on the part of many workers in the Young
Women's Christian Association, who because they steadily be-
lieved in the potential power of girl life have felt the "Charm
of the Impossible" and like "Fishin' Jimmie" have gone upon
a quest.
The first Girl Reserve Manual, issued in 1918, was but a pre-
liminary and temporary edition. Since that time the many
pamphlets containing various Girl Reserve programs as well as
the first preliminary Manual have offered a wealth of material
which has been of use to many workers with girls.
It is hoped that this Manual, including as it does the philo-
sophical principles, content and methods of work developed and
tested by the Young Women's Christian Association through
many years of practical experience, will prove of even greater
value and use to those who have grasped the significance of
Christian leadership to-day* and have accepted its responsibili-
ties.
GERTRUDE GOOIN, Director*
Bureau for Work with Younger Girls
National Board, Young Womens Christian Associations
FOREWORD
THE Young Women's Christian Association • is a fellow-
ship of women and girls. The value of the fellowship
lies in whatever it may contribute to self-expression, dis-
cipline and growth of the whole life of each of its members and
in the effectiveness of that group as it functions in the life of
a community. It offers, therefore, to advisers of g'irls a place
of leadership which has the greatest value.
There is a standard toward which the development of all the
membership — both girls and advisers — is set. The standard
is expressed in the name "The Christian" and makes the teach-
ings of Jesus the informing and directing principles of any of
the Association's programs. His example of growth in wis-
dom and stature and in favor with God and man is consciously
followed. Any girl may enter this fellowship; there is noth-
ing selective about its membership. The possibility of ful-
filling this standard — of achieving -this growth, is in direct
proportion to the gift of self of those advisers who have ac-
cepted places of leadership in the " Association movement.
The Girl Reserves are a cross section of the whole fellow-
ship. They are a movement within the movement of the whole.
All the resources of the organization, general and specialized,
lie back of the Girl Reserves, and are available for their de-
velopment. The Girl Reserves are to the Young Women's
Christian Association, of which they are a part, the fresh
stream which feeds into the main current of the movement at
its source or along itsl course — the very youth of its youth.
They have its future in their keeping.
MABEL CRATTV.
Office of THE GENERAL SECRETARY,
National Board, Young Womens Christian Associations,
United States of America.
June 1921.
ACKNOWLEDGEMENTS
THE Bureau for Work With Younger Girls wishes to ex-
press grateful appreciation to the following people for
the contribution they have made to this Manual:
To Miss Marjory Lacey-Baker and Miss Hazel MaeKaye
for the chapter on the Drama ; to Miss Emily T, Goding for
the chapter on 'Conferences; to Miss Esther Dayman for the
chapter on Camps; to Miss Margaret Proctor for the material
on Pood Values; to Miss Alice G. Moore for "Triangles for
Girl Reserves" and for various stories for use with leaders and
girls; to Miss Mabel E. iStone for the chapter on Religious
Education; to Miss Mary L. Cady1 for the chapter on Voca-
tional Guidance Emphases and for the chapters on Citizenship
and Thrift; to Mrs. Alice Standish Buell for material on Legis-
lative 'Standards; to Miss Eliza Rhees Butler and Mrs. Marion
Rider Robinson for ''School Girl Ideals"; to Mrs. Marie Stan-
ton Lruetters and Miss Vesper Bell for the chapter on Business
Principles, Ideals and Details; to Miss Blanche Geary and Miss
Sutherland Griffith for the chapter on Music ; to Miss Gertrude
Gogin and Miss Etha Louise Buchanan for material on organi-
zation and program planning for grade school and high school
girls, for younger girls in business and 'industry and in busi-
ness college; for the chapter on "Books and Reading"; for
the preparation and the editing of the sections on "Needs of
Girls" and "The Leadership of the Girl Reserve Movement,"
and for the chapter on "Material for Program Building"; to
Miss Clara Bartram for the material on "Dress"; to Miss
Clara I. Donihoo for the material on Sealing Wax Craft; to
the Bureau of Social Education for the section on Health Edu-
cation; to Miss Era Betzner for the material on Recreation; to
the Division of Work for Foreign-Born Women for Program
Suggestions in Work with Girls with a Foreign Background;
to Miss Amanda O. Nelson, Miss Katherine Gerwick, Miss Al-
niira Holmes, Miss Crystal Bird, Miss Ethel Cutler and other
secretaries of the National Board, both field and headquarters,
and to many local secretaries), for material and suggestions in
preparation and revision of this material; to Doubleday Page
and Co., for permission to use the excerpt from Christopher
Morley's "Parnassus on Wheels"; td Charles Scribner's Sons
for permission to use excerpts from "Prayers by R. L. S.";
to the Westchester County Children's Association for
permission to use "I Am the Future1' by Tudor Jenks; to Wal-
lace's Farmer for the material "The Story of Our Flag"; to
George H. Doran Co., and the author for permission to use the
poem "Songs for SL Little House"; to the Reilly and Lee Com-
pany, Publishers for permission to use Edgar A. Guest's poem
"Mother's iDay"; to Miss Etha Louise Buchanan for her con-
stant and untiring attention in connection with, the preparation,
editing, and production of this Manual.
BUREAU FOR WORK WITH YOUNGER GIRLS,
National Board, Young Womens Christian Associations
CONTENTS
SECTION PAGE
I. The Needs of Girls 11
Chapter 1. The Younger Girl in Cities 13
Chapter 2. The Younger Girl in Towns 14
Chapter 3. The Younger Girl in Villages and the
Open Country 16
Chapter 4. The Needs of School Girls 18
Chapter 5. The Needs of Younger Girls in Busi-
ness and Industry 22
Chapter 6. The Needs of Young-er Business Col-
lege Girls 25
Chapter 7. The Needs of the Foreign-Born Girl . . 26
Chapters. The Needs of the Colored Girls 30
Chapter 9. The Needs of the American Indian Girls 33
Chapter 10. The Psychology of Girlhood 34
Chapter 11. The Survey of the Girl Life in a Com-
munity 36
II. The General Plan of the Girl Reserve Movement 41
III. The Organization of Groups of Girls '81
Chapter 1. Principles of Organization 61
Chapter 2. Organization Among Grade School
Girls 68
Chapter3. Organization of Junior High School or
High School Freshmen Girls 77
Chapter 4. Organization of Girl Reserve High
School Clubs 83
Chapter 5. Organization of Younger Girls in Bus-
iness and Industry 100
SECTION ^ . r 1 PAGE
Chapter 6. Organization of Younger Business Col-
lege Girls H3
IV. Program Planning 117
Chapter 1. A Clue to Program Planning 117
Chapter 2. Typical Programs for Groups of Girls 128
V. Activities for Developing a Christian Personality. . 295
Chapter 1. Religious Education or Training in
Christian Thinking and Living 295
Chapter 2. Health Education and Recreation 316
Chapter 3. Nature Lore 374
Chapter 4. Handicraft 387
Chapter 5. Story Telling 392
Chapter 6. The Place of the Drama in the Girl
Reserve Movement 39i>
Chapter 7. The Place of Discussion in the Girl
Reserve Movement 423
Chapter 8. The Practice of Citizenship 452
Chapter 9. The Place of Thrift in the Girl Reserve
Programs - • - 468
Chapter 10. Business Principles and Ideals and
Details 476
Chapter 11. Books and Reading in* the Life of a Girl 483
Chapter 12. Vocational Guidance Emphases in the
Girl Reserve Movement 503
Chapter 13. The Place of Music in the Girl Reserve
Movement 526
Chapter 14. Camps for Girls 567
Chapter 15. Conferences ...,,..,. 589
Chapter 16. Service Activities .... 600
8
SECTION PAGE
VI The Leadership of the Girl Keserve Movement 609
^Chapter 1. Qualifications 609
Chapter 2. The Girls' Work Committee '614
Chapter 3. Community Relationships 650
VII Material for Program Building-; 665
VIII. History of the Growth of Girls' Work in the Young
Womens Christian Association 80G
O
The Girl
Reserve Movement
Section I.
THE NEEDS OF GIRLS
efl am the Future, for in me
there lies
What through the ages our land
shall be;
Yet what I am is what you are
to me —
7 am the question to which you
make replies!3*
between twelve and
eighteen is facing the critical
character building years of her
life. At the age of twelve certain habits have been acquired—
some of which are not very firmly fixed. Whether for good or
evil these will probably become established within a short "time.
The years ahead are therefore the ones in which new habits for
good may be acquired and bad habits replaced by good ones ;
certainly habits of the most vital character content will be
formed to meet the new needs of the girl's developing personality.
* Written by Tudor Jenks for the Westchester County Children's Afts'n.
11 '
The instincts for self-preservation, self-expression, and self-
perpetuation, or as they are sometimes stated, the egoistic,
the rational, the sex, and the relation instincts— are manifest-
ing themselves in many ways and making it necessary for^the
girl to make adjustments an all phases of her living. It is a
difficult period for the girl and for all people related to and
working with her. Her mental growth, her bodily development,
her consciousness of herself not only as an individual but as a
part of a social whole, her spiritual yearnings are all matters
of adult concern. The home, the church, the school, and the
community as a whole through its various agencies are all ^re~
sponsible for seeing that careful guidance is given at a time
when such guidance will have results. Moreover, there is
need for correlation of the different training processes given a
girl through these various channels. The standards, work and
appeal made by one group are often not related in a girFs
mind to like standards and appeals made by another. The
home is the logical place in which such correlation should take
place but it is not always possible to have it so and therefore
the worker with girls in the Young Women's Christian Asso-
ciation or in any organization must so understand the; funda-
mental needs of the girl with whom she is dealing that out
of those needs and desires she will be able to evolve a pro-
gram of work which will make for successful Christian living.
The fundamental instincts of self-preservation, self-expres-
sion and self-perpetuation give rise to certain relationships of
human life which have been termed needs. Such needs express
themselves differently, perforce, because of racial and individual
experience, but in every girl there is the possibility of ex-
pressing through recreation, fellowship, work, and religion the
fullness of her life. These four great forms of expression do
not function equally in different groups of girls and for that
reason secretaries and advisers concerned with program plan-
ning find themselves analyzing the needs of different groups
of girls and choosing as majors and minors these various forms
of expression, the choice depending upon the outstanding indi-
12
vidual and group needs. It has seemed wise, therefore, in -this
section to state briefly the specific needs of different groups of
adolescent girls in which the Young Women's Christian Asso-
ciation and other kindred organizations are interested.
CHAPTER I.
THE YOUNGER GIRL IN CITIES
FIFTY years ago ninety-seven out of every one hundred peo-
ple were living in rural communities. To-day fifty-four
out of every one hundred people in the United States are living
in cities. Great industrial enterprises and the lure which is
always associated with the city attract vast numbers of men,
women, boys and girls, many of whom have been brought up
in rural communities, either in this country or in foreign coun-
tries. This means a readjustment for part of a city's popula-
tion to different methods of living and to certain new conven-
tions; very often this adjustment is not made by parents as
rapidly as by the younger members in a family and so difficul-
ties arise.
The complexity, the intensity of life, the possible isolation
and loneliness of individuals and groups even in the midst of a
dense population; the extreme individualism possible because
of a sense of detachment caused by the very numbers of un-
known people and at the same time the great necessity for co-
operation because of the dependence of one individual upon an-
other both for housing and transportation and food supply; the
possible letting down of moral standards; all these are factors
which must be taken into consideration when one faces the needs
of a girl in the city. The highly colored theatre posters, the
trashy love stories and mock heroics featured on the many bill-
boards which so often line city streets, as well as the great
electric signs that flash across one's vision at night and trans-
13
form the dull and dirty street into a veritable fairy-land, the
flippant music of the streets, the gray movie "palaces," the very
crowds themselves and the sense of action everywhere, all stim-
ulate the newly awakened emotional senses of the adolescent
girl, whether she be a school girl or a younger girl at work.
Therefore, not because girls who live in a city are different
in themselves from other girls but because their surroundings
and influences are different, is it necessary to consider the spe-
cific needs of city girls. Briefly speaking, these needs are:
First, standards based upon such principles that there will
result a wise choice in the midst of the complex and intense
life which presents such a variety of activities and interests —
such standards to be rooted in a belief in a God-controlled
world.
(Second, an opportunity for recreation which is the result of
a girl's own ingenuity and not "store-bought" and which shall
include a chance to glimpse the joy and beauty of the great
out-doors.
Third, the opportunity to remain "young" an the midst of
what is often a very sophisticated and blase atmosphere.
Fourth, the opportunity to obtain help in choosing and in
finding the right kind of employment and to benefit by advice
which will help tfer not only to see the need for more educa-
tion and training but also the way to secure them.
R
CHAPTER II.
THE YOUNGER GIRL IN TOWNS
OBERT LOUIS STEVENSON said that it was not in vain
that he returned to the nothings of his childhood, for each
of them had left its impress upon him; the same intangible reac-
tions to environment are occurring in the lives of hundreds of
thousands of younger girls in the towns of this country. Whether
the towns are agricultural, suburban, mining, tourist, manu-
facturing, college or health resort, each is weaving into the
life of its girlhood its particular characteristics, good, bad or
14
indifferent. Each contributes to the growing girl certain op-
portunities for human relationships, which the diversified life
of a city rarely affords; yet the very social solidarity is in a
measure a handicap. The very neighborliness sometimes blinds
the adult minds to the infinite possibilities of leadership in
these growing girls ; inability to see recreational needs met by
parks and club rooms is sometimes caused by the fact that par-
ents did not have these things in their youth.
But to-day, the town which is desirous of holding its boys
and girls as future citizens must recognize at once their needs
and supply a leadership which wall be adequate,
One of the outstanding needs is wholesome recreation; the
play spirit has wide range dn a town. There are no hamper-
ing conditions such as one finds in a crowded city; but unless
it is directed, the play spirit is not sufficiently constructive to
result in .coordinated Individuals. Recreation needs to be
cumulative, directed, and based upon definite standards of
right thinking and right living.
Often there is a tendency on the part of a neighborhood
group of girls to become "unconsciously snobbish" — one of the
needs is to instill a democratic spirit, which will help to bring
together different groups in church, school and community ac-
tivities. Closely related to this sense of democracy, and per-
haps an outgrowth of it is the sense of the value of all human
life, regardless of what clothes it wears, how it speaks, and
what color it is.
Another need of the adolescent girl in towns is an apprecia-
tion and understanding of the place of the church in her life.
Usually her relationship to the Sunday school is established
because her family is a church going group. The necessity is
to have her experience of the church and the church school or
Sunday school such a vital growing one that her loyalty to them
when she grows older will be unbroken. Through organized
class work in the church school and club activities which em-
phasize character standards she may develop into a Christian
citizen.
IS
Too much cannot be said about the need for developing
character standards for all girls wherever they are. In her
relations to girls, boys, the home, the school, and the church,
there is the greatest need for a sense of right values on the
part of every girl. Questions of honor, chaperonage, dress,
kinds of social gatherings and foims of amusements are end-
less.
Sometimes, as girls are growing they become so conscious
of the "limitations" of their home town that they need to be
helped to see the value in the best which is to be found in
every town. The right kind of town pride will keep the girl
from being a "grouch" if she stays on in her own town or from
shedding every sense of responsibility for enriching the life of
whatever place in which she may be
CHAPTER III.
THE YOUNGER GIRL IN VILLAGES AND THE OPEN COUNTRY
BEFORE one who travels the road of leadership there pass
in mental review great stretches of prairies, long vistas
of cotton fields, mountain valleys and endless plains. She
remembers the occasional houses and buildings clustered to-
g-ether, marking the places where people have made homes.
When she knows that almost fifty per cent of all the people of
the United States live in villages with populations of less than
2,500 or in the open 'country, she is overwhelmed by the needs
of the younger girls in these great portions of our country.
But after all, the, girl is not different from other girls in her
desires and needs. In a homely phrase, which (by its very
forcefulness) claims a place in one's mind, people have been
compared to nuts, with many similar and delightful qualities
within, but one must know how to crack the different shells.
This is the task of the successful secretary and adviser for girls
in villages and the open country — to find the right way into
the life of this girl.
(The isolation of the girl's life may have made her shy; she
does not have the knowledge of many man-made devices which
are the common experience of the city or large town girl; she
may not be accustomed to many of the social forms which mark
the conventional parties of the day, but she has a self-reliance
and resourcefulness which are much to be desired. She has
a knowledge of nature and an acquaintance with bird and plant
life which other girls will work long to attain, and many times
there is no true appreciation .of this possession. Sincere and
direct she will respond to the right approach and it is the op-
portunity of those who work with her as friends, teachers and
club advisers as well as in the more intimate relationships of
the home to find the way to crack the shell so that the good
within stands revealed.
Specifically stated her needs are as follows: a new vision of
health as being not merely * not ill but as being well, vigorously
and wholesomely so; recreation which teaches her team play,
which has a standard of values that helps her to play right
games, and which carries with it the message that play is not
the possession of youth only-— something that one grows away
from — but that it is an ever present means for joyous living;
citizenship training which shall be not only specific in the sense
of teaching her how to vote but to recognize and understand
the spiritual motives underlying it; new friendships and new
interests which will prevent an accumulation of the sense of
Isolation; a training which will help her to break down barriers
within herself which sometimes keep her from becoming a co-
operative person; and greatest of all, an opportunity to form
those character standards which will make her a dynamic
Christian, living with power in her community.
Her new standards will find their expression in her renewed
Interest in the church, in all forms of community and home
service, and in her own growing understanding of God.
The agencies which bring about the satisfaction! of these
needs will be many. To-day there are at work among people
In villages and the open country, an increasing number of fac-
17
tors. The Young Women's Christian Association through its
younger girls' movement should be in the closest cooperation
with directors of Boys and Girls Club Work, operating under
the Federal government. The Rural Section of the Home Mis-
sions Council is a great coordinating force for rural social work
and the church plans made by it must be fully considered by
secretaries and advisers. The evergrowing cooperative move-
ment among farm people, and all the various types of informa-
tion pouring into the rural homes through the media of farm
journals, newspapers and magazines as well as books upon
scientific agriculture, are helping to transform the life of this
girl. Increased transportation facilities are thrusting upon her
and her mother new vistas which they have not glimpsed be-
fore^and she must be made ready to make the right choices.
The^expression of much of this new outlook will be in terras
of abtaviti^s. Her need is that the activity shall be expressive
of her best self — through pageantry, field days, a desire for
continued education, which will come if vocations are presented
rightly to her.
CHAPTER IV.
THE NEEDS OF SCHOOL GIRLS
IN the public schools of this country to-day are enroled sev-
eral millions of girls, girls with every conceivable racial
inheritance, and representing homes where opportunities have
been most meager and homes where all the culture of genera-
tions exists as the girl's heritage. The girl whose father and
mother do not speak English meets in class and assembly rooms
the girl who is a direct descendant of "one of the original
families." Increasingly they are receiving from the public
school a conception of a democracy which equips them alike
for certain fundamental duties which are the due of every
future citizen in a democracy and yet makes allowance for their
individual differences.
Just as different as the backgrounds of the girls are the
schools in which they are to be found. On the one hand are
the magnificent school buildings, with the latest equipment
for the study of science, manual training1, domestic arts and
out-door athletics; some of them are built upon the cottage
plan, and have splendidly equipped faculties. On the other
hand are the isolated one or two room schools where children
from the 'country districts are receiving their preparation for
life. However, the consolidated school system is bringing1 new
school standards and many new influences into the lives of
girls who live in the open country. In between are the hundreds
of mediumly well equipped buildings, itheir interiors sometimes
as uniformly drab as are their exteriors.
In any type of school are to be found both the girl who
will graduate from high school and enter college, and the girl
who may or may not finish high school. She very probably will
enter the business or industrial world; there is also the gft-l
who will just "stay at home."
There will be found the studious girl (more frequently
known in, the parlance of her school mates as "the grind") ,
the athletic girl, the girl who thrives on social affairs, both of
the school and of her own contrivance, and the all-round girl
who has a very large share in all (the activities of the school
and many relationships in her community.
And yet, different as are these types and varied as are the
environments in which they are found, their fundamental needs
are the same; to find ways to a full self expression through
recreation, work, fellowship and religion.
All of the needs which have been designated as fchose char-
acteristic of great groups of girls in cities, towns, villages,
and the open country apply to the school girl. But the specific
application reveals the fact that it is necessary to interpret
these four modes of expression in relation to the every day life
of the girl. A school girl's need for recreation differs in degree
from that of the younger girl in business and industry. She has
experienced, generally, and will continue to receive, certain
training in games, and plays and pageantry, while it is usually
19
true that her social experience is greater (i. e. she knows "the
hostess feeling"— see the chapter on Health Education, page
362); therefore, in bringing school girls to self-expression
through recreation, an adviser can begin almost at once to help
them build up standards for their recreation, give them a vision
of what it truly is— "renewal of life," and help them to see it
in its relation to work, fellowship and religion.
To interpret to a school girl the way to find self expression
through work requires skill and patience on the part of an
adviser. The girl's conception is usually measured by her
experience of household tasks or by a growing sense of her
responsibility to make an economic contribution to the world
(she is stirred to this very often in secondary school work by
a study of economics). The adviser's opportunity lies^in the
need to help the girl see work as a mode of expression for
her growing self and to recognize that it means more than
simply doing a task every day. It means creative production,
which should bring to the girl skill, a sense of craftsmanship
and fellowship with all others who work, whether with hand
or mind. Everywhere work is an expression of life, whether
in a home or in business or industry. Many girls think of it
only in relation to business; therefore the real task is to help
the girl see the place of work in the life of a woman.
Fellowship is a growing consciousness of neighborliness.
There was a time when the latter word meamt the family in
the house next door to one; then it grew so that it began to
include families in other sections of the community, where
dllness or poverty had come. Through the channels of organiza-
tions such as the American Red Cross the word took on new
meaning when sudden calls came from nearby or even faraway
communities in our own country. The real manifestations of
neighborliness came with the Great War and girls' horizons
were widened until they included suffering peoples in the de-
vastated regions, throughout the world. New knowledge of
peoples in other countries brought a revelation of the alikeness
20
of humanity and therefore the opportunity to-day is to keep
girls' thinking international in its scope. It sometimes is easier
to be neighborly at "long-distance" — to have one's appreciation
of the girls in China or Japan! or Russia or Armenia much
stronger than one's understanding of the foreign speaking
group or family "across the railroad track." Further interpre-
tation of the term "fellowship" allows it to mean an understand-
ing of the value of another's personality; it is a trust of their
beliefs and purposes. To help a girl avoid "the box car" view of
life (where one has only the tiny glimpses of the real contribu-
tions of other people to the common life of a city or town or
a nation or the world) is a very real need which an adviser and
a secretary must meet.
The other way in which the school girl's need may be met
as through the avenue of religion. To many people the very
use of this word will bring a sense of limitation, or a ques-
tion of dogmatic teachings, sometimes interpreted in terms
of denominationalism, but it is not so used here. When it is
stated that a developing personality (which is what any girl
in school is) is growth toward God and man, and that religion
is a consciousness of God in life, a dynamic for action, then an
adviser can see how broad is the use of the word and how
fundamentally true is the application. Almost all girls need to
see the relation between an individual experience of a relation-
ship to God (which they have been taught) and the social appli-
cation of it in their every day standards of living. (See the
chapter on page 117, "A Clue to Program Planning," and the
chapter on "Religious Education or Training in Christian Think-
ing and Living," page 295.)
The same fundamental needs are *found among the girls in
the many private schools of th-is country. The New England
academy, the agricultural school of the South, the country
boarding and day schools, the city day schools, and the town
and city boarding school, all offer in their various ways op-
portunity for a girl to become an intelligent citizen.
In the lives of most girls who are sent to private schools,
21
there is often a greater need for the interpretation of fellowship
given above than for the public school girl who has more con-
tact in her daily life -with girls' from all opportunity groups.
For the private school girl, work needs to be related to her
own life as a woman in such a way that she conceives of it as
a factor in her every-day living, regardless of her position.
While in most private schools, recreation is a carefully
planned factor in the curriculum, there is still opportunity for
helping the girl to form right standards of choice and value,
so that when she must make decisions for herself she will have
a scale of true values.
The private school girl experiences the same need for ex-
pression through the avenue of religion as does the girl in the
public school. In addition to any moral, ethical or religious
training given either as a part of the curriculum or through
the school life, there is need to help the girl to relate her
individual experience of a relationship to God to her every-day
living.
CHAPTER V.
THE NEEDS OF YOUNGER GIRLS IN" BUSINESS AND INDUSTRY
The Girl Herself
THE group of younger girls in business and industry is on*?
of the most stimulating to advisers of girls. Because of
the great diversity of the school attendance laws and the
child labor laws in the various states, in this group will be
found girls from twelve to eighteen years of age. The direction
of the girPs new sense of independence, due to her new environ-
ment and the first taste of real freedom, the knowledge of condi-
tions under which she lives,, works and plays, grip the imagina-
tion of any one who really believes in girls. Generally speaking,
this yo<unger girl resents too much formality in work and or-
ganization. Life has early become a more intricate thing for
her than for the school girl of the same age; she spends her
22
days doing work which is an expression of the commands of
some one else or in producing machine work which comes out
a product, each time the same. The continuing monotony
normally results in a voluble and volatile outburst of the
repressed spirit of energy, when work is over. This very fact
accounts for certain extremes in behavior, in dress, in speech;
her desire like that of any normal adolescent girl, is for "the
best time possible/7 and sometimes if the best way -is not at
hand, she takes some other. The girl needs to know what good
wholesome fun means. Whether the girl admits it or not, the
adviser needs to know that there is a longing on the part of
the girl to do something and be somebody worthwhile. To help
the girl ,to understand herself more clearly, to see herself in
relation to the world of which she is a part and to satisfy
this unspoken longing for that which is worthwhile both for
herself and her fellow worker, through wholesome recreation
and through a sincere personal interest, through self-govern-
ing group activities, which give the girl ample chance to express
herself, is the opportunity of an adviser.
Where to Find Her and How to Reach Her
Preliminary survey. Before attempting: club work for
younger girls in business and industry, a girls' work secretary,
the committee chairman or an adviser should be acquainted with
the state regulations in regard to the following conditions:
(a) Age at which girls may go to work.
(b) Occupations open to girls.
(c) Length of working day.
(d) Average wage.
(e) Opportunity for trade training,
(f) Conditions of work; how regulated by law; provision
for continuation schools.
(g) Period of apprenticeship.
(h) Number leaving school when in the eighth grade.
(i) Number of commercial or technical high schools,
(j) Number of girls leaving such schools at end of two
years,
23
Information should be obtained also concerning the following
situations:
(a) Number of places employing girls between twelve and
eighteen years of age.
(b) Nationalities of girls.
(c) Number living at home.
(d) Housing conditions.
(e) Opportunities for vocational training.
(f ) Recreational facilities.
(g) Distinct districts into which the community may ^be
divided; e. g.; foreign, factory workers, etc. Is the community
divided by the railroad tracks ?
Such a survey should always be made in cooperation with
the industrial department if it is organized in the Association.
A previous survey made by the industrial department may
make unnecessary another by the girls' work committee. (See
page 623, Cooperation with Industrial Department,)
After such a survey it should be apparent whether the
approach to this younger girl in business and industry is better
made through the continuation school — the technical or busi-
ness high school, or if the educational laws are such that the
continuation school does not exist, and girls can go to work
at a very early age without further education— the only ap-
proach with the exception of the grade school — the place of
work itself. If the latter is true, the girl's work secretary
and the industrial secretary should work in close cooperation,
and the girls' work secretary should have as excellent grade
school work as possible ; she should be in close touch with tilts
attendance officers, any vocational bureau which may exist in
the schools and any person or machinery used to follow girls
who leave school at an early age. The girls' work committee
should make every effort to havef full information regarding1
the plans of Girl Reserves who graduate from the eighth grade;
it should extend its interest to the many other girls who have
not been Girl Reserves. Such an extensive piece of work as
24
this might possibly be accomplished through the help of high
school Girl Reserves who are in their junior and senior years.
These girls may seek opportunity to visit their former grade
schools at promotion time and tell about high school life and
with the help of the teacher secure the names of the girls who
are planning to stop school. Through other grade school Girl
Reserves themselves, much information can be obtained about
the girl who thinks she wants to leave before the eighth grade
and sometimes the presentation of the value of continued educa-
tion to her and her parents will keep her in school for a longer
time.
Experience has revealed that work with younger girls in
business and industry is twice as difficult if not begun until the
girl is at work. To "catch the girl's interest" before she is in
the throes of a new life with its .unsettling elements is the best
way to help her when she makes this new step, and the Associa-
tion will keep her loyalty nine times out of ten. ^Otherwise it
is just an additional element in her life and she does not always
find time for it.
CHAPTER VI.
THE NEEDS OF YOUNGER BUSINESS COLLEGE GIRLS
THE girl in a short term business college in town or city is
likely to be only fifteen or sixteen years old and so has all
the characteristics of adolescence. Generally speaking, the
course in such a college is from three to nine months in lengfth.
Several types of girls will come to the attention of those in-
terested in this group. One is the girl who has graduated from
a grammar school in some small town or rural community and
comes ito the large city or town to equip herself for work.
She is often away from home for the first time, and her sense
of independence and freedom from home restraint and com-
munity opinion is likely to overbalance her judgment of what
are right standards, both of work and play. Her needs are
therefore:
1. A spirit of friendliness among the women and girls of
25
the community, which will express itself in an active interest
in how she is living and what she is doing.
2. Sane and normal recreation.
3. Vocational guidance.
4. Better housing conditions.
5. A growing: interest in "the things that matter most."
Another type is the girl who has been in a commercial high
school and has enrolled for a few months as a student in n
business college in her own community. While her needs are
not parallel in all respects to those of the girl away from
home, yet obviously, there is a considerable contribution which
may be made by a girls' work committee to her all-round
development.
CHAPTER VII.
THE NEEDS OF GIRLS WITH A FOREIGN BACKGROUND*
THE business of being the first friend in this bewildering
country into which the stranger has come is the very
heart and key a*nd secret of all the foreign community work
of the Young Women's Christian Association, which is done by
the International Institute. International work is actually
and only that work which is with and for, and shared by
foreign girls and women themselves. It is not getting students
to a state of intelligent respect for the glories of other coun-
tries and people other than their own, although that is a useful
thing to accomplish. It is not getting industrial club girls to
perceive that their opportunity for patriotic social service lies
in befriending and treating as a Christian should the non-
American girls they meet, although that, too, needs to be done*.
. . . The idea has taken hold that to give the same ehanet*
for education and inspiration to the foreign girls themselves—
* The material for this chapter on the Nceda of CIrls with n Fm'4*k«
Background has been taken from the. Report of th«* Division of Work for
^oreign-Born Women, Department of Research and Method, 1015-1020.
26
is "international" or "immigration work." And a second idea
which has gained acceptance is this: really to do (this work
with foreign girls, the Association must go and be to them in
their language and in their communities, all that it now is, and
even more than it now is, to American girls in their American
life. In other words, this immigration work is not "a new
Association activity"; but, on the contrary, it is all kinds of
standard Association activities worked ouit to fit a new kind
of community. Foreign community work simply duplicates all
the different ''groups" of girl life the Association already knows.
Women, young or older, of other races, other countries, are
essentially the same sort of beings as are American born
women, who dress as we do, speak and think the language we
do. Therefore the Association's program with them and for
them and their participation in the life and activities of As-
sociations everywhere is a complete thing", and in no essential
way different from the same thing with Americans. It differs
tin approach, and in method, but not in the purpose nor in kind,
nor in extent. It includes the ''whole Association program/'
The four points of Association emphasis are there but in dif-
ferent forms. From (the census and from official immigration
reports it can be estimated that at present our United States
population includes nineteen million souls whose childhood was
spent in other lands. Whoever remembers how deeply the
experiences, the traditions, the influences about her childhood
have cut into her tastes and character, will realize what that
fact means. The girls and older women whose childhood was
spent in -the "Old Country" have deeply rooted bias, prejudice,
ideas which must be understood and taken into account. In
*
the old country, clothing was made from the same materials
we use over here. But it was cut differently and the com-
pleted costume was a totally different creation. Most nations
27
use beans for food, but each has a peculiar way of cooking
them and each certainly likes its own best! And so in its
International Institute building, at as central a point for the
currents of life of different foreign communities as can be
found, the Association will have an informal, non-institutional
neighborly place, with a class for learning English, and a club
for singing old country songs.
The Association's platform on Americanization is revealed
to be as follows: Helping individual women to find a useful
place in American life; working steadily to help them out of
difficulties which so thickly beset the daily experience of
strangers in a strange land; quietly, continually practicing the
"loving kindness" which springs only from democracy and
Christianity; opening new roads to health, to education, to
ambition, to life itself!
Where English is not the language of the home, it becomes
necessary to understand backgrounds and customs in order to
include them in the program. The employed workers of an
International Branch always begin with the individual, not by
classes and clubs, but by going out into the very homes of tho
young women they would reach.
Girls' work in an International Institute is based upon recog-
nition of the fact that the foreign neighborhood brought certain
Old World experiences to this country. The composite ex-
perience of a race based upon centuries of similar experiences
is difficult to comprehend. The roots of our American past are
so short that we find it hard to understand how deeply rooted
are the lives of peoples from other nations.
Peoples from other countries have brought with them firmly
fixed traditions and customs of family life; in their groups no
member has ever thought of herself apart from a family rela-
tionship. The great individualism, freedom and egotism of
American youith in thought and action, are wholly new ideas
28
to the foreign neighborhood, and the examples which they wit-
ness in their streets serve not to recommend these character-
istics as working principles. Therefore, the grown folks in
foreign homes cling more closely than ever to their (traditions
about the protection and seclusion of their homes.
Because of all this, the International Institute, that branch
of Association work charged with carrying the message of the
Young Women's Christian Association into foreign homes and
foreign communities, necessarily faces girls' work as a home
problem. The adolescent girl is absorbed not only in the difficult
task of growing up, but also she is passing through a period of
breaking away from the traditions and customs which have
held the youth of her national group steady; and she is shift-
ing* her standards and changing her ideals in an effort to accord
with those of her adopted country as she sees them in the school
or in the workshop. The Association reaches out to her with
its understanding and sympathy to help her hold on to the
best that is in her home while reaching toward the best in
America. The Association also reaches out to the mother with
the same understanding and sympathy to help her to attain
to the best in America ; this "best" combined with the best that
she has in her home will help her to grow with her daughter
and not away from her.
Another reason for approaching work with foreign-born
girls in slightly different ways is the fact that in general the
youth of the old world has not the strong "gang" spirit, nor
does it have the group experience so characteristic of American
adolescents. So the foreign home muat be led to appreciate the
purpose and value of group life for their daughters; the girls
will come very slowly to find a place for themselves in it
Therefore, clubs will be small, programs will be ever changing
with the growth of the group ideals in the minds of its mem-
bers; milestones of group attainment will be placed close to-
gether and the activities will express the mingling of old world
culture with American ideals for life.
29
CHAPTER VIII.
THE NEEDS OP COLORED GIRLS
THERE are more than a million younger colored girls in
this country. The great majority of them live in the
Southern sitates; in some of these states the colored girl out-
numbers the white girl three to one. In order to understand
the needs of this large group of girls, it is necessary to know
something of their background, and to realize some of the ^con-
ditions in which they live, particularly in that section of the
country where they form such a considerable portion of the
population.
It is a well-known fact that in many parts of the South
to-day, large numbers of colored people are owners of valuable
property; they are building and owning* their houses, are
entering the business and professional world. But despite these
facts that bespeak progress, there are yet larger numbers of
colored people who are still living in frame shanties and cot-
tages with few or no sanitary facilities. There are communi-
ties where the streets are often unpaved, undrained and un-
policed. It can be seen readily what the health conditions am<m£
the colored people in such communities must be. In the last
five years, however, annual "clean-up campaigns," "Netfro
Health Weeks," and some health education have been encouraged
by the United States Health Service, and by some of the state,
county and city boards of heal/th.
Moreover, in many of the communities there are few or
no recreational facilities in the negro neighborhoods—not even
playgrounds. In those moving picture houses which do exist,
the entertainment provided is usually of a rather low order,
very young girls being admitted without question. The 8&mtk
thing is true at the public dance halls which very often arc of
the cheapest and lowest type.
Taking the country as a whole there arc almost as many
colored girls between the ages of twelve and eighteen out of
30
school as in school, — those who do enter continuing until the
age of fourteen, then dropping out. This is truer in the South
(which has the largest percentage of colored girls) than in the
North and West. It is due to several reasons; chief among
them being an inadequate number of public elementary and
secondary school buildings. There is also a lack of equipment,
and the teachers receive low salaries. With very few excep-
tions there are no public city high schools • most of the second-
ary schools are supported by private funds, four-fifths of which
are supplied by white church boards, the remaining fifth by
colored denominations. These reach but a small proportion
of the thousands of younger colored girls. There is, however,
an ever increasing tendency in many of the larger cities to pro-
vide more adequate educational facilities for the colored group.
Southern states are granting appropriations for better school
facilities among Negroes; the Julius Rosen wald Fund also
provides money to assist in erecting rural school houses. 'Com-
munities will not be granted aid unless their school term is
at least five months, and unless an amount is secured equal
to or exceeding" the amount offered by the Julius Rosenwald
Fund either from public school funds or from funds raised
among themselves.
In the Northern and Western states where the colored
people are more closely identified with the community and
share in the general influences of the community life, both
living and educational facilities more nearly meet the needs
of the colored people. As yet, with the exception of a few
outstanding cities, the recreational facilities for colored people
are very meager. But even in those states where the educa-
tional facilities are better, the colored girl drops out of school
at a very early age, untrained and in most cases totally unfit
to be employed in any responsible position. Her leaving school
is often due to lack of encouragement from her own people,
and a lack of vocational information and guidance ; also the
fact that there exist few opportunities in the community to use
31
such -training, once it has been acquired, influences her in her
decision to leave school.
Within the last few years community life and school life
have been made more difficult for the colored girl in the
Northern and Western cities because of the large numbers
of young colored girls who have migrated from the South with
their families. On account of the school attendance laws,
these girls are compelled to attend school; because they fre-
quently lack knowledge of the simplest fundamentals of living
and are overgrown, over age and retarded, they form a \ery
serious problem. This has resulted in many cases in the white
people becoming acutely and unpleasantly aware of the colored
group, and a consequent loss of good feeling has developed In
the community. It has been felt in many of the mixod schools
and constitutes another reason for numbers of colored girl**
dropping out of high school in their freshman or sophomore
years.
The colored people have found their biggest and truest
outlet for self expression through their church life so that to
the average younger colored girl, both in the North and the
South, church attendance ds a very natural part of her life.
Despite the great progress that has been made by the Neii'ro
church, there are still large groups of younger colored girla
lacking trained Christian leadership.
It would appear therefore, that although the manifestations
of the needs of younger colored gills may vary slightly because
of different local conditions, they are in general the same;
vocational information and guidance; encouragement to con-
tinue education; more opportunities for employment; moru
knowledge of recreation and health standards; better muni-
cipal facilities for amusement; greater knowledge of and prick*
in the history and achievements of the Negro race, thus bring-
ing about freedom from the thought of being handicapped in
life because one belongs to the colored race; a sense of respon-
sibility for a contribution to the progress of the race— "Etluca-
32
lion for Service" • the development of a mutual respect for each
other among both white and colored girls which will result in
natural contact with white girls bringing1 about a healthy,
normal relationship and mutual understanding, faith and trust;
development of the rich emotional gift which is particularly
characteristic of this group and building up of Christian
ideals by means of a trainee! Christian leadership of the highest
type.
CHAPTER IX,
i
THE NEEDS OF AMERICAN INDIAN GIRLS
¥7"ASCINATING as their history has been and thrilling as
JL they are in pictures and story and poems, the American
Indians have been consigned to the Government for care and
direction by the great mass of American people. For several
hundred years, representatives of the Protestant and Catholic
faiths have worked among the many tribes, yet many problems
remain unsolved to-day in spite of government and mission
work.
The necessity for an understanding" of the life of an Ameri-
can Indian girl to-day is very great Like the adolescent white
or colored girl, she must receive, she must possess and she
must give. And what are the gifts she must receive?
First: An understanding that the teachings of Christianity
are better for her people than their own non-Christian beliefs
and practices.
Second: Proof from the lives of Christian girls that the
love and teachings of Christ are adequate for all their needs.
To help her gain this understanding and proof, friendship
in its largest meaning" must become her possession. She must
find friends among girls who have Christian ideals and
standards. , There must be friends amonar older Christian
workers who can and will help her to live up to these ideals
33
while she is in school and when she goes home to meet the
hardships and temptations of reservation life. But the circle
of her friends must grow larger always and there must be
a growing sense of friends around .the world, a feeling of fel-
lowship with girls in other lands who are working and praying
for the same ideals and for a stronger Christian womanhood.
Third: She must give all she has received of understanding
or proof of friendship, to other girls at school who have had
less opportunity, and to all the people at home, many of whom
have not yet heard of these things. She must also share her
personal allegiance to Christ, who will give to her the ability
to understand, the love and sympathy and the patience she
needs and courage to push ahead and lead her people along
new trails.
CHAPTER X.
THE PSYCHOLOGY OF GIRLHOOD
A Girl and Her World
IT is of vital importance to an adviser to be able to put her-
self in the place of her girls, to remember how she felt
when she was their age, to see how they will look upon the
plans which she proposes. Between the ages of twelve and
eighteen every girl goes through certain psychological as well
as physiological changes. An understanding of these changes
helps a club adviser immeasurably.
Although no two girls develop in the same way or at the
same rate of progress, there are in general three stages of
girlhood development; -the early "teen age" (twelve-fifteen
years) which is a period of rapid growth and physical change
resulting in awkwardness and self consciousness; the "middle
teen age" (fif teen-eight een years) in which the girl has at-
tained a womanly appearance, although her growth is still in-
complete and her nervous tension strong ; the "late adolescent
period" (eighteen-twenty-five years) in which responsibility
34
begins to loom large, the girPs horizon broadens and she is
ready to give definite social expression to her thoughts.
Build on What Girls Need and Enjoy
It is impossible in short space .to discuss adequately this
large subject of the psychology of girlhood. A chart showing*
this development is included in this manual (see page 32).
Ample material is also to be found in such books as "Girlhood
and Character" and "Leadership of Girls' Activities/7 by Mary
C. Moxcey; "Leaders of Girls," by Clara Ewing Espey, and
'The American Girl and Her Community," by Margaret Slat-
tery. All of these may be obtained from The Book Shop, 600
Lexington Avenue, New York City.
A study of the characteristics of girlhood development forms
the foundation for a wise choice of club activities. Age is not
the only consideration which necessitates variations in a pro-
gram. If an adviser recognizes differences in environment,
education, types of homes, occupations, and nationalities of her
girls, she can plan with the girls in the group a club program
•which combines what the girls will enjoy with what they need.
Eecreation is an essential in every club program-
The chart showing the Normal Development of Girlhood is
included in this Manual for advisers because it helps to retain
in one's mind some very important psychological principles,
upon which work with girls should be based. It is essential,
however, to keep in mind several of the following suggestions,
lest an adviser or secretary be tempted to follow the chart too
literally:
A. The division into age groups is not an absolutely deter-
mined one which will always hold. The passing from one
stage to another, in a girl's life, is a process of insensible
gradations.
B. There may be some cases where the characteristics noted
tinder Sections B. C. D. of each stage, seem to be more
true of girls a year or two younger than the age given
for this stage.
0. Sometimes it is discovered that a "girl feels herself mis-
understood" when she is still in the first or "Me and My
Crowd" stage of development.
This feeling would therefore continue until she is about
fifteen.
CHAPTER XI.
A SURVEY OF THE GIKL LIFE OF A COMMUNITY
Such a survey is essential before it is possible for a Girls9 Work
Department to try to meet adequately the needs of the various groups
of girls.
1. Population.
A. What is the population of the city?
B. How many girls under eighteen included in the total
population are among this number?
C. How many of these girls are at work?
D. How many of these girls are in school ?
II. Nationalties.
A. What are the nationalities represented in the city?
B. Do they group together in certain neighborhoods?
III. Religious Denominations.
A. What churches are there in the city?
B. How many are there?
C. What are the names of the ministers and priests?
D. What kinds of activities do they have in their parishes,
aside from the religious work?
E. What are they doing for their young people?
IV. Recreational Facilities.
A. What is the number, location and character of dance
halls, motion picture theatres, lodges, skating rinks?
B. Are public dance halls supervised in any way? If so»
by whom are the supervisors appointed? Are they
men or women?
36
C. What methods of chaperonage are used at semi-public
entertainments given under the auspices of private
organizations ?
D. Are there any parts of the community which offer no
recfeation for girls ?
E. Would it be possible to start a club in any of these
neglected places?
F. Where could such a club meet; in any unused halls or
rooms in churches; in any available rooms or gym-
nasiums in public schools?
G. Are there community halls or other shacks or cabins,
or camp grounds controlled locally, used by groups of
younger girls? What chaperonage is provided?
V, Organizations Already Doing Work With Girls.
A. Typical examples.
a. What churches have institutional work?
b. What are the number and location of playgrounds?
Are they private or municipal?
c. What factories or stores have welfare work which
includes club and recreational work?
d. What special organizations, as Catholic Sodalities,
Community Service, Women's Clubs, are promoting
a program for girls?
B, What is the nature of the work they are doing?
VI, Industrial Conditions (give separately for each establish-
ment),
A. How many factories, stores, etc., are there which em-
ploy girls under eighteen ?
B. What is the number, nationality and approximate age
of these girls?
C. Is any welfare work done among them?
D. What is the attitude of the firms toward outside or-
ganizations helping with or undertaking work among
their employees?
37
E. What are the labor laws of the state governing- work
for girls under eighteen?
F. On what conditions are work certificates granted, and
by whom?
G. Is there a Junior Employment Bureau in your com-
munity? If not, how are girls 'guided in selection of
work?
VII. School Conditions.
A. How many of the public schools have playgrounds?
What apparatus is there? Is it used after school
hours? How is the play supervised?
B. Is there a physical director in the schools ? What does
she do for the playtime of the girls?
O. What equipment is there within the school building1
for recreation and physical training?
D. Is it used by others than the school children?
E. What use is made of school buildings as community
centers ?
F. What clubs or societies (of a social or recreational
nature) are there within the school?
G. Is there a dean of girls in the high school?
H. What effort is made to give vocational guidance in
grade and high schools ? Are there vocational advisers ?
L What provision is made for vocational education ? Are
courses along this line included in regular grade? and
high school work or are there separate vocational
schools ? . If so, what courses are included ? Classify
these according to agricultural, commercial (retail
selling), home making, industrial.
For this survey the following sources of information are
suggested :
A. Census reports, including school census reports,
B. Reports of public officials.
C. Investigations made by Women's Clubs, the National
Consumers' League (105 East 22nd Streets, New York
City), and like organizations.
38
D. Private inquiry of employers, teachers, ministers and
parents,
E. Direct conversation with girls and women.
A graphic way to study the community as it really is, and
he girl in relation to it, is to use a chart made by indicating1
n a large map of the city, town or county, by use of colored
i ins, or stars, the following: The grammar schools, parochial
,nd private schools, continuation and trade schools, consolidated
chools, business colleges, factories, department stores and five-
,nd-ten-cent stores, moving picture theatres, dance halls1*, thea-
res, skating rinks, recreation parks, both public and private',
nunicipal recreation centres, settlements, car lines, public
ibraries, sections of the community where foreign-born, col-
red and trade groups are settled; institutional churches,
foung Men's Clmstian Association and Young Women's Ohris-
ian Association buildings, if there are any, or like organiza-
ions. Those public schools which are being used for night
chools should be indicated in some special manner.
In making such a chart be sure that the map used is large
>nough to permit the indication of all these places without con-
'using the eye. Such maps are usually procurable at the city
>r town hall.
Section II.
THE GENERAL PLAN OF THE GIRL RESERVE
MOVEMENT
YOUNGER girls in open country, in towns and cities, for
whom and with whom work is done by the Young Women's
Christian Association, are known as Girl Reserves. The
fellowship of young-er girls, which includes grade school, high
school, younger girls in business and industry and young-er bus-
iness college girls between twelve and eighteen is in truth a
girl movement within the larger Association movement.
The object of the Girl Reserve Movement, in direct accord-
ance \vith the purpose of the Association, is to provide or sup-
plement those ideals and convictions which help a girl to live as
a Christian of her age should and to aid her to put into practice
in her community her standards of Christian living. It en-
deavors to give girls through normal, natural activities the
habits, insights and ideals which will make them responsible
Christian women; capable and ready to help make America
more true to its best hopes and traditions.
The Girl Reserves, whose insignia is the Blue Triangle with
the letters G.R. inscribed within, form a part of a national and
an international movement for girls and women. The Blue Tri-
angle of the Younff Women's Christian Association is already
well known throughout the world to-day, and by wearing It
here in America a girl is sharing the responsibility of girls
throughout the world to help bring about the kingdom of
friendly citizens.
41
The Girl Reserve Movement includes five programs designed
to reach groups of adolescent girls; i. e., grade school, junior
high school, high school, business college and younger girls in
business and industry. Each of these programs should be
adapted to local conditions.
The Girl Reserve Movement has incorporated many princi-
ples used formerly in Association programs, such as Rainbow
Club, Be Square Club, The Girl Guardians, and Silver Link
Club, and has the additional advantage of bringing unity to all
the work being done with teen age girls in the Young Women's
Association.
The unit of organization in work with grade school girls Is
the corps, made up of ten to twenty girls under the direction
of a competent leader called an adviser,. In high school work
the group is generally larger and is called a club. In work
with younger girls either in business or in industry the
unit of organization may be any of these, the corps, the com-
pany, or the club. Two or more corps make up a company,
All the corps, companies and clubs in the community make up a
division. Thus in a given community there might be four
companies of grade school girls, two of high school girls and
two of younger girls in business and industry. The Girl Reserve
division would be made up of all of these. In this way all
the work for younger girls in an Association is linked together
and the girl passing from grade school to high school, or to
work, is still a part of the same movement.
In so far as the organization and program of the several
groups — grade school, high school, and younget girls in busi-
ness college and in business and industry — -must differ some-
what because of the differences in age and needs of the girls in-
volved, the details of each are to be found in the special sec-
tions which follow.
The Girl Reserve plan may be used in any district, county,
town, or city, where there is an organized Young Women's
42
Christian Association. It also may be used in any district,
county, town or city where work is being carried on under the
direction of a field or headquarters secretary who is supervising
the work done by a group of volunteers. Care should be taken
in this case that the work in the territory under the supervision
of this worker will be organized within a reasonable time as
a Young Women's Christian Association. Any community
adopting the Girl Reserve plan must recognize it as a distinc-
tively Young Women's Christian Association plan. The plan
may be used in any Sunday school or church school where the
above requirements are met.
Supervision of Girl Reserve work is interpreted to mean
the supervision of a regular town or country field worker*, a
field secretary for work « with younger girls, a county or dis-
trict organizer, a field student secretary, or a local student As-
sociation where the club work in the community is being
handled by members of the local student Association. Any As-
sociation may become responsible for a Girl Reserve group in
an outlying district through its g-eneral secretary or girls'
work secretary, provided the city, or town or country field
secretary is willing that this should be done.
MEMBERSHIP
Any girl between the ag-es of twelve and eighteen may be-
come a Girl Reserve,
It is difficult at the present time to make any standard regu-
lations as to membership fees for younger girls in a local
Young Women's Christian Association, inasmuch as local con-
ditions differ so greatly in different parts of the country, Un-
der certain conditions it is undoubtedly better to have no fees.
Girl Reserve work should never be blocked by a membership
fee,
REGISTRATION
Every corps or company or club is requested to register at
National Headquarters, 600 Lexington Avenue, New York City.
43
Application blanks, requesting detailed information about the
name of the school or firm, group of girls applying for regis-
tration, number in group, name and address of the adviser and
the name of the girls7 work secretary, may be secured from
the field secretaries for younger girl work.
Upon return of these blanks, carefully filled out, to the
Bureau for Work with Younger Girls, 600 Lexington Avenue,
New York City, Girl Reserve registration cards are sent to the
corps, company or club, making the request and to the field
secretaries for younger girl work in whose field the Associa-
tion is located. A third card is retained at headquarters, so that
the Girl Reserve registration file will be complete.
SLOGAN
"To face life squarely"
PURPOSE
"To find and give the best0
CODE
"As a Girl Reserve I will be —
Gracious in manner
Impartial in judgment
Ready for service
Loyal to friends
Reaching toward the best
Earnest in purpose
Seeing the beautiful
Eager for knowledge
Reverent to God
Victorious over self
Ever dependable
Sincere at all times "
44
"I will do my best to honor God, my country, and my com-
munity, to help other girls, and to be in all ways a loyal, true
member of the Girl Reserves."
GIRL RESERVE SYMBOLISM
The teen age girl is generally imaginative and easily ap-
pealed to by the symbolic. The Blue Triangle of the Girl Re-
serve should be to every girl who wears it the symbol of the
highest type of service for God and her country, the kind of
service which requires not mere handiwork but the kindling" en-
thusiasm and the determination to make good, which come only
when a girl begins to understand some of the simple funda-
mental facts about her relationship to God, and to life as a
whole. The base of the Blue Triangle is Spirit, its two sides
are Knowledge and Health. This means that the Blue Triangle
girl is physically fit, is mentally and morally trained. With
these three characteristics, the Blue Triangle girl need have no
fear in undertaking the big adventure of life. The interna-
tionalism of the Blue Triangle and the work being done under
its symbol in the many countries of the civilized world to-day
give a girl the feeling of a great world sisterhood, which is so
important a part of the Blue Triangle spirit. The initiation,
recognition and installation services used by the various groups
in the Girl Reserve Movement offer a special opportunity to
interpret this symbolism.
The Girl Reserve €ode serves further to express the mean-
ing of the Blue Triangle. In interpreting it advisers are asked
to lay special stress upon the fact that "to face the life square-
ly,"''"to find and give the best," "to be reaching toward the best"
and "to be earnest in purpose," involve a willingness on the
part of a girl to train herself to be her very best. This means
working- at all things long enough really to finish them, stay-
ing by a thing until it is really completed. What the world
needs to-day is girls and women, who are not mere drifters and
players, but those who can be relied upon to finish a piece of
45
work; by so doing- they add much more to their own worth.
From time to time all girls should be given a chance to say
what the code means to them; sometimes a single phrase may
be used as the subject of an informal talk about the way girls
can make the code really effective in everyday life.
The following interpretation of the meaning of the code
should be regarded as fundamental, and advisers and secre-
taries will find it helpful in aiding girls to express in their own
words what it may stand for in their lives.
THE MEANING OF THE GIRL RESERVE CODE
To face squarely the daily tests which come at home, in
school, at work, at play; to be a friend to all and strive to
show Christ's love in every little deed, to give the best of self
in service to God and in fellowship with girls everywhere, are
golden threads woven through the fabric out of which a Girl
Reserve fashions her thoughts and actions.
The "Christ way" for everyday living means to a Girl Re-
serve: simple graciousness; constant and consistent impartial-
ity; readiness for service however humble and insignificant; mi-
waiving, unqualified loyalty to friends ; an eager desire for
knowledge of the beautiful and the worth-while in life and in
living; a sincerity and earnestness of purpose which leads ever
upward and outward; a sense of responsibility which not only
begins a task but also finishes it; a control of self which makes
for a body and mind clean and pure in all ways; and a reverence
for God which shows itself in work and in worship which rec-
ognizes Christ as the Light and the Way.
This and much more does the Girl Reserve code strive to
symbolize to every Girl Reserve. Whether it becomes mere
words or a vital force for living, depends upon the interpreta-
tion and emphasis given it by an adviser. To make the code live
for girls means to live it for ourselves.
It is from the visions of youth that come inspirations to
make to-morrow better than to-day. Visions come from a be-
46
lieving In belief; from believing in love and loveliness, from a
spirit which hates wrong and injustice, which strives for a
"best" that has God for its goal and Christ's standards as its
test for action — a spirit which sees, in the shadows of the great
trees and in the gold of the sunset, a God not old but young
who calls youth to follow him and find eternal life. This is the
meaning to a Girl Reserve of the key note of her code "reverent
to God," the giving of self in love for God and love for man,
love expressed in terms of human helpfulness. Towards this
and from this all the rest of the code leads, helping every Girl
Reserve to find for herself and others the "life abundant."
SALUTE
Girl Reserves salute their advisers, each other, and the Blue
Triangle, The salute is made by placing the thumb of the
right hand in the middle of the palm. The right hand is then
brought in salute to the place on the left arm where the Girl
Reserve Triangle patch is to be worn.
The four fingers have been chosen to symbolize the four
principles of development in a girl's life: Health, Knowledge,
Service, and Spirit.
Every time a Girl Reserve sees the Blue Triangle, she will
salute and, as she salutes, will remember that it stands for the
goal toward which she is striving — "to face life squarely, to
seek and give the best, and to be in all ways a loyal, true
member of the Girl Reserves."
SONG
By ROSAMOND KIMBALL
Sung1 to the melody, *'Keep the Home Fires Burning:"
I
To the girlhood of our country
There sounds a trumpet call,
To the girls by mountain, sea and plain,
47
In town and village small.
Arise! Arise] O daughters!
Lift up your eyes and see, —
The fields are ripe for harvest!
Will you the gleaners be?
Chorus
Girl Reserves! Who'll join us?
Eager, glad for service.
Sisters, daughters, friends and comrades
We'll be true.
Reaching toward the highest,
Honor, Truth and Beauty,
Find and give the best in life,
The world needs you!
II
Do you love good times and hiking,
Wi'th the camp fire at the end?
Will you be a strong true comrade
To someone who needs a friend?
Can you meet a sharp word bravely,
With forgiveness and a smile?
Can you stand for what you know is ri
Then you're a girl worth while.
Chorus
III
The way is bright with promise
But the path is steep and lonp:,
For it were not worth the struggle
If the prize were cheaply won.
As our men have fought for freedom,
So we will fight for rig*ht,
For we will hold the torch of truth
And bear aloft the light.
Chorus
48
OFFICIAL INSIGNIA
The letters G.R. placed within the Blue Triangle, the three
sides of which symbolize the three cardinal principles of the
Girl Reserve movement — Health, Knowledge, Spirit.
Ann Bands.
The arm bands are made of grey cloth and have embroid-
ered on them a Copenhagen blue triangle. Grade school girls
outline the triangles on their arm bands with a very light blue
floss. Freshman high school girls (if organized in a separate
club) use tan floss, and younger girls in business and industry
use red floss. Some of the younger girls of the latter group
want to use the armband embroidering on it, perhaps their com-
pany or club color as a bar at either side of the blue triangle.
Older girls will be more interested in the little sew-on triangle
and the pin.
Special Insignia.
Health Badge: A reel circle to be described around the
triangle on the armband. This circle is to be embroidered by
the Girl Reserves themselves.
Knowledge Badge: A small owl, to be placed at one side
of the triangle (sec diagram page — ),
Service Badge: A blue star, to be placed at one side of the
triangle (see diagram page — ).
Spirit Badge: A Roman lamp to be placed above the tri-
angle (see diagram page — ).
Sew-on Triangles.
Patch triangles: These are Copenhagen blue triangles em-
broidered on white wash material. They are to be worn on
middy blouses, coats and hats.
Brush-away triangles: These are Copenhagen blue triangles
embroidered on a transparent background, which brushes away
when the triangles have been whipped to the ties. These are
to be used on the ties which grlrls will secure for themselves.
49
Pins.
These are three-quarter-inch triangles made of gold and blue
enamel with the letters G.R. in the center.
Official Costumes.
The official costume is a white middy blouse worn with either
a blue or a white skirt, a Girl Reserve tie of Copenhagen blue
or black silk, with an embroidered Girl Reserve triangle on one
end of it, and a white d-uck hat.
Girl Reserve Rings.
These are sterling silver rings with a raised silver seal on
which is mounted the Girl Eeserve triangle enameled in blue
hard French enamel. The possession of the Girl Eeserve rin£
is the greatest honor that can come to a Girl Reserve, No girl
can purchase the ring. It must be earned by one of the fol-
lowing methods:
REQUIREMENTS FOR WINNING THE GIRL RESERVE RING
Grade School Girls.
When a grade school girl has won the required one hundred
and sixty honors necessary for the chevrons, she may work for
one hundred additional honors from the Girl Reserve List and
win a Girl Reserve ring. She is then called a special Girl Re-
serve aide.
High School Girls.
High school girls may win the Girl Reserve ring in either
of two ways:
(1) By working on certain standards for health,
knowledge, and spirit because the Blue Triangle stands as a
symbol of the finest kind of living. Any girl who wears the
Girl Reserve ring should feel that it stands as a measure of
her growth toward attaining her ideal in health and knowledge
and spirit. These standards may vary slightly in different
communities, because girls and advisers are helping to set
them, but such things as good posture, fine scholarship, faithful
50
club attendance, active service work, a good team spirit, will
help to determine whether a girl deserves a ring.
Suggestions for standards for the winning of rings by high
school girls may be secured from the secretaries for younger
girls in the several fields. No standard can be adopted until 5t
has been accepted by the field secretary for younger girls and
the Bureau for Work with Younger Girls, 600 Lexington Ave-
nue, New York City. In the section on Material for Program
Building, page 713, will be found suggestive standards which
may be adapted by any group to fit its own needs.
Very frequently a committee of club girls, who will be,
probably, cabinet or council girls, will help the advisers in
choosing girls who should receive the rings.
(2) High school girls may win the ring by earning rtwo
hundred and sixty points taken from the honor list or from
lists which have been approved by their field secretary for
younger girls.
Younger Girls In Business and Industry.
Younger girls in business and industry may win the Girl
Reserve ring in either of two ways:
Method I.
(A) By showing a desire to establish, good health habits
through :
(a) Keeping the Girl Reserve Health Code for at least eight
months (see page 204).
(b) A physical examination, if possible.
(c) Personal first aid.
(1) Knowing and observing proper care of the body by
bathing; care of the teeth; care of the hair and
skin.
(2) Knowing the important organs of the human body
and observing their functions.
51
(B) By trying* to become a more intelligent citizen and worker
through at least six discussions of some such topics as:
(a) What lies behind and ahead of the pay envelope?
(b) Thrift.
(c) Books — why? when? where?
(d) Who makes "your laws ?
(e) Health — personal and community.
(f) Pictures — good and bad.
Suggestions for these and other discussion topics will be
found under "Knowledge," in the chapter on Content and
Method Typical of a Program for Younger Girls in Business
and Industry. (See Section IV, chapter II, page 209.)
(C) By trying to be a real Girl Reserve at home, at work, at
play, for at least eight months. This means:
(a) Keeping the Business and Industrial Code (see page
227).
(b) Doing a good turn daily or saying a kind word daily.
(c) Trying to make concrete through active service work,
through personal reading and discussion, the motto of
the Y. W. C. A., "I am come that ye may have life, and
have it more abundantly."
These regulations might be posted on a bulletin board in
the club room or center and the attention of new girls called
to them from time to time.
A "ring committee" might consisit of two or more girls
chosen or elected, the girls' work secretary and adviser.
Method II.
By winning 260 Honors. (See Special Honor List for
Younger Girls in Business and Industry for suggestions for
such honors, page 280.)
No girl under twelve years of age can win a Girl Reserve
ring even though she may have covered the ground required
for the winning of the ring.
In making application for rings for grade school girls, the
age of the girl must be stated.
CORRECT PROCEDURE FOR ADVISERS WHO DESIRE TO SECURE RINGS
FOR GIRL RESERVES OR FOR THEMSELVES
I. For Girls.
(a) If a girl is entitled to a ring on the basis of honors,
the following information, approved by the local girls'
work chairman, must be sent by the local girls' work
secretary to the Bureau for Work with Younger Girls,
600 Lexington Avenue, New York City, and a copy of
it must be sent to the field secretary for younger girls.
(1) A statement of the honors either by number in the
list or written in full.
(2) The length of time which the girl has taken to win
the required number of honors. That is, when she
began work on them and when she completed them.
(b) If a girl is entitled to a ring because she has attained
the standards set by her club, and accepted by the field
secretary for Younger Girls and1 by the Bureau for
Work with Younger Girls, the recommendations for the
recognition should be approved by the ring committee,
the adviser In charge of the group (and if a high school
girl, by a faculty adviser), and by the chairman of the
S. 0. S. or the chairman of the council (cabinet) and
the local guisy work secretary. The recommendation
must contain full information as to the kind of work
. done and the amount of time given.
If committee work is part of the standard set it must ex-
tend over the regular period for which the committee serves or
if the work is done on a special committee, the time given must
be sufficiently long to prove a real test. In either case, the
committee work must be of such character that it demands
special interest aid effort in the way of dependableness, spirit,
and ability.
If service work is part of the standard set it must be the
kind which really takes effort, and while no definite time can
53
be set as the minimum, it must not be something wmcn can oe
accomplished in a few minutes.
This information and the recommendation must be sent to
the field secretary for younger girls and upon her approval
the ring will be sent to the Girl Reserve by the Bureau for
Work with Younger Girls, 600 Lexington Avenue, New York
City.
II. For Advisers.
Any adviser who has served for any nine months during any
calendar year is entitled to a Girl Reserve ring on the recom-
mendation of the local girls' work committee. The basis for
making this recommendation should be the following:
(a) The general reliability and dependableness of the leader.
(b) Initiative and ability to hold the interest of the girls.
(c) Punctuality and faithful attendance at meetings. Five-
sixths of the meetings held during- the year must be at-
tended by the adviser unless there is some definite reason
such as unavoidable illness or absence from the city,
Under these circumstances the local girls' work secretary
must be notified of such proposed absence in advance of
the club meeting and a substitute should be provided by
the adviser in consultation with the g*irls? work sec-
retary.
No ring can be sent to any Girl Reserve or authorized for
an adviser until the information, as outlined above, is
sent in by the local girls' work secretary.
The information under I and II should be sent direct to the
Bureau for Work with Younger Girls, 600 Lexington
Avenue, New York City, with a duplicate to the field
secretary for younger girls. The recommendation under
I~b must be sent direct to the field secretary for younger
girls who will forward it (to the Bureau for Work with
Younger Girls at Headquarters.
54
Rings for advisers (price $1.25) must be purchased from
the Womans Press, 600 Lexington Avenue, New York City.
(Checks or money orders should be made payable to M. H.
Broadwell, Treasurer). Applications for these ring's should be
sent to the Bureau for Work with Younger Girls; when re-
ceived, they will receive official recognition and an order for
shipment will be forwarded to the Womans Press. These rings
may be given to the advisers by local associations, or the ad-
visers may be authorized by the local association to purchase
their own rings.
Information regarding the rings won by the Girl Reserves
may be obtained from the Bureau for Work with Younger
Girls, 600 Lexington Avenue, New York City.
APPLICATION FOR GIRL RESERVE RING
To be filled out by the local girls' work secretary, signed by
the field secretary for younger girls, and returned to the Bu-
reau for Work with Younger Girls, 600 Lexington Avenue, New
York City.
This is to certify that
Age ........... of the
(Name of the city and state)
Young Women's Christian Association, is entitled to a Girl
Reserve ring, size , having met one of the following
requirements :
No. of Honors Committee Work Service Work
Grade School
High School
Younger Girl in Busi-
ness and Industry
55
NOTE:
A. A Grade School girl is not entitled to a Girl Reserve ring
until she has earned 160 honors necessary for the chevrons
plus 100 additional honors from the Girl Reserve list.
A High School girl may win the Girl Reserve ring in either of
two ways :
(1) By working to meet certain standards, as outlined in the
special statement for high schpol giirls. (See page 50,
Girl Reserve Manual for Advisers.)
(2) By winning 260 points taken from the honor list or
honors which the field secretary for younger girls con-
siders equivalent to those in the list.
A Younger Girl in Business and Industry is entitled to a Girl
Reserve ring through either of the following1 methods:
(1) The method outlined in the special statement printed in
the pamphlet, "The Younger Girl in Business and Indus-
try," or found in the Girl Reserve Manual for Advisers,
page 51.
(2) By winning 260 points taken from the honor list or
honors which the field secretaries for younger girls
consider equivalent to those on the list. Please attach to
this application blank the list of honors which the girl
has won.
This application blank must be signed by the field secretary for
younger girls before any ring will be awarded to any girl, regard-
less of whether she is in grade school, high school or a younger
girl in business and industry.
Girls' Work Secretary.
Field Secretary for Younger Girls.
These blanks are to be ordered from the field office.
56
SUGGESTED CEREMONY FOR AWARDING OF GIRL RESERVE RING
Processional "'Hymn of the Lights"
(Form circle around table, finding place by card)
O, beautiful for spacious skies
For amber waves of grain
For purple mountain majesties,
Above the fruited plain!
America I America !
God shed His grace on thee
And crown thy good with brotherhood
From sea to shining sea!
Salute to American Flag:
I pledge allegiance to my flag, and to the Republic for
which it stands; one nation indivisible, with liberty and
justice for all.
O, beautiful for pilgrim feet
Whose stern, impassioned stress
A thoroughfare for freedom beat
Across the wilderness!
America! America!
God mend thine every flaw,
Confirm thy soul in self-control,
Thy liberty in law!
Salute to Christian Flag:
I pledge allegiance to my flag and to the Kingdom for which
it stands — one brotherhood uniting all in service and love.
0, beautiful for patriot's dream
That sees beyond the years
Thine alabaster cities gleam
Undimmed by human tears!
America! America!
God shed His grace on thee
And crown thy good with brotherhood
From sea to shining sea!
57
Statement of requirements which have been fulfilled. Each
girl in turn presents briefly the requirements which she has
fulfilled.
Girl Reserve Song
Girl ReservesI Who'll join us?
Eager, glad for service,
Sisters, daughters, friends and comrades,
Well be true
Reaching toward the highest,
Honor, Truth and Beauty
Find and give the best in life,
The world needs you!
Talk by the Adviser or Committee Chairman.
Closing Hymn "Hymn of Lights"
Sung as prayer
Prayer by the Adviser
Presentation of rings to Girl Reserves who have won them.
Producing Notes:
Place a small table (round, if possible) in the centre or at
one end of the Club room. Decorate the table with club colors,
using them to form a triangle or con-centric circles. For the
centre of the triangle or circles place a bouquet of flowers.
These flowers may be seasonal ones or they may be the corps
or club flowers. Fasten attractive place cards to one end of
ribbon streamers ; attach the 'Girl Reserve ring and the other
end of the ribbons to the stems of the flowers.
If this ceremony is used only when a considerable number
of Girl Reserves are receiving their rings, the remainder of the
corps or club members become an audience. If only one or two
girls are being awarded rings, the corps or club as a wholo
would participate in the ceremony. The talk by the adviser or
the chairman should be brief and very probably symbolism
would have some place in it. Since the Girl Reserve ring
represents real achievement, it is desirable that its significance
as a measure of growth should be stressed.
If this ceremony is being used by older high school girls,
the talk might be made by one of the club members. The pur-
pose of the High School club could be incorporated in the cere-
mony, possibly at the pojnt where a girl reports how she has
won the ring.
THE UNIFYING OF GIRL RESERVE WORK IN A COMMUNITY
It is advisable that all work with Girl Reserve groups in
a community be unified and correlated so that among all club
members there is a consciousness of belonging to a movement
of younger girls and not merely to an isolated group. This
may be accomplished through a Girl Reserve Council for Com-
munity Wide Activities. Such a council should include:
One girl and one adviser from every ten corps of grade
school Girl Reserves.
One girl and one adviser from each high school club.
One girl and one adviser from each younger girl in busi-
ness and industry group.
The girls7 work secretary and the chairman of girls' work
committee should be ex-officio member of the Council.
The girl representatives on this Council should be elected in
whatever way seems best to the local units. Such a Council
should have a girl chairman and a secretary elected from and
by the group. It should meet at least three times a year. Its
purpose is to create a sense of fellowship among all Girl Re-
serves of the community, and to make the community aware of
the existence of this group of younger girls and of the char-
acter of their activities as self-governing units.
Plans for at least two meetings of all Girl Reserves, during
a year, should be considered by this Council. A community-
wide piece of service work, a pageant, World Fellowship work,
standards of health, dress, school work and recreation should
all be discussed and planned for by this council. Many of these
plans will be carried out in the different clubs as integral parts
of their programs, but some of them are so important that
they could easily be chosen as the programs for the two mass
meetings.
59
Section III.
THE ORGANIZATION OF GROUPS OF GIRLS
CHAPTER I.
PRINCIPLES OF ORGANIZATION
OUCCESSFUL activities with girls rest upon a foundation
O of organization, formal or informal. Each form has the
same object, namely, the development of individual initiative
through self-government and the creating of a group con-
sciousness through group activities. The method of procedure
differs in some respects; groups of girls, calling themselves
clubs, corps or companies, as in the Girl Reserve Movement,
may use either formal or informal organization. Formal or-
ganization consists of the selection of officers, committees, such
as membership, program, social and service, the drafting of a
constitution and the use of a regular order of business.
Informal organization consists of the appointment of a
chairman who presides at the meetings of the group. She may
be elected by the girls from among their number at the time
of each meeting or she may serve for a longer time. It is
necesessary also to have some committees appointed to carry out
the activities in which the group may be interested. The chair-
man and members of these committees serve just as long as it
takes to do their particular task.
Such organization is often advisable for a type of girl who
is not primarily appealed to by formal organization — often
younger girls in business and industry — for it is more flexible.
61
It requires as much or even more careful management than
does a formal organization, for its purpose is the same as that
of a formal organization, the development of responsibility on
the part of the girls themselves, and this is more difficult to
achieve when the group is not so closely organized. It is often
possible to have informal organization lead to formal organiza-
tion after several months of work.
/The first few meetings of any group of girls are of great
importance, for it is through them that the girls gain their
impressions of what such group work? can mean. For these
the adviser should make the most definite kind of preparation.
No rule for the exact method of dealing with groups of
girls can be given; it depends upon the personnel of the group
and the personality of the leader. It is not always possible to
accomplish much organization in the course of the first few
meetings, but surely within five or six meetings the following
things should result:
A. A short interesting talk on what can be accomplished by a
group of girls working together. In the informal talk on
what a club is, emphasis should be placed on the fact that
it is self-governing, that the girls are responsible through
their own treasuries for club expenses, and that the program
of the club is in the hands of the club members. It is a
good plan to -tell concrete stories of other clubs, describing
club parties and "stunts" so the girls will feel that in joining
a club they are coming in touch with a country-wide move-
ment in which many other girls are participating. A
definite description of a club program which includes class
work is a good thing to give. Pictures of other club girls,
convention pictures and banners, printed club programs, sam-
ples of club yells and songs, all stimulate interest.
B. Discussion of whether the girls wish to accomplish these
things through a permanent organization; if they do, the
appointment of some such committee as the following is
advisable:
62
(a) A committee to draw up a very simple constitution
(see page 66). This committee should consist of
three or five girls who should be nominated by the girls
and voted upon by all. Care should be taken that if
the group represents several different cliques of girls,
each as far as possible should be represented on this
committee. A tactful remark to this effect can be
made by the adviser presiding- so that the girls will
bear this in mind in their nominations. "This com-
mittee should understand that it must meet several
times with the adviser before the next club meeting
to draw up the club constitution. Care should be taken
that the time for this committee meeting is arranged
and clearly understood by all. The girls should not
leave the meeting without arranging for it, for a
definite appointment will save much time and trouble.
Suggested constitutions may be shown at this meeting,
but should never be adopted "wholesale" by the com-
mittee, for the girls need to realize that they are con-
tributing something to the club through the constitu-
tion which they write. Special emphasis should be put
upon the wording of the high school club purpose, which
should be in the words of the girls.
(b) A committee to nominate officers: It is sometimes wise
to have nominations made directly from the floor. In
choosing the nominating committee, the girls should
be warned to put on it representatives of all cliques,
and not to choose girls whom they eventually want for
officers, but girls who will make a wise choice of other
girls for officers.
C. Discussion of club name and colors.
D. Discussion of club dues. -Care should exercised that the club
dues are not excessive.
E. At the meeting following their appointment, the committees
should report. The chairman of the constitution committee
should submit the suggested constitution and it should be
63
voted upon. The nominating: committee should also report
and voting* should follow at once. Voting' by ballot is far
more acceptable than voting by acclamation. After the
tellers have been appointed and are counting the ballots
there is opportunity to teach the girls a cheer or a short
snappy song to be sung* to the incoming officers. Such fun
results in esprit de corps.
P. Discussion of what the club is| going to do. This might
result in the election of a program committee and a com-
mittee to plan the social affairs; also the membership and
service committee chairman may be appointed. An adviser
should plan to meet with all the officers and committee
members to explain their duties. The club secretary should
be told of the importance of keeping her minutes up to
date in a regular book, not on loose sheets of paper. The
form in which minutes are usually kept should be explained,
and also the value of writing only on the one side of the
page and of numbering the pages. An example of club
minutes may be found in the Primer of Parliamentary Law
(The Womans Press, 600 Lexington Avenue, New
York City, 10 cents). If this is shown to a girl, she usually
has a different feeling about her work as secretary, for
with a definite example before her, any feeling of hesitancy
about her work vanishes and she knows how to begin. In
the same way the treasurer should be shown a simple system
of accounting and told that as soon as possible club funds
should be put in a bank and club bills paid by check.
The vice-president should assist the president in every
way. She assumes the duties of the president in case the
latter is ill, or otherwise unable to carry on the duties of
the office and may be made the chairman of the membership
committee.
The president should call the meetings to order at the
appointed time. 'She should preside at all meetings of the
organization. The president should rise when putting a
64
question to vote; otherwise she remains seated. When the
president's vote would have an effect on the outcome of a
motion, or when the vote is by ballot, she may vote.
G. Necessary Committees: The following committees are
necessary for good club work: (a) Membership, (b) Pro-
gram, (c) Social, (d) Service. Five is a good number for
the membership of each of these committees with the excep-
tion of the social committee, which should have a member-
ship of seven. When the membership of the club is small,
the adviser should use her own judgment In determining the
number of girls necessary to carry out successfully the
work of each committee. In the beginning of organized
club work it is well to have these committees serve for only
three to six months; this gives opportunity for more girls
to serve and gives the adviser greater chance to judge the
latent capacities of the girls. On the social committee the
chairman should serve six months. The other members
change every three months so that all girls have an oppor-
tunity for committee responsibility. Another committee
often found necessary is the one on "hiking." The sug-
gestions as to number of members and term of service,
given in regard to other committees apply also to this com-
mittee.
H. Committee Duties: The program committee should be re-
sponsible for planning the year's work of the club. The
meetings which it plans should draw the girls together
through their mutual interests. These meetings should be
varied; some should be educational, some of them should be
led by outside speakers, and, of course, the social and service
committees will be in charge of some others of them.
The membership committee of any club should be responsi-
ble for promoting a spirit of friendliness among the girls
in the club; it should also help to interpret real friendliness
to the girls of the community. This committee should invite
new girls to join the club, not insisting that they should be
65
members, but showing them how much a girl receives from
membership in such a group. The membership committee
should help with publicity and enlist the girls in greater
loyalty to the Association, their respective Sunday-schools
and churches. If the club desires some kind of recognition
service to mark membership in it, this committee should
prepare this service in consultation with the club adviser.
The social committee should be responsible for the good
times of the club, both indoors and out. It, too, should
help to promote friendliness in the school and the com-
munity. The committee members should plan the good
times for several months ahead. 'Sometimes it is advisable
to have a special group of girls to help with the "hikes"
since they need to be very carefully planned if they are to
be successful.
The service committee should provide various kinds of
service to be done by the club members. There are many
kinds of service; for the school, the church, for charity
organizations, for children's wards in hospitals, and for
mission schools both at home and abroad.
Each of these committees should meet at least once a
month to plan its work. The club adviser meets with each
committee.
The following outline of a very simple club constitution is
suggested as a guide for groups of grade school girls or younger
girls in business and industry. See page 95, for the outline
of a constitution for High School Clubs of the Girl Reserves.
Article I. Name and Purpose.
Section 1. The name of this club shall be the —
Club of the .
•Section 2. The purpose of this club shall be to unite its
members in a spirit of friendliness and service, to win other
girls to its membership, and to stand for the best things at
home, in school, at work and in church and community.
66
Article II. Membership.
Section 1. Any may become a mem-
ber of this club.
Section 2. The dues shall be (whatever amount the
club decides — fifty cents is usual), payable in whatever way
the club decides is best.
Article III. Officers.
Section 1. The officers of this club shall be a president, a
vice-president, a secretary and a treasurer.
'Section 2. The duty of the president shall be to preside at
all meetings of the club, to appoint all standing committees,
subject to the approval of the club and to make such changes
in the personnel of these committees as may be required for
good work.
The duty of the vice-president shall be to perform all the
duties of the president in the absence of the president.
The duty of the secretary shall be to keep full minutes of
all meetings and an accurate record of attendance.
The duty of the treasurer shall be to have charge of all
club funds and to give a monthly report to the club.
Article , IV. Committees.
Section 1. Committees of this club shall be Membership,
Program, Service and Social. Other names may be given to
these committees, but the work covered should be that sug-
gested by these names. The first three shall be standing com-
mittees for the year. The social committee shall be changed
every three months.*
^Section 2. The club leader shall be ex-officio a 'member of
all committees.
* This is a general suggestion and some club work, as it develops, may
demand a more permanent committee so that strong: standards of work may
be built.
67
Article V. Meetings.
Section 1. The club shall hold weekly meetings on
evenings at o'clock, or afternoons at
o'clock. The club shall hold a business meeting each month.
Section 2. Two-thirds of the club members shall constitute a
quorum.
Article VI. Amendments.
This constitution may be amended at any regular business
meeting of the club.
CHAPTER II.
THE ORGANIZATION OP GIRL RESERVE CORPS AMONG GRADE
SCHOOL GIRLS
I. Essential questions to be considered in organizing Grade
School Corps.
A. How many grade schools are there in the community?
Where are they located? Do the locations of these
schools make work at the Association building pos-
sible?
B. What might be the limitations upon the work if it
is carried on in the school buildings?
C. What is the total number of girls in the seventh and
eighth grades?
D. 'Is the number of grade school girls leaving school
to enter business each year very large?
E. Are there school representatives doing placement or
vocational guidance work with grade school girls?
F. Are the churches of the community doing work with
grade school girls? 'How can duplication of effort
be avoided and cooperation become an established
fact?
G. How many demands upon the girl's time are being
made by the school and its organizations — such as
68
glee clubSji athletic teams, and the usual pageants
and demonstrations of domestic arts training which
occur in the usual school year? Is her loyalty being
sought by many groups with partially developed
programs of activities, such as Junior Ked Cross,
Health and Thrift Campaigns ?
H. How large a place do commercialized amusements
hold in the life of the grade school girl?
I. What are the school regulations in regard to out-
side organizations being allowed to approach the
girls at school, or to use the school buildings as
places for meetings?
J. What are the state laws or local regulations relative
to the use of the Bible in the public schools and the
possibility of religious instruction?
K. What is the plan whereby mothers of grade school
girls will be reached so that they will understand
the corps work about to be organized?
L. What is the biggest contribution that the Young
Women's Christian Association can make to the life
of the grade school girls in the community?
M. How much work among grade school girls is the
girls' work department justified in undertaking?
How shall the girls'' work committee determine where
to begin? Does the matter of space enter into the
planning? What kind of mass work (the bringing
of several groups to a common center) is being
planned ?
IT. The unit in grade school organization is the corps, com-
posed of ten to twenty girls under the direction of the
corps adviser.
III. Membership:
Since all Girl Reserves must be twelve years old, the
grade school corps usually have as their members girls
69
who are in the seventh and eighth grades. In some sec-
tions of the country the schools are organized differently,
and sixth grade girls who are twelve years old are
eligible for membership. Any girl is eligible to member-
ship who expresses her desire to fulfil the purpose of
the Girl Reserve Movement
IV. Advisers:
The corps adviser may be a young college girl, a busi-
ness woman or any girl or woman who loves girls and
is willing to look upon this position of adviser as a real
opportunity and not a mere pastime. (For the duties
of, and suggestions to, advisers, see 'Section VI.)
V. Name:
Each corps chooses a name. The choice should be guided
by the following suggestions:
A. The name should have some real significance. It may
be chosen because of some historic event which oc-
curred in the community. It might be the name of
some woman who has achieved greatness through
her service to the nation or the worldy or it may be
the name of the school.
B. It should not be a Greek letter name.
VI Purpose:
"To -find and give the best." A grade school girl accepts
the slogan, "To face life squarely," the purpose and the
code. The following interpretation of the meaning of
' the code may be helpful to grade school girls.
THE MEANING OF THE CO0E
Learning to say the code as it is printed in this manual is
not all that is meant when the requirement is made that, to be
initiated, a Girl Reserve must know the code, the slogan, and
the purpose. It means that every girl who wishes to be a
70
Girl Reserve is accepting as a part of her every-day living
standards of courtesy, fair play, and willingness to help. ,She
is loyal to many friends, not to one friend only; she is willing
to help her friends when they need her.
Purpose means that one is guided toward a goal, just as a
ball is directed toward the basket by a practised wrist. A
girl who is earnest in purpose is a girl set straight toward a
worth-while goal. Seeing loveliness both in people and things
where a quick glance reveals seeming ugliness, is a quality
which every girl who is a true Girl Reserve will want to have
in her life. Merely to memorize has been always an easy thing
for many girls ; to gain knowledge which will help not only to
play games well and to aid some one in need,, but to understand
•what power her life will have if she is reverent to God through
clean thoughts and pure living is a victory over herself which
every girl wants to win. People seeing her sincerity and depend -
ableness will know that she is what she is because she has a
standard for living ; she is seeking and finding the best; she is
facing life squarely.
VII. Registration:
Each corps shall be known by the number it receives on
registration at the Girl Reserve Headquarters — '300 Lex-
ington Avenue, New York City — and by the name of the
school. For example, the "7th Corps Girl Reserves,
McKinley Grammar School." If two or more corps are
registered in one grammar school, the school then has
a Company of the Girl Reserve Division in the commun-
ity. For example, "Company B, of the McKinley Gram-
mar School/7 composed of Corps 8, 9, 11, 14.
The company becomes a part of the Girl Reserve
Division of the community, which is composed of all
corps, clubs and companies organized in the community
among all girls between twelve and eighteen, L e. grade
school, high school, and younger girls in business and
industry.
71
VIII. Dues:
If a local Association is carrying forward its work on a
fee basis, then the fifty-cent membership fee of the Asso-
ciation, payable on the instalment plan, if desired, might
be charged, this fee to include all expenses connected
with Girl Keserve work except the cost of the insignia
and the Guide for Every Loyal -Blue Triangle Girl. In
other words if the 'fifty cent fee is established there
should be no special corps or company fees.
All membership fees should be paid directly by the
girls either in full or in part to the chairman of the
service squad, or to someone whom she may appoint
from her committee. After the Girl Reserve member-
ship cards have been signed and some payment made by
each girl, the Scout chairman and the service squad
chairman take the cards and money to the membership
secretary of the Association and tell her that these are
the applications of the Girl Reserves to become members
of the Association. The secretary lists these names and
returns the original cards to the Girl Reserve chairman.
The girls should neither pay fees nor sign membership
cards at the desk of the membership secretary. All this
is better done with these younger girls through their
own officers.
IX. Committee Work and Officers:
Committee Work of the Corps. Each corps has the fol-
lowing committees:
S cout — membership.
Outings and Innings — good times and hikes.
Service .Squad — service work.
The chairmen of these committees are elected by the
girls of the corps to serve for half the school year. New
chairmen are elected for the summer months. Each
^chairman may appoint two or more members of the
corps to serve with her on her committee. No girl should
72
be on more than one committee at one time.
The chairman of the Scout Committee is prac-
tically the "president" of the corps. She is called the
•Corps Scout and has the following; duties: first, she
presides at the weekly meetings; second^ she is respon-
sible, with the help of her committee, for interesting
new girls and looking out for the old members of the
corps. One member of the Scout Committee is responsi-
ble for Knowing at weekly roll call why any of the corps
members are absent.
The chairman of the Outings and Innings Committee
acts as record keeper or secretary for the corps and,
with her committee, which consists of five or more
members is responsible for planning with the adviser
for good times and hikes.
The chairman of the Service Squad is responsible for
keeping the record of the funds of the corps, i. e., acts
as treasurer and with her committee and the adviser sug-
gests forms of service for the corps.
THE *S. O. S/ OR EXECUTIVE COMMITTEE
These three chairmen plus the adviser form the *S. 0. S.J or
Executive Committee, which discusses and plans program work
in general and refers its decision to the corps as a whole. The
Scout Committee Chairman presides at the >S. 0. S. meetings.
Insignia.
A. General Insignia.
Every grade school corps chooses its own color, and each
girl may embroider on her arm band in Copenhagen blue
or the corps color two bars, each two inches long' and
one-eighth of an inch wide (see diagram, page 76).
The corps color is to be used at banquets and parties for
decorative purposes and, if corps members desire, a hat-
band of that color may be worn.
73
Girls of grade school age are interested in insignia,
in ranks and in working for honors. For this reason in
the grade school plan of organization there are five
classes of Girl Keserves for a girl passing from one
class to another by the winning of honors.
The five classes are the Volunteers, the Fourth Reserves,
the Third Reserves, the Second Reserves and the First Re-
serves. As soon as a girl has passed the initiation test
(learning of slogan, purpose and code) and has won forty
points from the list of honors in Section IV, she becomes a
Fourth Reserve and is entitled to wear a chevron embroid-
ered in Copenhagen blue placed at the right of the triangle
on the arm band. Forty more points entitle her to a second
chevron placed at the left of the triangle; when she has won
one hundred and sixty points and has four chevrons, two on
either side of the triangle, she is a First Reserve. (These
chevrons should be one-fourth inch wide and one and one-
half inch from the point on either side. The best way to
secure a pattern for them is to use a regular army chevron.)
An effort should be made to have each girl earn some
honors from each of the four divisions of the Honor List;
it would not make for balance if half of the one hundred
and sixty points were Health Points.
B. Special Insignia,
Health Badge
Thirty points from the Honor List under Health entitle
a Girl Reserve to the special health badge, a red circle
described around the Girl Reserve triangle. See diagram,
page 7-8.
Knowledge Badge
Thirty points from the Honor List under Knowledge
entitle a Girl Reserve to the special knowledge badge, an
owl placed on one side of the triangle. See diagram,
page 7-6.
Service Badge
Thirty points from the Honor List under Service en-
title a Girl Reserve to the service badge, a blue star
placed at one side of the triangle. See diagram,
page 76.
Spirit Badge
Thirty pounts from the Honor List under Spirit entitle
a Girl Reserve to the special Spirit insignia, a Roman
lamp placed above the triangle. See diagram, page 76,
A Girl Reserve may work for the required number of
points under the four headings Health, Knowledge, Serv-
ice, Spirit, and win the special insignia. These special
honors cannot be won by grade school girls until the
one hundred and sixty general honors have been won.
These insignia may all be obtained from The Womans
Press, 600 Lexington Avenue, New York 'City, upon
presentation of a certified statement from the corps ad-
viser that a girl has won them.
Girl Reserve Rings:
A grade school Girl Reserve, when she has completed
the one hundred and sixty honors necessary to secure
her chevrons, may work for) one hundred more points
and win a Girl Reserve ring and be callec^ a Special Girl
Reserve Aide. For information regarding the way to
secure this ring see page 50.
XL Meetings
Every corps should meet regularly once a week for
one and one-half to two hours. Once every two months
or oftener, if desired, the various corps from the seventh
and eighth grades may have a joint meeting. If it is
necessary to form two corps in one grade, joint meet-
ings may be held as often as desired or the two corps
may meet together for the opening ceremony and then-
separate for the program work.
75
THE COURT OF AWARDS
Girl Reserves who have passed the initiation test (learning
the slogan, purpose and code), and have won their first forty
points or have qualified as Third, Second, or First Girl Re-
serves, may appear before a Court of Awards, which is com-
posed of the chairman of the girls' work committee in the As-
sociation, the chairman of their section of girls' work (grade
school, higii school or younger girls in business and industry),
the girls' work secretary, and 'any other members of the com-
mittee who may seem necessary, with a written list of these
honors. This Court meets once a month,, and has the right to
judge a Girl Reserve not only for her knowledge of her honor
points, but also upon her spirit of team-work and faithful-
ness.
H F A
A. E
YW.C.A.
A.
AA.
B.
Circle — Special Health Emblem.
Corps Bars.
Owl — Special Knowledge Emblem,
C. Star — Special Service Emblem.
D. Roman Lamp — Special Spirit Emblem.
Fourth Reserve Chevron,
Third Reserve Chevron.
Second Reserve Chevron.
First Reserve Ohevron.
E.
F.
G.
H.
The -Corps Bars may be omitted if desired.
76
CHAPTER III.
THE ORGANIZATION OF A JUNIOR HIGH SCHOOL COMPANY OB A
FRESHMAN HIGH SCHOOL CLUB OF GIRL RESERVES
THE junior high school has grown up in democratic Amer-
ica as the last chapter in the history of the struggle
against the mediaeval dual system.5' There are many phases
of- this interesting subject of the development of the present-
day junior high school which cannot be treated in so short a
space as this. The movement is "about or slightly more than
a decade old." Departmentalization is a characteristic of the
school, and the division of work varies widely. Some junior
high schools include the seventh, eighth and ninth grades, some
include only two grades and some only one. They also differ
as to location, some being grouped with the grade school, some
alone, and some with the high school. TJh.ere are many different
forms of curriculum and in most cases the teachers are becom-
ing more and more highly trained. But however much the
schools may vary in courses of study, equipment and faculty
grouping, the following are some of the underlying facts of the
movement to-day.
A. There has come to be more than the traditional assump-
tion that the public schools are ^'merely educative in
function." They are becoming protective or conserving
factors, and they are attempting to lengthen the school
careers through helping the individual to make better
adjustments to individual differences. In the school this
is called educational guidance. Between school and work
this is called vocational guidance.
B. For many years there was a growing emphasis upon- the
necessity to accept the seventh grade- as the natural
turning point in the child's life, for the age of adoles-
cence demands new methods and wiser direction,
C. Eeports of various committees in the "late nineties"
showed an increasing conviction that it was difficult to
77
relate a secondary education of four years to the ele-
mentary school subjects and methods.
D. Moreover it came to be accepted that the scientific prin-
ciple of individual differences must be recognized; the
concept of equality was interpreted to mean more than
mere uniformity. Pupils were leaving schools — are leav-
ing them still — because they found in industry and busi-
ness concessions to their individual needs.
E. Also the principle of economy became a factor.
It has been stated that the peculiar functions of the junior
high school are as follows:
I. Realizing a democratic school system through
a. Ketention of pupils.
b. Economy of time.
c. Recognition of individual differences.
d. Exploration for guidance.
e. Vocational education.
II. Recognizing the nature of the child.
III. Providing conditions for better teaching.
IV. Securing better scholarship.
V. Improving the "disciplinary situation and socializing
opportunities."
Because there are so many variations in the practice of
junior high school education in this country to-day, it is safe
only to say that there are at least these two points of agree-
ment: (a) specialization on the part of teachers so that the
work is departmentalized and assigned to the various faculty
members, and (b) the manner or advancement of pupils (pro-
motion by subject) "curricula are widely different, standards
in the selection of teachers vary greatly from community to
community, admission requirements, methods, advisory sys-
tems, disciplinary and social organization and buildings and
equipment range through variation upon variation. In fact the
78
junior high school is hardly the same thing in any two com-
munities." *
Sjich facts as these reveal clearly to the prospective advisers
of junior high school girls some of the problems which they
face with this particular group of girls.
In organizing a junior high school or in forming a fresh-
man girls* club, it must be remembered that the girls are
brought in many instances from different sections, from varied
environments, all new to their surroundings and needing some-
thing to give them a group consciousness and esprit de corps.
To meet this need the Girl Reserves offers a loose form of
organization which will provide a constructive outlet for the
superabundant energy of the group through the management
by the girls themselves of manifold activities in which they
must be interested and which should be related to school life.
I. Essential points to be considered in organizing junior high
school girls or freshman girls in a large high school:
A. Is the junior high school helping to solve the difficulty
of "keeping* girls in school" beyond the grammar grades ?
B. How large is the proportion of girls who leave junior
high school, during the years included in its curriculum?
C. Is there a dean of girls in the junior high school; what
is her relationship to the girls. Does she plan social
activities for them?
There are many of the essential points mentioned in
the organization of grade school into Girl Reserve corps
which should be considered in planning for the organiza-
tion of junior high school groups. See page 68.
II. The Unit of Organization.
The emphasis in the formation of a freshman club or
junior high school company wants to be not so much
upon the corps but upon the larger unit, the company. "
*Staternent regarding: junior high schools is based upon "The Evolution
of a Democratic School System," Charles Hubbard Judd and "The Junior
High School" by L. V. Koos.
79
To make possible the smaller unit of girls for pur-
poses of discussion, for certain kinds of service work,
and for individual work along certain lines, such as voca-
tional worky the company should be divided into corps
composed of ten to fifteen girls. This division should be
alphabetical or by lot if large numbers of girls are in-
volved, to avoid cliques, and if girls understand that the
division is purely for efficiency in handling the group
and not for real organization no objections can be made.
Each corps elects from its members a corps leader who is
responsible for keeping in touch with corps members,
answering at roll call for corps members, and represent-
ing the corps on the «,S. 0. S."
The corps in the freshman company of Girl Reserves
do not choose corps colors or have committees. The entire
company has a company color, flower and the three regu-
lar committees for the entire company, and in this way
the needed emphasis is upon the group as a whole.
III. Membership.
Any girl is eligible to membership who expresses her
desire to fulfil the company code and the regular Girl
Eeserve Code,
IV. Advisers.
Each company should have one or more advisers; the
adviser should be a college girl or a young woman in the
community who loves girls and who expects to find in
her work with these girls a real opportunity, not a mere
pastime. In many junior high schools, the size of the
company; which is organized may make it necessary to
have several advisers and in such case, it is desirable
to have some of these advisers members of the junior
high school faculty, since the activities of .the company
are so closely related to the school.
80
Some clubs of freshman girls may find it desirable
to have the same system of committee work as the high
school club has, and therefore it will be necessary to have
at least four advisers, one of whom will consult with each
of the four committees.
V. Name.
Each company chooses a name. Choice should be guided by
the following suggestions:
A. The name should have some real significance. It may be
chosen because of some historic event which occurred
in the community. It may be the name of some woman
who has achieved greatness through her service to the
nation or the world.
B. It should not be a Greek letter name.
VI. Purpose.
The company draws up its company code, which must
be learned by every girl in addition to the regular Girl
Keserve code, slogan, and purpose, before she can be
initiated,
VIL Registration.
Upon receipt at headquarters of this code, which
should be short and written in the form of a purpose, for
that is what it is, the company receives its registra-
tion number and the right to have Girl Reserve insig-
nia and other Girl Reserve privileges.
VIII. Dues.
See section on Dues under Organization of Girl Ke-
serve Corps among Grade School Girls.
IX. 'Committee Work and Officers of the Company
Each company has the following committees:
Scout — Membership.
Outings and Innings — good times and hikes.
Service Squad — iService work.
The chairmen of these committees are elected by the
girls of the company; they may serve for half "the school
81
year or for the full year, according to the needs of the
group. Each chairman may appoint four or more mem-
bers of the company to serve on her committee. It
seems desirable that no girl should serve on more than
one committee at one time.
The duties of the chairmen or officers are the same
as the ones outlined for the chairmen or officers of the
grade school corps (see page 73).
The "S. 0. S." or Executive Committee.
The "-S. 0. >S." consists of the chairmen of the three
committees, the Scout, Outings and Innings and Service
Squad, plus the corps leaders of as many corps as there
are in the company, plus a member of the high school
faculty, if desired, plus the company adviser, who should
be a young college woman.
The chairman of the "S. 0. S." is the Scout Commit-
tee chairman. She presides at all meetings of the
"S. 0. S."
The duties of the "<S. 0. $.," which should meet regu-
larly once a month, are:
(1) To consider the general program and work of the Girl
Reserve Company and to see that this work supplements
and does not overlap other school activities.
(2) To discuss school standards and needs and see how the
Girl Reserve Company can be an effective force in up-
holding and making these.
X. A. General Insignia.
The insignia of the junior high school Girl Reserves
or of the freshman Girl Reserves is the regular arm
band with the Copenhagen blue triangle, in the center
of which are the letters G. R. Every high school Girl
Reserve outlines this triangle with tan floss.
If desired, the corps bars, two by one-eighth inches,
may be embroidered in Copenhagen blue on the arm
82
band at eacl| side of the triangle. (See the -diagram
on page 76.)
In general it is not best to try to use the one
hundred and sixty point honor system in work for fresh-
man high school girls.
B. Special Insignia.
If any girl in the freshman or junior high school
company wishes, she may work for the special honors
under Health, Knowledge, Service, and Spirit, and re-
ceive the special insignia to be placed upon her arm
band. (See Insignia, Grade School Corps, page 74.)
(Special Girl Reserve rings may be awarded to the
girls when they have fulfilled the requirements stated on
page 50 of this Manual,
XI. Meetings:
There should be regular weekly meetings of the com-
pany or club.
CHAPTER IV.
THE ORGANIZATION OF GIRL RESERVE HIGH SCHOOL CLUBS
I. Essential points to be considered in organizing high
school clubs:
A. How many high schools are there in the community?
Where are they located?
B. What is the total number of girls in all the high
schools? What is the total number in each high
s'chool? What is the total number of girls in each
class in each high school?
C. What proportion of girls last year left to enter busi-
ness at the end of the freshman year; sophomore
year; junior year?
D. Are more girls leaving this year because of economic
readjustments due to the war?
83
E. Have yon a dean of girls in your high schools? If
so, what does her position include?
F. What vocational work is done in the high schools?
Is there any vocational guidance work done through
the dean of girls or some such person on the faculty?
<G. How many school societies and organizations are there
in your high school for girls? How many demands
are made upon the high school girl's time by societies,
churches and clubs in the community?
H. Is there a council for older boys and girls, organized
by the Sunday-schools of the community? If so, what
relation may a high school club of the Young Women's
Christian Association have to it?
I. What is the biggest contribution that the Young-
Women's 'Christian Association can make to the life
of the high school in the community? Through what
kind of work can this best be effected, i, e., what kind
of a club or what group work if any is needed among
* the high school girls ?
J. What are the school regulations in regard to student
activities and organizations?
K. What are1 the state laws and ordinances concerning
the use of public school buildings, etc?
L. What are the state laws or local regulations relating
to the use of the Bible in the public schools and the
possibility of religious instruction?
II. 'The unit in high school organization is the club. The
size of the club may range from a small number of girls
in a small high school to several hundred girls in a
large school.
III. Membership:
Membership in the club is open to any girl in the high
school. In some instances there may be girls of high
school age who are staying at home and yet they would
like to become members. The local girls' work secretary
should make the necessary adjustments.
84
IV. Advisers:
In a club which is part of a city, town and county
Association, club advisers should be chosen from
among mothers, college girls, and young married
women. The ideal number of advisers is four, one
of whom would serve as adviser to the program com-
mittee and therefore to the whole club, and the
others who would advise with the other regular com-
mittees described below. It is essential that one of
this number be a teacher, representing1 the school
in which the club is organized. A faculty adviser is
sometimes suggested by an interested school prin-
cipal, or by the girls or by some member of the Board
of Directors of the Y. W. -C. A. or by some member
of the Association.
If there are several high school clubs in a com-
munity, the club advisers automatically become mem-
bers of that sub-committee of the local girls' work
committee which considers the development of work
for high school girls. This sub-committee is led
by a sub-chairman appointed by the chairman of the
girls' work committee either from this group of ad-
visers or from some other group. (See Section VI,
Chapter 2, page 614, of this Manual.)
The meeting of this group once a month offers the
opportunity for discussion of problems and the ex-
change of ideas which is essential to good work on
the part of advisers.
In communities where the girls' work committee is
not as yet divided into three sub-committees — grade
school, high school and younger girls in business and
industry, — the high school advdsers may become mem-
bers of the girls' work committee.
V. Name:
Many names for high school club work have l^en
used in various parts of the country during the past few
85
years. The Young Women's Christian Association has
always endeavored to avoid three of them: any abbrevia-
tion, such as "Hi-Y," any fancy names, and any name
containing Greek letters. The "Hi-Y" is the name used
by the Young Men's Christian Association for work
among high school boys, and is not advocated for use
as a name for a high school girls' club. There are many
considerations to be kept in mind in suggesting a name
but it has seemed feasible to call by the name Girl Re-
serve any club group which started under that, plan of
organization, especially if the purpose Is well understood
by the girls. However, it will be necessary to make very
plain to them that the plan of organization and program
are not the same as those used in grade school Girl
Reserve work, but are the ones advocated in the high
school program. Any newly organized group of girls
may assume the generic name Girl Reserve, becoming
for instance "The* Student Club of the Girl Reserves."
VI. Purpose.
One of the most distinctive features of any high school
club is its purpose. It should always be written by the
girls, for it then becomes an expression by the group of
Its ideals of democracy, service for others, high standards
of honor in school life and personal living. Thus in the
very beginning of the club is developed personal initia-
tive. Such a purpose should necessarily be in accord
with the spirit of the purpose of the Young Women's
Christian Association which is promoting the club.
Any purpose should be a growing one; the wording
of it, as it is reconsidered and possibly rewritten every
year should show a steady growth toward the principles
underlying all Association work, a Christian fellowship
both individual and social which finds its highest expres-
sion in a personal loyalty to Jesus Christ and his prin-
ciples for everyday living. It is such a purpose which
binds together all high school girls' clubs, wherever they
86
may be, In counties, towns, cities or independently af-
filiated schools.
Any purpose so written is therefore in accord with
the spirit of the -Girl Reserve 'Code. The phrases of this
code epitomize and give in simple terms the individual
and social elements which are found in the Association
purpose.
The purpose of a high school club thus becomes the
expression of the girl's own thinking about 'Christian
principles of living which she finds given to her through
the code and the Association purpose. It is desirable that
every high school Girl Reserve should know the Girl
Reserve Code so that she may share to the fullest degree
in the Younger Girl movement of the Association ; but
the dynamic for work in every high school club should
be the club purpose, for it is the group expression of
the reason for forming and maintaining the club. Such
a purpose should be always in accord with the Associa-
tion purpose, although phrased in the girls' own words.
Small cards on which are printed the club purpose prove
of value in keeping members mindful of what they have
agreed upon as their purpose. Such cards, if made by
hand or printed, should be made of heavy cardboard so
that they may be used as mirror cards, book marks, or
for memory books.
VII. Constitution:
Every high school club should have a constitution,
which should be based upon the suggested one in this
Manual. (See Chapter IV, page 95, in this Manual.)
A copy of this constitution when written must be sent
to the field secretary for Younger Girls, who will have
the supervision of all work where there is an organized
Association.
VIII. Dues:
The dues for any high school club which is a part of
the city, town or county Young Women's Christian As-
87
sociation depend upon the policy regarding younger^girl
membership as determined by the membership committee
of the local Association in consultation with the girls'
work committee.
The dues for any high school club which is affiliated
directly with the National Board of the Young Women's
Christian Association through the student committee are
whatever the club votes to have them. (See the Consti-
tution for Secondary Schools. Secure from The Wonians
Press, 600 Lexington Ave., New York City.)
IX. Officers:
The officers of a high school club are:
President
Vice President
Secretary
Treasurer
These officers are elected by the girls for one year,
the elections to take place in the spring. The duties of
these officers should be the regular duties of such officers,
and will include the following:
President — presides at all meetings of the club and
of the council or cabinet (see below) ; is in general
touch with all other officers and committee chair-
men • is responsible for the general spirit and work
of the club.
Vice President — presides at all club and council or
cabinet meetings in absence of the president; is
chairman of the membership committee.
Secretary — is responsible for minutes of each meet-
ing; these minutes should be kept in a regular
secretary's book together with written reports
which are submitted by the chairman of the stand-
ing and special committees. She sends out notices
of meetings; carries correspondence with all outside
clubs and organizations.
88
Treasurer — is responsible for presenting1 at each
business meeting a statement of the club funds —
the treasurer's book should show complete record
of the business transactions of the club — having a
debit and credit side. Every treasurer is respon-
sible with the cabinet for making a budget to cover
the club's expenses for a year,
X. Committee "Work:
A committee must always have a reason for being —
L e., there must be work for it to do; the following1 con-
tent should be covered through the work of a high school
club — membership, good times, service, and program and
it may be administered through four regular committees,
such as:
Membership (Who We Are)
Program (What We Do)
Social (Our Good Times)
Service (How We Put Into Practice Our Ideals)
If a simpler plan for a small and less mature group
is desired, the grade school plan of three committees with
the "S. 0. S." acting as the program committee may be
used. The three committees would then be:
Scout — (Membership)
Outing and Innings — (Social)
Service
The chairmen of the committees should be appointed
by the president of the club in consultation with the
other officers and the club advisers. Three or more girls
form a good working committee. Every chairman should
remember that as large a number of girls as possible
should be used to carry out this work. In some instances
it may seem wise to have committees serve for half the
school year, the four chairmen being continued in office,
and the rest of the committee rotating.
89
It should be realized that much of the success of com-
mittee work depends upon the Initial interpretation given
to it by the adviser or secretary. Committee members
will need to receive a clear definition of their duties.
This may be given in several ways; a "black board5' talk
at which a secretary or adviser" makes graphic to the
girls the real mechanism of a club and the way each
committee fits into the general scheme; by cabinet or
•council training. (.See Section IV, page 187.) Discussion
and study by each committee member 'of the committee
duties as outlined in the following paragraphs will be
helpful, also.
COMMITTEE DUTIES
A Membership Committee should be responsible for
promoting a spirit of friendliness among the girls in
school; for inviting- and encouraging new girls to join
the club; for keeping in touch with members, encourag-
ing church and Sunday-school attendance; for publicity
in connection with the school, the Association, and other
clubs in the community or in various parts of the coun-
try. This committee should be responsible, also, for the
recognition service which marks formal membership in
clubs.
The Social Committee should be responsible for the
good times of the club, which should Include indoor and
outdoor activities. It should cooperate with the mem-
bership committee in looking after members who are
ill. .Service for the school, such as ushering at general
programs and being responsible for helping- to furnish
and keep attractive the girls' rest room, are also a part
of their responsibility.
The social committee should do more than plan par-
ties and hikes. It should interpret to the club and to all
the school, principles of courtesy and friendliness and
90
help to set standards for all kinds of recreation. To
accomplish this it is sometimes advisable to have a sub-
committee of the Social Committee to be known as the
Committee on Standards, Such a sub-committee would
censor any social event of the club given either for social
purposes or for the purpose of raising: money. Censor-
ship of this kind should be constructive, not destructive
and should strive to have all social events in accordance
with the real purpose of the club.
The Service Committee: Every club will grow in
interest and permanency in proportion to the definite-
ness of its community service. .Service has come to have
a new meaning- in the last few years, and it is being
realized that if the spirit of the service done abroad is to
continue, we must have the finest interpretation, of it
in this country. The very highest kind of service can be
accomplished in our schools and communities, but it
means just recognizing needs near at hand. The ser-
vice committee has three channels: the school, the com-
munity, and the world.
In planning the service work of the program, the
committee should cooperate with the social and mem-
bership committees.
Care should be exercised that as many club members
as possible have some share in all committee work. This
may be done in several ways:
(a) By changing the personnel of the committees at the
close of the first semester (it is taken for granted
that the chairmen are retained).
(b) By having many sub-committees on each committee.
(c) By providing service work which will appeal to the
club as a club and work which will appeal to certain
members as individuals to be done in addition to
that which is done by the club as a group. (See
Service Suggestions in Section IV, Chapter 2, on
91
Content and Method Typical of a High School Pro-
granij and Chapter 16, Section V, on Service Acti-
vities, page 600.)
A Program , Committee should be responsible in con-
nection with the entire council or cabinet for a general
plan of a year's work, if desired, or at least for six
month's work. Such a ,plan should include the inspira-
tional, informational, service and social meetings which in
many cases will be developed by the discussional and
demonstration methods.
The program committee thus acts as a "clearing
house" for program work. It should be kept in mind in
shaping the program that sometimes there are things
happening in the club which will be of interest to the
whole school and therefore an invitation should be ex-
tended through the principal.
'School recognition for certain program work is de-
sirable, but quite frequently it comes after the work
has proved itself.
The program committee will also have charge of
the planning for study classes such as Bible, mission
study, current events, nature study, story tellingy hand
work and other social studies. These meetings should
not take the place of the regular club meeting and in
many instances, it has seemed advisable not to have
them before or after the regular meeting but on another
day. The\ program committee should also plan for
Vesper services three or four times during the year,
cooperating with the Religious Education Department of
the Association.
The actual planning and responsibility for all these
various types of meetings rests upon the committee
responsible for the particular type of work. For instance,
a service meeting should be in charge of the service
committee ; a world citizenship meeting might be cared
92
for by the members of the membership and service com-
mittees; a party would fall to the lot of the membership
and social committees • an inspirational or informational
meeting might be in charge of the program committee,
their responsibility being the receiving of speakers, mak-
ing of general arrangements, etc.
The responsibility of planning for conferences should
be shared equally by all the committees, with the
treasurer serving as chairman of this special group. The
committee chairmen and members should be interested
an raising funds to send delegates to conferences and
should have this in mind during the entire year.
The advisers and the girl's work secretary, while
helping the program committee to plan the year's work
so that it will carry out the ideas expressed in the pur-
pose, will always remember that the ultimate purpose
of all high school club work is to train girls in the way
of Christian thinking and living. Therefore the girls
need to develop initiative and a large sense of personal
responsibility.
XI. Cabinet or Council Work:
The entire high school club program is made effective
through the following groups:
A. The four officers.
B. The chairmen of the four standing committees.
These officers and chairmen together with the girls'
work secretary and one adviser complete the executive
council known as either the cabinet or the council. The
latter word is suggested as one better suited to some
groups of girls; it seems less formal than the word
"cabinet" which will come into the girl's vocabulary when
she goes into a college association. Either name may
be used. The council meets at least once a month.
93
XII Inter-club Council:
To give unity to the club work in a community where
there are several high schools?, it is suggested that an
inter-club council be formed. Such a council is composed
of the presidents of the various clubs, one girl from the
general membership and a club adviser from each of the
clubs. "This council may meet every three months or
more frequently if desired and serves as a clearing house
for all business, social and service undertakings which
are community-wide in their scope. The girls' work
secretary is ex-officio a member of the inter-club council.
In communities where there is no Young Women's
Christian Association, provision for the organization of
high school girls into the Association fellowship is made
through a unit called an Independently Affiliated High
'School Association. 'Such Associations can only be organ-
ized after consultation with a field office. Full informa-
tion regarding the method of ^organization 'may be
obtained by writing the field office responsible for the
supervision of Association work in that state.
(For list of Field Officers of the Y. W. C. A. see
page 797.)
Programs for work in such Associations are identical
in their content and method of presentation with the
typical one for high school clubs suggested in Section
IV, Chapter 2, page 169. All material on the Training
of Leadership and "Activities for Developing a Christian
Personality" is usable in High School Association pro-
grams.
SUGGESTED CONSTITUTION FOE A HIGH SCHOOL CLUB PROMOTED
BY THE GIRLS' WORK DEPARTMENT OF A YOUNG WOMEN'S
CHRISTIAN ASSOCIATION IN A CITY, TOWN,
OR COUNTY
Introduction
A large number of girls enrolled in the public high schools
of to-day are in communities where there are Young Women's
Christian Associations. Practically every Association has
undertaken some work with this group of girls which naturally
forms an important part of the Girls' Work Program that
every Association is feeling called upon to promote.
Through the study which the Department of Research and
Method of the National Board has made of girls' work, these
plans for high school girls have been definitely thought* out.
Wherever high school clubs are organized, a copy of their con-
stitution should be filed at field and national headquarters.
CONSTITUTION OF THE HIGH SCHOOL CLUB OF THE
YOUNG WOMEN'S CHRISTIAN ASSOCIATION.
Article I. Name *
The name of this club shall be the .
Article II. Purpose
(Insert here the purpose written by1 the girls themselves.
It should be in accord with the purpose of the Association under
which this club is promoted.)
Article III. Membership
The membership of this club shall be divided into three
groups: general, advisers, and honorary.
Section 1. General members. Any girl in a high school is
eligible to membership in the club.
* AH abbreviations, all fancy names, or Greek-letter names should be
avoided.
95
Section 2. Advisers.
a, The advisers' group shall consist of four persons
who become members of that sub-committee of the
girls' work committee which plans the development
of the high school work.
b. The advisers7 group shall be selected in accordance
with the constitution,, of the Association which this
high school club is a part, and shall be chosen from
among the recent college or high school graduates,
resident in the community, who are willing- to train
for large responsibilities. For plans for the meet-
ings of this group of advisers, see Section VI, page
614.
Section 3. Honorary membership. Any woman graduate of the
high school or any other person especially inter-
ested in the welfare of the club may be suggested
for this distinction by the unanimous vote of the
club. Their duties and obligations shall be those
usually incumbent upon honorary members.
Section 4. tMembership dues.
For Cities
If a city Association requires membership for the use of
the privileges of the building, the high school club dues are
determined by the girls' work committee and the membership
committee in consultation. In cities using the new membership
plan, membership in the Association is separate from club mem-
bership and club dues should be determined by the members
of the high school club in, consultation with the girls* work
committee.
For Towns
The dues for any high school club which! is a part of a
town Young Women's Christian Association depends upon the
policy of each local Association. Where there is an Associa-
tion membership fee, club dues are determined by the girls'
work committee and the membership committee in consultation.
Qtf
Where there is no Association membership fee, as in the major-
ity of town Associations, the girls* work1 committee and the
finance committee in consultation decide the relationship of
the high school club to the financial support of the Association.
For Counties
When a high school club in a country or district is affiliated
with a country or district Association, its members are by that
act members of the Association.
Where there is an Association membership fee, club dues
are determined by the girl's work committee and the member-
ship committee in consultation.
Where there is no Association membership fee, club dues
are determined by the members of the high school club in con-
sultation with the girls' work committee.
In either case it is hoped the club wall vote a proportion
of its budget toward the financial support of the Association.
Section 5. Duties of members. It shall be the duty of all
members to work together heartily in carrying out
the purpose of this club and to make it of permanent
value and service to the school and to the community.
Article IV. Officers
The officers of the club shall be president, vice president,
secretary, and treasurer, who shall perform the duties usually
required of such officers. They shall be elected by the .members
at the annual meeting of the club and shall hold office for one
year or until their successors are elected.
Article V. Committees
There shall be such standing and special committees as are
found necessary to direct the various activities of the club in
fulfilment of its purpose.
Article VI. Council (or Cabinet)
The chairmen of all standing committees, tlie officers of the
club/ the girls' work secretary and one club adviser shall act
as the council (or cabinet) of the club. It shall serve as a clear-
97
ing house for all proposed work whether it originates in the
general membership, in a committee, or in the council itself,
The results of its thinking should be crystalized into recom-
mendations which should be submitted to the whole member-
ship at the following- club meeting. The council (or cabinet)
shall meet regularly at least monthly and may have special
meetings at the call of the president.
Article VII. Meetings
Meetings of the club shall be held at regular intervals.
Article VIII. Amendments
Amendments to this constitution shall require for their
adoption the approval of the council (or cabinet), notice in
writing at a previous meeting, and a two-thirds vote of the
members present at a regular meeting.
BY-LAWS
I. Meetings
Section 1. The regular meetings of the club shall occur
on .
Section 2. The annual meeting of the club shall occur
on .
Section 3. members of the club shall
constitute a quorum.
II. Duties of Officers
Section 1. The president shall preside at all meetings of
the club and of the council (or cabinet). In consultation with
the other officers and the advisers she shall appoint all stand-
ing committees. She shall appoint all special committees with
the approval of the council, and she shall be ex-officio a mem-
ber of each committee.
Section 2. The vice president shall, in the absence of the
president, preside at all meetings, and shall serve as chairman
of the membership committee.
Section 3. .The secretary shall give necessary notice of
meetings and keep the minutes of transactions of the club.
She shall also receive and file written reports of officers and
committees.
'Section 4. The treasurer shall have charge of the funds
of the club under the direction of the council (or cabinet). She
shall collect the dues, pay bills approved by the council, and
make a report to the club at its regular and annual meetings
of all receipts and expenditures.
III. Committees
Section 1. The work of the committees shall be planned in
consultation with the council (or cabinet). Monthly^ reports
with recommendations shall be presented first to the council
(or cabinet) and then to the club for action and filing.
Section 2. The standing "committees shall be as follows:
program, membership, social, and service.
.Section 3. The duties and responsibilities of the several
committees shall be as follows:
a. The Program Committee shall plan with the council (or
cabinet) a year's program. Such a plan should include the
inspirational, informational, service, and social meetings which
in many cases will be developed by the discussional or demon-
stration method. It shall also plan for study classes such as
Bible, mission study, current events, the drama, nature study,
story telling, and hand work. It shall cooperate with the other
committees, so that the various interests of all the members
shall be adequately represented in the year's work.*
b. The Membership Committee shall be responsibly for
promoting a spirit of friendliness among the girls in the school;
for inviting and encouraging new girls to join the club; for
keeping in touch with members; for the enlistment of girls in
greater loyalty to the Association and to their respective Sun-
day-schools and churches; for publicity concerning the Associa-
tion and other clubs in the community or in various parts of the
country and for publicity within the school; it shall also be
* For suggestions, see Section IV, page 169, "Content and Method Typical
of a Program for a High School Club."
99
responsible for the recognition service which marks formal
membership in the club.
c. The Social Committee shall be responsible for the good
times of the club, the preparation and the conduct of all parties,
both indoors and outdoors. It shall interpret to the club and
the school the principles of courtesy and friendliness. It shall
cooperate with the membership committee in looking after
members who are ill, and shall do service for the school.
d. The Service 'Committee shall provide for the expression
of the Christian life and activity of the club through the various
forms of work for the school, Sunday-school, church, community
betterment or charity organizations, such as hospitals, day
nurseries and mission work of all kinds, both at home and
abroad. It shall oifer a wide variety of service. In coopera-
tion with the Membership Committee, it shall provide oppor-
tunity for every club member to enter some form of service.
e. The responsibility of planning for conferences should be
shared equally by all the committees with the treasurer serv-
ing as special chairman of this group.
CHAPTER V.
THE ORGANIZATION OF GIRL RESERVE WORK AMONG YOUNGER
GIRLS IN BUSINESS AND INDUSTRY
Informal Group Organization
THE name Girl Reserves, standing as it does for the younger
girl in the Association and not for one specific program,
offers a unifying element for group work. To be a Girl Reserve
in such an informal group it is necessary to understand and
subscribe to the code and the purpose of the Girl Reserves which
means trying to live up to its standards. In many larg-e cities
and industrial communities where numbers of girls between
fourteen and eighteen are employed, Associations have found
that an informal work of this kind is successfully carried out
in a center located in a district where the largest number of
girls is to be found, A center which includes a rest room, some
kind of a reading room and a game room and facilities for
serving one or more hot dishes meets a need in the lives of
the girls and they come to it gladly. More and more it is ap-
parent that the equipment offered to the girl for her recreation
and play must be where she is and that it must be so simply
and attractively designed that she accepts it as her own and is
proud of it. It often happens that a city Association, because
of its location and the large number of people using its rest
rooms, club rooms and cafeterias, does not offer sufficient space
and freedom at the very time when this group of younger girls
can come. In smaller cities and towns, however, many Associa-
tions are able to provide several rooms or one large club room
where many activities may be occurring at one time. These
rooms can belong to this particular group of younger girls and
can be used and especially decorated for them. If this can be
done in any Association, an informal club program can be
worked out to great advantage. In other Associations it has
been found possible to have one or more special nights when
club rooms and other necessary equipment are turned over to
this group of younger girls in business and industry.
Whatever plan is used by the Association, it must be remem-
bered that self-government and a certain freedom of expression
on the part of the girls must never be overlooked. If an
Association starts a center in a given locality the interest of
the girls is naturally aroused and they come to it with little or
no urging. If the work is being done in the Association club
rooms, it is sometimes necessary to interest the girls through
personal invitation, through attractive dodgers and through
older industrial girls. It has been found feasible sometimes to
appoint in each store or factory a Girl Reserve chairman. She
is a young girl interested in Girl Reserve work and is respon-
sible for interesting other girls. As the work grows and more
and more girls come to the center or to the Association club
rooms these chairmen from the different plants can be formed
into what might be called "The Girl Reserve Executive Council."
101
Little by little they can be made to assume responsibility for
planning activities and for setting- standards for the work done
at the center or in the club rooms. From such an executive
council and from such informal noon recreation work will often
come the demand on the part of several girls for definite club
organization.
Formal Club Organization
The formal organization for Girl Reserves in business and
industry has usually taken the form of three committees: the
first known as the Scout Committee, which is practically a mem-
bership committee, responsible for interesting new members
and keeping in touch with old members; the second, the Outings
and Innings Committee which is the social and recreation com-
mittee, and the third, the Service Committee which, as its name
indicates, has full charge of service work for the club. Every
girl in the club should be made a member of one of the three
committees. By this method each girl bears a real responsi-
bility for a piece of work, is more interested, and so is a better
member. The work of each committee can be so planned that
a large number of girls can be kept busy on each committee.
The chairman of these three committees, plus any members
from those committees which the girls desire to have, form
the Girl Reserve Executive Council known as the S. 0. S. This
group us responsible for planning general program work and
submitting it to the club as a whole for its formal approval.
The chairman of the S. 0. S. is the Scout Committee chairman.
She presides at all meetings of the <S. 0. S. and at all meet-
ings of the Girl Reserve club, which may be called either a
Girl Reserve Company or a Girl Reserve Club, depending upon
the vote of the girls themselves. The S. 0. S. should meet
regularly once a month and should (1) consider the general
program and work of the club and see that this work supple-
ments the needs of the girls in the club and sets standards of
•which a Girl Reserve will be proud; (2) discuss how the Girl
102
Reserve club or company can be an effective force in upholding
these standards in their homes and at work and in the com-
munity.
In many cities and towns where there are many grade and
high school Girl Reserves, there may be formed a divisional
council for Girl Reserves. This council consists of representa-
tives from the grade school, the high school and the Girl Re-
serves in Business and Industry. (See Girl Reserve Manual
for Advisers, page 59.) They may meet once in three
months or oftener if desired to discuss general pieces of service
work and to see how the Girl Reserve can become as a whole
a more effective force in the community. The chairman of this
group may be elected from and by the group itself. Such a
divisional council does much to bring about a feeling of unity
among all the girls and helps to form a better understanding
between the school girl and the younger girl at work.
In addition to this committee organization, any group may
elect the four regular officers — president, vice president, secre-
tary and treasurer — to serve for the time the group desires.
Older girls will undoubtedly want to organize in this way. Care
should be taken that such officers feel the responsibility of their
positions and understand the duties of their office and how to
perform these duties. (See Primer of 'Parliamentary Drill,
Womans Press, price ten cents.)
Every group of Girl Reserves whether an informal or formal
club, should register at New York headquarters,- 600 Lexington
Avenue. Formal registration blanks may be obtained through
the field office. Girl Reserve code cards are sent to each Girl
Reserve as soon as the application card with the number in the
group is received in New York. In case of informal groups, if
exact number cannot be given, state approximate number.
Meetings
The best time for meetings of younger girls in business
and industry is in many communities a problem. Where there
103
is no center to which the girls may come at noon it sometimes
seems as if there were no chance at all really to come in close
contact with them. A problem of this kind is necessarily local
and must be worked out differently in each case.
There are four times when meetings for this group of girls
are possible:
(a) Noon hour.
(b) During school hours at the continuation school
or the Y. W. C. A.
(c) At night.
(d) On Sundays.
For suggestive activities to be used at these times, see
Section IV, 'Chapter II, page 195, on Content and Method Typical
of a Program for Younger Girls in Business and Industry.
Suggested Methods of Approach.
If the approach to the girl is to be made through a school,
the following kinds of school with their curricula must be un-
derstood and contacts made with them:
(a) 'Grade school (see suggestions above).
In some communities the girls' work committee may,
through its share in a community council create inter-
est on the part of representatives of parochial schools
in their graduates or "drop-outs" who are going to
work.
(b) Continuation school.
(c) Commercial, business or technical high school.
(d) Business college.
Continuation Schools
The continuation school does not exist at present in some
communities while in many others it is new and is weighing:
and testing out methods to meet the many demands placed
upon it. The recent federal education legislation, known as
the Smith-Hughes Law, the proposed Sterling-Towner Bill, Sen-
104
ate No. 1252, H.R. No. 7 (the Smith-Towner Bill of the pre-
vious session *) and 'Federal Child Labor Law,f raising the age
standard at which children may be employed in certain occu-
pations, state legislation relating to the raising of school at-
tendance age and its enforcement plus the growing public sen-
timent that youth has certain rights which cannot be denied
nor abrogated, have led to the growth of the continuation
school movement. At present the following states have contin-
uation school laws:
Arizona, Iowa, Nebraska, New York, South Dakota, Cali-
fornia, Massachusetts, Nevada, Oklahoma^ Utah, Connecticut,
Michigan, New Hampshire, Oregon, Washington, Illinois, Mis-
souri, New Jersey, Pennsylvania, West Virginia, Indiana, Mon-
tana, New Mexico, Rhode Island, Wisconsin.
The summary of the text of these laws may be secured by
writing to the Bureau of Education,, Department of Interior,
Washington, D. C.: W. R. Hood, law specialist, and to the State
Department of Public Instruction at the state capital.
Suggested Methods of Cooperation with Continuation Schools.
If a girls' work department an a local Association is begin-
ning work with continuation school girls, the following course
of action has proven a good one in many cases.
(1) Ask the field secretary for younger girls to have an
interview with the state supervisor for continuation
schools, which will explain that the Y. W. C. A.
is glad to know whether it can in any way supplement
the work of the continuation schools in that community.
She will explain that such cooperation will in no sense
duplicate continuation school plans. She will also ask
* See Section VII — Topic : Legislation, for summary of these laws,
f See August, 1920 , American Child — quarterly journal published by the
National Child Labor Committee, 105 East 22nd Street, New York City.
105
the state supervisor for the list of local principals which
then will be forwarded to the various local Associations.
(2) Request an interview with the local principal at which
the local girls' work secretary, and if possible the field
secretary for younger girls, will be present. At this
time should be discussed what needs, if any, the Asso-
ciation can help to meet. Experience has shown that
the following- are needs which the Association can help
to meet: .
(a) Noon Eecreation with the girls at the Continua-
tion School.
This may be held either at the school or the As-
sociation, depending upon the equipment and desire
of the school. The girls' work secretary, a volun-
teer worker trained for such work, or the physical
director may have this in charge.
One Association used a nearby park in spring
and fall, urging the girls to bring their luncheons
there. Afterward games were played. Another
Association regularly moves all the furniture from
its sewing room and turns this over to the continu-
ation school girls for a play room at noon. In-
genuity and a real desire to serve will carry an
Association through the many obstacles which at
first seem to stand in the way of work of this
kind.
(b) Gymnasium Work.
Associations have been glad to offer free of
charge their gymnasium and physical director for
forty-five minutes of work one morning a week.
In other Associations, a trained volunteer worker
has handled simple floor work. If the physical
director is in charge, it has been found advisable
for the girls' work secretary to play the piano or
join in the games with the girls in order to make
the necessary contracts. One Association has had
106
a business arrangement in the continuation school
and a flat rate for the year for the use of th© gym-
nasium and physical director has been worked out.
In many instances when the continuation school has
no gymnasium,, they are glad to make some ar-
rangement with such an organization as the Asso-
ciation. The question of whether this service from
the Association is free or not depends of course
upon the local conditions. The fact in -which an
Association is interested is that the continuation
school girls need this kind of physical work and
play and since it is a community agency it will
want to do what it can to cooperate with these
plans.
(c) Stimulation of the Social Activities in Continuation
•School Circles.
Many continuation schools are as yet very
crowded for space and equipment and the teachers
are very busy. This makes difficult the development
of a real school spirit which will be of the finest
kind. With the help of an Association worker the
continuation school teachers through cheers, yells
and songs taught at parties or a noontime recrea-
tion, can bring to the boys and girls a feeling of
pride and joy in the school of which they are a
part. For instance, such cheers and songs as the
following have been used with great effect:
"Continuation — Continuation,
Continuations — Continuati on,
We are cheering, we are cheering,
Cheering now for Continuation,
Rah, rah, rah!"
The famous Johnny Smoker song (usually in-
cluded in a collection of popular music) can
107
be used most successfully. Both boys and girls
enjoy singing it.
(d) Assistance in Home Visitation.
Sometimes help Is needed in home visiting and
a girls' work secretary has a real opportunity to
prove to the continuation school principal that she
is one who can be of use. Usually the continuation
school closes earlier than other schools at the
Christmas season in order that the girls and boys
may be free for the Christmas rush in their various
places of employment. 'In a large city a girls'
work secretary may be welcomed as an additional
home visitor at this time and the knowledge which
she gains of home conditions is one of the most
valuable assets she can have for constructive work
with the girls (e. g., if Mary regularly goes to
sleep at school it may mean sleeping conditions for
Mary at home are not what they should be).
(e) An Increased Knowledge of Club Methods and
Recreation Work.
In one section of the country where cooperation
with continuation school staffs has been well
worked out, the experience of the Association in
training people for club and recreation work has
been utilized in those training schools where the
continuation school teachers are prepared. Lec-
tures and demonstration work often can be fur-
nished by the local girls' work secretary or the
field girls' work secretary if they are desired by
the continuation school supervisor.
Technical and Commercial High Schools — Business Colleges
This group of schools differs from the continuation school in
that the girl is there for a much longer period of time every
day in the week and so the school is a major and not a minor
108
activity with her. School life and activities are necessarily
more highly organized.
Most technical and commercial schools have a two years9
course which gives the girl a certificate and a four year course
which results in a diploma. Large numbers of girls go only
long enough to receive the certificates and so at an early age
enter the business world as stenographers, file clerks, and other
kinds of office workers.
In some sections of the country, technical schools have ar-
ranged to have pupils do laboratory work in certain stores and
factories. Thus the "hours of school" for the girl are spent
partially at the school building, partially in a store or factory
at work. The girl who through such an arrangement is at work
and in school at the same time is often in need of the kind of
programs the Association can offer. SJie needs help in those
adjustments of thinking and living which a good Association
program should provide.
The approach to such schools is through the principal — the
faculty — and individual girls. An assembly talk, recreation,
camp work, all offer points of contact. Again the closest kind
of cooperation needs to exist between the girls' work secretary
and the person in the school in charge of placing the girl at
work.
The needs and the desires of the younger business college
girl have been considered in Section I of this manual.
The Girl Already at Work.
If the approach is to be made to the girl at her place of em-
ployment, the first things to be taken into consideration are
the approach to the employer and the ways of securing his co-
operation (see Section VI on "Cooperation with Industrial De-
partment")-
There are two possible ways of approaching the younger
girl already at work — one through older girls connected with
the Association who are at work in the same industry or busi-
ness ; the other, by contagious enthusiasm of the girls* work
109
secretary and the adviser who "become personally acquainted
with girls and who are seers enough to believe that every girl
has a gift to bring and the Association has one to give. This
latter method means getting acquainted with the girls "over the
counter" and at noontime in the factory or by visits to offices
where the girls are employed. It may seem a slow process but
eventually it does win the confidence of girls who become a
nucleus for larger results. Efforts of this sort imply the most
careful cooperation and understanding with any welfare or
service workers, junior superintendents, and nurses employed
by the management. Through them it is possible to gain access
to- the girls at noontimes in their rest rooms or dining rooms
and permission to place on bulletin boards attractive posters
and announcements of hikes, summer camp or general enter-
tainments. Often, also, it is possible to cooperate with the
management's plan for noon recreation in a place provided by
the management in the plant itself, dn a nearby park or a
vacant lot. A schedule for handling such recreation if requested
by the management, should be worked out in cooperation with
the physical director and the industrial secretary.
Whether the Association maintains a center outside the
building and particularly for the use of the younger girls in
business and industry, or whether a room or whole floor in a
local Association building is given over to their use, the at-
mosphere should be that of a place which is utterly their own.
A little money combined with much thought and ingenuity
can make attractive a room in an Association or any space
rented to serve as a center. The luxury an both color and
equipment found in the modern department store where many
younger girls are employed, and the glitter of the "movie pal-
ace" and other places of commercialized recreation overstimu-
late the girls' love of color, and it is necessary therefore for
the Association to compete by some method which through its
very beauty and simplicity will attract and help brighten their
perspective.
110
Many of the town Associations with their plain home-like
rooms will prove attractive to the younger girl in business and
industry, once she knows the Association secretaries. Both the
executive and the associate need to know and understand as fully
as possible the needs and) desires of this younger girl who is
such a vital part of the town community. Sometimes she comes
with a definite need, such as a job or a place to live. That is
the time to serve her well and make her acquaintance. The
chances of service by the town Association are many and great
and sometimes the finest piece of work in a town or in a city
is not through organized club work but through individual per-
sonal service and informal recreation.
The following suggestions may prove helpful to a secretary
or adviser who is approaching the girl already at work in a
town or a city:
(a) Read the "want ads" and advertisements in the daily
and Sunday newspapers. "Want ads" supply informa-
tion about the kind of job offered, the kind of business
concerns using this method of obtaining girls, and
something of the labor turnover among floating groups.
Advertisements in both daily and Sunday papers give
an idea of the "personality" of the various stores. Every
employee in a store is affected by an "Annual White
Sale," a "July Clearance Sale" or a "Red Tag Bar-
gain Sale," and the stores having this type of
•sale have a different "personality" from, tthe stores
with another kind of bargain sale. It is es-
sential for a girls' work secretary to know of such sales
in order that she may be intelligent about the kind
of program needed, the time that camp is possible for
girls and the kind of recreation and club supper needed
if club night falls on sale day. A girl who has been all
day in a store with a "Red Tag Bargain Sale" going on
needs a certain kind of food and recreation. Most girls
read the newspapers — at least parts of them; conversa-
111
tion is not so difficult if the secretary and adviser have
also read of the same current topics and know of such
an event as a big sale.
(b) Eead in current magazines stories and articles with such
titles as the following. They give color and information
about store life and methods of work:
"$16.50 Trimmed."
^How Department .Stores Watch One Another."
(c) Watch theatre and movie announcements also. Special
attractions of the various commercialized amusement
places. Know when the "big dance" is to be at one of
the popular halls and when free refreshments are being
served at any one of them.
(d) ^Learn to understand the vocabulary of the younger girl
in business and industry and to talk with her intelligently
of things she understands, appreciates, and works with
daily. For instance, understand such expressions as the
following: tube room, the "cage," time-keeper, jogger,
models, comptometer, ticket sorter, dictaphone, calla-
phone.
These are but a few examples of terms in the daily
vocabulary of the younger girl in business and industry.
They must be known to the person working1 with her.
(e) Know how working papers and permits are secured. Try
to know personally the official in charge of issuing these,
(f ) Secure from business houses and industrial plants sample
copies of:
a. Blanks which applicants for work must fill out.
b. Health certificates if required.
Show these to girls and discuss them so that when
application is made, the girl will not feel ill at ease.
(g) Know the name, address, policy of work (free or pay)
of the various employment agencies in the community*
(This information should be secured through the employ-
ment secretary of the Association and all work connected
with employment done in close cooperation with her.)
112
(h) Have full information regarding the location, hours, and
method of work of free clinics, emergency hospitals, good
dentists, oculists, and doctors.
(i) Know when civil service examinations are to be given. By
information about the requirements and opportunities of-
fered, many a girl may be helped to better positions and
more interest in her work.
(j) Have a file containing the following information:
(1) Catalogues and bulletins of business colleges.
(2) Catalogues of schools of salesmanship.
(3) Papers published by local stores and plants.
(4) Names and addresses of girls who just "drop
into" the Association and who do not seem to
want anything offered. Some day word sent
them about a definite meeting or "stunt" may at-
tract them.
CHAPTER VI.
THE ORGANIZATION OF YOUNGER BUSINESS COLLEGE GIRLS *
THERE are two kinds of organization possible among
younger business college girls. One 4s the regular club
organization with the usual officers and committees, and the
other a more informal organization an which the business of the
group is handled by committees elected whenever there is need
to put into execution any of the desires of the group. This does
away with overhead machinery which sometimes is not wanted
by these girls. See preceding pages for a discussion of formal
and informal organizations.
*This is suggestive material to be adapted and changed as the needs of
the girls demand, for no two communities can use the same program in the
same way. It is hoped that this material, together with that prepared for
older business and professional women by the Business and Professional
Women's Bureau, will form the basis for a consecutive and constructive piece
of work with these groups which should be closely allied in all interests.
113
If a club is organized', it should have a constitution and a
purpose which are in line with those of the older Business and
Professional Women's Club in the Association. (See "Suggested
Program for Business and Professional Women's Clubs, The
Womans Press, 600 Lexington Avenue, New York City, $.25.)
The club of older women should feel itself responsible for the
younger girls, both individually and in club work. The girls'
work secretary, the chairman of the girls' work committee, a
group of business and professional women from the older club
and when possible a representative from the business school or
college should be responsible for initiating work among the
younger business college girls, and for all policies and programs
carried on in connection with this kind of work. Such a commit-
tee of older business women might well be made part of the
service committee of the Business and Professional Woman's
Club when such a club exists.
Since the work among younger business college girls is new,
it has seemed wise not to suggest a name but to leave that mat-
ter to each local community. If the girls desire to be a part of
the younger girl movement of the Young Women's Christian
Association, known as The Girl Reserve Movement, they may
do so by designating themselves as the Club of
the Girl Reserves/ by registering themselves at headquarters,
600 Lexington Avenue, New York City, and by receiving and
using the Girl Reserve code posters.
This official connection with the younger girl movement of
the Young Women's Christian Association may or may not
seem wise. This probably will depend upon the way in which
the Girl Reserve Movement has been presented to the community
If it has been conceived of as a program for school girls and not
as a movement providing programs for all girls under eighteen —
grade school, high school, younger girls in business and industry,
and younger business college girls — the girls may not care to
be related to it, feeling that it is a single program for school
girls.
114
But the advantages of this connection are obvious. It pro-
vides at this very experimental stage of the work, a definite
channel of organization and purpose, expressed in posters and
code cards and other supplementary material, all of which will
be extremely valuable to the older business woman, who for the
first time interests herself in the leadership of younger girls.
At the same time, this connection in no way interferes with the
kind of program to be used with this group of younger business
college girls. It merely provides a framework for the program.
LEADERSHIP
The leadership of younger business college girls should come,
in so far as possible from among the older business and profes-
sional wonten of the community, and whenever there is a Busi-
ness and Professional Women's Club, it should come from that
membership. The older business and professional women have
more to contribute, probably, than any other group of women in
the community, in the way of standards of living and of work.
The object of such a club among younger girls is to develop the
girls themselves for positions of leadership, and those who are
sponsoring the workr therefore, should be very sure that the
club is a self-governing one.
115
Section
PROGRAM PLANNING
CHAPTER I.
A CLUE TO PROGRAM PLANNING
THE purpose of the Association, and hence of all its pro-
grams and activities, is essentially the bringing of the girl
to her full development. In response to many requests for a
program which shall bring about such a development, this
philosophy of program making is suggested. Our task in, life
is to live in a way which completely develops through user
powers of body, mind, spirit. In the development of Christian
womanhood there are four fundamental expressions of life, any
one of which may be inclusive of the others. The necessary
thing is that all four, with their Christian interpretation, shall
contribute to a developing personality.
These fundamental expressions are:
First: Work — a creative production, both mental and
manual,
Second: Kecreation — a renewal of life, emotional, physical,
mental and spiritual,
Third: Fellowship — a consciousness of the value of other
personalities expressed through an outgoing of spirit
and manifested by good acts,
Fourth: Eeligion — a consciousness bf God in lifej, the
dynamic for action.
117
A well developed life program needs to include plans to
make one a better workman, means of renewing life, avenues
for growing fellowship, and ways of coming to know God
better. What are the processes of growth? What is involved
in growing? What are the tests by which we measure plans
that will help us in our growing? First of all we ask, in what
ways do we need to grow? Second — How is this to be achieved?
Third— Is it worth while? Fourth— Out of the many possibili-
ties which the study and planning and evaluation have brought
forth, which will we actually follow out ? Again we are driven
back to the worth while things of life, to the fundamental ex-
pressions, by means of which we achieve development of per-
sonality.
This is always found through work. Work is essential to a
developing personality, defining work as the expression, use or
exercise of our abilities in the actual participation in the in-
dividual and collective production of the world. Unless one's
tasfc is truly a complete expression of self, is it enough to
work? Through the days and through the years it is by means
of recreation, the renewal of life that we continue in happiness
and growth. Renewal of life occurs when the use of our
emotional force, the powers of our body, mind, and spirit, no
matter what the form of expression, fulfills the aims and de-
sires of our whole personality, producing rest, satisfaction,
peace and joy. Yet can we find complete development of per-
sonality alone ? Plants are best in gardens, sheep are loveliest
in flocks; all of us iind ourselves at our best when we reach
out to other people in a growing fellowship and friendship.
Yet one thing is lacking.
What is it that furnishes the urge? What is it that gives
one the sense of responsibility for the use of life? What is it
that sends one reaching out to a joyous sense of brotherhood?
What makes the garden truly fair when the cool of the day is
over all? Is it not the presence of God in the garden? Our
118
lives express themselves through work and in the giving of
gifts, because it is God that worketh in us, and work and
recreation and fellowship take on a new meaning and new
glory when permeating them all, encircling them all is the
consciousness of God.
Do we measure each of life's projects by these tests? Do
we balance our lives by these fundamental measures? Are we
truly growing into the measure of the stature of the fullness
of Him who found his joy in giving of Himself in work, who
never missed the perfect balance, who loved even the least and
lowliest, who lived his life in the conscious fulfillment of the
purpose of his Father and ours?
119
EXPRESSIONS OF LIFE
WORK
RECREATION
FELLOWSHIP
RELIGION
Creative
A Renewal of
A Conscious-
A Conscious-
Production
Life, Emo-
ness of the
ness of God in
Mental
tional, Physical,
Value of Other
Life — the
and
Mental,
Personalities
Dynamic for
Manual
Spiritual
'Expressed
Action
i. Social contri-
bution.
I. Evaluation
of leisure
Through an
Outgoing of
Spirit and
I. Sense of
freedom in
2. Economic
independence.
time.
2. Restoring of
balance.
Manifested by
Good Acts.
I. Growing
action.
2. Sense of
brotherhood.
3. Development
3. The play
neighborli-
of skill.
spirit.
ness.
3. Urge of life.
2. Appreciation
4. Craftsman-
4. Freeing of
of people;
4. Sense of re-
ship.
Mastery Sense.
understanding
sponsibility.
of their be-
havior, be-
liefs,
customs.
3. Trust of
purposes.
4. Spirit of co-
operation.
120
Too often our programs have created interest among certain
girls but have failed to reach and satisfy the needs of others.
This is because we have not taken into account the fact that
there are in each individual unformed, developing desires, many
times unexpressed, which must find satisfaction if the girl is to
develop normally and richly. A^ girl has many interests, or
latent interests, but too often no definite plan or purpose for
her life. Most of her future power and happiness depends upon
the way these interests and the demands they make, are met.
These forces of her personality cannot be repressed without
danger. The opportunities offered* her should therefore be
•rich, stimulating, and varied.
Study needs and desires of group
Select the avenue of expression for the year's work.
Choose the emphases
Build the project
Analyze the project by the program tests
Therefore, in building a program we have in mind four
supreme avenues of expression — work, recreation, fellowship
and religion. First we study the girls and find what is their
greatest need. We also discover what things they want in the
way of program. For instance, the adviser, knowing that a
group of girls cares for nothing but dancing and other forms
of physical activity, also realizes keenly that the same girls
need certain character standards developed. Therefore, when
the girls choose for their year's emphases in their club pro-
grams, nothing but forms of amusement, the adviser keeps
always in mind such emphases as will give the girls through
recreation, properly developed, not only all the play and fun
they want*, but also activities from which develop ideals of
Christian character.
The program emphases now being decided upon, the adviser
studies whether these emphases will bring to the girls elements
of work, recreation, fellowship and religion. Satisfied that
they will, she decides through which one of these four avenues
121
of expression the girls will find most normally complete develop-
ment. Next, the group in consultation, chooses the methods by
which not only immediate interests are satisfied, but also ways
(of which they are not immediately cognizant) in which their
lives may be given proper balance and power of growth.
To illustrate: This group of girls who desire only physical
activity chooses to form a basketball team. A few of the group
want to have a class in candy making; others want to learn
to cook • still others want to do some good reading. Tha
adviser acquiescing in all these desires, immediately sees oppor-
tunities in the basketball and cooking classes, and especially
in the study of literature, to do the work fundamental to the
formation of character standards, which she feels this group of
girls so badly needs. The major emphasis, or main expression,
for the year then is recreation, a basketball team with minor
emphasis on candy making, cooking and literature. The ad-
viser's knowledge of the character standards which are to be
the permeating and integrating element, is, where advisable,
to be kept in the background. The project would then start
with a skeleton outline as follows:
A group meets for supper, which the class in cooking pre-
pared under the guidance of a capable instructor. After supper
while the basketball team practices, or plays a game, the class
in candy making goes to work, and the class in literature goes
off under their adviser. When the basketball team is tired, the
girls all come together in the club room for the final hour of
the evening; the adviser or some other girl chosen from the
class in literature, tells a story or reads some poems, and time
is given for discussion. This is the adviser's great opportunity.
The candy makers pass their wares and the evening ends with
a note of fellowship.
With a plan similar to this in mind, the group is satisfied
because each girl feels that her needs are to be met. The
project is thus built. Ideally, this should cover a year's club
work and should be broad enough to meet the girPs interest
1.2.2
at the moment, and yet carry her forward to new fields of
growth and understanding1. For illustrations see the suggested
project, page 124.
When the project is complete in the minds of the girls
and the adviser, and before it is entered upon, it should be
analyzed by the following tests of a program:
A. Acquisition of knowledge.
B. Development of technique.
C. Formation of habits.
D. Character expressed through action.
Is the girl able to learn through basketball, the laws of
health, hygiene, the value of team play, and honesty? Through
a cooking class, does she learn something of dietetics, cleanli-
ness, the relation of a balanced diet and good habits of life to
a well body? Through candy making, does she learn accuracy
of weighing and sifting and testing? Something of social ser-
vice perhaps? Through literature, the use of English, the
influence and style of great writers, the lives of men and
women in 'their relation to one another and to 'God ?
If the proposed project answers these tests, it will result
not only in meeting the unexpressed and developing desires of
the girl at the moment, but will lead her on into a fuller and
richer growth of Christian womanhood.
And what is Christian womanhood? It is typified by a
woman whose sympathies are as broad as the needs of people;
whose understanding is as deep as the unfathomed heart of a
girl, whose life is rich and full and joyous with the joy of Christ
because she has learned of Him the meaning of friendship and
gives herself in wholehearted devotion to all His friends. A
woman who stands as He stood, dauntless and unafraid, cham-
pioning the oppressed, righting hideous wrongs, pouring balm
on wounded hearts, comforting the sorrowing, rejoicing with
the joyous, living the abundant life.
123
The success of the project can be determined only at the
close of the year's work. If there have opened to the girl new
vistas of knowledge, skill in the use of technique, contacts
resulting in a greater appreciation of peoples, a consciousness
of <God in all of life, the project has been a success.
The following project on fellowship has been prepared to
illustrate^ the way in which the program planning just out-
lined may be carried out by a group of younger girls.
A PROJECT IN WORLD FELLOWSHIP FOR YOUNGER GIRLS' CLUBS
Time: From six weeks to three months depending upon
the comprehensive treatment of the project.
First Step: In magazines and books find pictures of girls
of other countries, Japan, China, India, North
American Indian, South American Indian, Poland,
Bulgaria, iSyria, Italy, Czechoslovakia and any
other countries desired.
Se-cond Step: From these draw and color designs for costumes.
At these meetings the leader tells interesting
facts about these countries — how religion and
tradition have been formative influences in the
lives of the women and girls of these lands. Dif-
ferent girls would add items of interest which
they have discovered In their search for the
pictures.
Third iStep: The making of costumes. This offers an oppor-
tunity for a class in sewing. Also in order to
get proper shades, the material could be dyed
and this could occupy one step of the project.
The making of the costumes should not be hur-
ried. Again the leader or adviser seizes every
opportunity to sympathetically interpret girls
and women of the various countries which have
been chosen for representation in this project,
124
At some meetings a story hour may be used by
someone telling a foreign story while the girls
sew. A part of each meeting during the sewing
period is devoted to recreation, to playing games
of foreign countries. Music can be used also —
the leader or someone secures for this purpose
teaching the songs and pointing out the main
differences in Oriental and Occidental music.
Poetry can be read at certain meetings and in-
terpreted to reflect the religious ideals of the
country and also to instill a sympathetic under-
standing and appreciation of non-Christian cul-
ture and religion.
Fourth 'Step: When the costumes are nearing completion, or
earlier if desired, simple folk dances can be
learned — the girls and advisers studying the sym-
bolic nature of these dances, their relation to the
religions of the country. When the dances are
learned, and the costumes completed, advance
to the
Fifth Step: Which is in the nature of a simple pageant or
style show. This should be entirely in pantomime
and can be worked out in any form the group
desires. The, following is merely suggestive.
A Court of Nations with Columbia posed in
simple dignity is arranged. Each nation is rep-
resented by one or more girls in costume and
appears either singly or in groups, each girl
carrying some flower or tree which is character-
istic of her country. (Cherry blossoms for Japan,
maple leaves for Canada, etc.) The girl advances
slowly, seeking to express the idea of the country
she represents in gesture and posture, (This
should have been carefully thought through and
planned beforehand.) She makes obeisance and
125
deposits her offering at the feet of Columbia.
She then beckons to the entrance from which
she came; a group of girls run out and join
her in the folk dance of her country. In the
end Columbia, wi'th gestures — symbolic of pro-
tection^ understanding and appreciation, wel-
comes all the girls Into a circle of friendship
which is formed by the girls joining hands and
forming some simple and beautiful tableau.
The same costumes, music and dances can be
used again in a bazaar given for money-making
purpose at which times booths decorated to
represent the countries, could be most effectively
used and merchandise peculiar to that nation
sold.
Again at a special vesper service the same cos-
tumes and music can be used in presenting The
Prayers of the Nations (printed in this Manual).
A number of the honors listed under KNOWL-
EDGE can be made into Interesting projects—
e. g., No. 4, 7, 8, 10.
References: Pictures for costumes: The National Geographic
magazine — Asia — back copies of The "World Out-
look— Koka.
Games: See "Children at Play In Many Lands/'
by Katherine S. Hall, Missionary Education
Movement, 156 Fifth Avenue, New York City.
Bancroft Game Book, Music: Native Melodies —
Missionary Education Movement, 156 5th Ave.,
New York City.
Two selections from Chinese tone poems in low
voice by John Alden Carpenter, Schirmer, New
York. Two selections from Gitanjali (Tagore),
John Alden Carpenter, Schirmer, New York.
126
Folk Songs of Many Peoples, The Womans Press,
600 Lexington Avenue, New York.
Poems;
The Crescent Moon Rabindranath Tagore
Fruit Gathering.. Poems 12, 19, 27, 57 and 79
The Broken Wing Sarojini Naidu
Bird of Time Sarojini Naidu
The Golden Threshold Sarojini Naidu
Hispanic Anthology, arranged by Thomas Walsh
(Poems from Spanish)
Anthology of Jugoslav Poetry,
B. 'Stevens /Stanoyevich
Stories :
Girl Reserve Book List,
Children of India,
Janet Harvey Kellerman — Chap. 2
Children of Japan
Janet Harvey Kellerman— The Story of
Hamojuchi
African Adventures
Jean Mackenzie— ^Chaps. 25-28— A Girl's
Bravery
Japanese Fairy World
William Elliott Griffis— The Firefly's
Lovers
Woodcraft Manual for Girls
Indian Stories — page 107
Story of Cornsmut Girls (A Hopi Legend)
The Seven Swans, How We Found the
Great Spirit. Page 119.
Junior Mission Story Margaret Applegarth
"The Story of Jill" .(Southern Highlander)
Dancing Frazer (for Hindu Folk Dances)
127
CHAPTER II.
TYPICAL PROGRAMS FOR GROUPS OF GIRLS
The following programs have been included in this Manual
because they typify some of the necessary elements which must
be present both in the content and method of all project building
as stated in the preceding pages. The fundamental way of build-
ing a program which contributes to the fulness of life of a
developing personality is an ideal toward which all educational
programs in the Association will be directed henceforth. But
because all advisers and secretaries are still finding their way
into the study of program building, it has been considered wise
to assemble many topics or manifestations of 'the four avenues
of expression, and to develop them as units which may be com-
bined into a project on work, recreation, fellowship or religion.
To illustrate this by a diagram, a large circle may be drawn
which may be divided into four equal parts*, or right angles, each
of which would represent one of the four avenues through which
a developing personality expresses itself. But the needs and
desires of the group might make it necessary to have the major
emphasis upon recreation. Therefore the project would be pic-
tured by a circle equal in diameter to the other, but with the
angle representing the emphases placed upon recreation equal
to two hundred or two hundred and seventy degrees approxi-
mately. The remaining degrees may include emphases upon
any one or more of the other avenues of expression, in terms of
their Christian interpretation. The life of a girl or the life of
group of girls will grow as any project stands the tests men-
tioned before and represented diagrammatieally by a series of
concentric circles, the smallest of these representing1 the develop-
ing personality, which grows as it acquires knowledge, develops
technique or skill which will be utilized in all further life experi-
ences, forms good habits and expresses all its development in
action, thus becoming a social factor for good.
128
1' A DtHtADTlM Tt
'"TESTS
"TUt
129
THE TEST OF A PROGRAM
The test of a club program is the way in which it holds' the
girls' attention. Variety is an essential which must not be over-
looked and yet underneath there should be a continuous theme
which will make for growth in the life of the girl. Each activity
should be a definite step toward this goal. Fullness of life for
the girlhood of to-day will make a responsible womanhood for
to-morrow.
In the chart, "Activities for Developing the Girl Citizen,"
the activities which girls enjoy and need have been grouped under
four divisions: the girl's physical life, the girl's mental or intel-
lectual life, the girl's social life, and the girl's spiritual life.
These terms are descriptive of processes which are measured by
the four expressions of life indicated dn the preceding pages of
this chapter, recreation, work, fellowship, and religion.
The weekly program of every club should provide one major
activity and some supplementary activities from any one of
these divisions, depending upon the kind of project which has
been undertaken by the decision of the group. The chart will
help to serve as a guide. (Page 128.)
PROGRAMS
CONTENT AND METHOD TYPICAL OF A GRADE SCHOOL CORPS
PROGRAM
THE following program demonstrates in a very simple way
certain principles which an adviser needs to bear in mind
as she plans her program, First, the assignment, made at least
a week in advance of the regular meeting; second, a list of
material to be prepared or secured by the adviser; third, the
actual meeting.
It is only suggestive, for it is clearly recognized that the
sort of topics listed here will not be applicable to situations
existing in certain communities. As this program stands, no
provision has been made for the opening and the closing of the
meetings. In other words, an adviser planning for a meeting
130
must have in mind these three distinct parts of the program, —
the opening,, the' major activity, and the best way to spend the
last haft-hour. This program deals only with the major activity
and somewhere in the program should occur one half-hour of
carefully planned recreation. (For suggestions in regard to
the opening of the meeting, and recreation, see pages 157, 348,
748.
To show how the Honor System becomes the basis of any
program or any single meeting in the year's work, there have
been included in the directions for the preparation of these
meetings direct reference to the kind of honor it represents
and to the number of that honor in the revised list of honors
which appears elsewhere in this Manual. For example, Honor
No. 19, Health, placed at the right of the directions for the
meeting means that members of the corps or company will
have an opportunity to begin and perhaps complete that par-
ticular honor, because the subject of the program Is one which
is included under7 Health in the Honor List.
One meeting each month should be a business and good-
times one, and therefore only three are outlined in the program
which follows.
It is not always possible to have the first meeting of a Girl
Reserve Corps in the fall one where a complete program is
attempted. Especially is this true if the corps is a new one, or
is being reorganized. Therefore, the outline for two meetings
has been stated in the following way, so that the new girls
will understand what the whole plan is. After this point in
organization has been passed, it is easy to undertake the con-
tent of the program suggested, and carry it forward in the
way best suited to meet the girls' needs.
First Meeting:
(A) Have ten to fifteen minutes of good lively recreation
so that the girls will feel at ease. See "Ice-Breakers"
by Edna Geister for suggestions for games; pub-
lished by The Womans Press.
131
(B) Explain in an interesting and graphic way what the
Girl Reserve Movement is, stressing the fact that
it is part of a national and international movement;
show what the Blue Triangle means to-day in the
world and what the Blue Triangle girls are doing
here.48 Have pictures of club girls, insignia, etc., to
show. This talk should not be over fifteen minutes
in length.
(C) Let the girls ask questions. Have slips of paper
ready for the girls to write their names and ad-
dresses if they want to be Girl Reserves. Appoint
time for next meeting,
(D) Play games. Have general good times for fifteen
to twenty minutes at close of meeting. Girl Reserve
cheers and yells can be used at this meeting if
desired.
Sample yells:
(1) We're here — we're there
We're everywhere
Girl Reserves.
(2) (Spell slowly, emphasizing italicized letters)
G-I-R-L R-E-S-E-R~F~E-$
Girl Reserves!
Second Meeting:
It is not always possible to organize at the second meeting,
as the girls are not always ready for organization for several
meetings. In such a situation, continue a good recreation pro-
gram, working in some of the regular Girl Reserve program.
If possible, however, try to do the following at the second
meeting:
/(I) "Roll call," e. g., read names of girls handed in at
last meeting to see how many more are present.
(2) If many new girls are present, explain the three
committees and have the election of the three chair-
men. It is well to tell clearly what these three girls
132
must do and to bring out that girls must not be
chosen because they are "popular/' but because they
are able, faithful, and to be relied upon. The first
officers of any group are apt not to be the right
girls.
(3) If possible, have a little formality connected with the
nomination of the chairmen and have the voting by
ballot.
(4) While the ballots are being counted have the girls
learn some cheers and make up short songs to be
sung to the incoming officers.
(5) Selection of name of corps, color, flower if desired.
(6) Decision as to regular time and place for corps
meetings.
(7) Explanation and discussion of the "Honor System.''
Show girls how record of honors is to be kept. (See
pages 255-294.)
(8) Recreation for at least twenty minutes. Use good
team games which the girls can be learning, and
which will count later as an honor under "Indoor
Activities."
SEPTEMBER • Honor No. 12
Knowledge
First Meeting. A School Girl's Wardrobe.
Assignment:
Have the girls make a list of the clothing necessary
for a girl who is going to school, giving the approximate
cost of each article. Each girl should bring pencil, note-
book and scissors to the club meeting.
Material needed by the adviser:
The adviser should prepare a list of the clothing neces-
sary for a girl who is going to school and should secure
samples of material. It would be wise to secure samples
133
of different grades of material so the girls may select
the best. Designs may be secured from fashion maga-
zines. % The adviser will also need scissors and paste.
Club Meetings:
Discussion centering about the lists submitted by the
girls may be stimulated through such questions as the
following:
What should be one's standard of values in regard
to clothes?
Do clothes make a girl?
How far should a girl be influenced by what others
wear?
"Be not the first by whom the new is tried,
Nor yet the last to lay the old aside."
Let each girl make a fashion book containing pic-
tures cut from fashion magazines, illustrating the various
articles in a girl's wardrobe; place beside each "cut-out"
samples of the material and the prices. Impress the fact
that simplicity, durability and girlishness are qualities
which are desirable.
Second Meeting. It is often desirable to have two club programs
on plain sewing, following such a discussion as suggested
in the first meeting.
Honor No. 79
Knowledge
Assignment:
Have the girls bring needles, scissors, thread, and
pins and white goods.
Material needed by the adviser:
Obtain simple patterns of undergarments. Send to
Extension Service, New York State College of Agricul-
ture, Cornell University, Ithaca, New York, for Junior
134
Extension Bulletins 1 and 2* Similar material may be
secured from almost any of the State Colleges of Agri-
culture.
Club Meetings:
See that the girls make use of the different kinds of
seams and stitches as they work together. Insist on
accuracy and neatness. Assign some home work "to be
done and plan to complete the garments- at the next
meeting. While the girls work there is opportunity for
teaching group songs.
Third Meeting. This meeting is a continuation of the second
meeting. Make a doll's dress.
Honor No. 80
Knowledge
OCTOBER " Honor No. 32— Spirit
Honor No. 33— Spirit
First Meeting. Girls the World Around.
Assignment:
Use during this month the Third Inch of the Inch
Library, which may be secured from The Womans .Press,
600 Lexington Avenue, New York City. Assign to three
6f the girls the stories of the (a) "Geographical Adven-
tures in Friendship," (b) "One of the Shining Ones,"
(c) "Carmela."
Material needed by the adviser:
The Third Inch of the Inch Library, and "Children
at Play in Many Lands," by Katherine Stanley Hall.
Club Meeting:
Locate on the map the lands mentioned dn these
stories. Have the girls read or tell their stories. Show
any curios from these countries which an adviser may be
able to secure. If possible, choose from "Children at
Play in Many Lands" games to be played by the giris
during their recreation period.
135
Second Meeting. Girls the World Around (continued).
Assignment:
Choose three other girls and ask them to read or
tell the following stories from the Third Inch of the
Inch Library: (a) "The Russian Stage Coach," (b)
'"East of Suez/' (c) "The Mark on the Loaf."
Material needed by the adviser:
"Children at Play in Many Lands." The Third Inch
of the Inch Library.
Curios.
Club Meeting:
Use the map as before. Have the girls play the
games and tell the stories.
Third Meeting. Girls the World Around (continued).
Assignment:
Choose three other girls and ask them to read or tell
the following stories from The Third Inch of the Inch
Library: (a) "Saki, the New Woman," (b) "Nat So Very
Different," (c) "Bargains."
Material needed by the leader:
The same as for the previous meetings.
Club Meeting:
Use the map as before and make the people real to
the girls.
NOVEMBER
Honor Nos. 1-2-5-24-31-32
Service
Honor No. 31
Knowledge
First Meeting. The Why and How of Cooking.
Assignment:
Decide on the desired food to be prepared and have
the girls bring the necessary materials, notebooks and
pencils.
136
Material needed by the adviser:
All the necessary cooking equipment. Secure from
the Metropolitan Life Insurace Company, 1 Madison
Avenue, New York City, the Metropolitan Cook Book.
Mothers of club members are often very glad to help in
such a demonstration.
Club Meetings:
Demonstration. The following questions are sug-
gestive:
Why is food necessary to the human body?
What foods are tissue builders?
Which ones are energy builders?
What foods should growing girls eat? What should
they avoid?
Demonstrate the way to set a table correctly and
attractively.
How should flowers be used?
Why are salads and meats garnished?
Honor No. 43, Service
Honor No-. 1, Knowledge
Second Meeting. The Why and How of Cooking (continued).
Assignment:
See above. Ask the girls to think about this question:
How can a Chouse be arranged to save steps and labor?
Material needed by the adviser:
The same as stated for the first meeting. Secure
from the Bureau of Public Health Education), City of
New York, "Keep Well Leaflet," No. 17, "Sample Whole-
some Luncheon for Working People" ; also special bulle-
tins on "The Home" from the Department of Agriculture,
Washington, D. C., and from the Extension Department
of State Agricultural Schools. Farmers' Bulletin 927,
"Farm Home Conveniences," is especially helpful.
137
Club Meeting:
Use such questions as the following to stimulate dis-
cussion:
What labor-saving devices are there in your home?
What would you like to have or use?
Third Meeting. Recipe Party. Honor No. 11 — Service
Assignment:
Have each girl bring to the meeting her favorite
recipe; also the menu for a dinner.
Material needed by the adviser:
The adviser should secure several good recipes for
dishes usually served at a dinner to be served in courses.
She should also review the proper way to serve and
clear a table, finding the directions for this in some
Domestic Science textbook.
Olub Meeting:
Discuss and exchange recipes. Plan several balanced
meals. Demonstrate the serving of a meal and the
clearing of a table.
DECEMBER
First Meeting. A Christmas Play.
During this month it is often advisable to prepare for an
entertainment to be given by the cluB during the holidays,
•Suggested plays: "The Christmas Story/' by Jean Miller,
and "The Ruggles Party" from "The Birds Christmas Carol."
See the full list of Christmas Plays included in A Second
List of Plays and Pageants, The Womans Press, 600 Lexing-
ton Avenue, New York City. Price 35e. The T. S. Dennison
Company, 154 West Randolph Street, Chicago, 111., has
excellent catalogues of plays and stunts; also, Samuel
French, 28 West 38th Street, New York City; The Penn
Publishing Company, 536 South Clark Street, Philadelphia,
138
Penna., and the Walter H. Baker Company, Hamilton Place,
Boston, Mass. Whatever play is decided upon should be
ordered early. Probably at the first meeting the girls would
be interested in exchanging ideas for Christmas presents.
Assignment:
Let each girl bring to the meeting- some very simple
gift suggestions.
Material needed by the adviser:
Secure from popular women's magazines such as the
Woman's Home Companion or the Ladies' Home Journal
many suggestions for small inexpensive gifts. These
plans should be shared with the girls at club meeting.
Club Meeting:
Read aloud some Christmas story while the girls work
on their gifts. The second and third meetings are similar
to the first and include rehearsals for the play and gift
making.
JANUARY
First Meeting. How Much Do I Cost ?
Honor No. 40
Knowledge
Assignment:
Have the girls write down what they think they cost
per year.
Even though a girl is living at home, she can estimate
from prices in the community the approximate cost of
her living.
Material needed by the adviser:
The adviser should carefully estimate what she considers
the amount necessary to care for a girl, considering living
expenses, cost of clothing, education and amusement.
Club Meeting:
Discuss the girls' outlines^ comparing amounts.
Through carefully guided discussion, a girl /may 'be
139
taught to appreciate more fully her home. She becomes
more conscious of her own value in the home and realizes
her responsibility.
Discuss also the value of keeping accounts during
the year. Why should a girl budget her income when
she first starts to work? Should the housekeeper have
a budget system?
Second Meeting. What's in a Letter? Honor No. 20
Knowledge
Assignment:
Have the girls bring to the meeting a letter to a
publishing house regarding the changing of an address,
an invitation to a luncheon, and a "bread and butter"
letter.
Material needed by the adviser: «
The adviser should write similar letters, neatly, and
paying special attention to spacing and paragraphing.
C'lub Meeting:
'Suggestive questions: What is the value of a well-
written business letter? A neatly addressed envelope?
Discuss the letters the girls have written. If it is
at all possible, secure a man or woman from a nearby
department store or business firm, who can talk about the
value of good letters.
Third Meeting. Mistakes I Hear Every Day; Honor Nos. 56-57
Assignment :
Have the girls bring in a list of the mistakes in speech
which they hear every day.
Ask the girls to think about the following question:
Does a person's speech make any impression on her
hearer ?
Material needed by the adviser:
The adviser should note carefully the conversation of
her girls ; she must remember that for every incorrect
140
and uncouth expression removed from their conversation
a substitute must be provided, otherwise they will become
timid and inarticulate.
Club Meeting:
Suggestive questions: What are the ordinary gram-
matical mistakes one hears every day? How did slang
originate? When is slang not slang?
Even though a person may be able to express exactly
what she means in a correct way, one requisite is a well-
modulated voice. In how far can a girl determine the
nature of her voice? If she has not the kind of a voice
she admires, how can she cultivate it? Does the man-
ner of expressing a statement influence its interpre-
tation?
FEBRUARY
Honor Nos. 1, 2, 3, 4
Knowledge
First Meeting. Care of -the Sick Room.
Assignment:
What effect does the room in which a patient is lying
have upon her condition? Bring to the club a small
floor plan of a bedroom, indicating on it the things one
would wish if one were ill.
Material needed by the adviser:
The adviser should carefully study the things neces-
sary in a sick room. It would be well for her to draw
a plan of a model bedroom simply furnished with the
essentials of home nursing. Pamphlets' may be secured
from the 'Metropolitan Life Insurance Company, 1 Madi-
son Avenue, New York City.
Club Meeting:
If it is possible, hold this meeting in the home of the
adviser or at the home of one of the girls. Have the girls
prepare one of the bedrooms as a sick room.
141
Suggestive questions: In what part of the house
should a sick room be? Does a patient like to have
many pictures on the wall? How should the lighting of
a room be arranged? Where is the best place for a
bed? When the doctor comes, what should be ready for
his use?
Second Meeting. Care of the Sick Person.
Assignment:
Ask the different girls in the group to come prepared
to tell how to take care of patients having such diseases
as: scarlet fever, pneumonia'., diphtheria, the usual dis-
eases of childhood.
Material needed by the adviser:
The adviser should secure pamphlets from the Met-
ropolitan Life Insurance Company, as they will be helpful
to her in carrying on these discussions with the girls.
Pamphlets regarding the special care of children may be
secured from the Child Health Organization, 370 Seventh
Avenue, New York City.
Club Meeting:
Girls like things to be concrete, therefore it is ad-
visable to have the meetings in one of the homes where
a girl may be the patient. The girls should learn the
symptoms and method of 'treatment of each disease.
Suggestive questions: What is the most comfortable
way for a patient to lie in bed? Where should the pil-
lows be placed to ease the weight the most? Fix a chair
upside down for the patient's back so that she may sit
up in bed.
"hird Meeting. Honor No. 31
Knowledge
Assignment:
Ask the girls to bring to the next meeting a diet for
the patient suffering from the different diseases which
they have learned to treat.
142
Material needed by the adviser:
Secure information regarding the diet of a sick per-
son, the care of utensils, the disposal of the food. The
pamphlets secured for the previous meeting's contain
helpful suggestions.
If possible secure the services of a nurse or doctor
at the meeting. If this is not possible, be sure to con-
sult one or the other before the meeting.
Club Meeting:
Suggestive questions: Why does the food for a sick
person have to be considered so carefully? If a person
is on a liquid diet, how many things can be named which
would be appetizing and nourishing? Why should care
be used in sterilizing dishes which have been in the sick
room? How soon should they be sterilized? Why is it
so necessary to dispose of the food which has been re-
turned from the sick room? How should this be done?
'How may a tray for a sick room be made attractive?
MARCH
First Meeting. What am I Going to Be? Honor Nos. 28-29
Knowledge
Assignment:
Have the girls bring in a list of as many occupations
as they know are open to women and what preparation
is essential for each; also information as to where such
preparation may be secured.
Material needed by the adviser:
See material in this Manual on Vocational Guidance,
page 503.
•Secure from the standard colleges catalogues show-
ing what scholarships are available for girls.
Club Meeting:
Go over with the girls the vocations which are open
to women. Discuss the amount of preparation necessary
for each and where it can best be secured.
143
Suggestive questions: What is the value of being
well trained for work; does training make possible great-
er enjoyment of work ? How much will it cost to be well
trained for the work one wishes to do? To what college
should one go?
Explain how scholarships may be obtained and the
usual amount which is to be secured.
Second Meeting. What My Community Needs Most.
Honor Nos. 38, 39, 40
Service
Honor No. 30
Knowledge
Honor No. 34
Service
Assignment:
Ask the girls to think very definitely of the things
that they would give their communities were they finan-
cially able to do so j also to be able to answer the fol-
lowing questions:
Where is the county poor farm?
How many people live there?
Where are the insane people of our community sent?
Where is the state penitentiary?
Are there any state reform schools?
How are the poor in our community cared for?
Material needed by the adviser:
The adviser should acquaint herself with everything
regarding the community and should be able to answer
the questions assigned to the girls. She should be able
to explain to the girls the various systems whereby the
community disposes of its garbage, how the water supply
is kept pure and how sanitation for the whole community
is achieved.
144
Club Meeting.
Have the girls discuss the above questions: also seek
answers to the following:
What are the needs of our community?
How are they met? Hew should they be met?
What can our club do as a piece of service work for
our community?
Third Meeting. Citizenship.
Honor No. 44 (d)
Knowledge
Honor No. 54
Knowledge
Assignment:
Have the girls think of what it means to be a citizen
in their community. Assign to some of them the life
stories of women who have served their communities in
splendid ways.
Suggested names are: Jane Addams; Anna Howard
Shaw ; Mary McDowell ; Catherine Breshkovsky, "the Lit-
tle Grandmother of the Russian Revolution"; Mary Lyon;
Frances Willard.
Material needed by the adviser:
Secure stories of the lives of these women and of others
who, through forming public opinion and through being
good citizens, have brought great good to the women
of the world. Be able to lea^l the discussion in the club
meeting in such a way as to have it mean something
definite in the lives of the girls. See material in this
Manual on Citizenship.
Club Meeting:
The following questions might be used to start dis-
cussion:
What is citizenship?
What is .the responsibility of a girl or woman citizen
in a community?
145
Am I a good citizen? How can I be a better one?
What is the value of a woman's vote?
How is the ballot an instrument to form public
opinion ?
How is public opinion created?
What am I doing to be well educated for citizenship ?
What should I know to be able to vote intelligently?
APRIL
First Meeting. When We Go Traveling.
Honor No. 56
Knowledge
Assignment:
Have the girls bring to the club meeting a list of the
things they would need to take for a two-weeks' trip.
Material needed by the adviser:
The adviser should also make such a list. Secure from
the railroad offices a time-table, a hotel guide, and a
large map to trace the journey.
Club Meeting:
The following questions are suggested to help in the
discussion:
What should we take when traveling?
How should a girl be dressed?
How should she conduct herself?
If she is not sure what to do <in the station, from
whom should she ask directions?
Should she tip the porter?
How should she act in a diner? See material in Sec-
tion VII— "When I Go Traveling."
Have a demonstration of how to buy a ticket, a Pull-
man berth or secure a chair in a parlor car; show how
to check baggage; arrange for a transfer; use of a time-
table.
146
Second Meeting. When We Go Traveling (continued).
Third Meeting. When We Go Tiaveling (continued).
Assignment:
Have the girls make out the tour they wish' to take,
mentioning as many places of interest as they possibly
can which they wish to visit.
Material needed by the adviser:
Suggestive travel material can be secured from
Thomas Cook & Son, 245 Broadway, New York City;
Agwi Steamship News, published by the Atlantic Gulf
and West India Steamship Line, 165 Broadway, New
York City; New York and Cuba Mail Steamship Com-
pany, foot of Wall Street, New York City; Ideal Tour,
Almon C. Judd, Waterbury, Conn. Very attractive book-
lets usually may be secured from the ticket offices of
various railroads.
Club Meeting:
During these two meetings, take, the girls on an im-
aginary tour, carefully planned and followed on a map.
It is well to include the approximate cost, for some-
time it may be possible for some of the girls to take
such a trip. Discussions of the places visited in this im-
aginary trip should have in them the elements of "fel-
lowship" or understanding of the customs and beliefs of
the people in these particular sections of our country or
the world.
MAY Honor No. 7
Knowledge
First Meeting. Insect Study — "Little teenty things down be-
low that most folks never see."
Assignment:
Have the girls bring to the club meeting a list of all
the insects they know, giving some description of them
by which they can be identified.
147
Material needed by the adviser:
Secure "Nature in Camp" (price ten cents, from The
Book Shop, 600 Lexington Avenue, New York City,
Pages 4 and 5 and the questions on page 8 deal specifi-
cally with insects. Bulletins may be secured from Cor-
nell University, Ithaca, N. Y., and from the Department
of Agriculture, Washington, D. C.
Club Meeting:
Base the discussion for the club group on the ques-
tions on page 8 of "'Nature in Camp."
Second Meeting. Birds.
Honor No. 9
Knowledge
Honor No. 10
Knowledge
Assignment:
Have the garls bring to the club meeting a list of all
the birds they know, mentioning some distinctive char-
acteristic of each.
Material needed by the adviser:
•See page 4 and the questions on page 7 of the pamph-
let "Nature in Camp," which will serve as very good bases
for the meeting. Pamphlets may be secured from the
Department of Agriculture, Washington, D. C., and from
•Cornell University, Ithaca, N. Y. (Farmers7 Bulletin
630 is especially helpful.) Attractive nature study cards
in color may be secured from George B. Brown and
Company, 38 Lovett Street, Beverly, Mass.
Club Meeting:.
Base the discussion of birds on "Nature in Camp."
Take the girls on a field trip to see whether they can
identify any of the birds. Begin a "bird calendar," not-
ing on it the name of the girl who saw the bird and the
date upon which it was recognized.
148
Third Meeting. Stars, and Out-of-Door Cooking.
Honor No. 5
Knowledge
Honor No. 6
Knowledge
Assignment;
Have the girls learn as much as they can regard-
ing the stars and constellations. Plan definitely for an
out-door supper. The social committee should have
charge of preparing the supper.
Material needed by the adviser:
"Nature in Camp" also contains helpful study mate-
rial about the stars. The Monthly Evening Star Map for
May may be secured from Leon Barritt, 150 Nassau
Street, New York City, for ten cents. This will be very
helpful in locating the constellations. The Boy Scout
Manual and the Woodcraft Manual for Gdrls both have
good material in them. Secure from the public library
stories about the stars and especially any myths con-
nected with them. See also "Trees, Stars, Birds," by
Edwin Moseley, World Book Company, Yonkers, *N. Y.
($1.40.)
Club Meeting:
Take the girls on a hike, starting late in the afternoon. Let
them cook their supper out of doors. Return home after
the stars come out, so that they may be studied.
JUNE
Honor Nos. 21, 25
Service
Honor Nos. 8, 22
Knowledge
Honor No. 75
Knowkdge
149
First Meeting1.
Assignment:
Have the girls bring to the club meeting a list of all
the trees and flowers which they know in their com-
munity and ask them to be able to describe them.
Material needed by the adviser:
Secure from Cornell University, Ithaca, N. Y., and
the Department of Agriculture, Washington* D. C.,
pamphlets about trees and ffowers. "Nature in Camp"
also contains valuable material.
Club Meeting:
Take the girls on a hike which has Been very care-
fully planned so that they may identify trees and flowers.
Note the discussion on the questions given in "Nature in
Camp."
Have the Social Committee responsible for games in
some open space, as a field or meadow.
Second Meeting. What Shall I Do to Keep Well?
Honor Nos. 1, 22
Health
Assignment:
Have the girls bring a written list of the things
which help to keep a person in good health. Include in
this personal and home hygiene and community sanita-
tion.
Material needed by the adviser:
The adviser must map out carefully a discussion on
health. See pages 316-374, of this Manual on Health
Education. Other helpful material may be secured from
the -Child Health Organization, 370 Seventh Avenue, New
York City; Metropolitan Life Insurance, 1 Madison Ave-
nue, New York City; Ten Talks to Girls on Health, The
Womans Press, 600 Lexington Avenue, New York City.
ISO
Club Meeting-:
The following questions are suggestive in discussion:
How should a girl "keep fit" ?
What is the comparative importance of health, edu-
cation, skill and genius?
Is the old saying, "An ounce of prevention is worth
a pound of cure," still true?
What are the essentials of good health?
What can I do to keep myself up to the proper
standards of health?
Third Meeting. Care of the Hair and Hands.
Honor Nos. 15, 19, 20
Health
Assignment:
Suggested questions:
Is it worth while to care for one's personal appear-
ance?
Should one make oneself as attractive as possible?
.Should one make oneself attractive only on special
occasions, or should one constantly take care of one's
personal appearance?
Material needed by the adviser:
Plan for a, demonstration of care of the nails and
the hair; this usually proves very successful. Ask one
of the girls whether she will serve as a model at the
club meeting. Ask her to bring her own toilet articles,
good soap, etc.
Club' meeting:
Have the demonstration, letting some of the girls
help in dressing the hair. This will give opportunity
for direct questions about the ways of dressing the
hair; should it be a la mode whether it is becoming or
not?
These questions, may stimulate the discussion:
What makes beautiful hands?
151
How should we care for them?
Is it of any importance to keep one's hair combed?
JULY
Honor Nos. 8, 14
Spirit
Honor Nos. 34, 45, 46, 47, 58, 61
Knowledge
F-irst Meeting-. Stories and Music.
Assignment: B
Assign to different girls some short stories and ask
them to be prepared to read or tell them at the next
meeting. A list of well-known songs that the girls like
should be selected and some girl should be asked to
tell about them at the next meeting.
Material needed by the adviser:
Secure several books containing short stories; see
,the bibliography suggested in Chapter II, on "Books and
Beading in the Life of a Girl/7 in this Manual, page 483.
The adviser also needs a list of songs which the girls
know or could learn. The following are suggested and
can be found in most song books. (See Chapter 13,
on The Place of Music in the Girl Reserve Movement.)
The Star^Spangled Banner.
The Battle Hymn of the Republic.
Dixie.
Ben Bolt.
Swanee River.
Hark, Hark the Lark.
Club meeting:
The program should be carefully planned, with the
stories and the songs alternating. These* should be
chosen wiith the purpose of forming the program for
the community evening program to be given some time
in the third week of the month.
152
Second Meeting1. Stories and Music.
Honor No. 36
Service
Assignment:
Ask the girls who told their stories successfully to
repeat them at the next club meeting. Assign stories
to the girls who had not been asked to tell them pre-
viously. <Song practice should be continued. Complete
arrangements for the community program. Ask the
girls to make posters inviting their parents and friends
to a community meeting- and sing.
Material needed by the adviser:
Additional stories and music.
Club meeting:
Practice for the Community Meeting and Sing. Have
the girls choose the stories and songs to be used in the
program. No admission should be charged but if refresh-
ments are to be sold, arrangements for them should be
perfected.
Third Meeting-. The Community Meeting and 'Sing.
All the details of this program must be very carefully
planned by the adviser. It will be necessary to have a
complete rehearsal before the program is given. It
would help very much, if interested mothers would assist
in the serving of refreshments. Proceeds from the sales
could be used for club expenses.
The people present at the Community Party will
understand the purpose of the club and its place in the
community if one of the girls is prepared to tell about
it, the organization of committees, and what the club
is planning to do.
AUGUST
First Meeting. Canning Fruits and Vegetables.
No. 1 (c) 1 (e) 1 (f)— Service.
153
Assignment:
Ask the girls to bring a list of the vegetables and
fruits that are easily canned. Ask them to find how
much time is required for the cooking of each.
Material needed by the adviser:
Secure Farmers' Bulletin No. 839, and Department
Circular No. 3, and descriptive pamphlets from the Direc-
tor of Boys' and Girls' Extension Work, through the
Department of Agriculture at Washington, D. C. These
pamphlets contain material about the drying of vege-
tables and the one-period cold pack method. Also secure
any publications of the Extension Department of some
State Agricultural School.
Club Meeting:
Plan to have this meeting in one of the homes where
it will be possible to do some canning.
Suggested questions are:
What is the value of preserving food?
Why does heating preserve it?
Why should the jars be scalded?
Why should the jars be dipped in paraffine?
Second Meeting. Canning Fruits and Vegetables (continued)
Assignment:
Secure answers to the following questions: What
does the word dehydrate mean? What vegetables and
fruits can be so treated?
Material needed by tho adviser:
Secure from the Department of Agriculture, Wash-
ington, D. C., the bulletins on dehydrating and the
making of a dehydrator. The adviser should make a
simple dehydrator to use in experimentation. Secure
one fresh vegetable to dehydrate at the club meeting.
Club Meeting:
Plan to have this meeting in a home where it will
be possible to demonstrate the process of dehydration.
154
Explain the construction of the dehydrator and the
method of work. Prepare the vegetables or fruits.
Suggested questions are: Why does it take such a
long time to dry it? What are the advantages com-
pared with canning? The disadvantages? How is
dehydrated food prepared for table use?
Third Meeting. Party.
Have the Social Oommlittee in charge of a party.
Suggestions are:
Colonial Tea or Reception.
Book Party.
Baby Party.
Tacky or Hard Times Party.
THE INITIATION OP A GIRL RESEKVE
No girl can wear the Girl Reserve insignia until she has
been formally initiated. Initiation meetings should come once
every four weeks, and a girl must have attended three meet-
ings and have learned and understood the Girl Reserve slogan,
purpose and code before being eligible to the Initiation meet-
ing. She is called a Volunteer Girl Reserve until her initia-
tion, after which she is a real Girl Reserve.
INITIATION SERVICE
(1) Girls march in, with the chairmen leading. The Corps
Scout carries the Christian flag; the Outings and Innings
chairman carries the American flag. The three chairmen
with the Corps advisers and the girls form a square.
(2) Salute the American flag.
Sing the first verse of "America" or the second verse of
"0 Beautiful for Spacious Skies."
(3) Salute the Christian flag, v
Sing the last stanza of "America" or the last verse of the
hymn "0 Beautiful for Spacious Skies," or use & prayer.
155
(4) Corps Scout says: "Have we Volunteer Reserves for ad-
mission to membership In Corps of the Girl
Reserves?"
Outings and Innings Chairman: "We have Volunteer
Reserves for admission to membership in the •
Corps of the Girl Reserves."
Corps Scout: "Have they been examined?"
Outings, and Innings Chairman: "They have."
Corps Scout: "You may present them for initiation."
The Outings and Innings Chairman brings the girls in and
they form in line facing the Corps Scout. Each Vol-
unteer has a yellow candle.
Corps Scout: "Do you wish to become a Girl Reserve?"
Volunteer: "I do."
Corps Scout: "What is your reason?"
Volunteer: "I wish to face life squarely and to find and
give the best,"
Corps Scout: "How as a Girl Reserve will you do this?"
Volunteer: "As a Girl Reserve I will be" (repeat code).
Corps Scout: "Can I trust you on your honor to try to
keep this code and to be a loyal Girl Reserve?"
Volunteer; "I will try on my honor to keep this code and
to be a loyal Girl Reserve."
(The official insignia is then placed upon the girl's arm by
the -corps or the division advisers.)
Each Girl Reserve then gives the salute.
The adviser gives a short talk on the meaning of the Blue
Triangle, ending with the following:
"Our bodies shall be as physically perfect as we can mate
them — clean, holy, fit temples for the most high God to dwell in.
"Our minds shall be keen and alert; our thoughts shall be
clean and pure and kind.
"Our spirits shall be put in the care of our friend Jesus
Christ, who will keep them lovely and loving to Him and to all
his children everywhere.
156
"These three in one — body, mind, and spirit — we shall give
to the service of God and of our country and girls the world
over.
"In your hands you hold the yellow candle of service.
"Before me stand the red candle of health, the blue candle
of knowledge, and the white candle of spirit.
"Will you in dedication of yourself in body, mind, and spirit,
in service as a loyal Girl Reserve, light your candle at these
three?"
(5) Sing: "Hymn of the Lights."
OPENING CEREMONY
The use of this ceremony is optional, and if it does not
meet local needs, another may be substituted.
The Girl Reserves form in a line, led by the 'Corps Scout,
followed by the other Corps officers.
The Corps Scout carries the iflag and takes her posi-
tion in the center of the room; others form in a square
facing flag.
(1) Salute and Pledge to the Flag:
I pledge allegiance to my flag and to the republic for
which it stands; one nation indivisible, with liberty
and justice for all.
(2) Repeat Girl Reserve Code.
(3) Five-minute talk by a Girl Reserve on one phase
of code or upon something interesting and worth
while. (See The Meaning- of the Oode, page 46.)
(4) .Sing one verse of a Girl Reserve song or some hymn
or patriotic song.
If desired, one of the following prayers may be used
in connection with the opening ceremony; also the salute
to the Christian flag:
Prayer:
Dear Father of us all, bless us as we meet together.
We axe girls, just girls, not old and! wise with years
and experience, but young and eager for life. Make
157
us care for the best thing's in thy world. Help us to
think of every other girl as our sister, whether! she be
rich or poor, quick of wit or slow of understanding.
Let us not leave a< girl to be lonely, or sad, if we can
cheer her. And remind us always that the thing we
do for another is done for Thee, if we want it to be so.
Amen.
Prayer:
"0 may I be strong and brave to-day,
0 may I be kind and true!
May I meet all men in a gracious way
With frank good cheer Jin the things I say,
And love in the things I do.
May the simple heart of a child be mine,
And the grace of a rose in bloom.
May I fill the day with a hope divine
And turn my face to the sky's glad shine
With never a cloud of gloom.
With the golden levers of love and light
I would lift the world, and when,
Through a path with kindly deeds made bright,
I come to the calm of the starlit night,
Let me rest dn peace! Amen!"
Salute to the Christian Flag:
"I pledge allegiance to my flag and to my Saviour
for whose Kingdom it stands — one brotherhood uniting
all in service and love."
The Christian flag has a white background with the
Cross in red on a blue field in the upper left-hand corner
may be made, or obtained from The Presbyterian
Board of Publication and Sabbath School Work, (The
Westminster Press) George W. Brazer, Mgr., 156 Fifth
Avenue, New York.
158
They are made an the following materials:
A. Victory Bunting Flags Size 2x 3ft. — $2.00
3x 5ft — 2.00
(2 ply cotton bunting) 4x 6 ft. — 4.00
8x12 ft. — 11.50
B. Printed on Silk,
mounted on stick Size 16x24 in. — 1.50
24x36 in. — 2.50
C. Wool Bunting Flags, canvas
heading and gromets Size 2x 3 ft. — 3.00
3x 5 ft. — 5.00
4x 6 ft. — 7.50
8x12 ft. — 21.00
SUGGESTED PROGRAM FOR JUNIOR HIGH SCHOOL COMPANY OF GIRL
RESERVES OR FRESHMAN HIGH SCHOOL CLUB
(This program has been arranged to start with the month
following the opening of school, probably October; it is difficult
to do any organization work with girls during the opening
month of the school term.)
I. Recreation meeting, such as a track meet j(for full
description see "Icebreakers," by Edna 'Geister).
At this meeting it is necessary to create among
the girls a sense of group consciousness — of belonging
to something. Nothing is more effective/ than a good
cheer. The following might be used. (Either Girl Ee-
serves, or Young Women's Christian Association may be
used.)
We are the girls of world-wide fame,
Y. W. O. A. is our name,
Tall girls, short girls, fat girl&, thin,
Y. W. C. A., takes them all in.
You don't need money and you don't need pearls,
Anybody, everybody, just so you're girls.
159
II. Organization meeting. (With every club it is not possi-
ble to have an organization meeting at the second meet-
ing it may have to be delayed and more recreation meet-
ings put in.)
(A) Elect chairmen of Scout Committee, Outings and
Innings Committee, and Service Squad. The elec--
tion of officers should be formal. While the ballots
are being counted have the rest of the girls learn
cheers and songs to sing to the incoming officers.
(B) Recreation, good active games (see "'Ice-Breakers"
for suggestions).
III. "A Long, Long Trail."
River or shore party. (Have several older, attrac-
tive high school girls talk informally on some such sub-
ject as "Sign Posts on the Trail," e. g., experiences in
high school life which will give the younger girls in-
sight into the many new relationships which they are
entering such as "purpose of high school organizations,"
"place of athletics," "how to be an all-round girl in high
school/7 "standards of honor," "faculty relationships/')
IV. Service Meeting.
(A) Open this meeting, if desired, by the use of the
regular opening ceremony of the Girl Reserves,
into which, through discussion, stories, talks and
poems, can be worked] the spirit of the Girl Re-
serve movement. ,As the group becomes more
homogeneous, what might be called an informal
Bible class can be given in these few minutes. The
girls often like to call such a period "Serious time."
Suggestions for this time —
(1) Ask the girls some such questions as "What are the
greatest war songs that you know? National airs
and poems will be given. Discuss these. Then ask
if they ever knew that some of the Psalms were the
greatest war songs ever written. Read and encour-
age them to learn some. From such discussion with
the right kind of leadership will develop a real under-
standing of the Bible and a desire to study it.
(2) Give in a series of vivid, interesting talks the history
of the making of the Bible, showing why it is such
a precious book.
(3) Ask such a question as "What is the insignia of a
lady? Is it the clothing a girl wears, an arm band,
or what is it?"
(B) Initiation of girls. (See the suggested ceremony,
page 155.)
(C) Red Cross or Community Service. See Section V,
Chapter 16.
(D) Recreation — games, general good time (thirty to
forty minutes).
V. Organized Hike.
VI. Business Meeting.
(A) Opening ceremony, Girl Reserves.
(B) Bring linto this in an interesting way points about
Parliamentary drill.
(C) Recreation (thirty to thirty-five minutes).
VII. Thanksgiving Party.
Kitchen Garden party to which guests are invited to
come dressed as vegetables. (Have short one-act play,
or pantomime or tableaux illustrating Thanksgiving
spirit.)
See a Second List of Plays and Pageants (35c),
obtained from The Womans Press, -600 Lexington Avenue,
New, York 'City, and Section V, Chapter 6, of this Manual.
VIII. "The Land of Cherry Blossoms" — Japan.
Costumes and customs.
People and play.
Houses and health.
See:
"The Lady of the Decoration," "Little Sister Snow,"
by Frances Little.
161
"Japan To-day," by Ruth Emerson.
"It Happens in Japan."
The purpose of this meeting and the following- ones
on China, South America and India is to arouse in the
girls a sense of world citizenship. As much color and
atmosphere as possible should be put into this work and
therefore it is suggested that these meetings be social in
nature. Decorations, costumes and dramatic work, table-
aux, charades, may all be used. The foreign trunks
obtained through the Field Offices contain material which
will be very helpful. Plan for this meeting sufficiently
in advance so that one of these trunks may be secured.
IX. Service Meeting.
(A) Regular opening ceremony of Girl Reserves. Initia-
tion ceremony if necessary.
(B) Make arrangements for the giving of a Christmas
party (this might involve a short business meeting
and would unquestionably be the time to string
popcorn, make other decorations for the Christmas
party, and also to rehearse games to be played at the
Christmas party, and make preparations for any
pantomime to be given there.) See Section V. Chap-
ters 2 and 6, for suggestions.
X. "In-as-much" Christmas Tree Party.
Each club member is responsible for being Santa
Claus to some child. Children may be invited from the
settlements, Associated Charities, etc. Have a tree,
presents, refreshments, singing of carols, and an enter-
tainment by the company or club girls, such as the
pantomime entitled "The Night Before Christmas."
XL "The Land of the Dragon" — China
Costumes and customs.
People and play.
Houses and health.
162
See:
"Shanghai Sketches," by Jane Ward.
"My Chinese Days/' by Gulielma Alsop.
"Mook," by Evelyn Worthley Sites.
XII. Baby Welfare Work or "First Aid to Beauty" Meeting.
(•See Section V, Chapter 2 of this Manual.)
(A) Opening ceremony of the Girl Reserves if desired.
(B) Baby welfare work demonstrating the proper bath-
ing and dressing of a baby or under the title of
"First Aid to Beauty," give demonstration of —
(1) Proper care of the hands (for this have orange
sticks and files).
(2) General care of body — that as, use of soap, powder
and perfume; proper bathing.
(3) Eecreation (thirty to forty-five minutes).
XIII. Business Meeting.
(A) Opening ceremony of Girl Eeserves if desired.
(B) Discussion of plans for supper of next week; possi-
ble election of new officers.
(O) Recreation — Eskimo party (see "Ice-Breaker s\" by
Edna Geister).
XIV. Girl Reserve Supper.
Either one of the following "stunts" is suggested for
such a supper:
(A) A Backwards Party. Do everything backwards; for
instance, girls come dressed backwards, eat dessert
'first, sing songs backwards.
(B) Registration Day at high school. The girls may
register with either of the three following pro-
fessors:
I. M. Bowin, professor dramatic art.
Miss D. Sign, professor interior decorations.
Miss Carry Callory, professor domestic science.
All girls registering under dramatic art prepare
the "stunts" for the evening ; all under interior
163
decorations decorate tables and make place cards;
all under domestic science get supper ready.
Note: — Have the registration cards which all girls
sign include foolish questions as: "How many teeth
were you born with?" "Do you expect to marry?"
Decorations, of course, should be simple, and made in
a very few minutes. Have clever toasts which shall be
greeting's to the officers elected at previous meeting.
XV. "The Land of the -Coffee Berry" or "The Land of the
Llama" or "The Christ of the Andes"— South America.
Costumes and customs.
People and play.
Houses and health.
XVI. 'Baby Welfare Work, or "First Aid to Beauty" (con-
tinued).
(A) Formal Girl Reserve opening ceremony, if desired.
(B) Under baby welfare give proper feeding and use
charts. Under First Aid show proper method of
shampooing.
(C) Valentine Party with stunts.
XVII. Business Meeting.
(A) Formal Girl Reserve opening ceremony, if desired.
(B) Reports of committees, etc.
(C) "Town Topics," e. g., talks, discussions, tableaux or
charades illustrating fire department, police depart-
ment, health department; or "Where, When and
What," a dramatic, presentation of how to introduce
one person to another — social courtesies at home.
Remember that a girl of high school age is "keen"
to do things correctly and in an up-to-date way.
She will accept this kind of teaching and follow
it because the Girl Reserve company is standing for
it, and it becomes a group matter. (See Section
V, Chapter 7, in this Manual.)
(D) Fun and recreation.
XVIII. Colonial Tea.
Have the host and hostess represent George and
Martha Washington, and have a colored butler to an-
nounce the guests. Dance the minuet; story telling,
for instance, the story of Betsy Ross. Have games and
other stunts which are in accordance with Washington's
Birthday. For refreshment have gingerbread and tea or
lemonade, served by a colored mammy. (See Section
V, Chapter 2, for suggestions about Boy and Girl Parties.)
XIX. "The Land of Jeanne d'Arc"— France. (See Section V,
Chapter 7, for suggestions regarding discussions.)
Have one of the Girl Reserves tell the story of Jeanne
d'Arc, and have one of the Girl Reserves play "The
Marseillaise/*
Discussion: "At the Sign of the Blue Triangle in
France," "What does the French girl .think of me?"
"What do I owe to her?" "Is there a Young Women's
Christian Association like ours an France?"
Read from "Dere Godchild," by Margaret Bernard —
Edith Serrell.
XX. "Spring Opening," or "How to Dress and How not to
Dress." This may be put in dramatic form by repre-
senting the suit and cloak department of a store. The
girls may be used as salesladies and as customers. Cor-
rect modes of dress may be illustrated by ill-chosen and
well-chosen costumes.
XXL Business Meeting.
(1) Parlimentary drill (five to ten minutes).
(2) Committee reports.
(3) "Town Topics" or "Where, When and What" (thirty
minutes).
(4) Fun and recreation.
XXII. "Book Party."
•Girls may come dressed to represent either one char-
acter in a book or the entire book. Have guessing con-
165
tests- provide story-telling. Suggested stories for this
are, "Of Water and the Spirit," by Harriet Montague,
or "The Happy Prince," by Oscar Wilde. (If Girl Re-
serve Book List has not been used before this use it at
this time. See Section V, Chapter 11, and Section VII—
"Book Friends/'
XXIII. Service Meeting for Easter.
(1) Girl Reserve opening ceremony, if desired. Tell the
Easter Story or read a poem from "Christ in the
Poetry of To-day."
(2) Make bean bags for day nursery, or stencil flower
pots, or make Easter baskets, have an Easter egg
hunt (forty-five minutes).
(3) Recreation — general good time (thirty minutes).
XXIV. Outdoor Meeting.
(1) Plan for either —
(a) Hare and Hounds.
(b) Trailing.
(c) Treasure Hunt. Send group to certain place where
directions will be found under a stone or on tree
for a continuation of the Treasure Hunt. End with
"bacon bat" or a picnic supper.
(d) Penny Hike. Divide the group of girls into .two or
more parts. Each group takes a penny. Tossing it
up, the leader says: "Heads, we go to the right,"
or "straight ahead" or any direction she wishes to
indicate. Then the group goes as rapidly as they
choose to the next corner as indicated by the toss of
the penny. There another girl tosses the penny
and names the direction she wishes the group to
go. The object, of course, is to see which group
gets back to. the starting point first, and it is neces-
sary that they go as the penny indicates each time.
It is wise to have the first two tosses named so that
they will take the girls away from the goal.
166
XXV. Business Meeting.
(1) Parliamentary drill (five to ten minutes).
(2) Committee reports.
(3) World citizenship program.
(4) Fun and recreation.
XXVI. Mother and Daughter Banquet.
This banquet should be for the entire Girls' Work
Department and mothers of all the girls should be the
guests. (See Section VII for suggestions regarding
a Mother and Daughter Week.)
XXVII. "Where Are You Going, My Pretty Maid?"
A Vocational Meeting.
Have a good vocational talk on the value1 of staying
in school. Use the vocational "Ready for Service" blanks
if not filled out previously. Calling the girl's attention
to what she is going to do is an essential part of every
program. While technical vocational guidance is in no
sense the work of the Young Women's Christian Associa-
tion, it is within its province to stimulate a girl to make
the most of her life. Therefore any program for girls
should include some emphasis on this topic. The voca-
tional conference, one day or a, half a day long, is the
logical outgrowth of any incidental work done at such a
meeting as the one above. Through the use of attractive
posters and charts at the meeting, by putting in dramatic
form the right and wrong way to apply for a "job," by
having a business woman or a vocational expert present
"the value of staying in school/' much can be done to
interest a girl in the conference. For further sugges-
tions regarding the place of vocational guidance in the
regular program, see Section V, Chapter 12, page 510,
in this Manual.
5CXVIIL "Census of the Woods."
Competent leaders should take groups of ten girls to
certain sections. Equipped with notebooks and pencils,
167
a certain length of time is given to note the foliage,
plant and insect life in that section. At the end of the
time all groups return and compare notes. This can be
made the beginning of work to be carried on during the
summer. -See Section V, Chapter 3, for further resources
regarding Nature Lore.
£XIX. Business Meeting.
(1) Formal Girl Reserve opening.
(2) Reports of committees.
(3) Election of summer chairmen.
(4) Consideration of summer work and of next year's
work.
This might be called "Alice Through the Looking
Glass."
(5) Fun and recreation.
XXX. Garden Party.
An opportunity to raise conference funds will be
afforded by a "Mother Goose" party at this time. Girls
may be dressed as characters in Mother Goose rhymes;
for instance, milkmaid, selling either milk or ice cream;
Simple Simon and the Pieman selling pastry; Little
Bo-Peep, selling sandwiches; Jack Horner with a large
grab bag; Jack and Jill with a bucket of lemonade; Queen
of Hearts selling tarts. Handkerchiefs, aprons and other
fancy articles may be sold from the clotheslines of the
"Maid in the Garden hanging up the clothes."
Stunts to do:
"Old Woman in the Shoe" pantomime, taken from
"Mother Goose" or any fairy tale.
This program provides for a monthly business meet-
ing. This is not necessary if it seems wiser to have two
fifteen-minute business meetings as part of two of the
monthly meetings. The entire program is suggestive
and should not be followed absolutely. It includes much
168
recreation but every so-called "party" is worth, while
and educational.
This program has its beginning in the month of Octo-
ber, a more promising time for organizing work with
girls than September — if school does open in September.
This schedule presents three meetings in October, four
during the intervening months, and the regular com-
pany or club work closes the last week in May.
CONTENT AND METHOD TYPICAL OF A HIGH SCHOOL CLUB
PROGRAM
The suggested content of this program centers about school
and community life and may serve as a nucleus about which a
program combining variety, balance and continuity may be
built.
It is understood that the building of any high school pro-
gram is in the hands of the program committee/ made up of
girls assisted by an adviser. An adviser knowing the needs
and desires of the girls will be able so to shape their thinking
that the activities chosen will be built into projects as described
in "A Clue to Program Planning." The work of any group
of girls thus itself becomes a part of the whole project idea.
These suggestions presuppose only two meetings of the club
each month, the other two times being given over to committee
and council meetings respectively. The first and third meet-
ings might be general club meetings and the others should be
devoted to the committee and council work.
Past developments of high school work have suggested that
much of the content and method of club work rest upon a cycle
which falls somewhat into seasonal lines. This division is by
no means a hard and fast one but may be helpful to a girls'
work secretary in planning a year's work. The cycle as de-
veloped here is indicated by grouping the months according to
the seasons, — fall, winter, spring, and summer.
169
The word "content" is here used ito indicate club material
which may be ined in the general meetings and by "method" is
meant the means by which a girls7 work secretary and her
club advisers successfully promote the program for the high
school club.
FALL MONTHS
.September and October
This is the time for perfection of the club organization,
securing and training club advisers, the approach to school
authorities, and the first get-together of the former club girls.
If delegates have been present at a girl's conference reports
should be given by them.
These first few weeks of a school year may be used in two
ways, depending upon the development of girls' work in a com-
munity. A girls' work secretary may have an established
club to deal with or she may be in a community where no work
has been doVie heretofore and so faces new work. In the case
of the high school work already organized, the following sug-
gestions may be of use:
A. The first get-together of club girls may be a combina-
tion picnic and business meeting, held out-of-doors if
possible. At this meeting such things as the follow-
ing should be considered in relation to the club work
as a whole:
1. How to- interest new girls:
(a) Secure lists of names of new girls from the
school office.
(b) Posters: planning and permission to display
them in the school building.
(c) Plan* a party to be given to new girls*
(d) Recognition service plans.
2. General reports from the committee chairmen,
noting vacancies on committees.
170 '
B In case of forming a new club, this meeting* is also
social and business, but the work of organization
must be launched. Two committees should be chosen
by acclamation:
1. 'Constitution Committee:
All constitutions must be submitted to the Field
Secretary for Younger Girl Work, a copy being
filed in the field office.
2. Nominating Committee:
(These committees will report at the following
club meeting.)
3. Interpretation of possible names:
(a) Student Club.
(b) Friendship Circle.
(c) Girl Reserves as a generic name; e. g., "The
Student Club of the Girl Reserves," or "The
Friendship Club of the Girl Reserves" or just
"The Girl Reserves."
4. .Recreation and refreshments.
5. Announcements: time and place of the next meet-
ing. For both club groups the second meeting is
a continuation of the work launched at the "get-
together."
Method.
For suggestions in regard to the securing and training of
club advisers see Section VI.
For approach to the school authorities, see suggestions in
Section III, Organization of Groups of Girls.
Content.
I. World Citizenship.
Topics: To be used at meetings of the club. These
•topics may be developed by the discussional and demon-
stration methods when desired:
"Who is My Neighbor?"
"How Large Is Your World?"
171
"Things That Sting."
"Americanization."
II. Thanksgiving.
Topics: An inspirational service, with an outside
speaker if possible.
This meeting might possibly be a Vesper -Service.
Service:
Preparation of Thanksgiving baskets.
A "sing" at some home for aged people, the blind
or shut-ins.
Social:
Hallowe'en Party.
'^Harvest Home Party."
Presentation of "The Wayside Piper."
Method.
Topics
"How Large Is Your World ? Use a map of the com-
munity and also one of the world. Have the girls see for
themselves the boundaries of their own worlds as made
by their own interests.
"Things that Sting." See The Association Monthly
for August, 1919.
Americanization. See pamphlets from The Depart-
ment of the Interior, Bureau of Education, American-
ization Division. Use the poem, "I Am the Immigrant,"
included in Section VII, Material for Program Building.
Service:
In preparing the Thanksgiving baskets, care should
be taken that when ready they are dlistributed through
the channels of recognized social agencies in the com-
munity.
Social:
Hallowe'en Party: Suggestions for carrying out a
successful Hallowe'en party are scarcely necessary here
since there are so many splendid plans given in every
172
book on "Home Entertainments," etc.
Harvest Home Party: This kind of party can be
given very successfully in mid-autumn when brightly
colored leaves are abundant and shocks of corn can be
secured for decorating a house or a large barn. Lively
games, and charades and seasonal refreshments make
for its success.
vThe Waysidei Piper" may be secured from The
Womans Book Shop, 600 Lexington Avenue, New York
City.
WINTER MONTHS
December, January, February
These months are the time for presenting vocational guid-
ance, for emphasis on school standards, for interesting in the
club new girls, who are entering high school at semester time,
for the reorganization of committee personnel (if the com-
mittees are reorganized at this time, the girls' work secretary
should be careful to include the ndW girls in the committee
work); it is a good time for boy-and-girl parties at the Asso-
ciation building or in the school and for promoting a "-Mother
and Daughter" banquet or tea or reception. Discussions center-
ing about the home and school standards of honor may be used
ft this time.
Content.
I. School Standards:
Topics. To be used at the club meetings. These
topics may be developed by the discussional and demon-
stration methods when desired:
"Everything real, nothing artificial."
"I will be square
In what I say
In what I do
In what I am."
"What is a snob?" — cliques.
"Popularity vs. Success."
173
II. Our Attitude toward Foreign-speaking- Girls.
Topic:
"If I were from France or Russia."
"The Kindest Person I Know."
"Customs, Costumes, and Courtesy."
III. Vocational Guidance.
Topic:
"Fits and Misfits."
"My Grandmother's Job and Mine."
IV. Bible Study
Topics:
"Is Your Book Dusty?"
V. Christmas.
Topics:
"What Does It Mean?"
VI. Open Programs (when the school is invited to share in
a club program.)
Topics:
"Patriotism Old and New."
"What Is Real Patriotism?"
" "A Perfect Tribute" Day (February 12).
Service:
Singing of Christmas carols.
Preparation of Christmas baskets.
A Christmas party for needy children.
Decoration of the school corridors and rooms.
Social:
A Colonial party (for boys and girls).
Mother and Daughter banquet.
Father and Daughter party.
Method.
Topics:
"If I were from France or Russia." For this and
other similar ones, use "The Immigrant's Appeal." (See
174
Section VII, Material for Program Building.) Secure
material from The Division on Work for the Foreign-
Born, 600 Lexington Avenue, New York City.
"Fits and Misfits." (See Section V, Chapter 12.)
"My Grandmother's Job and Mine." See the Second
Inch of the Inch Library, published by The Womans
Press, 600 Lexington Avenue, New York City.
"Is Your Book Dusty?" The girls' work secretary
who suggests the use of this topic will recognize that it
is one way of saying, "Why have Bible study?" See
Lynn Harold Hough's "A Living Book in a Living Age,"
and the Girls7 Year Book with its teaching outline for
Section I; also Section V, 'Chapter 1, of thiis Manual.
"Christmas — what does it mean?" This may be de-
veloped through the use of tableaux, a pageant, or by the
story method.
"Patriotism, Old and New," and "What is Real Patriot-
ism" and "A Perfect Tribute" may offer opportunities
for .the use of outside speakers who will bring a real
message to the club.
Service:
Preparation of Christmas baskets and the giving of a
party for needy children should have the same careful
consideration as was suggested in the comment regarding
the preparation of the Thanksgiving baskets. See that
the baskets a*-e distributed through some recognized local
agencies and that the children who are invited to the
party come as family groups, since disappointment so
often comes to several when one child is chosen to go
to a party and several others are left at home.
Social:
"A Colonial Party" offers a means of cooperation be-
tween the Young Men's Christian Association wlxen
members of the Hi-Y clubs may be invited to the party
or the girls may invite their own boy friends.
175
"The Mother and Daughter Banquet" offers an op-
portunity to acquaint the mothers with the ideals and
purpose of the club work, and it very often reveals a
mother to a daughter in a new way. Through a cleverly
arranged toast program the mothers may express their
appreciation of the club and what it means to the
girls. (See Section VII, Material for Program Building,
page 726.)
"The Father and Daughter" Party. In so far as the
Boys' Work Department of the Young Men's Christian
Association is having "Mother and Son" parties, it would
seem that "Father and Daughter" parties might well
be a part of the Girls' Work program of the Young
Women's Christian Association. For a^good many years
it has been very usual to have the relationship between
father and son and between mother and daughter stressed
much more than the relationship between father and
daughter and mother and son.
SPRING MONTHS
March, April, May
These months are the time for presenting plans for a voca-
tional conference, for planning a St. Patrick's party, for the
election of officers, for planning Mothers' and Daughters' week,
for a discussion of summer camps, summer conferences, Senior
parties, parties for grade school girls who will enter high school
in the autumn, for council (or cabinet) training through the
medium of a week-end house party when the new and the
old councils meet together, for the planning of a summer pro-
gram, the Girls' Work Committee and the club committees all
considering what should be done and how.
Content.
Topics: To be used at the club meetings. These are
suggested only. They may be developed through the
176
discussional or demonstration method.
"Discovering Myself."
"How to Live on Twenty-four Hours a Day."
"Feet—A Good Understanding."
"Have We Fulfilled Our Purpose This Year?"
"Choose Ye."
"Shall We Have a Summer Program?"
"Making Our Triangles Perfect."
"Through Freshman Spectacles, or High School as
We See It."
"Habit Postures, Good and Bad."
"Camps— Why Have One?"
"Conferences — Why Go to Them?"
"What Does Easter Mean to You?"
Service:
Presentation of "A Pageant of Sunshine and Shadow."
A Vocational Conference, to which all girls in the
school may be invited.
Social: *
A party for the Senior girls.
A party for girls who will enter high school in the
autumn.
The Council Training House Party.
Method.
Topics:
"Discovering Myself." Chapter 12, Section V of this
Manual contains a bibliography of material to be used
in presenting vocational work.
"How to Live on Twenty-four Hours a Day/' the
title of a book by Arnold Bennett. It may be read
aloud at a club meeting or the adviser or girls' work
secretary may read it and tell it to the girls, or the
girls may read it and then have a discussion based upon
it.
177
"Feet — A Good Understanding." Secure from .the
Womans Press a series of posters' on posture and .the
right kind of shoes and see the article in the July (1919)
"Association Monthly" on "A Perfect Shoe For a Perfect
Foot"; see Section V, Chapter 2.
"Have We Fulfilled Our Purpose This Year?" A
time of reckoning" when the girls face squarely whether
the club purpose is real, and if not, why not.
"'Choose Ye." A meeting- when senior girls tell what
they would do if they were starting- to high school again.
The following quotation from Kipling may be used:
"I wish myself could talk to myself,
As I left 'im a year ago,
I could tell 7im a lot that would save 'im a lot
Of the things 'e ought to know."
"Shall we have a summer program?" Discussion in
this case should center around the following points:
The advisability of a summer program^ what should be
its nature; how often should the club meet ; what should
be the nature of the meetings?
"Making Our Triangles Perfect." John Oxenham's
poem, "Everymaid," might be used in this meeting. It
is to be found in his little book of poems, ""Bees in
Amber," which may be secured from The Book Shop, 600
Lexington Avenue, New York City.
" Through Freshmen Spectacles" does not need inter-
pretation,
"Habit Postures, Good and Bad." Data which will be
helpful in such a meeting as this may be found in
Section V, Chapter 2, of this .Manual.
"Camps — Why Have One?" This may be a discussion
on the part of the girls as to what a camp may mean;
178
the kind of publicity to make a camp successful; why
camp songs are necessary; how many days should be
spent at camp. The girls' work secretary will consider
location, equipment, recreation, the creation of camp
spirit which results in self-government, how much time
can be reserved completely for the girls' work depart-
ment, if it is a camp shared by the whole Association,
and how to relate the camp program to the programs of
the other groups in the Association. See Chapter 14,
Section V, of this Manual.
"Conferences — Why Go to Them?" See Chapter 15,
Section V, of this Manual. Those girls who have attend-
ed a summer conference will be able to make all their
experiences very vivid to the other girls through the
use of kodak pictures and conference memory books and
stories.
"What Does Easter Mean to You?" Sometimes a
series of Lenten meetings may be arranged in the Girls'
Work Department, or perhaps a vesper service, held in
a church or in some place made attractive with flowers
and vines, will help to make the Easter season a very
lovely one for the girls.
"A Pageant of Sunshine and Shadow." This will be
real service for all proceeds from it are to be devoted
to the work of The National Child Labor Committee.
Social:
Party for Senior Girls: This party should be planned
for the senior girls by all the other members of the club.
It may be a tea with faculty members present. It
represents, usually, the closing of the school year part ol
the club program.
Cabinet or Council Training: The purpose is to bring to-
gether the old and the new council members, so that the^
may learn all the detail of club work and committee
organization and management.
179
SUMMER MONTHS
June, July, August
These months offer excellent opportunities for out-door
activiUles, such as camps, auto-truck parties, beach parties,
tennis, group singing; it is also time for attendance at a sum-
mer conference. A summer program is essentially informal,
and may mean that the advisers meet the girls only once a
month instead of the more regular meetings of the school year.
Such summer work as that mentioned above requires leader-
ship, which can only be obtained by careful thought and
planning, in which the girls7 work secretary and the girls' work
committee members and advisers will all share. Sometimes,
when regular advisers are unavailable, there are college girls
who will be glad to help while home for the summer.
PROGRAM HELPS
All good program work must take into consideration a sea-
sonal grouping of activities, whereby the year is divided into
quarters — fall, winter, spring and summer. The program com-
mittee, in preparing its outline for the year's work, will find
in these lists of material the suggestive elements which will
provide the variety, balance and continuity essential to suc-
cessful club work, and which may be adapted to the needs
of individual girls in the local community. All of the ma-
terial in Section V and Section VII of this manual will con-
tribute additional strength to the program.
Every program committee should also remember that the
program which they plan should make concrete the ideals which
the club has incorporated in its purpose. The purpose of any
club should be "the pace-setter" for the quality of the work
done, both in regular club meetings and in council and com-
mittee meetings. All program committee members, advisers
and the girls' work secretaries must always remember that the
ultimate purpose of all high school club work is to train girls
in the way of Christian living. This, being interpreted, means
180
to help a girl to understand what it means to be a Christian,
and to help her ,to live as a Christian in her community.
The value of any club work to its members is in direct pro-
portion to the way in which that work enables' the members,
as individuals and as a group, "to face life squarely"— and to
do this means to accept Christian standards of living and to
so adjust personal desires and problems to these standards
that all members attain abundant life. Such adjustments for
every one come in home, school, church and community living.
To obtain abundant life, club members must be strong in body,
alert in mind, and must seek in God, the Father, and Jesus
Christ, His Son, their purpose "to find and give the best." The
triangle of health, knowledge, spirit, expressed in service, should
become the keystone for a girl's Hiving in her normal environ-
ment— home, school, church and community. The suggested
material has been prepared with this thought in mind.
I. Book Poverty — "I Don't Have Any Time to Read."
II. My Book Shelf:
"Books I Would Like to -Own."
"Books I Would Leave in the Library."
III. "If I were having a party and could have only twenty
guests, whom would I choose?"
IV. "My Five-Foot Shelf." — Ask each club member to
make a list of .the books which she would include in
her five-foot shelf if she had one. These lists will
serve as the content of a discussion for the club
members to determine what volumes would make a
Five-Foot Shelf for the club, and why certain books
should be retained and others discarded.
V. "Trash or Classic — Hysterical or Historical — What
Do You Read?"
VI. Book parties, where club members come representing
well-known book characters or book titles; guessing
games which involve a knowledge of books, and bio-
graphical sketches done by some one who knows how
181
to tell stories, all help to stimulate a girl's interest
in reading1.
VII. "What have I in my sweater pocket?"
What are my treasures? — might be another way of
staging1 this topic. Every girl has them; many she
carries with her, and they vary as do the girls them-
selves. Poems should be part of the treasures of
girlhood, for they are results of the gift of some one
who can see the land of far distances and the King
in His glory, and who crystalizes "the beautiful" into
words.
It ds fortunate that many volumes of verse and
anthologies, such as "The Little Book, of Modem
Verse," are sweater pocket size, and every adviser and
secretary has an untold opportunity to indicate such
use of sweater "carrying space."
Pocket size:
The Golden Treasury of Magazine Verse. — William
Stanley Braithwaite.
Second Book of Modern Verse. — Jessie Rittenhouse.
Bees in Amber. — John Oxenham.
High Tide—Selected Poems. — Mrs. Waldo Richards.
Poems That Have Helped Me.— S. E. Kiser.
A Little Book of Western Verse. — -Eugene Field.
Poems of Childhood. — Eugene F|ield.
Trees and Other Poems. — Joyce Kilmer.
Old Fashioned Roses. — James Whitcomb Riley.
Volumes from The Little Leather Library Corpora-
tion, 44 East 23d Street, New York City. Write
for catalogue.
VIII. The Woman Movement:
The Woman's Land Army of America, 19 West 44th
Street, New York City.
The Woman Suffrage Party, 373 Fifth Avenue, New
York City.
182
The Woman's Trade Union League, 7 East 15th Street,
New York City.
The National Consumers' League, 105 East 22d
Street, New York Oity.
The National Child Labor Committee, 105 East 22d
Street yNew York City.
The World's Student Christian Federation; address re-
quests for information to The 'Student 'Committee,
Department of Research and Method, 600 Lexing-
ton Avenue, New York City.
IX. The Blue Triangle the World Around: India\ China,
Japan, France, Russia, England, South America.
(Helpful material for such a meeting may be secured
from the Foreign and Overseas Department, National
Board, Young Womens Christian Associations, 600
Lexington Avenue, New York City.)
X. "The World at Our Door." -See "Peter of the World"
in the first Inch of the Inch Library. Use the follow-
ing verse, entitled "The Window of the World," on
a poster:
Through the window-,
Through the window
Of the world,
Over city, over lea,
Down the river, flowing free
Toward its making with the sea,
I am looking
Through the windows
Of the world.
XL "The World Beyond Our Borders."
Such a topic gives the opportunity to increase in
knowledge and understanding of "World Oitizenshfip."
See "The Magic Carpet," "The Air Route to Buenos
Aires," UA Camel Trip to Cairo" and "Precious
Flower and the Flies," all of which may be secured
from The Womans Press, 600 Lexington Avenue, New
York City.
183
XII "Different Angles of Our World"
Our individual angles: — Home, School, Church.
Our industrial angles: — Native-Born, Foreign-Born,
•Colored.
Our world angles: — Europe, Asia, South America.
This could be made graphic by using three tri-
angles— one for each of the divisions at the corners of
a poster.
This topic can be developed by showing how the
triangle of home, school and church can never be per-
fect until there is a realization that the triangle
of colored and foreign-born girls in the great indus-
trial centers is becoming more nearly equilateral be-
cause of improved working conditions, wages and
hours; and that the distress lin other continents can
only be rectified as we realize that it is our responsi-
bility to reach out from our immediate little triangle
of home, school and church to the triangle which lies
at our very door, and from there to the world triangle.
(Use again /if desired, the poem given under topic D,
Chapter VII, Section V, of this Manual, "The Place
of Discussion in the Girl Eeserve Movement."
XIII. "Ups and Downs" — ."All mortals have their ups and
downs ; in all the modern styles ; one day they wilt
'neath Fortune's frowns, the next enjoy her smiles.
Some men put up a gorgeous front when all things
come their way; they blithely tackle every stunt,
their curves are glad and gay. They move with an
elastic step, the bluff they make is tall; we say, 'these
men are full of pep, they're winners, one and all.'
Sane people calmly take their joys, and do not tear
their gowns or make a woeful, sobbing noise when
ups give way to downs." — Walt Mason.
184
XIV. "The Letters We Write in Our Faces"
Where do the lines come from? See Robert Love-*
man's, poem, "A Sunshine Heart and a Soul of
Song," and John Oxenham's poem, "Everymaid/' in
"Bees in Amber."
XV. "Through the Looking Glass"
Life's mirror.
A look into our own niirrors.
XVI. Three Requisites for Success: Desire, Efforts, Results.
XVII. Grace, Grit, Gumption, Girls.
XVIII. The Alibi Habit: "I was Busy Here and There."
XIX. "Are You Extravagant?"
Money Giving. Time Giving. Joy Giving. Self
Giving1.
XX. Care of the Teeth. Care of the Hands. Care of the
Hair. (These should be practical demonstrations,
given by specialists if possible.)
XXI. Common Sense Hints on Dress.
XXII. A Girl's Relation to Men.
XXIII. "When I Go Traveling."
See in Section VII "Material for Program Building,"
a "movie" which may be used to dramatize this topic.
XXIV. On the Fence— School Honor.
XXV. The Green-Eyed Monster (Envy).
XXVI. A Girl's Storage Batteries.
XXVIL "How Would I Explain to a Girl from a Foreign
Country My Christianity?"
XXVIII. The Women Jesus Knew and What They Thought of
Him. (This might well be a talk given by an out-
side speaker.)
XXIX. A Girl's Triangle— Others, God, Myself.
XXX. Courage — the things which help one reach toward
God.
185
XXXI. A Gfirl's Garden. (The following poem by Thomas
Edward Brown might be used:
"A garden is a lovesome thing — Got wot!
Kose plot,
Fringed pool,
The veriest school of peace.
And yet the fool
Contends that God is not —
Not God! in gardens, when the eve is cool?
Nay, but I have a sign!
Tis very sure God walks in mine."
"Patience and Her Garden," by Ida Smith Decker,
published by Paul Elder & Go., San Francfisco, is a
delightful story, which possibly could be used at such
a meeting.
XXXII. "Habits that are of value in Personal Relationships."
Thoughtfulness. Avoidance of petty and
Courtesy. unjust judgments
Quiet Voice. Punctuality.
Aversion to gossip. Honesty,
XXXIII. "A Glass of Blessings."
"There are three ingredients in the good life, learning,
earring and yearning. A man should be learning as
he goes; and he should be earning bread for himself
and others; and he should be yearning to know the
unknowable. When God made man (says George
Herbert) he had 'a glass of blessings standing by.'
So He pours on man all the blessings in His reservoir;
strength, beauty, wisdom, honor, pleasure — and then
He refrains from giving him the last of them which
is rest, i. e., contentment. God sees that if man is
contented he will never win his way to Him."
— Christopher Morley.
(From "Parnassus on Wheels/* reprinted by per-
mission of the author and publishers, Doubleday
Page and Co.)
186
"Life Came to Me Today ."
This I entreat —
Flow in my hands, inform my lagging feet,
Shine in mine eyes, and smile "upon my lips.
Oh, lift my spirit's flame from dull eclipse
And), sing, within my heart, that I may be
Life, in my turn, for those who look to me."
XXXIV. "Whatsoever Things Are Lovely."
(a) Poems I love.
(b) Pictures I love.
(c) Books I love.
(d) Music I love.
(e) People I love.
XXXV. "What can I, a girl, do to help?"
At home.
In my school.
In my community.
The world.
XXXVI. "How can we do common things in an uncommon way ? "
For additional interpretation of the world fellowship,
4 which can become so easily a part of any program, see
the suggested interpretation of the honors which will
make them international — see page 290. Even
though high school girls themselves may not
be (interested in honors the adviser of the Program
Committee will find there much which is suggestive
CABINET OR COUNCIL TRAINING
It sometimes happens that girls who are elected to office in
the High School Club, because of their leadership qualities,
do not understand what are the responsibilities which become
theirs with office-holding. The week-end Cabinet or Council
Training has proved a very effective way of preparing them.
187
Who — The old cabinet or council, the newly elected one, the
advisers, and the secretary. In the case of the independently
affiliated high school where the visit of a secretary is not possi-
ble, one of the advisers will have charge of the training.
When — jnor a week-end as soon after the election of officers
as practicable, beginning Friday afternoon or evening.
Where — The place should be away from the usual scene of
action both for more concentrated work and greater interest.
A cabinet or council house-party offers great possibilities.
What — Information.
Inspiration.
Training.
Tentative Program for Such Training.
Friday evening — I. Our responsibility — Retiring president.
II. The girl who leads: The girl who follows
Secretary or adviser.
III. Our purpose: what it means, and how we
carry it out — Discussion.
IV. Closing — cabinet or council member or
adviser.
Saturday Morning —
I. Opening Devotions — Cabinet (Council)
member or adviser.
II. The Young Women's Christian Associa-
tion of whlich we are a part — secretary or
adviser.
III. Parlimentary Drill — this should be short,
"snappy" and stimulating.
IV. The Relation of the Cabinet or Council to
the club as a whole — secretary or ad-
viser.
This may be illustrated by a diagram or
a chalk talk, interesting relationships
figuratively described as follows:
188
a. "Your Cabinet or Council the Hub."
b. "Your Committees the .Spokes."
c. "Your Club the Wheel."
V. How to plan for a Cabinet or Council
Meeting — 'Cabinet or Council member or
adviser or secretary.
A. The following is the usual plan of
procedure for a business meeting.
1. Meeting opened by president.
(Something devotional at the be-
ginning or the end of the meeting.)
2. Minutes of the last meeting.
3. Old business.
4. New business.
a. Report of all committees.
b. Future plans.
VI. How to plan for a committee meeting.
A. Regular time for a meeting.
B. Outline of business.
C. Discussion of work to be done and the
best ways to do it.
D. Monthly report to the cabinet — this
report should include work that has
been done and also future plans.
VII. Discussion of the duties of cabinet or
council members — adviser, secretary or
member of Cabinet or 'Council.
A. President.
B. Vice President (membership chair-
man). Refer to Constitution.
C. Secretary.
D. Treasurer. (See! the Chapter on Or-
ganization in this Manual, page 61.)
E. Program committee chairman.
F. Service committee chairman.
189
G. Social committee chairman. Organi-
zation of high school and private
school associations.
Saturday Afternoon —
I. Model Cabinet Meeting.
II. Our Program.
A. For the year.
1. For the summer.
a. 'Camps and conferences.
b. 'Community service.
2. For the school year.
III. Installation services planned and re-
hearsed.
IV. Closing.
The right spirit for a cabinet otf council meeting can be
secured in a number of ways. There are poems', which are in-
spirational, stories and biographies that challege us to our best,
and which all of us want to use at times, but for those of us
who know the inspiration that comes from the study of our
Bible and the fellowship of prayer, these latter are the most
direct ways.
A RECOGNITION SERVICE FOR NEW MEMBERS
To many members of girls' clubs in the Young Women's
Christian Association, the words "Recognition Service" have
come to have a very definite and beautiful meaning and be-
cause of a desire to make this experience available to all girls
who share in the fellowship of work, play, love and worship in
the Girl Reserve movement, the following suggestions for a
Recognition .Service for New Members have been included 'dn
this Manual. It is very desirable that for every club the ser-
vice should have an especial meaning* and therefore it is hoped
that these suggestions will be adapted to fit the immediate
needs. Always there should be beauty and simplidity and a
190
spirit of reverence ; what mode of expression these will find is
not so vital, but that they should be ever present is most
essential.
Producing Notes:
At the end of the room place a table on which is set a large
candle that is lighted. Mark out on the floor, immediately in
front of the table, the three angles of a large triangle, which
shall serve as guides to the old members of the club when they
march in and form a triangle outline. The President of the
club and the Vice President head the procession and take their
places at either end of the table.
The old members, carrying unlighted candles, march into the
room. They advance by twos to the middle of the base of the
triangle (D) and there separate, turning at the angle of the
triangle and marching to the apex, where .they light their
candles. They turn and march down the other side to the
points E and F. The new members, also carrying unlighted
candles, enter the same way and separate at (D) as did the
old members. They march in single file, inside the lines formed
by the old members. The order of service is as follows:
Processional Hymn — "0 Beautiful for Spacious Skies."
(At the close of the hymn, the Vice President steps forward
and speaks as follows.)
Vice President: "Whom do we welcome to the fellowship of
this club?
Old members (in unison): All who work, play and worship
with us in a common purpose.
Vice President: In what words do we express our purpose?
Old members (in unison): (Repeat the club purpose.)
Vice President (turning to the President): I present to
you these new members.
191
President: Is it your desire tq become members of this
club?
New members (in unison) : It is.
President: In token of your common pledge with us to
share in the fellowship of this club, will you come forward and
seek your light where we have lighted ours ?
(The new members step forward to the large lighted candle;
when they have lighted their candles they march down the sides
of the triangle formed by the old members and complete the
triangle by forming the base.
Short talk or story by a member of the club or one of the
advisers (interpretation of what the club can mean to girls).
Recessional: Hymn of the Lights.
AN INSTALLATION SERVICE FOR OFFICERS OF A HIGH SCHOOL
CLUB
The preparation for an installation service must be started
several weeks in advance of the date determined for the formal
installation. This tflme is necessary because it is desirable that
many parts of the suggested service included in this Manual
should be prepared by the new and the old council or cabinet
officers. Much discussion will be needed to make it very clear
and very attractive to the club members, who really share in it
'as much as do the officers who are being installed.
Producing Notes:
The service proceeds according to the order indicated below.
While the members of the club are assembling, hymns or other
appropriate selections should be played. When the processional
is ready, play the hymn *'Lead On, 0 King Eternal"; the mem-
bers of the club stand while the officers of -the club, old and new,
enter. They are preceded by a girl who is dressed in white.
She carries a large lighted candle. Each retiring officer marches
with her successor • they all carry candles, and the candles of
the retiring officers are lighted. The candle bearer places her
192
candle on a table at one end of the room and steps to one side.
The retiring officers place their lighted candles on the table as
they file by and the new officers place theirs in a similar position
on the other side. When the processional hymn is ended, all
are seated, chairs having been arranged for the officers so that
they face the club membership and form a semi-circle about
the table. The retiring president arises and tells very simply
the story of the choosing of David or the calling of some other
great leader of the people. This story may be told in the
words of the Bible story or in the girl's own words; it must
receive careful preparation, so that none of the beauty and
significance of it escapes the auditors. She then repeats the
purpose of the club, stating very briefly how the retiring officers
have tried to help the club carry it into its work and fellowship.
She states that the old officers are about to give their trust to
the new officers. When she has said this, all of the officers
arise and the retiring president presents to her successor the
constitution, and in a few sentences, gives her trust and respon-
sibility to her. The order of the service is indicated below.
I. Music
II. Processional — "Lead On, 0 King Eternal."
III. President's address and charge to the new president.
IV. New President's response.
V. Retiring Vice President presents the membership roll to
her successor and charges her with the responsibility
for the club membership.
VI. New Vice President's response.
VII. Retiring 'Secretary presents record book to her successor,
with a brief address.
VIII. New Secretary accepts the charge and the treasurer's
books.
IX. Retiring President explains the meaning of the large
candle and bids the new officers light their candles from
it.
193
X. Candle Service.
New President (stepping forward, takes her candle
and lights it, while she repeats these words), "Jesus said:
'I am the Light of the World/ "
When she has returned to her place, .the new Vice
President steps forward and lighting her candle, repeats:
"The True light, even the Light which lighteth every
man coming1 into the world."
The new Secretary repeats, as she lights her candle,
"Light shall shine out of darkness."
The new Treasurer repeats: "Jesus said 'Ye are the
light of the world. A city that is set on a hill cannot
be hid.'"
The retiring President speaks, saying: "Let your
light so shine before men that they may see your good
works and glorify your Father which is in Heaven."
The retiring officers then step forward, take up their
lighted candles and join with the new officers in a prayer
such as .the following:
"Light of light, that shined ere the world began,
Draw thou near and lighten every heart of man."
XL Recessional Hymn — 'Hymn of the Lights.
The candlebearer, having taken her candle, leads the
recessional, followed by the new officers, marching two
by two; the retiring officers follow.
CONTENT AND METHOD TYPICAL OF A PROGRAM FOR YOUNGER
GIRLS IN BUSINESS AND INDUSTRY*
All programs for younger girls in business and industry
must take into consideration the fact that the needs of the girl
*The majority of these suggestions have been taken from the Commission
reports of the various Councils for Younger Girls in Business and Industry
held during these past two years, and from programs worked out by the
girls through their own committees in local Associations. It is hoped that
they will prove suggestive to other groups of girls as they plan their own
programs.
194
between fourteen and sixteen are often very different from
those of the girl between sixteen and e'ighteen. These differ-
ences, however, can often be met not so much by a change in
subject or content as by a1 different method of presentation.
The older girl is more sophisticated, feels more grown up, has
often more freedom from home restraint, has sometimes reached
a different relation with her men friends, and should have a
feeling of greater responsibility toward work and her place
in the industrial or business world. All of these things make
possible a program more "formal" in its presentation.
With both groups of girls, care should be taken to correlate
program work with the programs of the industrial department
and with the department for business and professional women.
If this is done, the transition from girls' work to either of .these
is easier.
A wise use of leisure time is one of the* most vital factors to
take into consideration in programs for this group of younger
girls in business and industry. Their desire for singing, dancing
and "shows" may be directed easily to folk dancing, gymnastic
drills, dramatic art, nature study and good reading.
The following- program suggestions have been grouped under
the four elements which constitute the basis of all the Girl Re-
serve programs — health, knowledge, service, spirit.
I— Health.
Just as soon as possible every girl should realize through
a talk, a discussion, a demonstration or an exhibit, that health
is no longer to be considered a luxury but a social responsibility,
and that the health of the individual bears directly upon that of
the home, the continuation school, the place of work, and the
community. The Girl Reserve health slogan is "Stand Up
Straight" and ":Sit Up Straight"— inside and outside— ^S.U.S."
The slogan itself can be worked into a clever poster and the
letters "S. U. S." may be used in many ways.
195
Through cooperation with the health education department
of the Association, if it exists, arrangements should be made
for a physical examination of every girl. The examination
should be followed by the individual exercises necessary, gym-
nasium, classes, games which develop group and team spirit,
indoor track meets, swimming, talks and demonstration of first
aid, footwear, posture, healthful clothing, proper food, ventila-
tion and sanitation.
The last seven suggestions should be worked out in just as
graphic and visual a way as possible. For instance, the pictorial
poster method might be used. This has proven especially effec-
tive at centers or clnb rooms where groups of girls gather at
noontime and it would be equally effective with work done at
the Association building at night. Take the subject "footwear."
Make two posters, alike in size and coloring; label one "Two
Feet of Happiness," the other "Two Feet of Unhappiness." On
the first place a picture of a most attractive girl or several girls,
wearing the standard, common-sense shoe; on the other a girl
in a pointed toe,^high-heeled pair of shoes, looking pained and
tired. Later on if the posters cause discussion, as they are
sure to, definite information as to price and place for purchasing
might be added to the first poster. Another clever poster bound
to cause laughter and comment is the outline of the sole of a
foot, each toe plainly visible and in the center of the sole these
words, "A Five Room Apartment — A Room for Every Toe."
Clever figures in bright colors at Either side make this most
attractive.
An exhibit of common sense shoes may possibly be obtained
from a local shoe man and be displayed after such posters have
become familiar. Write Bureau of Social Education, 600 Lex-
ington Avenue, for information and material.
This poster idea can be carried still further and evolve into
a series1, placed in the club rooms one after another, thus caus-
ing great curiosity and amusement. "It's just like a serial in
196
the Cosmopolitan," one girl was heard to say. Here is an
illustration of how a series of foot posters can really become
a series of "foot-talks." The entire set may be placed on view
at one time or one by one they can appear:
Foot Talks.
Another series could be the following-:
"Aids to Good Health."
Still another series along this line:
Quick Lunch.
Nutritious Food.
These posters have been given here in the hope that these
or far cleverer ones can be made by some "artist" among the
girls or on the Girls' Work Committee.
Simple drawings like these, or with the same general idea, and
a clever application of paint can do more .to attract the eye
of the younger girl in business and industry than all the
lithograph posters imaginable. Something that is hand done
has its attraction. This poster method is often far more effec-
tive than any amount of lecturing or "preaching." Aj large
number of people in this world are "eye-minded," not "ear-
minded," and the pictorial will carry a meaning to them more
quickly than the spoken word. Poster work of this kind has
often led to a demand for "Talks" and gives much opportunity
for constructive conversation with individuals. A chance for
a snappy, ten-minute talk on a lunch that really counts for
something versus one which consists of a sundae, a jelly dough-
nut or fried pie is striking at the real root of the girls' living
and thinking.
The following Health Code is one which was originated by
younger girls in business and industry. Such a code printed on
attractive cards and given to each Girl Reserve might do mucJi
to make health mean something vital to a girl as an individual
and to the group as a whole. An enthusiasm for health needs
to b,e arouse.d and can be if all are bent on obtaining it.
197
How About You?
Are you changing the general trend of your foot-shape?
causing discomfort and awkwardness?
Nature created the foot
to fit in the simplest food
covering, the moccasin.
The child of six can play comfortably
in the sandal,
198
How about you? Do you
consider the French heel a
necessity to be "grown-up?"
Or do you let Na-
ture decide your
foot-gear for you?
With ease the girl of twelve
years, walks her eight blocks
to school.
199
Aids to Good Health
MR*
££O
I
£j£l
O
"An apple a day keeps the doctor azvay."
Don't permit your weight to go to extremes.
200
Sleep with your windows wide open.
Walk one hundred miles a month.
Drink plenty of water each day. It aids digestion.
201
Quick Lunch
Thorough mastication creates easy digestion.
Drink milk instead
of coffee.
Eat one green vege-
table a day
Eat plenty
of fruit.
202
Nutritious Food
Eat wholesome foods, lots of fruit and vegetables.
p../ \,pr./ \>ft. \,Pt.
Drink eight glasses of wetter each day.
203
Health Code*
I. Eight hours sleep every night.
II. Eat .wholesome food three times a day at regular inter-
vals (this means a real luncheon, not two sundaes).
III. Drink s'lX glasses of water daily.
IV. Wear, if possible, loose1 clothing, low-heeled, square-
toed shoes.
V. Remove damp clothing as soon as possible.
VI. Bathe in hot water at least twice a week.
VII. Exercise out of doors one-half hour daily (walking to
work will help to do this).
VIII. Adopt health habits to insure daily bowel regularity.
Outdoor activities such as hiking-, skating, camping, volley-
ball and tennis should be provided. For some girls Saturday
afternoon is a possible hiking time. For others Sunday after-
noon is the only possible time. A picnic supper on a Saturday
or Sunday hike is good fun. Hiking is always a joy provided
the person in charge has the "spirit of the road" within her
and is ever alert to the beauty by the way and overhead in the
sky and knows interesting games to play enroute and stories
to tell at supper time or around the camp-fire.
Recreation.
One of the greatest needs, of the younger girl in business and
industry is the opportunity to meet boys and men !in a natural,
normal way. Any recreation plan should take this into con-
sideration and provide for the "mixed party" and for that atmos-
phere in the Association which spells "friendliness" and "home"
to the girl and her man friend.
*Written by younger girls in Business and Industry, East Central Field.
204
. It is very often possible to use the "men friends" as assist-
ants when a circus or stunt is going on. Standards of action
can often be established while setting up a stage or while
decorating. The normal significance of any social act'ivity is
two-fold, the quality of the thing itself and the way in which
it is done. The impression which these activities are leavfing
upon the minds of girls and men can never be accurately fore-
cast but it is safe to say that each one makes its mark upon
their lives and unconsciously standards of action are built up
which will form the social fabric of whatever community they
will live in later in life.
Material on Health Education and Recreation.
See Chapter II, Section V, Health Education and Recreation.
Write to the Bureau of Social Education for additional in-
formation, pamphlets and suggestions, 600 Lexington Avenue,
New York City.
Write Child Health Organization of America, 870 Seventh
Avenue, New York City, for the Child Health Alphabet.
Cho-Cho and the Health Fairy, demonstration pamphlets and
other bulletins. Enclose 50 cents and a sample set of all ma-
terial will be sent to you.
Write to the Superintendent of Documents, Government
Printing Office, Washington, D. C., for pamphlets entitled "Sum-
mer Health and Play School, Teaching Health."
Write to the Bureau of Public Health Education, care De-
partment of Health, 13,9 Center Street, New York City, for
"Keep Well" leaflets, especially No. ,17, "Simple Wholesome
Lunches for Working People."
II — Knowledge.
The kind of educational work suggested for younger girls
in business and industry under this1 section of Knowledge is
most important for the reason that in the present scheme of
education and guidance this girl is less well provided for than
205
H
How does my amount of sleep
affect my work? Is it easy to be
cheerful when I have a headache f
Are many illnesses caused by one's
own carelessness f What responsi-
bilities to others does one have for
keeping well?
206
Why are there so many songs written
about smiles? How does being grouchy
affect other sf Am I increasing my
circle of friends by being friendly?
Is my Spirit loving, cheerful and helpfulf
207
// / could hear my conversations re-
peated at the end of the day, would
it make any difference in zvhat I say?
Are my thoughts kind and true before
I speak of another? Have I the courage
to say what I knozu is true? Which
are louder: actions or words?
208
any other group. In some communities there are as yet no con-
tinuation schools and so no study is required. Night schools pro-
vide the opportunity for some girls but even so there is usually
the chance for the kind of work here outlined and it is needed.
The girl who leaves school at fourteen in a very short time"
drifts away from her former school mates. She has, perhaps,
disliked the formal class work of the school and has vehemently
declared that she "hated school and books." Perhaps she did,
but there is in her just the same a longing for self-expression
which cannot be complete without more education and guidance.
Unless some definite help is given her between the age of four-
teen and eighteen, she is never going to meet in a congenial
way her former school mates who come into business or industry
?t eighteen or twenty with more school background. One of
the difficulties of programming for business girls between eigh-
teen and twenty-two is their difference in background and
educational advantages.
By following some of the suggestions here given under
"Knowledge," it would be possible to have two or more times
during the year exhibits of style-craft work, dramatic presenta-
tions, and poster exhibits by both younger girls in business and
industry and high school girls. They are all Girl Reserves or
younger girls in the Association and a joint piece of work which
takes for its preparation a joint committee would do much to
keep the groups together and make both see that in their work
in the Association they have a common ground.
Talks and discussions of chances^ for promotion given by
business men and women, definite personal help given each girl,
and when possible a real "vocational conference" in cooperation
with the schools and other agencies are greatly to be desired
in a program for younger girls in business and industry.
Intelligent citizens are needed to-day as never before. Girls
everywhere want to "know" if only the right approach is made.
Younger girls in business and industry are not ordinarily inter-
ested in classes. Information like everything else, must be pre-
209
sented to them in a graphic, visual, active way. The poster
method described in the preceding section, plus the following1
suggestions may help include this phase of work in a program:
A, Dramatics.
Charades.
Plays.
Pageants.
Pantomimes
Style Shows.
Foot and shoe exhibits.
"Movies."
Dramatic work like every other activity in a program should
be done with the object of developing initiative and personality.
The dreams of what one would like to be can come true for the
period of time one is living the part of some girl in a play! To
really be a character for two weeks at rehearsals and on the
final night of the performance often makes one a different per-
son for all time. The influence of the play is great and should
never be under-estimated. (See Chapter VI, Section V, on The
Place of Drama in the Girl Reserve Movement.)
The average group of younger girls in business and indus-
try are not interested in a play or pageant which takes a great
deal of time and energy given to rehearsals. The short, simple
play, full of action and quickly prepared is always to be chosen.
The following plays are suggested:
1. Mrs. Oakley's Telephone —
Samuel French & Co., 28-30 W. 38th St. New York.
2. Ope-o-me-Thumb —
Renn & R. Pyr.ee, Samuel French, N. Y., 25 cents.
3. Six Cups of Chocolate —
Edith V. B. Matthews, Harper & Bros., N. Y,
4. Land of Heart's Desire —
W. B. Yeats, Walter H. Baker, Boston, Mass.
5. A Brown Paper Parcel —
M. S. W., 2 characters, Samuel French, 25 cents.
6. Mechaneal Jane —
M. E. Barber, 1 act, 3 characters, Samuel French.
7. Engaging Janet —
Ester W. Bates, Penn Publishing Co., Phila, Pa.
210
8. The Puppet Princess —
Houghton-Mifflin, N. Y.
9. The Good Old Days-
Alice C. Thompson, Penn Publishing Co.
10. Portmanteau Plays —
Stewart Walker. (This is a collection which includes many possible
plays.)
11. Suppressed Desires —
Cook Publishing Co., 3 characters, 30 min.
12. Mrs. Pat and The Law —
Lady Augusta Gregory.
13. The Fan and the Candle Stick —
Mary McMillan. (In book by that name; ask in any Public Library.)
14. Harvard Plays — Brentano, New York —
Three Pills in a Bottle — Rachel Lymann Field. Volume I— $1.25.
The Florist Shop — Volume II — $1.25.
15. The Piper's Play-
Samuel French, N. Y. 25 cents.
16. The Traveling Man-
Lady Augusta Gregory, John W. Luce & Co., Boston, Mass.
(In addition to these suggestions, write to The Womans Press for
"A Second List of Plays and Pageants.")
A "Foot and Shoe" show can be made most interesting by
having a regular "parade" of girls with various kinds of shoes.
Stretch a curtain or sheet across a stage letting the bottom
fall about three feet above the floor. Have girls with good and
bad shoes walk behind it, thus showing just their feet and
ankles. Actual "Shoe exhibits" may be obtained by writing to
the Bureau of Social Education, 600 Lexington Avenue. A foot
film is also obtainable for certain occasions.
Pantomimes or "movies" worked out by the girls on all
kinds of subjects such as "Travel," "Clothes," "Table Etiquette"
are simple and most effective in result. Poems, stories and
songs can also be handled in this same way. A suggestion for
a "Table Etiquette Movie" is as follows: Have a table correctly
set. Four or any number of girls sitting on one side — the same
number on the other. The first four do incorrectly everything
connected with the meal from the opening of their napkins to
the final rising from the table. The other group does every-
thing correctly. While no words are needed, a song at the very
end which sums up the fun may be a clever addition,
B. Pictures:
iGoodi pictures are one of the most educational of all "tools"
211
in work with girls. Their very existence in a club room or
center as an indirect method of education. They can be made
the subject of conversation, of discussion and means of illus-
trations. Tableaux can be worked out from them — color values
and good* and bad lines can be illustrated by them. It is some-
times possible to have an "art gallery." This may be made by
securing prints of well-known pictures from George P. Brown
Company, Beverly, Massachusetts, or from the Perry Picture
Company, Maiden, Massachusetts. Mount the pictures on heavy
brown paper and place them on bulletin boards or suspend them
fiom cords stretched from corner to corner of the club room.
A series of pictures on landscapes, both by old masters and
modern painters, or a display of Madonna pictures, or a series
of pictures by one artist such as Corot, Isreals, or Raphael, or
a modern painter like Maxlield Parrish, might well be included
in such a gallery. A committee composed of club members and
an adviser should be responsible for knowing the names and
the significance of these pictures and should extend to the
community, mothers and fathers or family groups, an invita-
tion to come to the exhibit.
C. Music:
Music if properly handled is of infinite value to the spirit
and the body. A group of tired girls can be re-created by good
group singing. Every club room and center should have a good
piano and plenty of good music. The transition from a cheap,
popular song to a beautiful hymn is not a difficult one. The
love for "jazz" is a youthful expression of super-abundant life
•an'd energy which can be turned into an enjoyment of music
which lifts and helps one to live abundantly. Group singing
cannot be emphasized too strongly. Glee clubs are often possi-
ble but if they are not, group singing is. Sunday afternoon or
evening ".sing-songs" are always enjoyable. The national songs
and ,the folk songs of girls where parents have come from other
lands are a great contribution to a club meeting or a noon or
'evening "get-together." One group of Girl Reserves composed
212
of ten nationalities learned many songs of each country by hav-
ing the different girls teach the group.
Singing at camp — on hikes, on all occasions will make girls
sing at work and at home, if not actually, at least in spirit.
Besides s nging, there are the violin, the ukulele and other
instruments which can be used in general program work. (See
Section V, Chapter XIII, page 526, on The Place of Music in
the Girl Reserve Movement.)
D. Style-Craft:
1. Hat Making —
Within twenty to thirty minutes a clever milliner
can demonstrate the making and trimming of a hat.
Such a demonstration made at a center or club room at
noon in spring or fall will often cause a demand for a
short, informal series of "lessons." This becomes an
informal group rather than a "class."
2. Organdy Collar and Cuff Sets —
An improvised bulletin board on which are placed sev-
eral sets of the simplest but daintiest of organdy collars
and cuff sets causes an immediate demand to be "shown
how." Such sets cost so much when bought and so little
in comparison when made and they are so stylish! (This
can be done with various articles of dress.)
3. Tie-Dyeing—-
Directions for this may be found in the November,
1920, Ladies' Home Journal or in any book on Arts and
Crafts.
4. Dress-Making a la Carte —
On a medium sized piece of cardboard, each girl
pastes the picture pattern of a dress she would like to
have. Beside the pattern she pastes a. sample of the
material and of any trimming needed together with the
price per yard of each and the amount needed. An entire
wardrobe or "trousseau" may be worked out in this way
and a prize given for the prettiest and most inexpensive.
213
E. Outside Speakers:
1. Vocational Work —
a. The road aliead — where does it lead ?
b. What does a business man 'expect of a business girl?
Ask a business man to give a talk.
. c. What lies behind and ahead of the pay envelope ?
2. Thrift
3. Travel talks.
4. Hair fashions — given by a hair dresser who understands
girls. (Include care of hair.)
5. Hand fashions (manicuring) and face fashions (care of
the skin).
6. Help. *
7. Books — why — when — where ?
(A librarian can often give a most interesting twenty-
minute talk on this subject.)
8. Working and living.
(a) Ways and means for showing initiative and origi-
nality in factory and commercial work.
(b) Causes of fatigue and ways of counteracting it.
(c) Dangers connected with the particular industry in
which the girls are working.
(d) Safety devices necessary for certain kinds of work.
(Cooperation of employers and of Health Education
Bureaus might easily be obtained for this sort of work.
A short talk followed by questions and discussions would
be most worthwhile.)
F. Open Forums:
These should be as far as possible in the hands of the girls
and may take the form of debates, short dramatic skits, in-
formal conversations or carefully planned discussions.
1. What lies behind and ahead of the pay envelope?
Have health, skill, promptness, loyalty to work, dress
and manners anything to do with this?
2. Telephone manners.
214
3. "Fans":
Baseball, Japanese, movie, window.
When is a fan not a fan?
Are fans necessary?
Name some ways of "fanning out."
Do you know any girls who are window fans?
How does it affect them?
4. Modes — Manners — Customs — Costumes.
In an office.
At any social function (especially at a dance hall).
On the street.
In the street car and on the train.
This may be worked out easily in a dramatic way.
For instance, the one "in an office" offers the opportunity
for three short, "snappy" scenes — one occuring at 8:30
or 9 o'clock in the morning, showing the opening of an
office, the tardy stenographer or bookkeeper, the ex-
change of greetings and all the by-play which is usual;
the second at the noon houtf, showing the busy hour of
the day, tempers frayed, telephones ringing, girls plan-
ning for luncheon appointments among themselves or
with the men in the office or men who have come in;
the third at closing time, showing the girl's attitude
toward her work. The girl's interests, both constructive
and destructive, could be shown by the various bits of
conversation floating about as the girls make ready to
leave the office.
"In the dance hall" — any representation made should
include a demonstration of the correct position in dancing.
"On the street" and "in the street car and on the
train" could be well worked out by having one group of
girls do the objectionable thing and another group do the
opposite.
In all these dramatic presentations much can be taught
by the kind of costume worn and the style of hair-dress-
215
ing. The good and the bad should be shown in each
scene.
5. Health; a luxury, a necessity, or what?
Is there any relation between health, efficiency,
ulooks," disposition, etc? See the pamphlets prepared
by the Bureau of Social Education and for sale by The
Womans Press, 600 Lexington Avenue, New York .City.
Also see Section V, Chapter II, and Ten Talks, to Girls
on Health, The Womans Press.
6. Who makes the better citizen, a business man or a busi-
ness woman?
See "The Woman Citizen," published by The Woman
Citizen Corporation, 171 Madison Avenue, New York
City.
See "The Young Woman Citizen," Mary Austin, The
Womans Press,
See also outline questions for "The Young Woman
Citizen," by Mary L. Cady, The Womans Press.
See "Your Vote and How to Use It," Mrs. Kaymond
Brown.
All of this resource material may be secured from
The Womans Press, 600 Lexington Avenue, New York
City.
7. Who makes your laws, you or the politicians ?
Do you take what is "handed to you" or do you help
"to hand out" what is to be taken?
8. The Ten Best Books I Have Kead,
9. The Magazines I like Best.
10. "Blue Triangle Aerograms."
Messages from the Blue Triangle Centers throughout
the world. Write the Foreign and Overseas Department,
600 Lexington Avenue, New York City, for helpful sug-
gestions.
216
11. Industrial girls in other lands.
12. History of industries such as silk weaving, etc., beginning
with the cocoon. (These can be worked out dramatically.)
13. A. "T. and E." Program (Thrift and Efficiency).
a. The Twin B's (Budgets and Business).
The keeping of personal accounts, planning a per-
sonal budget, keeping of a personal bank account can
all be emphasized under this topic.
b. The Twin S's (Saving and Spending).
Graphic material of all kinds, including posters, should
be used in developing this program. Sample budgets
worked out by the girls themselves, a simple accounting
system for personal use, the how and why of savings and
checking accounts, should all be featured at this meeting.
Possible means for increasing interest would be the sug-
gestion that the group work out a thrift acrostic and
adopt it for their slogan; for instance,
Thoughtful.
Honest.
Resourceful. The girls should put this
Intelligent in their own "language."
Firm
Temperate.
The following Thriftograms taken from the Savings
Herald, published by the Eighth Federal Reserve District,
St. Louis, Missouri, may be useful in a supplementary
way:
Old Man High Cost of Living shaves the dollars; it
is up to you to save them.
Come easy, go easy is the material used to pave the
hills to the poorhouse.
You don't need a ouija board to find out what's going
to happen if you keep on spending all you earn.
c. When is money really saved?
d. Does my vacation belong to me?
217
14. Hopes and Hope Chests.
This offers a chance to show efficiency of planning,
buying-, and system in general. Different girls can be
asked to give their ideas of how best to prepare for a
hope chest and what it should contain,
15. Good Citizen at Work.
9 Emphasize spirit and standards.
16. "Pegs and Holes."
Do you know any girls who are round pegs in square
holes? Why are they? Do you know the opposite?
Which are you going to be? What can work mean in
a person's life?
17. "Links" — my employer, my work, my associates, and
myself.
Develop this idea along the line of the links in a
chain, where each one is absolutely essential .to the
strength of the entire chain, and if one breaks or is
weak the strength and service of the whole are lessened.
18. Homes and Home-making.
How can a girl away from home still surround her-
self with the home atmosphere ? Can a room in a board-
ijig-house be made "home?" What makes a real home?
iThis discussion will lead naturally to a discussion of -the
ideal home which every girl wants.
See "House and Home Series," Elizabeth Jenkins. A
series of pamphlets for sale by The Womans Press with
such titles ,as "Planning the House," "Furnishing the
House," "A Budget of Personal and Household Ac-
counts."
19. Dress.
The following material will prove suggestive for
forum discussions, dramatic presentations, posters, tab-
leaux, or pantomimes.
21S
It is important that a girl be helped to form right
standards of dress during the adolescent period when her
interest in clothes is greatest.
[deas to instill:
1. It is not money but mind which produces good taste.
2. Do not mistake the costly for the beautiful.
3. Simplicity does not mean plainness nor poverty, but is
the very foundation of beauty and refinement.
4. Imitation in shoddy suits or jewelry is insincerity. An
honest, frank use of plain, inexpensive material worth
the price paid for it, • reflects more credit on the wearer.
5. It is not necessary to follow strictly the dictates of fash-
ion. Be individual. Sometimes your type can't wear
certain styles.
6. Wear dress suited to the occasion.
7. Be careful about choice of accessories.
8. Comfort and health must not be sacrificed.
9. Beauty, wherever found, in pictures, architecture or cos-
tume is based on definite art principles.
IRT PRINCIPLES APPLIED TO COSTUME DESIGN.
Read Arthur W. Dow — "Composition."
Art study is the attempt to perceive and to create fine rela-
ions of line, mass and color. Good spacing or proportion ds the
,rery ground work of design. Ways of arranging and spacing
,o create a harmony may be called the
Principles of Composition.
These are:
1. Opposition — Two lines meeting at an angle form a
simple severe harmony. This gives an impression of
abruptness.
219
2. Transition — If the corner where two lines meet is
softened into a curve, the opposition is softened and
an effect of unity and completeness produced.
3. Subordination— Unity secured through the relation of
principal and subordinate. Example: A tree trunk
with its branches. This principle governs the distri-
bution of "Dark-and-Light"
4. Repetition — The opposite of subordination. The pro-
duction of beauty by repeating the same lines or
masses in rhythmical order.
5. Symmetry — An arrangement in exact balance. This
is another way to satisfy the desire for ordetf and
good arrangement.
Art Elements.
A. Line.
B Dark-and-Light,
C. Color. To describe a color tell its
1. Hue — the name of the color — as red, yellow, etc.
2. Value — whether it is a dark color or light.
3. Intensity — Whether it is bright or dull.
A— LINE IN DRESS.
The silhouette of the costume makes a certain -line. Then
there are others on the dress, such as tucks, stripes, rows of
buttons, etc. Let these lines follow the structural lines of the
body as the lines of doors and windows do on a building.
What lines to avoid if you are stout:
1. Horizontal lines, such as are formed by belts, broad
shoulder effects, ruffles, the line of the sleeve ending
at the elbow which is on a line with the belt.
2. Avoid tight blouses as well as very baggy, and coats
ending at hips or Eton jackets.
220
3. Avoid anything which will lead the eye across the fig-
ure, such as pockets at the hips.
4. Do not wear fiat hats trimmed in horizontal lines.
Stout people should wear dresses, which present a long
unbroken silhouette and use trimming of buttons, etc., near the
center of the figure. Wear pointed neck, not round or square.
Build the hair high on head or wear hats which add height. Do
not wear "headache bands."
The slender type needs to emphasize lines to increase her
width. She may wear all that her stout sister cannot.
Avoid: Yokes whose lines meet in angles over the chest.
These will make her appear hollow chested. Round yokes and
neck line are best.
Avoid tight sleeves and severe lines in opposition in waist,
sleeve, skirt or hat.
Do not arrange the hair out of all relation to the size and
shape of head and neck.
Do not adopt an angular, unrhythmical hair arrangement.
Do not wear it built too high nor sliding down at the back of
the neck.
Do not adopt a style just because everyone else is wearing
her hair that way.
B—DARK AND LIGHT.
The design in the textiles worn, the use of different mate-
rials in trimming make the Dark-and-Light of a costume." Good
designs are not those that are an imitation of nature. The
charm of the simplest flower is lost when used in endless repe-
tition. Choose simple designs which are well spaced.
Stout people should avoid conspicuous stripes or borders,
plaids, bold designs,- large dots.
Light shoes should not be worn with dark dresses unless you
wish to draw attention to your feet.
221
C— COLOK.
Color Harmonies:
1. Complementary — The colors opposite each other on the
color chart emphasize the intensity of the other. To make them
into a harmony use one in a small space and the other in the
largest space. The small space may be bright, if the large
space has its opposite very dull.
2. Dominant — Use two or more values of one hue such as
light grey-green and dark grey-green.
3. Analogous — Use hues in which one color plays through
all. Examples: Yellow-green, green, blue-green. Warm
colors are the flame colors: * Red, yellow, orange. Cool colors
are blue, purple, green.
Types and Colors:
Stout people should avoid brilliant colors.
Thin people should wear warm colors.
Every costume should have a touch of warm color some-
where.
HAIR.
Yellow and red haired people are warm haired.
Black and grey are cool.
Therefore to bring out the hair wear some contrasting color
If a black haired person wears black only the quality of
blackness is felt.
Avoid brown if you have grey hair. But do wear* warm
colors.
COMPLEXION.
Sallow skin —
Avoid white and black and green. Sometimes coral, helio-
trope or turquoise.
Wear rich cream or buff.
222
Pale skin —
Avoid too strong colors.
Brunette with flushed cheeks may wear strong colors.
BYES.
Repeat the color of the eyes somewhere on the costume.
Accessories —
Avoid noisy hair ornaments or bracelets, etc., especially
when at work.
Powder simplifies the planes of the face and emphasizes the
main features.
Therefore do not use too much on the nose. It may look like
a beacon light.
Paint is unnecessary if you are healthy. We do not dress
to appear before footlights.
Shoes should be chosen for comfort and health.
G. Stories.
Story-telling if well done will always have its appeal for an
adolescent girl. It is often possible for an inexperienced story-
teller to half read and half tell a good story. A successful
method of interesting girls in reading worth-while books is to
tell part of the story — stopping at a most exciting point and
say quite casually that the rest is to be found in "this book"
and display the book. See Section V, Chapter V, page 392, on
Story Telling.
Any good story found in a magazine or book form can be
retold in an interesting way. Consult local librarian for lists of
stories and new books in demand by girls.
-Story-telling may often take the form of a "book review"*
of some popular book. The main facts of the story can be told
in an interesting way and sometimes a few girls can present a
few scenes in a dramatic "skit." Two books which have proved
successful for such reviewers are:
Slippy MciGee — Marie Conway Oemler.
Shavings — Joseph Miller.
223
Ill — Service.
According to the Commission reports of the girls, service
should be along two lines:
A — Social service training.
B — Concrete expression.
A. Social Service Training.
1. Informational meetings including discussion on such sub-
jects as:
(a) Eed Cross.
(b) Americanization.
(c) Juvenile court work.
(d) World fellowship.
(e) Industrial Standards of the Y. W. C. A.
(f ) Eight-hour day.
(g) Minimum wage,
(h) Health insurance.
(i) Child labor laws (federal and state),
(j) Mother's pension funds.
B. Concrete expression of service to be shown.
1. Through the group by:
(a) Christmas parties for children.
(b) Making scrap-books for children's wards in hos-
pitals.
(c) Making .toys for hospitals, homes, day nurseries,
(d) Adopting a child and doing all possible for it.
(e) Adopting a family — meaning by this that the Girl
Reserves will act as friendly visitors, helping as
much as possible and putting the family in touch
with the right social agencies.
2. Through each individual in the group (i. e., a personal
responsibility) by:
(a) -Giving at least one day's salary each year to a
Y. W. C. A. secretary in some foreign country (pre-
224
ferably the one the local Association is helping to
support).
(b) Knowing and urging- other Girl Reserves to know
the child labor law of the states.
(c) Using influence to keep girls in school and to report
violations of child labor law to the girls' work sec-
retary.
(d) Knowing something of mother's pension funds and
other legislation affecting women and children.
(These last three are services of the finest kind
because it is only by women and girls everywhere
understanding conditions that laws can be effec-
tively made and kept. Girl Reserves are not too
young to help all fellow-workers.)
(e) "Every Girl Reserve being a real Girl Reserve 365 days
days of the year at work, at "home, and at play."
IV— Spirit.
Spirit and Service go hand in hand and the recommendation
of a group of Girl Reserves in one section of our country that
"every Girl Reserve be a real Girl Reserve for 365 days of the
year at work, at home and at play" is the basis of the first two
suggestions for making the spirit of all program work for
younger girls in business and industry the vital factor the girls
want it to be. They recognize that the spirit side of the pro-
gram must permeate it as a whole — not merely by a ten-
minute moral talk — nor by singing hymns, nor by reading from
the Bible does real spirit creep into a program. It must be
present in everything and must be related in a concrete way to
their work — their home life — and their play.
A wise man in his will once "bequeathed to children the yel-
low shores of creeks and the golden sands beneath the waters
thereof, and the dragon flies that skim the surface of said
waters, and the odors of the willows that dip into said waters,
225
and the wMte clouds that float high over the giant trees. " It
is this spirit of the great out-doors of God which is needed in a
program. It is this feeling of the joyousness of living in a
world which, even if it does not offer many chances to look upon
the "yellow shores of creeks" and their golden sands, is the
world of God. He has put people in it to help make it as He
wants it to be. They are here because they have work to do for
God in all of their daily living1. This is the spirit which will
make a Girl Eeserve the kind of a girl who can live as a Chris-
tian at her work and in her home and in her community.
All of the following suggestions are made with this thought
of helping the girl to see the connection between certain great
principles of Christian living which have come out of the expe-
rience of the past and her own little evefy-day problems.
(A) Interpret by means of stories (Bible and other stories),
by poems, talks, discussions, dramatic presentation, the
underlying meaning of the Girl Reserve Code. This
code is a girl's expression of the spirit of the Y. W. 0.
A., and can mean much to a girl as she tries, to live her
life to the fullest.
As a Girl Reserve I will be:
Gracious in manner,
Impartial in judgment,
R eady for service,
L oyal to friends,
R eaching toward the best,
E arnest in purpose,
S eeing the beautiful,
E ager for knowledge,
R everent to God,
Victorious over self,
Ever dependable,
S incere at all times
226
These codes are printed in an attractive way on small cards
and may be obtained, free of charge, one for each Girl Re-
serve, by writing to the Bureau for Work with Younger Girls,
600 Lexington Avenue, New York City. They are given only
when the group of girls is registered at National headquarters.
(See page 46 for an interpretation of the Code, and page 690
for a Symbolic Interpretation.)
(B) Interpret, in the same concrete way, the following
Business and Industrial 'Code, written by the girls
themselves. This also might be printed in an attrac-
tive form by a local Association if it seems a good
plan and given to each girl:
1. Be square and always on the job.
2. Do our work cheerfully (when rush orders come,
don't grumble but smile and work).
3. Give our employer the best that is in us for the
full time we work.
4. Try to use better language ourselves and help
others to do the same.
5. Be good cooperators or team-workers. Do our
share in keeping the place in which we work
attractive. This means work-room, lockers, and
rest rooms.
6. Do all our work in the spirit of a Girl Reserve,
which is "to find and give the best.'*
(C) Stories, poems, music used in connection with any part
of the whole program or as a special feature can
always mean much.
(D) Beautiful initiation services or opening ceremonials
all help to awaken a sense of the beautiful and a feel-
ing of worship. If a prayer is used at the closing of
any meeting or as part of a ceremonial, the following
are suggested. It is often a good plan to have the
227
Girl Reserve group adopt a prayer which belongs to
them as a group and one they use whenever they want
to. Either of these or one written by the girls them-
selves might serve this purpose:
A Girl Reserve Prayer.
"The day returns and brings us the petty round of irritating
concerns and duties Help us to perform them with laughter
and kind faces let cheerfulness abound with industry. Give us
to go blithely on our business all this day, bring us to our
resting beds weary and content and undishonored, and grant us
in the end the gift of sleep."* — Robert Louis Stevenson.
"Grant, oh Lord, that what we say with our lips,
We may believe in our hearts
And practice in our lives."
The following Initiation Service is suggested as a possible
one:
Initiation Service.
PRODUCING NOTES.
Have soft music played while new members enter the room
and take their places in triangular formation (chairs previously
placed) in front of long table.
After all the new members are seated, the three committee
chairmen, or club officers enter and take their places behind the
table on which are three lighted candles. The central candle is
the largest and behind it is placed a large blue triangle made of
pasteboard or ribbon. This candle symbolizes spirit — the key-
note of the Girl Reserve work. The other two smaller candles
are identical in size and symbolize Knowledge and Health.
Choose a girl with a musical voice that carries well. A voice
* From "Prayers Written at Vailima" ; copyright 1898, 1904, by Charles
Scribner's Sons. By permission of the publishers.
228
is heard from behind screen, placed at the front; it recites the
following1.
v
"King's Daughter?
Wouldst thou be all fair,
With out — within —
Peerless and beautiful,
A very queen?
Thou must begin
And build with care
A Holy place.
Watching ever, praying" ever,
Keep it fragrant, sweet and clean.
So, by God's grace, it be fit place —
His 'Christ shall enter and shall dwell therein.
Thy temple face is chiseled from within."
Solo (by a girl).
President or Scout chairman rises and reads, or repeats:
"We would be true for there are those who trust us.
229
We would be pure for there are those who care.
We would be strong for there is much to suffer.
We would be brave for there is much to bear,
We would be friend to all, the foe, the friendless,
We would be giving and forget the gift,
We would be humble for we know our weakness^
We would look up, and laugh, and love, and lift,"
She continues: "This group of Girl Reserves proposes to
carry out this spirit and asks if you wish to join and help them ?
New members: We do.
•Scout chairman or president: Will you repeat with me the
slogan of the Girl Reserves ?
Slogan: "To face life squarely."
Purpose: "To find and give the best."
Code: As a Girl Reserve, I will be —
Gracious in manner,
Impartial in judgment,
Ready for service,
Loyal to friends,
Reaching toward the best,
Earnest in purpose,
Seeing the beautiful,
Eager for knowledge,
Reverent to God,
Victorious over self,
Ever dependable,
•Sincere at all times,
I will do my best to honor God, my country, and my com-
munity, to help other girls, and to be at all times a loyal, true
member of the Girl Reserves.
President: On behalf of all Girl Reserves I welcome you
into membership and as a symbol of our club life ask that you
light your membership candle from this our symbol of spirit,
In so lighting- your candle you are accepting the trust of all
230
Girl Reserves, the trust of a healthy body, an alert mind, a
willingness to serve, a desire to be a Christian citizen.
(Soft music while new members file before table and light
candles — all resume places in triangle as before.)
President: We are standing in the form of a triangle, ^which
symbolizes the three-fold purpose of our club in its care for
the body, mind and spirit. A three-fold cord is one which is
not easily broken^ and as we bind ourselves together let us
pledge to give our best in the spirit of usefulness, friendship
and service.
(All remain standing while the voice from behind the
screen reads ) : "Everywhere, always, in sunshine, in shadow,
in joy, in disappointment, in success, in defeat, we, the Girl
Reserves of America, follow the gleam. If once we fall we rise
to face the light; if once we fail, we fight again to win; we
cannot be lonely — we stand together. .From North to farthest
South, from East to distant West, ours is the surest quest. We
know the One we follow."
(Same voice alone, or the entire group if song has been
learned previously, sing):
Music — "O Beautiful for Spacious Skies.**
Oh Spirit Voice that leads us forth
Along the great highways;
Oh Beacon Light that guides our course
From darkness into day.
Association Spirit! Our voices rise to say
We pledge our loyalty
To the Y. W. C. A.
0, beautiful for Pilgrim feet
The road thy light reveals.
We tread the path with footsteps fleet;
What days of- joy it yields.
Our candles lighted at thy torch,
To others send its ray,
And beckon them to follow us,
Upon the shining way.
231 " i ".
Oh Master of the Spirit Throng
That on this road have trod,
We pray this light may never fail
To point the path to God.
And may our tiny candles
Be lifted high alway,
And so all girlhood guide to Thee,
The Life, the Truth, the Way."
— Elizabeth Woodson, Kansas City, Missouri.
(Either of the prayers given above may be inserted at any
part of the service which seems best to the adviser.)
(E). Bible Stones and Bible Games.
Sometimes a group of girls is quite at a loss to know what is
meant by certain Bibical references to characters or happenings.
Their home life has never given them the necessary background.
For this reason it is a good plan to have simple Bible stories
told as often as possible. Dramatization of Bible stories is a
most effective way of teaching many girls the real meaning
and significance of principles involved. This can be done simply
and without great effort. (See Section V, Chapter I, page 295,
on Religious Education.) Bible games offer a splendid chance
at odd moments for fun and education. It is often possible when
on a hike to play a Bible game or tell a Bible story. Why not —
just as well as some other? The following games are given
as suggestive ones:
Bible -Games.
I. Bible Mathematics —
Multiply the number of letters in the name of Esther's
uncle by the number of letters in the name of Ruth's
mother-in-law and add the number of letters in the name
of Isaac's bride and divide by the number of letters in
the name of Ruth's sister-in-law. (9-2/5)
Divide the number of books in the New Testament by
232
the number of letters in the name of the king who held
the Israelites as slaves in Egypt and add the number
of letters in the name of the queen whom Esther suc-
ceeded. (9-8/7)
II. Bible Anagrams —
Using the letters of the books of the Bible. The letters
say for two books, are mixed together and put in one
envelope and the letters of two other books in another
envelope. The point of the 'games is to see which team
discovers the names first.
III. Variation of II—
Have in envelopes slips of cardboard or paper on which
are names of Bible books and on separate slips names
of events or characters belonging in these books. Give
so many minutes to see which girl or team of girls
can link up the events with books.
Example:
Events or Characters
Den of Lions
Flood
Ten Commandments
Beatitudes
The Lord is my Shepherd.
Books
Matthew
Psalms
Genesis
Exodus
Daniel
IV. Recognition —
Given list as suggested, place correct name and event
together.
Ark
Sling shot
233
Tables of stone
Pillar of salt
Coat of many colors
Ladder of Angels
An army of 300
First murder
A sold birthright
A covenant of friendship
Noah
David
Moses
Lot's wife
Joseph
Jacob
Gideon
Cain and Abel
Jacob and Esau
David and Jonathan
V, Conclusions —
Given the beginning of a Bible verse, have it finished
by girls. Can be played as relay or circle game.
"Blessed are the pure in heart for they "
"Come unto me all ye that "
"For God so loved the world that : "
VL Bird, Beast and Fish translated into a Bible game can
be made interesting for a little while. Instead of saying:
Fish when pointing to a girl, say "Bible Character — D,"
and the girl will respond before ten is counted with the
name of a Bible character beginning with D, for example
Deborah. It would be wise for the adviser to make a
list of the most common letters leaving out, of course,
F and perhaps a few others.
VII. I Went to the Holy Land—
This played to the "tune" of "I packed my grandmother's
234
trunk" is always fun, for it keeps our minds working.
For example:
I went to the Holy Land and I visited Schechem —
Mr. Arrarat — Beersheba — -Nazareth — Bethlehem —
Jerusalem, etc.
An assignment might be made the previous week to
acquaint oneself with twenty Bible cities. It would not
be necessary to explain the use to be made of this
knowledge.
VIII. Relay games using Bible questions —
Who was the strongest man in the Bible?
How long did it rain during the flood, etc.?
(F) Short Bible Classes —
"Bible classes which 'begin with life and go back through
to the Bible' are what we want." These are the words of the
girls themselves and give the key to a successful Bible class.
First the girls must want a "class," second, it must be concrete
— related to the 20th century; third, it must be short; fourth,
it must be conducted by the discus sional method — not the
lecture method.
The following material for younger girls with necessary
adaptations may prove suggestive:
My Friendship with Jesus Christ.
Studies in Knowing Jesus Christ.
Christian Citizenship for Girls.
Ten Commandments in the 20th Century.
Obtained from the Womans Press, 600 Lexington Avenue,
New York City.
(G) Definite discussions on such subjects as —
1. Is my work a joy or a trial ? Do I hate it or love it ?
2. What is the purpose of our Girl Eeserve group?
Take stock and see if we are living up to our purpose.
These games have "been supplied by Irene Riley, Girls* Work Secretary,
Cleveland, Ohio.
235
(H) The poster method previously described has been used
effectively by taking "Triangles for Girl Eeserves" and
illustrating them in the following way: In the center of
a large blue triangle place the head of a girl who is as
attractive as possible — the type of girl every girl wants
to be. Underneath the triangle place the word Spirit or
Myself or Health or whatever the triangle may be symbol-
izing. If the triangle symbolizing Spirit mark the three
Sides Life, Love, Laugh; if Myself, mark them, Words,
Thoughts, Actions; if Health, Play, Work, Sleep (see
illustrations). A poster on which is the triangle of Spirit
may have something like the following below the triangle
and printed in as attractive way as possible:
"Why are there so many songs written about Smiles ?
How does being grouchy affect others? Am I increasing
my circle of friends by being friendly? Is my spirit
loving, cheerful, and helpful?"
Under the triangle, Myself might be printed some-
thing like the following:
"If I could hear my conversations repeated at the
end of the day, would it make any difference in what I
say? Are my thoughts kind and true before I speak of
another? Have I the courage to say what I know is
true? Which are louder, actions or words?"
On the third poster which might have on it the
triangle of Health could be painted:
"How does the amount of sleep I have affect my
work? Is it easy to be cheerful when I have a head-
ache. Are many illnessnes caused by one's own careless-
ness? What responsibilities to others does one have for
keeping well?"
A series of posters of this kind, each bearing in the
triangle a different girPs head — all as attractive as possi-
236
ble — can be placed one at a time In a center or a club
room or sometimes in the girl's place of work. They will
cause discussion and often have far-reaching results.
WEE WISPS OF WISDOM FOR GIRL RESERVES.
(Some of which it might be well to commit to memory — some
might be placed on the bulletin boards — others might be used
as the basis for discussions — some of which might help to
make concrete the Girl Reserve Code and the Business and
Industrial -Code.)
"Be a booster! Use a horn instead of a hammer. Things
can't always be as you wish. Everyone should be pleased. The
largest freedom to all comes when each member does her part
fully in respecting the rights and privileges of others."
"Be a good cooperator. Don't make your club suffer through
failure to do your part. If you have a complaint or a sugges-
tion for the good of the club, submit it in writing, properly
signed, to the S. 0. S."
"Don't be too neighborly with your friend's clothing and
toilet articles — she may need them."
"A pound of ideals is worth a ton of ideas."
"A pound of inspiration is worth a ton of information."
"Woman is the custodian of the ideals of life."
Who Coes There?
The Boston Chamber of Commerce Warns the Public.
I am more powerful than the combined armies of the world.
I have destroyed more men than all the wars of the world.
I am more deadly than bullets and I have wrecked more
homes than the deadliest of siege guns.
I steal in the United States alone over $300,000,000 each
year.
I spare no one, and I find my victims among the rich and
poor; the young and old, the strong and the weak.
Widows and orphans know me.
237
I loom up to sucli proportions that I cast my shadow over
every field of labor from the turning of the grindstone
to the moving of every railroad train.
I massacre thousands upon thousands of wage-earners in a
year.
I lurk in unseen places and do most of my work silently.
You are warned against me, but you heed not.
I am relentless! I am everywhere — in the home, on the
streets, in the factory, at railroad crossings and on
the sea.
I bring sickness, degradation, death. And yet few seek to
avoid me.
I destroy, crush, maim, take all, and give nothing.
I am your worst enemy.
I am CARELESSNESS!
(Reprinted through the courtesy of the Boston Chamber of
Commerce.)
The Builder.
By Gerrit A. Beneker.
I am the Builder; on my throne
Of iron and wood and steel and stone,
I stand the Builder, but not alone •
In God's own image, from God's own plan
From common clay, He built Me, Man.
From conimon clay He raised the ban
That I might live — but not alone.
From God's own earth I scoop the ore,
The coal I mine, the rock I bore,
The lightning's flash from the air I store;
This clay fuse I — with fire to mock
The Ancient Gods; their temples rock,
Crash back to earth; tongues interlock
To build no Babel as of yore.
238
Where once a hillock was but small,
I build the city towering tall,
The peasant's hut, the marble hall;
With men from many a foreign strand,
I build with heart and soul and hand
America — the Promised Land!
Build all for each — build each for all.
(Reprinted by consent of the author and the courtesy of
the Red Cross Magazine.)
"To-day is your day and mine, the day in which we play our
part. What our part may signify in the great whole, 'we may
not understand. But we are here to play it, and now is our time.
This we know — it is a part of action, it is a part of love. Let
us express love in terms of human helpfulness."
Your Place.
"Is your place a small place?
Tend it with care!
He set you there.
Is your place a large place?
Guard it with care!
He set you there.
What'er your place, it is
Not yours alone, but His
Who set you there."
"If you your- lips would keep from slips
Five things observe with care —
Of whom you speak, to whom you speak,
And how, and when, and where."
239
Special Suggestions for Recreation to meet the needs of
unorganized groups of girls or where informal organization
brings girls into groups the personnel of which is apt to
change.
(1) Noon Hour.
Recreation at a center — at the Association building — at
place of work itself, or at a continuation school.
The following: suggestions for noon activities, aside from
games, have proven successful:
1. Whistling solos.
2. Pantomime stunts.
Inviting boys, friends of the girls at the store, to
sing, whistle or do some "stunt."
3. Beauty demonstration, hair dressing.
4. Story telling.
5. Handicraft day.
6. Interpretive dancing.
7. Roller skating.
8. Fortune telling.
9. Songs
10. Short musical "skits." •
(2) During school hours at the Y. W. C. A. or the continuation
school.
(3) At night.
Center.
Association building
(a) Group supper and informal club activities. In many
places a supper meeting is the only opportunity
offered for meeting the girls as a group. If this is
the case, it is extremely important to make the most
of this time. Two essentials of a successful club
supper meeting are wholesome, appetizing hot food
240
and a well planned activity which may happen at
the supper table.
The following1 suggestions for menus are offered
because they have proven to be what girls like and
because they are simple and inexpensive to prepare.
Four things to remember in preparing club suppers
are:
^1. The younger girl in business and industry is just
like any other girl and likes food prepared in
clever, appetizing ways.
2. Buy good bread and butter. The girls eat a great
deal of it and it should never be poor in quality.
3. Always serve rolls hot. If it is impossible to
serve them hot serve plain bread. Girls do not
like cold rolls.
4. Girls do not like plain lettuce salad.
In any good cook books may be found detailed direc-
tions for any of the following:
Cheese Fondu.
Use stale bread with dressing of cheese, eggs and
milk similar to custard but unsweetened. Bake in oven;
serve hot.
Peanut Butter Soup.
Heat milk but do not boil. Use 1 tablespoon of
peanut butter to one pint of milk. Dissolve peanut but-
ter in small amount of milk. Add when milk is heated.
Salt to taste.
Stuffed Rolls.
Split finger or French rolls and fill with chopped meat
prepared in brown gravy. Toast in oven. 'Serve with
plenty of gravy.
Baked Potatoes with Cheese.
Cut potato when baked in half. Spread with grated
cheese, pepper and salt and paprika. Place in oven until
cheese is melted.
241
Double Decker Hash.
Put hash (well cooked) into large baking pans; cover
with two-inch layer of mashed potato. Brown in oven.
Cut carefully and serve.
Creamed Chipped Beef.
Serve with cheese crackers. Cover large size soda
crackers with grated cheese. Place in oven to brown.
Potato Soup.
Buttered Beets.
Spaghetti and Cheese.
Liberty Noodles.
Fry hamburger steaks until crisp and brown. Oook
egg noodles in usual way. Add hamburger, bits of green
pepper and parsely. Finish in oven. (This is an Inex-
pensive hot dish, popular with girls. Other meats could
be used in same way.)
Chocolate Blanc Mange.
Ambrosia.
Cut up fruit. Sprinkle with cocoanut.
Apple Sauce.
Serve with hot rolls or ginger bread.
Apple Porcupine.
See any recipe book for clarified or candied apples.
Use red cinnamon candy to color syrup. Stick a, few
almonds and cloves on top of each apple when cooked.
Serve if possible with tiny bit of whipped cream.
Hot Sandwiches.
Three layers of toast, one layer of blackberry jam
or tart jelly, other layer of peanut butter.
Punch — 1QQ persons.
Small can of tea. Pour on boiling water and set 10
minutes. Sweeten tea to taste. Juice of 2 dozen lemons.
Juice of 1 dozen oranges; 1 can sliced pineapple
(chopped) ; 1 bottle maraschino cherries. Put on ice,
242
The following suggestions for activities with a real
point to them have proved successful at the table:
1. Have the table set incorrectly. Before eating* each
girl must help set it correctly. Decide on the num-
ber of points for each article placed correctly. Frizes
may be awarded as jokes.
2. Place at each plate a funny rhyme; illustrating the
right use of a cup, a knife, etc.
3. Typewrite the following story on slips of paper in the
sections indicated by the spaces. Place one section
at each plate and have each girl read her section.
Finally, the entire story will be assembled as it
should be. This might be followed by a discussion on
service.
Said Old Gentleman Gay, "On a Thanksgiving Day,
If you want a good time, then give something away."
So he sent a fat turkey to Shoemaker Price.
And the shoemaker said, "What a big bird, how nice!
And since such good dinner's before me, I ought
To give Widow Lee the small chicken I bought."
"This fine chicken, oh see!" said the pleased Widow Lee,
"And the kindness that sent it, how precious to me.
I would like to make somebody as happy as I,
I'll give Washwoman Biddy niy big pumpkin pie."
"And oh, sure," Biddy said, "it's the queen of all pies,
Just to look at its yellow face gladdens my eyes.
Now it's my turn, I think, and a sweet ginger-cake
For the motherless Finnigan children I'll make."
Said the Finnigan children, Rosy, Denny and Hugh,
"It smells sweet of spice, and well carry a slice
To little lame Jake, who has nothing that's nice."
<fOh, I thank you, and thank you/' said little lame Jake,
243
"Oh what a beautiful, beautiful, beautiful cake.
And oh, such a big slice, I will save all the crumbs
And give some to each little sparrow that comes.
And the sparrows they twittered, as if they would say,
Like old Gentleman Gay, "On a Thanksgiving: Day
If you want a good time, just give something away."
4. Tell stories.
5. In center of table place a paper pie with ribbons
running to each place. Pull ribbons, and at end of the
ribbon is a recipe for the hot dish used that night.
6. Business meeting.
Have a printed or typewritten outline at each girl's
place with little slogan on it as "a friend in need/'
"a good citizen." Business can be transacted promptly
and short discussion on the slogan follow.
7. Let every girl try to be a "cheerful cherub" for ten
minutes and write a "cheerful cherub carol."
8. Discuss the movies running in the community for that
week. Let one girl give a resume of one or more of
the plots.
9. All kinds of seasonal parties, such as Valentine, Hal-
lowe'en parties.
10. Rainbow suppers.
Have decorations in colors of rainbow with little
paper rainbows pasted on each tumbler. Talk on
color and color combinations, becoming and unbe-
coming colors to blondes and brunettes.
11, Birthday suppers.
(b) Formal or informal club meetings.
(4) On Sundays.
Indoor activities at the Association building or the Center
and outdoor activities, such as hikes, sunset vesper service, out-
door sings.
244
In some communities it does not seem wise to try to hold
meetings of these younger girls at night. Before deciding
that an evening is impossible it is well to determine whether
or not the girls are in the habit of going- to night "movies" or
of being on the streets. The objections, distance and travel,
are sometimes relieved through the use of club rooms in a
neighborhood where the girls live. Adequate places for recrea-
tion and club work can often be found if one can make use of
o,hurch basements, unoccupied stores, school community centers.
A little thought and ingenuity and often very little expense
can make these places attractice.
In some places girls under eighteen go to evening schools
and are released about nine or nine-thirty all ready for a good
time. Often they linger on the streets and make chance
acquaintances. Any center or Association building should make
provision to meet this situation through a wholesome recreation
program or by whatever means seems possible.
PROGRAM SUGGESTIONS FOR WORK WITH YOUNGER BUSINESS
COLLEGE GIRLS
Any program for younger business college girls will neces-
sarily center around such general interests as the following:
1. Social activities, including men and girl parties.
2. Open forums, giving an opportunity for discussion on
such subjects as social standards and business ethics.
3. Health education, worked out through actual gymna-
sium classes, lectures and discussions, physical exami-
nations and purposeful receation.
4. Service.
Social Activities.
Because of the similarity in age-grouping and the school
environment, the activities (social) desired by these younger
business college girls are very similar to those craved and
enjoyed by the high school girls in their junior and senior years.
245
The committee in charge of work with this group must remem-
ber that the monotony and routine of the average business
college work is much greater than that of the class work of
r. high school, that many of the girls are away from home, and
that they are usually working intensely so that they may cover
a certain amount of ground in a given period of time; moreover
most high schools are more completely organized, so far as
dubs are concerned, than are most business colleges. The
average business college in fact provides for little except the
actual business training. Little responsibility is felt for ^the
way the girl may spend her time or the way she may be living.
Therefore there is often a very real need among a large number
of the girls for some/ kind of normal social activity. There
is often, also, real need for advice and help as to where to live
and as to what opportunities are possible for more advanced
study. The recognized business and professional women of
the community are the logical persons to whom the girls' work
secretary can turn for such cooperation.
Many program suggestions, which may be adapted to the
needs of any community, are to be found in the suggested pro-
grams for junior high school girls and for high school clubs,
pages 159, ,169; also in the following sources:
"Community Service Programs and Activities for Younger
Girls."
"Ice-Breakers"— by Edna Geister. Secure pamphlets and
book from the Womans Press, 600 Lexington Avenue, New
York City.
Social activities for this group will be more successful if
clever devices in the way of posters, tickets of admission, and
favors, are used. For instance, a circus is always a popular
"stunt." Tickets in the shape of elephants can be easily made
from cardboard. On them can be typed or printed some short
clever rhyme describing the circus.
Very often social activities involve other people than are
in the club itself ; for instance, the club might vote to entertain
246
a group of children from some neighborhood settlement; for
such an occasion, a shoe could be cut from colored board or
heavy paper, and on it written something like the following:
"There was an old woman who lived in a shoe,
She had so many children she didn't know what to do,
If you will come on Saturday and amuse them awhile.
She will promise not to treat you in the usual style.
On the other side of the shoe, could be written:
Come representing the following Mother Goose rhyme —
(Give here the name of desired representation.)
Open Forums.
These should be just as far as possible in the hands of the
girls themselves, and might take place once a month or a<3
often as the girls desire,
v
Suggested Topics.
1. Business life as a training for marriage.
Is there any relation between business training and
married life?
Is one in any sense a preparation for the other?
What specific things about business might help a girl
after she is married?
2. The real place of the business girl to-day in American
life.
What opportunities are open to girls to-day in the
business world?
How do the numbers of women in business to-day
compare with the figures for fifty years ago.
What has brought about the change?
What are women doing to meet this increased oppor-
tunity?
3. Business girls the world around.
China
247
India
Japan
South America
4. What lies behind the pay envelope?
Have health, skill, promptness, loyalty to work, dress
and manners anything to do with this ?
For additional material to be used in discussion, see Section
IV, Chapter 2, pages 215-224.
Health Education.
Indoor: A physical examination for every girl to be followed
by the individual exercise necessary — gymnasium classes, games
which develop group and team spirit, indoor track meets, swim-
ming, talks and demonstration of first aid, footwear, posture,
and healthful clothing, proper food, ventilation and sanitation.
Outdoor: Hiking, skating, swimming, boating, field meets,
trailing, camping (including outdoor cookery), volley-ball and
tennis.
At the beginning of the club year, all club members should
learn through a talk, a discussion, a demonstration or an exhibit,
that "health" is no longer to be considered a luxury but a "social
responsibility," and that the health of the individual bears
directly upon that of the home, school and community.
Every club should make a part of its work an interpretation
to the business college and the community the necessity for
health education standards, with particular emphasis on a
physical examination for every girl, to be followed by individual
exercises for the formation of health habits if necessary.
The actual working out of all these elements must be in
the hands of the physical or health education departments of
the local Association, where there are such. Associations that
have no department may obtain help from the Bureau of Social
Education, 600 Lexington Avenue, New York City.
See Chapter 2, Section V, page 316, Health Education and
Recreation.
248
Service.
Some sort of service activity is essential to the life of any
club. Just what this activity should be must be determined by
local conditions. It is quite possible that the best service
activity for such "a group might be in the business college itself,
helping to create a spirit of friendliness and better standards
of scholarship; or it is quite conceivable that the Younger Busi-
ness iCollege girls could cooperate with the Business and Pro-
fessional Women's Club in service work. There are always
definite and seasonal kinds of service, such as Thanksgiving and
Christmas parties, the preparation of baskets for needy families,
and the entertainment of groups of children from orphans7
homes, at settlement houses, or from family groups, names of
which have been secured through the Associated Charities Or-
ganization of the city or town.
Noon Recreation for Business College Girls.
In some communities it is possible to have an informal
recreation program, at the Association or at some center j this
program is greatly enjoyed by the girls, and should include
games, music, and a chance for fun and relaxation of all kinds.
Sometimes a canteen service where there is need for this, has
proved most successful.
Program Resources.
See the other sections of this Manual for helpful suggestions.
Some of the best supplementary program material is to be
found in current periodicals, newspapers, literature of all organ-
izations dealing with young people. The following are sug-
gestive:
Magazines: iirfhe American."
"The Red Cross Magazine."
"The Ladies' Home Journal."
"The Woman's Home Companion."
249
SUGGESTIONS BEGAEDING PROGRAM PLANNING FOE GIRLS WITH
A FOREIGN BACKGROUND.
Whatever use is made of the suggestions regarding the use
of the honor list and whatever honors are substituted by the
local International Institute secretary (with the approval of the
local and field secretary for younger girls) it is essential that
the following somewhat intangible values be conserved in the
life of the foreign born girl; if they are not, a gap will be in-
creased which in many instances already exists between her
foreign parents and home and the girl (who is accepting rapidly
American methods of living and standards of value).
1. A respect for her parents' language attainments, and
an ambition to speak her own tongue, as well as to
command the English language.
2. An understanding of the contribution of her country
to the world's history, so -that it has become more of
a place for youth's delight.
3. An appreciation of what her country and people have
given to make American greatness.
4. An appreciation of the music of the people as a com-
mon language in which to express universal ex-
perience.
5. A correct evaluation of handicraft as a creative gift.
6. An understanding and enjoyment of folklore as the
expression of a peoples' day dream.
7. An appreciation of the arts of her country as gifts to
America.
8. Respect for old country customs, clothes, and food
as being suitable -to the times and circumstances in
which they are used.
9. Continuation of the play spirit which is found in
every European of whatever age; particularly is it
important to . inculcate respect for this play spirit
whenever it manifests itself in age.
250
10. An understanding- that folk dancing is the familiar
Old World expression of group activity.
11. Eespect for the "Holy Days," festivals and Saints'
Days of the homelands as the spiritual expression of
the gifts of the old world.
Suggestions Regarding the Adaptation of the Honor List to
Fit the General Needs of Foreign Born or Foreign Speak-
ing Girls.
Service :
(a) In the home:
1. Plan and cook a nationality meal.
2. Plan and cook a simple American meal.
3. Teach one or both parents to speak English.
(b) In the community:
1. Know and sing some of your national songs.
2. Know and sing some standard American songs.
3. 'Serve as an interpreter in a hospital where chil-
dren are being cared for.
4. Get one foreign speaking person to attend night
school.
5. Know the names and addresses of your neigh-
borhood clinics to which people may be referred
for help.
6. Name the different street car routes and learn
the places of interest in the city which are on
these routes.
7. Name the different parks in the city and tell
something distinctive about each one.
(c) To the country:
1. Save one-half your spending money every month.
Knowledge:
1. Give some interesting facts at a club meeting about
some woman leader in your native country or in the
country from which your parents came.
251
2. Be able to give the history of your native flag and of
the American flag (three points).
3. Make a piece of handiwork popular in your native
country.
4. Learn one national folk dance.
5. Learn a folk story of your nation.
6. Know and be able to tell in a simple narrative form
the outstanding points in the history of the nation
from which you have come.
7. Dress a doll in your national costume.
8. Make for yourself a national costume, either from tis-
sue paper or from some inexpensive material.
9. Make one part of a costume as it is made in the old
country: i. e., a cross stitch apron or a blouse for a
Russian costume.
10. Be able to converse in a language other than English.
11. Be able to write in a language other than English.
12. Be able to read a newspaper or a book in another lan-
guage than English.
13. Stay in school through the grammar grades.
14. Learn a trade before going to work.
15. Start a bank account or belong to a saving club.
16. Name the agencies with which one would get in touch
to rent a house.
17. Tell the kind of a house you would expect to rent
for* $ per month.
Spirit:
1. Learn a favorite poem in your native language.
2. Make a friend of some girl of another nationality and
learn some interesting things about this girPs nation
and tell it at a club meeting.
Por sustaining interest in honors:
Make use of equilateral triangles cut out from paste-
board, each side measuring eleven inches. These tri-
angles are to be filled with stars for the honors won.
252
Use three f headings: Knowledge (Health becomes a part
of this), Service, Spirit. Red indicates Knowledge, gold
Service and silver Spirit. When the triangles are filled,
they will hold forty stars, representing one chevron.
Program Planning:
One International Institute has found helpful the fol-
lowing plan of linking the honors chosen by the method
indicated above and the actual corps meetings:
One month was chosen as a month when ideals would
be emphasized in pictures, games and talks. Pictures il-
lustrating the different ideals expressed in the Girl Re-
serve Code were selected and hung or exhibited in differ-
ent parts of the clubroom. The girls in the corps guessed
which points the pictures illustrated. The girls also
selected from magazines pictures which seemed to them
to illustrate the Code. If accepted, these pictures were
included in scrap books which were sent by the Girl He-
serves to hospitals or to Ellis Island. At the following
meeting of the corps, each girl spoke for a very brief
time on one point of the Code which she had chosen to
interpret. Questions which were of world fellowship sig-
nificance (such as questions about China) were drawn by
the corps members; these questions were to be answered
at the next meeting. Such a meeting gave an opportunity
for the corps members to come attired in Chinese cos-
tumes and to see at the club room an exhibit of Chinese
pictures and curios. The name of some great national
character was given to each girl at the close of this
meeting and their project work was to look up this char-
acter and determine what made him great. "A Great
Character Day" was the result of this research at the
next corps meeting and special emphasis was laid upon
the spiritual qualities in each life which had helped to
make it great. Such a meeting prepared the way for a
discussion on school ideals and reasons for continuing
253
one's education. The following month of work with this
group was Vocational in its emphasis and included trips
to high schools to observe equipment, and the advantages
of high school education as presented by a high school
girl.
Honors for Blue Side of Triangle.
(a) On time for a month 1
(b) Leaving on time for a month 1
(c) Present every meeting for a month or
written excuse 2
(d) Know Girl Reserve Song 1
(e) Neatness of appearance 4
(f) Faithfulness in committee work 1
(g) Honors from other list 5
(h) Taking part at each meeting 4
(i) Reading book from Girl Reserve list 1
Honors for Gold Side of Triangle.
(a) Help straighten club room once during
month 1
(b) Five special acts of service at home during
month 1
(c) Five acts of service as a citizen 1
(d) Honors earned from other list 5
(e) Making ^crap book 10
(f) Bulbs for Easter 2
Honors for Silver Side of Triangle.
(a) Give talk on some point in Girl Reserve
Code 3
(b) Write and discuss five ideals for a girl 3
(c) Going to church each Sunday for a month. . 4
(d) Learn a poem from the list 2
(e) Name a great character and tell two rea-
sons why he is great 2
(f ) Share in question box on China 1
(g) Honors from other list 5
254
These honors are listed here as suggestive of the way in
which choices are made and as showing what type of substitu-
tions have been made to fit the local need.
HONOR SYSTEM
The fact that the Girl Reserve plan is being used by so
many different groups of girls in so many different parts of the
country makes it impossible to have a list of honors which is
exhaustive. A local worker is free to substitute honors which
fit community needs, provided:
(a) She makes every effort to make use of the honors
on the prescribed lists.
(b) She chooses new honors which will conform to the
standards of the printed list.
(c) She submits the new honors to the -Field Secretary
for Younger Girls for her approval.
A local worker is also free to give an award for each indi-
vidual honor earned in case her group desires such tangible
evidence of work completed. Suggested awards are small blue
celluloid triangles or such triangles made from heavy paper.
These triangles cannot be secured from headquarters but are
left for a local leader to secure.
In making use of the Girl Reserve honor system, an adviser
will realize that certain honors have been included because of
work with the girl from the open country and the girl from
the foreign-speaking home. These honors, if not applicable to
a certain group, may be omitted and others used.
When honors are awarded it is well to make use of a simple
ceremony, so that the occasion may be a more impressive one.
The individual adviser may use her own judgment about this
and may evolve the ceremonial best suited to her group.
The Use of an Honor System.
An honor system is a definite, tangible system for helping a
girl to acquire information and knowledge of various kinds. It
255
is a plan of work that has been much used in connection with
work for younger girls during these past few years. Under
such a system one or more points or honors stand for a definite,
worth-while accomplishment along a certain line such as Health,
or Knowledge or Service or Spirit.
Skill thus acquired usually means for the girl an advance
in all-round womanhood.
Girls between twelve and fourteen are usually interested
in working for honors. If an adviser plans to make use of any
system of honors, she should realize that they are a part of
the program.
The danger of an honor system might be that it could lay
too much stress upon individual attainment. To effect such a
result, it is well to encourage honors which have as their ob-
ject the achievement of group standards as well as the individ-
ual. Friendly rivalry between two or more groups of girls is
valuable.
An example of the way honors can be made a part of the
program is found in the Girl Reserve program where honors
have been grouped under the four headings — Health — Knowl-
edge— Service — Spirit — which are the fundamental principles of
Girl Reserve work.
Care should be taken that every girl does well the work of
each honor. In many cases the decision as to whether or not
this has been done must necessarily rest with the adviser. If
her emphasis is placed upon the conscientious fulfillment of
the requirements, the awarding of the honors will become a
highly desirable attainment in the eyes of the girls.
The satisfactory attainment of honors may be judged in some
eases by an examining committee or Court of Awards. When
the honors have been won in school, home or church, the
teacher, mother, Sunday School teacher or pastor may certify
this upon blanks such as the one printed here, which may be
ordered from The Womans Press, COO Lexington Avenue, New
York City.
256
Girl Reserve Honors
Corps Company Division
I have honestly completed honor number
(Signed) Girl Reserve
Approved by ,
Teacher, mother or pastor
Adviser
.Date
The Honor System plan of the Girl Reserves gives to each
adviser a means by which the influence of her corp organiza-
tion extends out into the daily life of her girls. The winning of
each honor means a definite worth-while accomplishment. The
attainment of many honors means that the girl who has won
them has advanced in her development of all-round womanhood.
It is the adviser's privilege to arouse interest among her
girls in the plan of the Honor System and to see that, after
the first enthusiasm has passed, the corps members do not
falter. The aim of every girl should be to do well the work
necessary to win each honor. In many cases the decision as
to whether this has been well done must necessarily rest with
the adviser. If her emphasis is placed upon the conscientious
fulfillment of the requirements, to be awarded an honor will
become a highly desirable attainment in the eyes of the girls.
257
At all times, a careful record of honors won should be kept
by the adviser. The following has been tested and found satis-
factory. Secure a loose-leaf notebook nine by seven inches;
divide each page so that it will serve as a record for two
girls. Use left margin for a record of member's name, address,
telephone number and grade in school or place of business.
How to Award and Keep a Record of Honors.
The four heading's — Health, Knowledge, Service, and Spirit —
enable the adviser to record by numbers corresponding to the
numbers in the Honor List the definite honors which each girl
has won. The accompanying diagram shows how this record
form may be used. (See page 294.)
If an adviser is desirous of keeping a record which shows at
a glance how many honors a Girl Reserve has won in a month,
she may carry out her desire by dividing the five blocks of space
near the left margin into two, four or six spaces. Extend these
lines across the page at right angles to the lines forming the
columns where the honors are recorded. Enter the names of
the months. Instead of having one column for the total, widen
this space near the right margin to carry as many sub-columns
as there are months recorded.
Corps Honors.
Since one of the objects of Girl Reserve work is to create
and foster group spirit and loyalty to one's corps or company,
it is suggested that corps honors as well as individual tionors
should be emphasized. Team spirit is not as strong among
girls as it is among boys and yet it is one of the essentials of
good citizenship on the part of girls. The following honors,
which encourage team spirit, are only suggestive and local ad-
visers may add to the list, awarding such insignia as are de-
sired. These honors are competitive, and it is suggested that
a chart be kept, on which are the names and ranks of the con-
testing corps and companies:
(a) Singing.
258
(b) Seventy-five per cent of all members present at all busi-
ness meetings.
(c) Competitive sports, such as tennis, basket ball, volley
ball and field meets.
One hundred and sixty points in the system of General
Honors are necessary to become a First Reserve. One Honor
Point is awarded for each activity, unless otherwise stated.
Wherever an honor is marked by a tiny triangle it may be
repeated, the points given for doing it counting toward the one
hundred and sixty points required to be a First Reserve. Each
time, however, the honor must be won by learning new games,
or new recipes, etc. Points for honors 3, 27, 29, 30, under
Health, for honor 73 under Service, for honor 7 under Spirit,
may be counted for rank only twice.
HONOR LIST
1. Health — physical fitness
(a) Personal:
(1) Open windows an sleeping room for six weeks during
the winter months.
(2) Get eight hours of sleep each night for six weeks, y
(3) Take daily open-air exercises for at least one-half
hour for six weeks, y
(4) Avoid chewing gum for one month, y
(5) Remove damp clothing promptly for two months.
(6)- Brush teeth morning and evening for six weeks.
(7) Drink at least three glasses of water every day be-
tween meals for two months (two points).
(8) Know the cause and prevention of fallen arches of
the foot.
(9) Do not miss school because of ill health for two
months.
(10) Go to bed not later than 9:30 for six weeks, except
one night a week.
259
(11) Have your teeth cleaned at least twice eacli school
year.
(12) Learn the number of teeth in the first set, also the
names of the permanent teeth.
(13) Learn the special work of the molars, bicuspids,
incisors.
(14) Make a poster for the club, illustrating the care of
the teeth. Show the kind of paste and toothbrush
to be used.
(15) Care of the hands:
Wash your hands before every meal, for one
month.
Clean your nails once every day for one month.
(16) Wear low-heeled, square- or round-toed shoes for
school and business.
(17) Take at least two warm baths weekly for two
months.
(18) Put on clean underclothes once each week for one
month.
(19) Wash hair at least once a month for three months.
.(20) Do not bite nails for a month.
(21) Place clothing in order on .a chair or foot of bed
every night for one month.
(22) Increase lung and chest capacity noticeably within
three months.
(b) First aid:
(23) Name the different kinds of bandages.
(24) State uses of and rules for applying.
(25) Give symptoms of and treatment for six of the
following:
(a) Fainting (e) Strains
(b) .Shock (f) Sprains
(c) Sunstroke (g) Dislocation
(d) Bruises (h) Fracture
(i) Hemorrhages.
260
(26) Give the symptoms and treatment for five of the
following :
(a) Burns and scalds (d) Colic
(b) Frost bite (e) Croup
(c) Drowning (f) Earache.
(c) Outdoor activities:
(27) Walk thirty miles within ten days. A
(28) Build a fire outdoors.
(29) Skate on ice or roller skates twenty-five miles in
ten days. A
(30) Ride forty miles on a bicycle within ten days. A
(31) Coast not less than fifteen hours in any one month.
(32) Pass the athletic badge test of the National Play-
ground Association. (Secure tests from the Na-
tional Playground Association, 1 Madison Avenue,
New York City.)
(33) Swimming (one point for each of the following):
Beginners :
Swim ten strokes
Learn to tread water
First attempt to dive.
Advanced swimmers:
Swim twenty-five yards, any stroke
Swim under water fifteen yards
Do three standard dives in good form
Swim fifty feet on your back.
(34) Learn to paddle a canoe, understand how to back
water and how to make a good landing.
(35) Know and use the noiseless stroke of the Indian
paddler.
(36) Learn to row one hundred feet in good form, and
make a good landing, either on a beach or at a pier.
(37) Know how to sail a boat or steer a motor boat (five
points).
(38) Know how to reef a sail and cut a bow.
261
(39) Bait a fishhook on a fishing trip, and name three
good kinds of bait.
(40) Walk to and from school for four weeks, providing
the distance is at least one-half mile. (Count twelve
long blocks and sixteen short ones to a mile.)
(41) Tennis (one point for each of the following):
Beginners :
Learn to serve good balls
Learn the meaning of the following terms as used
in tennis: "Service court," "base line," "alley,"
"lob," "cut," "love"
Win a love-set.
Experienced players (three points for each of the
following) :
Take part in a tournament
Lay out a court
Describe the relative values of grass, clay or
cement courts
Understand and use a backhand stroke, a cut, a
volley.
(42) Golf (three points for each of the following):
Knowing the names and use of the various clubs
Play a nine-hole course.
Play an eighteen-hole course (two additional
points).
(43) Play twelve games of croquet (two points).
(44) Play twelve games of tether ball (two points).
(45) Know the different positions on a baseball diamond
and how to keep score.
(46) Play on an organized baseball team for four weeks.
(d) Indoor activities:
(47) Know any simple setting-up drill and do it regularly
every morning for one month. \7
(48) Know and play five team games, y
(49) Know the commands of a simple military drill. \/
262
(50) Know the alphabet and simple word combinations
used in signaling, y
(51) Learn to dance five standard folk dances.
(52) Teach during two months the rules governing a team
game and coach the members in team-play and
spirit (two points).
(e) Community health:
(53) Swat twenty-five flies a day for -two weeks.
(54) Help in some campaign to make the city clean.
(55) Observe the following rules for one month (a, b and c
each count one point) : v/
(a) Do not use public drinking cups
(b) Do not throw fruit skins or paper on the
streets
(c) Observe safety-first rules in
(1) Crossing the streets
(2) Getting on and off cars
(d) Do not use a public hand towel.
(56) Do not cough or sneeze for two months without cov-
ering your mouth.
(57) Know what the work of the Children's Bureau is.
(58) Know what the Board of Health is, and what its use
is to the city.
(59) Plan a model house for five or for ten people, show-
ing the number of windows in each room. What is
the amount of air necessary for each person in a
room? (Five points for this.)
II. Service
(a) In the home:
(1) Plan and cook a meal averaging 15 cents a person.
(2) Know how to prepare the following (each counts
one point):
(a) Bake one kind of cake and cookies
(b) Bake bread and muffins
263
(c) Cook six common vegetables
(d) Three ways of using left-over meats
(e) Can four quarts of fruit
(f ) Make three glasses of jelly
(g) Make three kinds of candy
(h) Bake two kinds of cake (not learned under
2-a).
(3) Make your bed and care for your room every day
for one month.
(4) Iron for one hour each week for four consecutive
weeks.
(5) Learn the care of china, glassware, silver and kitchen
utensils.
(6) Give one hour of service in the home every day for
one month, y
(7) Keep your stockings darned for two months.
(8) Do not borrow or lend personal belongings for two
months.
(9) Take care of younger children in the family for
three hours a week for two months.
(10) Learn five simple rules of etiquette which will en-
able you to be a good hostess.
(11) Set a table correctly and serve one meal.
(12) Be able to introduce guests properly.
(13) Keep your bureau drawers in perfect order for six
weeks.
(14) Do not leave clothing or school books around for
one month.
(15) Be on time for meals for a month.
(16) Do errands cheerfully and without reward for one
month.
(17) Keep buttons sewed on for two months.
(18) Have hair and ribbons neat for a month.
(19) Keep shoes blackened or polished for six weeks.
(20) Give two hours of service in the home on Saturday
for three months (two points).
264
(21) Water and care for plants for one month.
(22) Sweep the sidewalk every morning- for one month
(two points).
(23) Make a set of cards illustrating all the articles of
dress worn by a girl (ten points).
(24) Know how to arrange flowers attractively from point
of view of what flowers look well together, use of
leaves, and the kind of vase you put them in and
where in a room you place them (three honors).
(25) Know how to really pick garden and wild flowers;
e. g., length of stem, not pulling them up by the
roots, and do not destroy any of them, for two
months.
(26) Plant in your own yard four vines and keep them
growing for two months.
(27) Keep your lawn in- order for one month; i.e., mowing
and clipping and caring for shrubbery.
(28) Rake leaves from the lawn for one month.
(29) Make and fill a window-box and care for it for two
months (five points).
(30) Wash and polish the family automobile (two honors).
(31) Know and tell at a club meeting what cuts of meat
are the most economical for use by a family of five.
(32) Know and tell what vegetables are necessary to a
well-balanced diet.
(33) Visit a city market and write a description at least
three hundred words long of what you saw and why
you think the market is valuable (three points).
(b) To the community:
(34) Name and locate the institutions to which you would
refer a tubercular person; one needing food, fuel and
clothing; a lost child; a truant scholar case; a girl
seeking employment; a person suddenly taken ill
on the street; an unsanitary housing condition in
your locality.
265
(35) Know the safety-first rules for the home (see Boy
Scout Manual, page 237).
(36) Specially prepare for and take part In a community
(37) Specially prepare for and help In a community
program.
(38) Know how to send in emergency calls for the fire
department, police department, pulmotor station,
(Be able to tell your story calmly and distinctly and
answer promptly any questions asked by the depart-
ment called.)
(39) Know the laws regarding fire protection in your city.
(40) Take part in the clean-up of your block once a
week for a month (two points).
(41) Take part in an exhibit of handwork made in the
Old Country (three points).
(42) Tell at club one or more folk stories which you have
learned at; home (one point far each story).
(48) Make a set of cards illustrating all the furniture
necessary for a dining-room, a kitchen, and a living-
room, Cut the pictures from magazines and cata-
logs and paste each on a separate card. Write
clearly underneath each one the name. These may
be sent to the International Institute of the Young
Women's Christian Associations and will help to
teach English to foreign-speaking people.
(44) Earn and save money to purchase $2 worth of
Thrift Stamps (one point for $2 worth, three points
for $5 worth).
(45) Oet another girl in your community to make a win
dow box and fill it.
(46) Help to start a window-box campaign in your com-
munity.
(47) Make a set of paper dolls to be sent to a children's
hospital or an Indian or Mission school.
266
(48) Collect twenty-five used or unused postal cards.
Paste a piece of white paper over any writing on
the cards and send them to the Young Women's
phristian Association, Shanghai or Canton, China.
(49) Teach English to a foreign-speaking girl who may
be serving in some home (three points for each six
lessons of one hour each).
(50) Make and send Valentines, Easter greetings, May
baskets or any token which symbolizes a national
festival to two or more shut-ins (two points).
(51) Make your church more attractive by cleaning and
mending hymnals and Bibles and by bringing flow-
ers for decorations.
(52) Gather flowers and send to hospitals or shut-ins
(one honor for each time this is done, for four times).
(53) Plant one or more bulbs and take the plant when
it blossoms to a hospital or a shut-in.
(c) To the country:
(54) Do one hour of Red Cross work each week for two
months.
(55) Make one finished article for the Red Cross.
(56) Save one-half your spending money for three months.
(57) Earn your own money for a membership in the
Junior Red Cross.
(58) Help your corps or company to support an
orphan in some country where the American Red
Cross or American Food Administration is at work.
(59) Plant a garden and raise at least three kinds of
vegetables so successfully that they may be served
on your home table.
(60) Belong to a vegetable (potato, tomato, corn, etc.)
or canning club and can or dry ten pounds of fruit
or vegetables to prevent waste.
(61) Commit to memory at least five patriotic songs.
(62) Do not put more food on your plate than you can eat.
(63) Know five recipes for conservation of food.
267
(64) Get seven new members for the Girl Reserves.
(65) Collect and send to soldiers or sailors twenty-five
magazines of recent date.
(66) Raise chickens or rabbits for market.
(67) Put up three quarts of fruit or have a successful
•winter garden.
(68) Use in cooking two good substitutes for meats,
sugar and fat, and bring the recipes to club meeting.
(d) In the school:
(69) Have an average of 90 per cent or its equivalent in
your school in all school work, including deportment,
attendance, punctuality and studies for two months, y
(70) Do not be late or absent from school or work for
six weeks, y
(71) Help a new girl in school or at work to know other
girls, v
(72) Answer truthfully for two months these questions :JJ
(a) Have I been honest to myself and my teacher
by not cheating, or have I been honest to
myself and my employer in the use of his
time and money?
(b) Have I been unfair or unkind in what I have
said about other girls?
(73) Raise monthly average 10 per cent and keep it for
two consecutive months.
(74) Help to keep your school yard in order; e. g., pick
up papers, do not scatter fruit skins or food on the
ground (six weeks, three points).
(75) Help your school to secure trash boxes if it does
not already have them (two points).
(76) Plant shrubs in the school yard or help in some way
to beautify the school grounds (three points).
(77) Make the school rooms attractive through helping
to earn money for pictures and decorations, or by
securing attractive pictures and plants (three points).
(78) Earn money to help buy books or a map for your
school.
268
III. Knowledge
(1) Make a list of the furnishings and the price of each
article necessary .to furnish (two points for each, or
two points additional credit if a house furnishing book
is worked out. Total, 10 points.)
(a) A bedroom.
(b) A living-room.
(c) A dining-room.
(d) A kitchen.
(2) Choose the color scheme you would have on a dark
bedroom; in a light dining-room.
(3) Select four pictures you would put in a living-room
and tell how you would frame them.
(4) Describe the proper way to sweep and dust a room.
(5) Name and locate six constellations.
(6) Know and be able to tell the story of two constellations.
(7) Identify and describe five harmful garden bugs and
tell how to destroy them.
(8) Know and describe twenty wild flowers.
(9) Know and describe twenty birds.
(10) Know six bird calls.
(11) Name six semi-precious stones and tell .where found.
(12) List the necessary articles of clothing for a school
girl or a young business girl.
(13) Design a school or business dress and give approximate
cost.
.(14) Design a party dress and give approximate cost.
(15) Read any three books you have never read before (listed
in Girl Eeserve Book List, prepared by The Bureau
for Work with Younger Girls, 600 Lexington Avenue,
New York City. One point for each book.)
(16) Read three additional books from the above list. (One
point for each book.)
(17) Read three books in the First Inch of the Inch Library
and three in the second or six from either one.
(18) Tell in a club meeting some story of standard fiction.
269
(19) Name five writers of fiction whose stories you like, and
name two books by each.
(20) Write a letter of application for
(a) A position in a department store or office.
. (b) A position as a teacher.
(21) Know how to fill out and endorse a check.
(22) Be able to give the history "of the United States flag.
(23) Know the salute to the flag.
(24) Learn the rules for use and display of the flag. (Two
points.)
(25) Know the officers of the army and navy in order of rank.
(26) Know the insignia of the army and navy officers.
(27) Name the members of the President's Cabinet and tell
what are their duties.
(28) Name twenty occupations open to girls and women.
(29) Fill out vocational questionnaire to be obtained from
your adviser.
(30) Tell how garbage from your kitchen is disposed of.
How does the community finally dispose of it?
(31) Describe the proper way to wash dishes, make a bed,
and set a table for a simple meal.
(32) Know and be able to describe by their bark four trees;
ten trees by their leaves.
(33) Name ten important minerals and tell where found.
(34) Name five great composers and a work by each.
(35) Name five great artists and a picture by each.
(36) Know the Child Labor Laws of your state, and tell about
them at a corps meeting. (Two points.)
(37) Know the name of the mayor of your city, and how
he is elected.
(38) Know the name of the city superintendent of schools
and tell how the Board of Education is organized.
(39) Know the name of your representative in the State
Legislature and in the House of Representatives at
Washington and in the Senate at Washington, and
how they are elected.
270
(40) Keep an account of how much you spend or is spent
for you on these items for two months:
(a) Fun and recreation (that is "movies," parties, etc.).
(b) "Eats."
(c) Clothes.
(d) Service for others (that is church, Sunday school,
Red Cross, etc.)
(41) Tell how much money you think a school girl or a
young business girl should spend on these items (list
each article separately).
(42) Name five American and five English poets.
(43) In consultation with your adviser choose a poem of at
least four stanzas and memorize it.
(44) Give at a club meeting the most interesting facts in
regard to (one point for each description) :
(a) Some woman leader in Russia.
(b) Some woman leader in France.
(c) Some woman leader in England.
(d) Some woman leader in the United States.
(45) Know all the words of the hymn, "0 Beautiful for
Spacious Skies."
(46) Know two verses of the "Battle Hymn of the Republic"
and "The Star Spangled Banner," and tell how these
songs were written. (Three points.)
(47) Know two verses of the "Marseillaise" and "God Save
the King."
(48) Know the alphabet of the Semaphore Code.
(49) Send and receive a message in the Morse or Semaphore
Code.
(50) Be able to play six bugle calls on the piano or bugle.
(51) Name the commanders -in-chief of the army and navy
(not the President of the U. S. and the Secretary of the
Navy Department).
(52) How many republics are there in the world and what
are they? Submit a written list. (Five points.)
271
(53) Read a story in the Third Inch of the Inch Library and
take part in the dramatization of it. Secure from The
Womans Bookshop, 600 Lexington Avenue, New York
City. (Three points.)
(54) Learn the story of Catherine Breshkovsky, "the Little
Grandmother of the Russian Revolution/' and help to
dramatize three scenes from it. (Five points.)
(55) Learn the story of Edith Cavell.
(56) Know the symbolism of the National Travelers' Aid
pin.
(57) Use a thimble when sewing. (Do It ten times and get
one point.)
(58) Practice your music lesson regularly each day for four
weeks.
(59) Make three watercolor sketches, showing the color com-
binations which a girl may make in her school clothes.
(Six of these sketches count for two honors.)
(60) Know the difference between a checking and a saving
account, and know how to open each of these accounts
at a bank.
(61) Learn how to open a book properly and how to care
for its pages.
(62) Save a definite sum every week for two months* y
(63) Plan a model wardrobe for a school girl. (Five points
if prepared in writing; ten points if produced in water-
colors or by dressing paper dolls in tissue costumes.)
(64) Know why the sky is blue.
(65) Know why the teakettle sings.
(66) Know why an apple falls straight down.
(67) Collect ten different sea shells and know something
about the tiny animals that built these shells, or gather
some frogs' eggs, place them in a glass jar and watch
them grow. • (Two additional points if you draw pic-
tures showing the different stages of growth.)
(68) Learn "A Country Girl's Creed."
272
(69) Write a paragraph at least one hundred words long
on the importance of selecting and testing1 seed before
planting it.
(70) What kinds of soil are there in your home farm or
garden and for what uses are the different kinds
adapted? (Two additional points for a chart or a map
showing the location on the farm or in the garden
and showing the strata of soil of each kind.)
(71) Take part in a corps or company debate on the most
urgently needed improvements in and about your school:
(a) Improvements in the building, heating, lighting,
ventilating, etc.
(b) Improvements in the equipment.
(c) Improvements in the course of study, with particu-
lar reference to the things which you think would
be of advantage in your neighborhood. (Three points).
(72) Write one or more paragraphs of at least 200 words
or talk for five minutes at a program meeting of the
corps on "How does a strike or a blizzard which ties
up a city's food supply show the extent of the city's
dependence on the country?" (Two points.)
(73) Draw another plan showing your ideal of a schoolhouse
for the use of the people as a community center. In-
dicate on the plan. (Three points) :
(a) The different rooms.
(b) The heating and ventilating system.
(c) The cloakroom.
(d) The windows.
(e) The kind of furniture.
(f ) The number and position of the seats.
(74) Write one or more paragraphs of at least two hundred
words on how many people besides the pupils have been
in your schoolhouse in the past year. (Two points.)
(a) How many of these people were adults?
273
(b) How many were parents of the children in the
school ? ;
* (c) Why did they come?
(75) Know the differences in the blossoms of the pear,
plum, peach, cherry, apricot, prune, apples, orange and
crab trees; sketch and color each kind. (Two points.)
(76) Know and observe the traffic signals of your community
for six weeks.
(77) Tell ten combinations of two colors each that go well
together. Illustrate by pieces of colored paper.
(78) Know and locate five industries or occupations in your
town in which women and girls are employed.
(79) Know six different stitches in plain sewing.
(80) Make a dolPs dress, showing the above stitches and a
harmonious combination of two colors.
(81) Memorize a piece of classical music, and play it at a
club program.
(82) Read the "Pied Piper of Hamelin" and share in its
dramatization by your corps or company at a regular
meeting. (Two points; if it is well rehearsed and pre-
sented publicly, five points.)
(83) Know the difference between a check, a draft, a money
order and an express check.
(84) Describe the dress of a Chinese girl,
(85) Read five poems of the two Hindu poets — Sarojini Naidu
and Rabindranath Tagore.
(86) Know the story of a great woman leader of India.
(87) Take an imaginary journey from New York City to
Peking, stopping en route in London.
(88) Know something of the great South American liberators.
(89) Read a book of travel.
(90) Know the process of silk manufacture.
274
(91) Describe the furnishing of a Japanese home.
(92) Know what reform movements are taking place in China.
(93) Make and color the flags of China, Argentina, Japan, and
Liberia, using the encyclopedia to tell the correct colors.
IV. Spirit.
(1) Write at least two hundred and fifty words about ten
ideals for a girl, and share in a corps discussion of
these ideals.
(2) Write at least two hundred and fifty words about ten
ideals for a boy, and share in a corps discussion of
these ideals.
(3) Read and discuss, "Are You Triangular or Bound?"
obtained from The Woman's Press, 600 Lexington Ave-
nue, New York City.
(4) Read in "The Girl's Year Book" or the Bible every
day for six weeks.
(5) Choose and tell about at corps meeting five pictures
each of which means an ideal toward which you will
work. (Three points.)
(6) Give a five-minute talk at some club opening on some
point in the Girl Reserve Code.
(7) Attend Sunday School regularly for six weeks.
(8) Learn "The Hymn of the Lights."
(9) Learn one of the Psalms.
(10) Learn one poem from "Christ in the Poetry of Today,"
(11) Attend church regularly for two months.
(12) Learn ten Bible verses.
(13) Name the Books of the Bible.
(14) Learn to tell six Bible stories.
(15) Learn at least three important facts in the lives of
eight Bible heroes.
(16) Name six women of the Bible and mention some in-
teresting incidents in their lives.
275
(17) Tell three things of interest about five children of
the Bible.
(18) Write a description (at least two hundred words) or
take part in a discussion of the ways the boy Jesus
grew. Luke 2:52.
(19) Take part in club discussions on "A Girl at Her Best."*
(a) "A Girl at Her Best Physically."
(b) "A Girl at Her Best Mentally."
(c) "A Girl at Her Best at Home."
(d) "A Girl at Her Best Among Her Friends."
(e) "A Girl at Her Best in Her Church."
(20) Eead one good story of the life of some famous woman,
as "The Story of a Pioneer," by Anna H. Shaw, or
"One Girl's Influence/7 by Robert E. Speer.
(21) Name countries in which the American Y. W. C. A.
secretaries are working with girls.
(22) Make a friend of some girl' of another nationality.
(23) Learn something interesting about this girl's nation
and tell it at a club meeting.
(24) Give five reasons why you think there should be a Y.
W. C. A. in your city.
(25) Read four stories connected with the life of Christ
either in the Bible or in some book of Bible stories,
(26) Give brief accounts of the life and work of five Y. W.
C. A. secretaries in foreign countries.
(27) Give brief accounts of the life and work of five mis-
sionaries who have represented or are representing your
church in foreign countries.
(28) Know the authors' names and give a brief account of
the writing of four standard hymns of your church.
* Each discussion will count one point. See "A Girl at Her Best," by Alice
<5. Moore. There is material enough in this pamphlet for five corps meetings ;
perhaps it should not be used successively.
276
(29) Learn the motto of the National Y. W. C. A. and write
a three-minute interpretation of it to be read at a club
meeting1.
(30) Serve on committee in the young people's organization
of your church,
(31) Be a member of a Bible class in the girls' department
of a Y. W. C. A.
(32) Read and tell at club meetings three stories about girls
of foreign lands.*
(33) Learn four games played by children in other lands.**
(34) Be a member of a Mission study class either in your
church or at the Young Women's Christian Associa-
tion, and attend regularly for two months.
(35) Read the story of "The Girl Who Walked Without
Fear," by Mrs. Louise Rice.
(36) Learn five facts about the people and their customs in
the following countries: China, Japan, India, South
America.
(37) Memorize two hymns other than those listed elsewhere,
and learn something about their composers. (Two
points.)
(38) Study your Sunday school lesson regularly for six con-
secutive weeks.
(39) Be on time at Sunday school for six consecutive weeks.
(40) Give regularly each week to church and missions or
to some benevolent object from your own allowance
or money that you have earned and saved.
(41) Read and own "Mook — True Tales About a Chinese Boy
and His Friends," by Evelyn Worthley Sites. (Two
points, one point for reading only.)
(42) Read "A Girl's Book of Prayers," written by Margaret
Slattery.
* See Third Inch of the Inch Library.
** See "Children at Play in Many Lands," by Katherine Stanley Hall.
277
(43) Read "Red Cross Stories for Children," written by
Georgene Faulkner.
(44) Know the story of how we got our Bible.
(45) Tell the story of one of the following people: Martin
Luther, Joan of Arc, Jacob Riis. (Two points for one
story; eight points for three stories.)
(46) Tell the story of the King James version of the Bible.
(47) Know the story of "The Christ of the Andes."
(48) Learn the motto of the world Young Women's Chris-
tian Association and share in a discussion of its mean-
ing at a corps or company meeting.
(49) Make a map of the world showing all the places where
the "Blue Triangle" is at work. (Two points.)
(50) On an outline map of the United States, show in differ-
ent colors the eleven groups of states in which the
Young Women's Christian Association has divided the
country. (Each one of these descriptions is called a
Field.)
(51) On a outline map of the United States, place the letters
Y. W. C. A. so that they stretch from coast ta coast.
Then draw connecting lines from these letters to the
cities where the Field Girls' Work secretaries have their
offices.
(52) Read four poems written by Robert Louis Stevenson
and memorize two of them, and know something of his
life. (These poems may be chosen from "A Child's
Garden of Verse.")
(53) Read "The Perfect Tribute," by Mary Raymond Ship-
man Andrews, and "The Three Weavers," by Annie Fel-
lows Johnston.
(54) Find six stories in the New Testament that show
how Jesus went about helping other people.
(55) Find six stories in the New Testament that show how
Jesus loved the out of doors.
278
(56) Have a "white record" against any personal fault
such as lying, stealing, cheating:, bluffing, "cribbing" —
unclean stories — for two months.
(57) Have a "white record" against any unkind criticism
for one month.
(58) Earn your own Bible by Sunday school attendance or
by earning money to buy it. (Three points.)
(59) From hymns sung in your church during a period of
three months, choose three that mean something espe-
cial to you and memorize one of them. (Three points.
This may be repeated, using the same number of hymns
but choosing different ones.)
(60) Be a helper in a primary or beginners' class for two
months and do not miss a meeting. (Three points.)
(61) Help your corps or company to write a corps prayer.
Use a blackboard where possible and share in a ten-
minute discussion of the prayer.
(62) Learn John Oxenham's poem, "Every Maid."
(63) Learn the rules of behavior for a Chinese girl.
(64) Learn the names of the ten great world religions, their
dieties, and the countries where they are worshipped.*
(65) Read the story of Pandita Ramabai.
(66) Learn ten Bible verses to show that Jesus made no dis-
tinction between races.
(67) Learn two of Rabindranath Tagore's poems from The
Crescent Moon and know something of the poet's re-
ligion.
(68) List five characteristics of Oriental girls which you think
American girls might emulate, and know why.
(69) Learn the story of Gautama Buddha.
(70) Know what contributions are being made to American
life by the following races: Japanese, Italian, Russian,
Dutch, German, Chinese, and Czechoslovak.
* For material see Menzie's "History of Religion/' or Moore's "History
of Religions."
279
(71) Select and learn a Bible story which yon think best il-
lustrates Jesus7 love for people.
(72) Write a 300-word essay on what Christianity has to
offer to the girls of the Orient.
SPECIAL HONOR LIST FOR YOUNGER GIRLS IN BUSINESS AND
INDUSTRY.
I. Health
(a) Personal:
(1) Open windows in sleeping rooms for six weeks
during winter months.
(2) Get an average of at least eight hours' sleep a
night for one month.
(3) Go to bed not later than 9:30 P. M. for at least
two nights a week for one month.
(4) Take daily outdoor exercise for at least one-half
hour for one month.
(5) Avoid chewing gum for two months.
(6) Brush teeth evening and morning for one month.
(7) Do not miss work on account of ill health for two
months.
(8) Drink three glasses of water between meals every
day for one month.
(9) Refrain from drinking tea or coffee more than
once a day for two months.
(10) Eat well-balanced lunches every day for one
month.
(11) Wear low-heeled shoes to work every day for two
months.
(12) Know the proper care of (two points):
(a) Skin. (c) Teeth.
(b) Hair. (d) Nails.
(13) Refrain from eating between meals, except choco-
late bars, graham crackers, or fruit, for one month.
280
(b) First Aid:
(14) Know where to use and be able to apply the fol-
lowing- kinds of bandages (three points):
(a) Circular. (c) Sling. (e) Finger.
(b) Reverse. (d) Head. (f) Joint.
(15) Give symptoms of, and know treatment for, the
following- (one point for each) :
(a) Fainting1, (c) Bruises. (e) Burns.
(b) Sunstroke (d) Frost bite, (f) Sprains.
(g) Splinters. ' (h) Something in the eye.
(16) Know a simple remedy for the following (one
point for each) :
(a) Cuts. (c) Headache. (e) Nosebleed.
(b) Earache, (d) Toothache, (f) Indigestion.
(17) Know how to make a hospital bed.
(18) Be able to use a clinical thermometer.
(19) Learn how to bathe a sick person in bed and
change the bed linen. (Three points.)
(c) Outdoor Activities:
(20) Walk twenty miles within ten days.
(21) Make a signal fire and illustrate two ways of
building a cook fire. (See Boy Scout Manual,
pages 87 to 117.)
(22) Know what to do if you are lost in the woods.
(See Woodcraft Manual for Girls, page 208.)
(23) Know road signs made with stones and with grass.
(See Woodcraft Manual for Girls, page 238.)
(24) Know how to cook around a camp fire without
utensils (two points):
(a) Eggs. (c) Wienies or bacon.
(b) Potatoes. (d) Marshmallows,
281
(25) Learn how to swim the following strokes (three
points for each):
(a) Breast. (d) Crawl.
(b) Side. (e) Tread water.
(c) Back. (f) Under water.
(26) Learn the following dives (three points for each) :
(a) Front. (c) Swan.
(b) Back. (d) Jackknife.
(d) Indoor Activities:
(27) Do a simple five-minute setting-up drill every
morning for one month. (Two points.)
(28) Play three team games such as volley ball, basket
ball, corner ball for six weeks. (Ten points.)
(29) Know four standard folk dances. (Five points.)
(30) Teach a group to dance a standard folk dance.
(Two paints.)
(31) Attend a gymnasium class at least three times a
month for three months. (Five points.)
(32) Know the alphabet and simple word combinations
used in signaling. (Two points.)
(e) Community Health:
(33) Swat twenty-five flies a day for two weeks.
(34) Help in some campaign to make the city clean.
(35) Observe the following rules for six weeks (one
point for each):
(a) Use no public drinking cup.
(b) Throw no fruit skins or paper on the streets.
(c) Use only sanitary towels.
(36) Practice safety-first rules for six weeks in (one
point each):
(a) Crossing" the streets.
(b) Getting on and off the cars.
282
II. Service
(a) In the home:
(1) Know how to prepare1 the following- (two points
for each) :
(a) One kind of cake or cookies.
(b) Bread and muffins.
(c) Six common vegetables.
(d) Lett-over meat in three ways.
(2) Make your bed and care for your room every day
for one month.
(3) Iron for one hour each week for six consecutive
weeks. (Three points.)
(4) Keep your stockings darned for one month.
(5) Do not borrow personal belongings for six weeks.
(6) Make something attractive for your home, such as
curtains, sofa pillows, etc. (Three points.)
(7) Keep your dresser drawers in perfect order for
six weeks.
(8) Do not leave clothing around for one month.
(9) "Wash or dry dishes from one meal for one month.
(10) Sweep the sidewalk and front door step or porch
every day for one month.
(11) Help to buy a geranium or some hardy plant
for the house and know what makes its leaves
grow. (Three points.)
(12) Care for this plant regularly for one month.
(13) Help to buy a piece of furniture or linen supplies
for your home. (Three points.)
(14) Be able to tell your family what fire and life
insurance is and why it is valuable; tell what is
meant by "policy" and "premium." (Two points.)
(b) Outside the home:
(15) Take part in a community program.
(16) Name and locate the institutions in your locality
to which you would refer a tubercular person; one
283
needing food; fuel and clothing; a lost child; a
truant scholar case; a girl seeking employment; a
person taken ill on the street; an unsanitary
housing condition. (Five points.)
(17) Know how to send in emergency calls for the fire
department, police department, pulmotor station.
(18) Know the laws for .fire protection in your city.
(19) Make a finished article for the Red Cross or
similar organization.
(20) Help support a Belgian or French orphan.
(21) Contribute to some local charity.
(22) Write a letter to a relative or shut-in once a
week for two months.
(23) Teach two games to children.
(24) Sing regularly in the church choir or community
chorus for two months.
(25) Become a member of the Junior Red Cross.
(26) Contribute to a Thanksgiving or Christmas fund
or basket.
(27) Sing or participate otherwise in some entertain-
ment at a hospital or old people's home.
(28) Sing in a caroling group at Christmas.
(29) Make a scrapbook for a hospital or children's
home.
(30) Collect and send ten magazines to some institution.
(31) Get three new members for the Girl Reserves.
(32) Help earn money for a camp or conference fund.
(33) Make a poster used by your company.
(34) Make a poster for another group or general Asso-
ciation use.
(35) Write a song which is adopted for use by your
corps or company.
(36) Plan and carry out a party for your corps or
company.
(37) Help a new girl to feel at home in her work and
with the other girls.
284
(38) Buy and hold for three months five dollars' worth
of government thrift stamps. (Three points.)
(39) Have a personal saving account, and make a de-
posit regularly each pay day for two months.
(40) Buy five dollars worth of postal savings for three
months. (Three points.)
III. Knowledge
(1) Be able to describe all the steps in the manufacture of
a piece of ribbon, beginning with the cocoon. Do the
same for whatever product you help to make. (Five
points.)
(2) Hold a regular position for six months. (Three points.)
(3) Do not be late for work for two months.
(4) Live on the budget worked out by your club and re-
garded as adequate for a girl with your salary for
two months. (Two points.)
(5) Read "Out of Shadow," by Rose Cohen. Discuss it at
a club meeting.
(6) Know what The Consumers' League is and what it is
trying to do.
(7) Receive a certificate for completing* a night school
course. (Five points.)
(8) Receive a certificate for any course that increases your
efficiency in your work.
(9) Name ten occupations open to girls and women and tell
the training required for each and opportunities offered
in each. (Two points.)
(10) Fill out a vocational questionnaire to be obtained from
your adviser.
(11) Discuss the Child Labor Laws of your state. (Three
points.
(12) Know the proposed labor legislation for women and
girls in your state this year. (Three points.)
(13) Know what is meant by health insurance. (Two points.)
(14) Write a letter of application for a position.
285
(15) Make out and endorse properly a check and a money
order.
(16) Know the name of the governor of your state and the
mayor o'f your city and tell how they are elected.
(17) Tell the names of your representatives in the State
Legislature and at Washington, D. O., and how they are
elected. >
(18) Tell the names of your senators in the State Legislature
and at Washington, D. C., and how they are elected.
(19) Give some interesting facts at a corps or company
meeting in regard to (two points for each one):
(a) A woman leader in Russia.
(b) A woman leader in France.
(c) A woman leader in England.
(d) A woman leader in the United States.
(20) Be able to direct a stranger in your city to the railroad
station, city hall, a church, hotel, theater, library, etc.
(21) Recognize from post cards or photographs fifteen out
of twenty views of your city.
(22) Know the significance of the weather signals and be able
to describe the flags used for each. (Two points.)
(23) Be able to read a railroad time-table.
(24) Learn the rules for the use and display of our1 flag.
(25) Know the Semaphore code.
(26) Write:
(a) A formal invitation to a party.
(b) An informal invitation to a party.
(c) A note of acceptance.
(d) A note of regret.
(One point for each of these.)
(27) Learn five simple rules of etiquette that will enable
you to be a good hostess.
(28) Set a table correctly for breakfast, luncheon, and dinner.
(29) Learn five simple rules of etiquette that will enable
you to be a good guest.
286
(30) Be able to introduce guests properly.
(31) What color scheme would you have in a dark bedroom?
In a light dining-room?
(32) What four pictures would you put in a living-room and
how would you frame them?
(33) Describe the proper way to sweep and dust a room.
(34) Make a list of the furnishings and the price of each
article necessary to furnish (two points for each):
(a) A bedroom
(b) A living-room
(c) A kitchen
(d) A dining-room.
(35) Know and describe ten wild flowers.
(36) Know and describe ten trees.
(37) Know and describe ten birds.
(38) Make a flower book, or a tree book, noting kind, dat
and place where found. (One point for each kind ol
book.)
(39) Name and locate six constellations.
(40) Tell three nature myths.
(41) Be able to tell the story of two constellations.
(42) List the necessary article of clothing for a young busi-
ness girl.
(43) Design and make a dress appropriate for work. (Five
points for a summer dress, ten for a winter dress.)
(44) Make a hat. (Five points.)
(45) Tell the story of some book you have recently read.
(46) Read any three books which you have never read before
from the Girl Reserve Book List.
(47) Read three stories from the First Inch of the Inch
Library, and three from the Second Inch of the Inch
Library. (One point for three of them.)
(48) Know all the words of the hymn, "0 Beautiful for Spa-
cious Skies/'
287
(49) Know all the words of "The Star-Spangled Banner"
and ^America." (Two points.)
(50) Discuss in a club program what a reputable employ-
ment agency in your city or town would offer to the
girl who works.
(51) Dramatize the way a girl secures her working papers.
(52) Share in a corps or company discussion on the topic,
"When I go traveling/'
(53) Name the articles you would put in your suitcase when
starting on a trip, and tell what you would do if you
missed a train in a strange city.
(54) Know how to recover an article left on a train or a
street car.
(55) Earn a bonus given by your firm for good work or
salesmanship.
(56) Know the names of three women prominent in the
labor movement of today and tell something which
each one of them has done.
(57) Give at least three reasons for having an eight-hour
day and state three reasons usually given by those
who oppose it.
(58) Take part in a debate upon the above question.
(59) Give at least three reasons against child labor and state
three reasons generally given by those who favor child
labor.
IV. Spirit
(1) Write (not less than two hundred and fifty words) and
discuss ten ideals for a girl. (Two points.)
(2) Write (not less than two hundred and fifty words) and
discuss ten ideals for a boy. (Two points.)
(3) Read and discuss the Book of Esther. (Two points.)
(4) Read and discuss the Book of Ruth. (Two points.)
(5) Name six women of the Bible and mention some inter-
esting incidents in the life of each.
288
(6) Tell three things of interest about five children of the
Bible.
(7) Name six important events in Christ's life.
(8) Give the outlines of the leading religions1 of the world
other than Christianity and tell the status of women
under them. (One point for each.)
(9) Make a friend of some girl of another nationality.
(10) Compare labor conditions of women and children in our
own country with those in China, Japan, India, and
other Asiatic countries; with those in England, France,
Germany, and other European countries; in Africa and
in South America. (One point for each country com-
pared.)
(11) Tell the social customs and standing of women in the
above-mentioned countries. (One point for each coun-
try.)
(12) Participate in the dramatization of a Bible story.
(13) Memorize Psalms 19 and 28; Romans 12; First Corin-
thians 13, using the word "love" instead of "charity."
(One point for each.)
(14) Memorize the Association motto — John 10:10 — and give
a five-minute talk on it. (Two points.)
(15) Commit to memory ten Bible verses selected by the
adviser.
(16) Learn John Oxenham's poem, "Everymaid," and dis-
cuss it. (Three points.)
(17) Learn and discuss the laws of your state regarding the
holding of property.
(18). Learn one poem from "Christ in the Poetry of Today."
(Three points.)
(19). Attend Sunday school regularly for six weeks. (Two
points.)
(20) Attend church regularly for six weeks.
(21) Be a member of a Bible class in the Girls' Work De-
partment of the Young Women's Christian Associa-
289
tion and attend at least four times for six weeks.
(Two points.)
(22) Serve on a committee of the young people's organization
in your church for two months.
(23) Write a sketch of at least 200 words about the work of
the Young* Womens Christian Association in other coun-
tries than ours.
Note. — From time to time the adviser of every corps will receive sugges-
tions for new honors. Every Girl Reserve should add these to the lists in
her Guide.
Suggestions for an Interpretation of Honors Which Will Make
Them International in Their Scope.
This material will be of a particular service to the secre-
tary and adviser who are working with the foreign-born girl,
but it is also very valuable for the content which it brings to
the honor which might seem to be of ordinary importance only.
If the suggestions are adequately developed they will furnish
much of the content to be used at the regular corps meeting,
thereby linking the honor directly to the club activity — making
it the activity, in fact.
Health:
Honor No. 27. Walking is an old-world sport, and it will
make a girl tremendously interested if she should gather
some information regarding the famous trails in Europe,
and also some of the best-known ones in America. In-
teresting biographical studies will result if she should
search for stories about some of the great people who
have tramped these trails.
Honor No. 51. Obviously, it is not only the folk dances
which should be learned, but their origin and significance.
See Marie Hofer's book, "Popular Folk Games and
Dances."
290
Honor No. 43. This and other honors similar to it offer an
opportunity for the girls to learn not only the technique
but also the history of games. Croquet is not American
in its origin. What are some other famous European
sports ? What are the Olympic games ? When are they
held? Who competes?
To advisers and secretaries working with foreign speaking
girls, the following suggestion is made: Compare pictures of
European children with their rosy cheeks and sunny eyes and
the faces of average American children; pale childhood is not
an American ideal and foreign mothers must know that vigor-
ous children are desired in America as much as they are in
Europe. The foreign children whom American girls see in
great crowded cities in foreign quarters are the product of a
low standard of American living and are not representative of
Old World children.
Service :
Honor No. 2. (c) It would be interesting to learn how vege-
tables are cooked by other nations. America is not fam-
ous for its cooking of vegetables, (g) Find the origin
of some of our candies which we accept as American:
e.g., Turkish Delight.
Honor No. 10. From where did rules of etiquette first come ?
The old-world courts. Pantomime and dramatization will
make this very tangible to girls.
Honor No. 38. Trace in the programs of "community sings"
which have occurred in your locality the songs which are
international.
Honor No. 50. Christmas, Easter Day and May Day are
festivals which are observed by people in America and
Europe, too — they are international. It would be very
interesting to interpret our observation of these days in
the light of the customs of some other country.
291
Honor No. 58. This honor may be broadened to include any
needy group of people the world over. Advisers and sec-
retaries will guide carefully into constructive channels
all of the interest which is aroused by a definite appeal
in a community.
Honor No. 61. This honor may be broadened to include the
teaching of these patriotic songs to some other girl, pos-
sibly not a Girl Reserve, for love of country is a thing
which grows by being shared. Particularly is it neces-
sary to keep clearly in the minds of girls that much of
America's greatness is due to the many streams of im-
migrant life which have flowed into it ever since the
establishment of the colonies. True patriotism in America
will recognize the enthusiasm with which a descendent
of a foreign nation observes his great hero days; it is
second only to the zeal with which he celebrates Ameri-
can holidays.
Knowledge:
Honor No. 52. It would be possible in interpreting this
honor to interest a girl in the new countries which have
grown out -of the war, and in some acquaintance with
the people in those countries, their needs and ambitions,
and the obstacles which they are trying to overcome.
Honor No. 56. When the girl is learning about the National
Travelers' Aid pin, it would be possible to stretch her
interest to far-away places by asking such questions as
the following: What nationalities are coming into your
community? What groups are there already?
Honor No. 60* If a secretary or an adviser is eager that her
girls have an increasing knowledege of and interest in
the peoples of the world, the club meeting which deals
with this honor might include in its program some dis-
cussion of foreign money and foreign exchange, a dis-
cussion of the best way to send money, and how people
292
prepare to come to this country — i. e., their passports, the
amount of American money they receive for their money,
and many other interesting1 details of the journey.
Spirits
For the secretary and adviser working with foreign-speaking
girls, suggestions about the spirit honors have been in-
cluded in the chapter on a Program for Girls with a For-
eign Background. It may be possible in many communi-
ties which are American to interpret in an understanding
way the observance of Holy Days by other churches than
the one to which the girl belongs. It would be particu-
larly interesting, for example, to see how Easter is ob-
served in different churches.
293
Name— Snyder, Elizabeth Address, 710 Main
Grade, 7 B Telephone, 326
HONOR SYSTEM. GIRL RESERVES.
Health
1
1
4
9
12
Total
4
Service
3
7
11
3
Knowledge
1*
2
Spirit
12
1
Total
5
2
2
1
Grand Total
..10
Name— Hughes, Alice Address, 1817 Broadway
Grade, 7 A * Telephone, 693
Health
Service
Knowledge
Spirit
Total
Grand Total
294
Section V.
ACTIVITIES FOR DEVELOPING A CHRISTIAN
PERSONALITY.
CHAPTER I.
RELIGIOUS EDUCATION OR TRAINING IN CHRISTIAN THINKING
AND LIVING.
IN its Girl Reserve Movement and throughout its work for
younger girls, the Young* Women's Christian Association con-
siders that it has a fundamental purpose underlying1 all activi-
ties, discussion groups, services of worship: namely to develop
the normal interests of the girl so that she grows healthfully
as a girl Christian of her age may be expected to grow. Its
program of religious education is not a part of its whole plan
of activities, "for religion touches all of| life" and therefore
religious education becomes an underlying principle which can-
not be separated from the whole fabric of a girl's living.
Moreover, the Young "Women's Christian Association recog-
nizes frankly that it is only one force working in a community,
touching the lives of girls with the purpose of Christian educa-
tion; and that the church has a peculiar responsibility for the
development of girls; that, indeed, the more formal class work
iii Bible and world fellowship and much of the girl's training in
worship should come directly through her relationship with the
Church.
In order to develop the religious life of the girl, one must
understand the whole girl, for character depends not upon the
development of the spiritual life alone, but upon the working
together of all the factors which go to make up the life of the
295
girl. The normal development of girlhood has to do with physi-
cal, mental, social and spiritual characteristics as interdepend-
ent factors. The girl is a whole girl, in any situation, with all
of her personality involved; this means that she must be
trained as a whole person. What she thinks, says, and does
at any moment is either stimulating or inhibiting normal growth
and expression; whatever may be the immediate situation — a
basket ball game, a Sunday service, a question of class room
honor, or the decision to forego a new party dress so that she
may help famine sufferers, her power to throw herself into
such a situation and to act in that situation as a girl Christian
should, determines to no small degree how adequately she will
deal with other situations as they arise.
This process of growth is furthered greatly by the entrance
of three elements, each of which has its direct bearing upon
the life of the girl. They are the opportunity to worship, ways
to develop a growing understanding of God, and of men, and
an opportunity to express through sharing her life and her
standards of action, her consciousness of God.
Worship.
The place of worship in the training of the younger girl
is presented in considerable detail in the pamphlet "Training
the Girl Through Worship," so that it is necessary here only
to suggest the main points involved. First of all there is the
more formal service of worship in which she joins with others,
either in her church or in the Association. Beauty, order, and
symbolism appeal most to the girl between twelve and eighteen.
Music which is rich, full of dignity, and rhythm, and reverence
is a factor which cannot be discounted in any effort to interpret
worship to girls. Girls at this period of development rarely
enjoy and seldom are helped by any play upon the emotions
through the use of hymns and stories which, while popular,
lack the fine fibre of the hymns which for many years have
ministered to the needs of all groups of Christian people. Many
advisers will find opportunities to supply the girl's need for
296
beauty, order and symbolism not only through the Association
but also in the church.
The opening club ceremonial, and the installation and recog-
nition services also offer great opportunity for the expression of
the element of worship. In this it is the spirit of simple dignity
and reverence for one's own personality, for others' personality
and for the personality of God which lifts a service into a realm
of worship. The use of poems and songs is valuable. A poem,
which has been talked over together and memorized, may be
repeated in the opening ceremonial of the Girl Reserve meeting;
in many case such a hymn as "0 Beautiful for Spacious Skies"
may be expressed through a series of tableaux as simple
dramatic action for a service of worship. However it is man-
aged, the girl needs worship, both to develop and strengthen in
her attitudes of thanksgiving, unselfish service, and reverence,
and to awaken a greater sense of group consciousness and a
willingness to make herself one of the group. Worship is
essential both for strengthening the individual life and for
releasing that life from individualism.
A Growing Understanding of God.
Even though the Young Women's Christian Association
recognizes that the bulk of a girl's thinking and discussion
through study groups will be done in a church school or as a
part of her day school curriculum, there is both opportunity
and necessity for it to make sure that the girl is really growing
in her understanding of God and his relations to herself, and
others and in a deepening interpretation of her relations to a
world.
This necessity and opportunity for such service on the part
of the Association do not mean, however, that in formal Bible
study classes or in organized world fellowship groups only can
be found the ways to achieve this growth of understanding.
Particularly is this true of the younger girls in the Girl Reserve
Movement. It is a growing conviction that the younger girl
goes further in her grasp of both Bible and world fellowship
297
content (world fellowship implying- social) through story tell-
ing1, dramatics, and discussion than in a formal class hour.
When program content is regarded in this way, there is always
freedom to incorporate it into a club program at any point
where it will bear directly upon the girl's life at that time. A
Bible story may be told and dramatized at once, or there may
be a discussion of party dresses, from which there will develop
a real project; the girls will set themselves to the task of find-
ing- out the conditions of industry in Japan and something about
the lives of Japanese girls who make the lovely fabrics from
which the party dresses are fashioned. The result may be a
short litany of intercession for industrial girls as the result of
their own study of the conditions and needs. An astronomy
party once led a group of high school girls to ask about the
star worshippers and there resulted a discussion of certain non-
Christian religions and men's age-long search for God. This
came about so naturally that the girls were not conscious in
the least that they were being "religiously educated." At an-
other time, a milk strike was the occasion of one skillful leader's
stimulating her girls to a discussion of the ideals which Jesus
had for human lives brought together in great groups. The
ultimate result was the study by a small group of "The Social
Teachings of Jesus." This study was carried on in the Sunday
School class to which many of the girls belonged and it was
right that it should be. Any situation in which the girl lives
may be the door for that girl into a growing understanding of
God, The uses to which an adviser puts situations in a girl's
life depend upon that adviser's knowledge of the girl, and of
the principles of teaching. There must be a constantly increas-
ing grasp of material, also, which can be played into the girl's
life when she needs it, without recourse to texts and formal
study groups. It is very obvious, of course, that the fineness of
contact at this point is in direct proportion to the strength
of the background which the girl is accumulating through the
church school.
298
Christian Habits in Every Day Living.
It is not difficult to remember and to regret the experiences
of certain girls whose ability to pray in a young people's meet-
ing and whose knowledge of Bible and missionary facts was
amazing, yet whose ability to make experimental use of these
experiences was nil. The Girl Reserve movement recognizes
the imperative necessity of a girl's having such intelligent
activity in the expression of her Christian purpose that she is
saved from becoming a prig. In the main, these outlets are
three in number: (a) sharing her life with other people (com-
monly spoken of as "service"), (b) the declaration of her ideals
through character standards by which she measures her rela-
tions to her world, and (c) recreation by which she keeps the
emotional balance, and in many cases, frees her instinct for
mastery in a way that is not injurious to others. All are a
necessary part of religious education.
Planning with her for service activities, it is necessary, first
of all, to avoid the point of view that they are merely "busy
work," such as is usually given to small children in the primary
class to keep them out of mischief. If the service activities are
not training and developing the girl, they are useless. Train-
ing is not possible unless the activities which she carries out
are really needed in her immediate community or in the larger
community, the world. A group of younger girls who make,
for a children's hospital, baby clothes that no baby could get
into, are not being rightly trained in service. It is very prob-
able that they may become women who pack impossible mis-
sionary boxes with left-over evening gowns. The girls who
seek to share their lives with other people must learn what they
have which those people need, and what those people have which
they need, so that it can be honest sharing and not a patroniz-
ing giving. It is more religious for a younger girl to help in
a "cleanup my town" campaign than it is for her to give a
tenth to missions solely because her family compel her.
Of course, all advisers of girls realize that if the girl's inter-
299
est stops with her immediate community, she is only partly
Christian, and, therefore, the understanding sharing: of her life
with those who are geographically far apart from her ;s
essential.
The expression of herself in the character standards upon
which she bases her behavior, will depend upon the closeness
and the correlation between her ideals and the conditions of her
life. It is so easy for even grown-up people to be tremendously
interested in the hours and conditions of work of industrial girls
and unconscious of the impersonality and discourtesy with which
they treat an industrial girl who rubs elbows with them in the
street car or in a crowd ; therefore it is no wonder that a younger
girl may come home starry-eyed from a meeting which has
stirred her aims and stimulated her dreams of service, only to
meet with an irritable impatience the demand of a small brother
to "tell us a story."
Never would the secretaries and advisers in the Girl Re-
serve Movement fail in stimulating a girl to formulate the high-
est of ideals for herself, but always there is the recognition of
the necessity to help her to express those ideals in terms of her
own everyday living. This must be done so that the number of
women who give themselves to great causes without stint but
more or less completely fail in the close relationships of every-
day, may be decreased.
For this reason, the adviser of girls must study carefully
the situations in which her girls are forced to make decisions
and act upon them. The girl, who steadily increases her power
to decide in favor of other people rather than in her own favor,
is on the road toward being able consistently to express herself
as a Christian woman. This may be illustrated by the action of
a group of girls who gave up their own sodas and candies,
formerly purchased from a druggist, who was compelling his
two girl clerks to work fourteen hours a day without a chance
to sit down; or by the high school girl, who definitely gave up
the possession of a new party dress so that she might give her
300
mother for Christmas a sweater which she needed. Such groups
of girls or individuals are beginning to comprehend the "friendly
kingdom" way of living, both in business relations and in the
home.
Moreover, it would be unfair, manifestly so, for the secre-
taries and advisers in the Girl Reserve Movement to criticize
the older girl for maintaining unwholesome social relationships
when she has been permitted or encouraged in an attitude of
careless flippancy in her friendships with either boys or girls.
They must help the younger girl to gain the power to deter-
mine character standards for herself, yet to look with under-
standing and tolerance upon different standards determined for
themselves by others, and this training must be acquired through
her right meeting of these situations in her girlhood. She can
and should be helped to grow into a normal balance between
respect for the decisions of others as to what are character
standards and her own independent actions.
The validity of religious education of girls is nowhere more
tested than in the matter of recreation. Sometimes so many
mature Christians consider their recreation as "time off" from
being a Christian — a sort of spiritual dishabille — that it is not
difficult to understand how younger girls come to consider their
recreation as outside the realm of the religious. A wholesome
attitude toward health of mind -and body (in which good times,
that are re-creative, play so large a part) is impossible with-
out a spiritual dynamic. It therefore becomes an important
question whether or not sodas, outdoor exercise, and proper
shoes are accepted naturally by the girl as factors in the deci-
sions which a girl Christian makes.
There remains one fundamental thing, when all that could
be said about the religious education of the growing girl in far
more space than this chapter is said. Religion involves life —
all of life — and religious education is the training of the whole
life all of the time in the way of comradeship with God, who is
the Father of a world.
301
If advisers and secretaries are rightly to interpret the pur-
pose of the Young Women's Christian Association In its group
and individual work with girls, and if the three elements in the
process of a girl's growth are to be successfully coordinated,
there are certain methods of procedure which should be fol-
lowed, either closely if an adviser is just growing into her ex-
perience of working with girls, or with a great degree of free-
dom if a person has found her way. The following suggestions
are appended, accompanied by a bibliography designed to equip
an adviser and secretary with right tools, to illustrate ways of
conducting formal and informal services of worship, and the
telling of Bible stories.
A. For Use in Worship.
An order of service for more formal vespers:
1. Opening sentences of invocation.
2. Prayer of penitence and thanksgiving.
3. Hymn of praise.
4. Scripture reading, responsive prayers or psalms re-
cited in unison.
5. Talk, story or dramatization.
6. Hymn of consecration and action.
7. Closing prayer and benediction.
B. Plan for short, informal period of worship.
1. To catch everybody's attention, use a hymn or two,
such as "Day Is Dying in the West," "Come Thou
Almighty King."
2. The recitation of a psalm or some other memorized
passage together, trying to keep the same thought of
thanksgiving as in a more formal service.
3. The club prayer or prayers by several girls (who
have been asked previously to have this share in the
service).
4. Hymn of Action (if around the camp-fire, use a good-
night hymn).
302
BENEDICTION.
Leader —
The Lord bless thee,
And keep thee.
The Lord make his face to shine upon thee
And be gracious unto thee.
The Lord lift up his countenance upon thee
And give thee peace.
Response —
God be merciful unto us
And cause his face to shine upon us;
That Thy way may be known upon earth,
Thy saving health among all nations.
Let the peoples praise Thee, 0 God ;
Let all the peoples praise Thee.
All—
The Lord bless us
And keep us.
The Lord make his face to shine upon us
And be gracious unto us.
The Lord lift up his countenance upon us
And give us peace,
Both now and evermore. Amen.
C. Telling Bible Stories to Younger Girls.
1. What stories to tell:
While the girls are still in their early teens, stories with
very concrete action and red-blooded heroes, such as Joseph
and Moses should be used and sections from the Acts may
be chosen. Stories like the one about Ruth should be left
until the girls develop a love for the idealistic. When this
is at its height, usually when the girl is between fourteen
and seventeen, stories from the life of Jesus have a unique
appeal. It must be a virile and manly Christ who is por-
trayed, but thisa is only to say that advisers must get down
303
to the real heart of the gospel narratives. This is the time
to enlist to its full the loyalty of the younger girl to the
personality of Jesus.
Some of the parables — that of the "Good Samaritan," for
instance — can well be used for the grade school girls, while
others, such as 'The Ten Virgins/' fit better the need of
girls a little older. The call of Isaiah and the story of
Nehemiah are excellent material for the girl close to eigh-
teen. There is recorded in the Bible a whole group of expe-
riences of men at close grips with life; their spiritual sig-
nificance can best be presented by the story method even
though such a presentation, strictly speaking, cannot be
called telling stories. The way that men's understanding of
God grew from the desert god of war to the Father God of
Jesus is an illustration of this point.
2. Preparing to tell Bible stories,
Beyond the preparation that lies in the practice in telling
any story is the matter of Biblical background which gives
vividness and a real understanding of the meaning of the
Bible story told. For help in this see the bibliography at-
tached. One caution may be wise. Nothing is ever gained
by cheapening the style of the Biblical narratives in an at-
tempt to make them sound like the Sunday supplements, but
on the other hand the use of a modern English- word for one
whose meaning is unfamiliar may illumine a whole passage
for a girl. Neither is it ordinarily necessary nor best to
put into the mouths of the characters a mixture of words
drawn partially from the text and partially from imagina-
tion.
3. Dramatizing Bible stories.
This may be done in two ways. There is first the spon-
taneous dramatization without the use of costumes or scen-
ery; this is especially valuable for the grade school girls. A
long, elaborate story with several situations cannot be
handled as easily by this method as a short story with a
304
good deal of action centering around a single point. How-
ever, a long story may be broken up into shorter ones. This
first use of dramatization is valuable in training the imagi-
nation. There is also a rich field in the dramatization of
long stories, such as that of Joseph or sections from the
Acts. In such a case, the high school girls may write their
own play, taking several weeks perhaps to prepare and pro-
duce it. Their grasp on the inner meaning and the human
reality of the story will be immeasurably deepened by so
doing.
4. When to tell Bible stories.
They may be told at Sunday afternoon recreation hours
and around the fire. The opening ceremonial for grade
school corps offers an opportunity too, but the telling should
not^be confined to stated occasions. The Bible story may
be used in any story hour as a climax (see appended sug-
gestion for a story hour that develops from the amusing to
the meaningful story). All the adviser needs is to make the
Bible story so much a part of her own thinking that it crops
out as an illustration along with others when the girls are
hiking.
5. Two suggested story hours.
(a) "Rikki-Tikki-Tavi"— from "The First Jungle Book"
by Rudyard Kipling.
How the Prehistoric Little Girl Learned to Tell Time
—from "When I Was a Little Girl" by Zona Gale.
The Knights of the Silver Shield.
The Queen Who Dared (Book of Esther).
(b) Tajar Stories by Jane' Shaw Ward.*
Bit-bit and the Deeve — from "When I Was a Little
Girl" by Zona Gale.
The Jester's Sword by Annie Fellows Johnston.
* Published April, June and July, 1916, John Martin's Book. Reprinted
in 1917 Annual John Martin's Book. Can be procured from The Book
Shop, 600 Lexington Avenue, New York City,
305
The Forty Wrestlers — See any book of early church
history.
Stories from the life of Jesus.
A Camp Fire Story of the Long Ago.
Producing Notes:
The story teller repeats the first two paragraphs as
stated here or in a similar form. When she is ready to tell
the story of the old man (the story teller or teacher of the
tribe) she would use for the source of her story the words
of the second chapter of Genesis, verses 4-23. The Historical
Bible, Volume I, by Kent, will also be of valuable help to
her. To expand -this story in order to interpret the first
chapter of Genesis, the story teller should tell very briefly,
in story form, some of the adventures of the tribe as it
pushed its way into the unknown lands to the west, of its
experience in Egypt, of the escape under the leadership of
Moses, and the fact that eventually the people of this tribe
settled in cities. Their great achievement after that was the
building of the Temple. When the story teller reaches this
point, she continues in words similar to the ones suggested
below. After the point "richness of figure and rhythm of
verses fitted the beauty of the Temple," it is of great value
to the interest of the story to read the first chapter of
Genesis through the first part of the fourth verse of the sec-
ond chapter.
"Once in the long ago when all the world that we know
best had never been dreamed of and when mighty nations
ruled the world that to-day we know only in history books,
there wandered a tribe of .desert people in the barren lands
beyond the Mediterranean Sea. From time to time they
pitched their camel's hair tents where a tiny spring, push-
ing its way up through the dry sandy dust gave water for
their flocks; or on some nights their camp was made where
several springs made a green oasis; and once it happened
that their wanderings carried them into a country where a
306
great river watered the earth and made of it a garden. This
they never, never forgot but always it stood to them as sym-
bol of the goodness and protecting care of Jehovah, their
God,
"When the supper had been cooked and eaten and the
tribe drew close around the camp fire the men sat in the
inner circle; a little removed, where the shadows danced and
flickered, sat the women with the little children cuddled in
the folds of 'their mothers7 cloaks, protected from the evening
damp. Then it was that some boy was sure to ask: 'Tell us
a story, one of -the wisdom tales of the beginning of our
tribe.' (The old man who answered would be the story-
teller of the tribe, its teacher really, for where there are no
books, it is the tales that are told from the earliest memory
of their fathers' fathers that hold the wisdom and the truth
men find and pass to their childrens' children.) ,So sitting
where his face was lighted by the fire he told them the story
they loved almost best of all sifting the dusty earth through
his fingers as he talked. And this was his story ('Genesis II,
vs. 4-23):
When the old man ceased the fathers and mothers sat
looking into the fire or up at the stars so far over head, say-
ing to themselves, 'Lo, the beginning of all life is with
Jehovah, yea even the stars and the food for each day and
the water that cools our thirst,' And the young men and
maidens dreamed of the new families that would be some
day and thought: <Lo, the love of the children and of the
husband and wife is of Jehovah and He maketh new
families.'
Then when the beautiful Temple was built, the priests
found the old story told through the years around the camp
fire so simple that they longed for a more stately form in
which to express the faith of the people that the very source
of their life was with Jehovah. It was at this time that the old
307
story began to be told in poetical form with such richness
of figure and rhythm of verse as fitted the beauty of the
Temple. But still there were many who loved the old story
well and therefore at the first of the Book of thg Begin-
nings are found both ways of declaring the faith of their
fathers in Jehovah, the stately poem first as is natural and
then the camp fire story.
Triangles for Girl Reserves
HAVE you ever noticed that many electric trains use
miles and miles of triangles overhead to steady the
wires which carry the power?
Girl Reserves stretch over miles of country and they, too,
may be triangles for power and help hold the line steady for
all girls. The triangles of power which Girl Reserves hold
are in home, school and community. Sometimes it is not easy
to see just how the line can be kept steady and so Alice G.
Moore has written for all Girl Reserves these triangles which,
if thought about at corps meetings and at home, may help
Girl Reserves to become triangles of power.
308
MYSELF
May the words of my mouth and the meditations of my heart be
always acceptable in Thy sight, O Lord, my rock and my redeemer. —
Psalm 19, xiv.
MYSELF
"Think truly and thy words
Shall the world's famine feed;
Speak truly and each word of thine
Shall be a fruit seed.
Live truly and thy life
Shall be a great and noble creed."
To Think About— Together
Recall some verse you have memorized and particularly like.
What is the value of memorizing worth-while things?
Why do you think it is important to read good books? In
what ways do our friends influence our thoughts? How will
our thoughts about others determine our actions when we are
with them? Do people judge us more often by what we say
or by what we do. Is it true that "actions speak louder than
words"?
Read Philippians 4:8. Why do you think this verse might
be a good motto for "finding and giving the best"? Do you
believe that "as you think, so you are"?
309
To Think About — Alone
What do I like to think about when I am alone? Do these
thoughts help me "to find the best"? If I could hear my
conversations repeated at the close of a day, would it make
any difference in what I say! Am I always sure that my
thoughts are true and kind before I speak of another? Have
I the courage to say what I know is right?
HEALTH
Know ye not that ye are a temple of God and that the spirit of
God dwelleth, in you? — I Cor, 6, xix.
HEALTH
I am helping to build a highway
For great and noble deeds
That are waiting to hurry forward
To the call of the world's great needs,
I must build it strong and steady
For the way can no weakness show,
Lest thoughts and deeds to conquer wrong
With faltering footsteps go.
I will build with care my highway,
For the temple of God is there,
The way must be free from barriers,
If the best I find and share.
310
To Think and Talk About— Together
What are the things you think we must remember to do
in order to keep well ? What three "don'ts" should we observe ?
How could one divide one's days into work, play and sleep in
order to keep at one's best? How does the proper amount of
sleep affect grades in school? Does our posture when we
study have anything to do with the health? Is it easy to
be cheerful when one has a headache? How does health
affect disposition? Do you think that many of our illnesses
are caused by our own carelessness? Are some caused by the
thoughtlessness of others? What responsibility do we have
to others for keeping well?
KNOWLEDGE
Happy is the man that findeth wisdom and the man that getteth
understanding. For the gaining of it is better than the gaining of
silver and the profit thereof than fine gold. — Prov. 3, xiii, xiv.
KNOWLEDGE
Books will be like friends to me,
If I truly care.
They will open up their hearts,
Deepest joys to share.
But they cannot give me more
Than printed page can give;
Only friends and being friends
Teach me how to live,
311
To Talk About When Together
Sometimes a girl says: "Oh, I'm not going on to school;
I'm going to work."
Should a girl go to school as long as possible? Why?
What difference does the motive make — whether we study
because we wish to know the lesson or simply for a high
grade ?
Think of ways of increasing one's knowledge outside of
school hours.
How might our knowledge grow during a* walk in the
country ?
Why do we often miss seeing the interesting and beautiful
things all about us?
For what reasons do you think we should have a knowledge
of the Bible?
To Think About When Alone
Do I gain knowledge entirely from books, or do I learn from
people by being a good hostess?
Am I too eager to have my own experiences heard?
SERVICE
Inasmuch as ye did it unto one of these my brethren, even these least
ye did it unto me. — Matt. 25, xl.
312
SERVICE
We serve by every loving thought
For those about us day by day;
A smile, a word, some kindness wrought,
A letter to some one far away.
There still another gift must be,
If service would be great and true —
The gift of self, unbound and free,
For what we are is service, too.
To Talk About When Together
If certain things are required of us at home, how can we
make this real service? Does the spirit in which we do our
work make a difference?
How about making things easier at home by putting away
books and clothes? What are other ways of being of real
service at home?
Did you ever think when you carelessly threw a paper in
the street how your city would look if everyone did this?
Do you think helping to keep the city clean is a patriotic
service? Can you think of other ways in which you might
serve your community?
Have you served folks in other parts of the world in the
last year through your club, church or as an individual?
Did serving those folks make you any more interested in
them?
Would knowing more about girls in other lands make you
wish to be of service to them? How would this service make
you a world citizen?
To Think About When Alone
What can I do today that will be real service?
Think of the many different people Jesus served and the
many ways He helped them. See how many you can recall;
then find others in Luke.
•313
SPIEIT
Jesus advanced in wisdom and stature and in favor with God and
man. — Luke 2, lii.
SPIRIT
Help me to grow in spirit,
Lord, I ask,
More ably to fulfill
Every task.
Teach, me to speak in kindness
Words of cheer,
Courage for all who suffer
And who fear.
Teach me Thy way of loving
Every day.
Give me Thy spirit of service,
Master, I pray.
To Talk About When Together
Think of Florence Nightingale, Clara Barton, Edith OavelL
What kind of spirit did they have?
Can we think of some acts of people we know which show
the same spirit?
What opportunities might we have every day to show a
spirit of courage? Of unselfishness? Of helpfulness?
314
Why are there so many songs written about smiles?
How does being grouchy affect others? What kind of
spirit does it show?
Think of some of the reasons so many people followed
Jesus wherever He went.
Why did He grow in favor with men?
How do you think He grew in favor with God?
To Think About When Alone
Am I increasing my circle of friends by being friendly?
Is my spirit loving, cheerful and helpful?
BIBLIOGRAPHY FOR RELIGIOUS EDUCATION.
Books for reading and study by advisers:
Adams, Charlotte— "The Mind of the Messiah."
Betts, George E. — "How to Teach Religion."
Brown, Charles — "Religion of a Layman/'
Coe, George E.— "The Spiritual Life)'
Cope, Henry F. — "Religious Education and the Family."
Crowe, Martha Foote — "Christ in the Poetry of To-day."
Davis, Maud — "Religious Education and the Younger Girl."
Elliott, Harrison — "How Jesus Met Life Questions."
Glover, T. R.— "The Jesus of History."
Houghton, Louise Seymour — "Telling Bible Stories."
Hunting, Harold B.-— "The Story of Our Bible."
Kent— "The Historical iBible" (4 Vol. Old Testament).
Miller, Elizabeth— "The Dramatization of Bible Stories."
Moxcey, Mary — "Girlhood and Character."
Ofcttey— "Short History of the Hebrew People."
Richardson, Norman E. — "Religious Education of Adolescents."
Rhibany, Abraham M. — "The Syrian Christ."
Smith, David— "The Days of His Flesh."
Stone, Mabel E.— "Training the Girl Through Worship."
Woods, Edward <S. — "Modern Discipleship."
315
Study courses for use with girls:
Cutler, Ethel — "Out of Doors in the Bible."
Gerwick, Katharine— "The Ultimate Quest."
Richards, Katherine— "The Golden Word."
Slack, Elvira — "Jesus the Man of Galilee."
Thoburn, Helen— "Christian Citizenship for Girls/'
Thoburn, Helen— "Studies in Knowing Jesus Christ."
Ward, Jane Shaw— "Shanghai -Sketches."
MATERIAL FOR STUDY ON WOULD FELLOWSHIP.
Burton, Badley— "India, Beloved of Heaven."
Coehran, Jean— "Foreign Magic."
Cohen, Rose— "Out of the Shadow."
Dewey, John and Evelyn— "Letters from China and Japan."
Emerson, Ruth— "Japan To-day."
Kellerman, Janet Harvey— -"Children of Japan."
Kipling, Rudyard— "The Eyes of Asia."
MacKenzie, Jean— "African Adventures."
Matthews, Basil— "Yarns of the Near East."
Sherwood, F. A.-— "Glimpses of South America."
Tagore, Rabindranath— "The Crescent Moon."
Ward, Jane Shaw— "Shanghai Sketches."
CHAPTER II.
HEALTH EDUCATION AND RECBEATION.
HEALTH is attainable in a much greater degree than the
ordinary person realizes. It means much more than just
being free from serious ailment. Children believe that things
are won by wishing; adults know that the best things of life
are only earned by joyous and determined effort. All the ster-
ling values of life must be striven for. Girls are likely to take
health for granted and to assume that here at least is some-
thing one does not have to work for. But "something for
316
nothing" does not apply to health any more than it does to any
other of the real treasures of existence.
Whether the normal girl is splendidly well or just not sick
depends largely upon herself, for good health habits are the
way to good health. One should not be satisfied with anything
less than complete health, which makes possible the fullest ex-
pression of one's powers — physical, mental, emotional, and spir-
itual. All these various aspects of the individual's well-being
form what is really one inseparable whole. The most economi-
cal way to work for health is to strive for wholeness of life.
Health is a vital, positive thing which in one sense may be
regarded as an obligation to society and to the person possess-
ing it, but which, over and above that, is a right and a privil-
ege which every girl should claim. Health makes its contribu-
tion in many ways that appeal to girls. It gives beauty; it
gives energy for work; it gives zest for play,, and a great
capacity for enjoyment. Health makes for ambition and for
happiness as nothing else can do.
This phase of a Girls* Work program -cannot be too greatly
stressed, for teen-age girls can do more toward building healthy,
robust bodies than can older people. No girl can acquire later
this same kind of health and strength which should have come
during adolescence. A health program involves much more than
physical exercise: it means the right proportion and kind of
work, play, love and worship. The definite health education
program* of the Girl Reserve Movement is found in all of the
several programs for grade school, junior high school, and high
school girls and for younger girls in business, industry and
business colleges. For the grade school girl, the many honors
which are listed under health offer to the adviser a unique op-
portunity to make vivid through demonstration and very simple
plain discussion -the road to health. For the place which health
education holds in the programs for high school girls and
younger girls in business and industry and business colleges,
see sections of Chapter 2, Section IV.
317
The subject of health is by no means prosaic or humdrum
when rightly presented by secretaries and advisers. Its most
practical aspects may become absorbing topics of conversation
among the members of a class or club. The subject need not be
forbiddingly serious and heavy. Unless the girls inject into
their response some of the liveliness which is natural to their
age, the adviser may be sure that the subject is not being right-
ly presented. The girl who presented the health physician at
the close of the lecture with clever rhymes of appreciation ex-
pressed a fundamental principle of health education quite as
truly as if she had attempted a more formal and dignified state-
ment.
True health education is not something which is made up of
odds and ends of personal hygiene, even though the odds and
ends may in themselves be favorable to health. True health
education must be based on a constant recognition of health as
a positive value and as the physical, mental, moral and spirit-
ual well-being of the whole individual.
The author of the "Health Talks'" listed at the close of this
chapter gives it as her experience that groups of girls can be
just as easily interested in the harmonious processes of life as
in a limited subject like sex hygiene. In actual practice she
found that the groups which came for the talks on ''Foods the
Source of Joyful Work and Play" were just as large as those
who came for the talks on "Love and Health." The best type
of sex education, like the best type of teaching on posture, diet,
and exercise, is that in which the special subject falls into place
as a part of the general subject of health.
A special talk on diet, for example, may be made to include
by implication a whole philosophy of health. A discussion of
foods can be made and should be made the approach to the
broadest and most inspiring of health ideals. The story of
food and what it means to the human being is full of genuine
romance and readily appeals to the girPs imagination. The
history of the functional activities related to food is a splendid
318
lesson in respect for the human body and logically teaches the
interrelation of physical and mental habits and the relation of
both to character and personality.
Similarly, the discussion of posture, exercise, and "good
shoes for good feet" leads naturally in a real health program to
the wider aspects of wholesome living1. If good health-habits
are to be rightly taught, they must be pictured forth in action;
they must be projected against the living, breathing future of
the individual girl. Good health habits cannot be vividly por-
trayed against a future of selfish inactivity and dependence or
self -centered ambition. Health itself is not attainable without
activity, self-reliance, and joy in service. For this reason,
health education becomes social education, and the most special-
ized health talk about posture, exercise, or feet serves its true
purpose to the same degree that it builds towards normal and
socialized living.
The adviser of younger girls has a unique opportunity, one
not to be later recalled. It is the age when the eighth grade
graduate, to her later injury, dons her first pair of high-heeled,
pointed shoes. It is the age when, as a result of bad shoes and
the growth of self consciousness, the girl slips into bad habits
of posture, one of the most important elements of health. It is
the time when she should be exchanging the rough play of child-
hood for the most highly coordinated forms o$ physical exer-
cise. But too often the girl falls under the influence of a false
ideal of refinement or succumbs to indolence, so that she does
not build up habits or exercise, or the attitude of enjoyment to-
ward them. The same tendency appears in regard to food and
recreation; the girl has reached the age when she begins to ex-
ercise her own choice in regard to all these things and it is pos-
sible to help her in the formation of good health-habits with-
out offending that sense of choice which it is the right of every
young girl of this age to preserve.
In general, the teen age or the younger girl group must be
led through habit or performance, not by abstract teaching. It
319
is the age in which example is most compelling, when dreams
and ideals and achievements loom large in the young girl's
future. Although the group sense and the social desires are
waking, they are still in need of cultivation and less responsive
to direct appeal. At this time, the girl views all standards with
a personal and individualistic bias. It is an age when historical
characters, pageantry, and the dramatization of life have a
strong appeal. These things should be chosen for training in
character or standard forming rather than the method of lec-
tures or moralizing talks. Friendships are in the making, and
there is at no time greater need for wholesome group habits
and true boy and girl comradeship instead of the enervating
beau or sweetheart attitude. Healthy types of friendship and
comradeship can be taught through literature and history, with
frank discussion from the girPs own point of view. By the
critical comparison of values and types, she can be helped to
stabilize and master her new, developing social sense, thus gam-
ing a personal foundation for conduct based upon judgment and
not upon mere "follow the leader" or "conventional" standards.
The "give and take" which is developed through wholesome, nat-
ural group association and play, provides excellent training for
understanding of manners, custom and courtesy. This is need-
ed to supplement the lessons learned within the family circle.
The discipline of such intercourse becomes the means whereby
they learn the. true significance of personal ambition, responsi-
bility and opportunity.
Individual application of reason and action and ideals should
result, as far as possible, from the awakened interest and de-
sire of the girl herself.
Advice and instruction should be given, whenever possible,
in response to the awakened interest and desire of the girl her-
self. Her inquiries and criticisms should be answered as con-
structively and broadly as seems possible, and yet on the basis
of a real understanding of what the individual girl would be,
ignoring as much as is possible the failures of undeveloped
320
characteristics of her age. She is over-conscious of her inade-
quateness to the social world around her; this is physiological
as well as psychological • hence the ease with which she is up-
set, becomes hysterical, feels misunderstood and falls into tan-
trums. Never is there a time when sympathetic leadership can
do more to make or mar the visions and the powers of her
future life.
Healthful habits cannot be too boldly urged, but the fact
should not be forgotten that the "do and don't" stage of moral
teaching is passing rapidly, if it is not already a thing of the
past. But youth will listen when we say: "This is the alto-
gether desirable thing," or "That will enlarge your oppor-
tunity to become what you want to be above all else."
The skilled adviser can learn to understand the way of help-
ing girls to choose the best, but in order to do this, she must
understand herself what is the best and respond herself to its
appeal. In the study of the health education program of the
Bureau of Social Education she will find much valuable guid-
ance toward the best health habits which the experts of to-day
can offer.
Many Associations will include in their all-department pro-
grams a Health" Week, at which time will be stressed work by
a Health Unit consisting of a physician, and a physical educa-
tion secretary. The examinations, which are given, should be
medical, physical and inspirational. They are essential to give
the girl the constructive point of view of health, to cause her
to realize where she stands as to health and where she might
stand. They offer an opportunity for instruction in health
habits, including habits of mind — the girl's attitude toward her
work, her friends, her fun, her aspirations. These examina-
tions should include heart and lung examination and a strength
test. In addition to this technical assistance, girls with the
encouragement of their advisers, may do a great deal for them-
selves through the Individual Health Program. The Health
Inventory is the first step in the Individual Health Program.
321
Advisers will find very helpful a book entitled "Ten Talks to
Girls on Health," which may be secured from The Womans
Press, 600 Lexington Avenue, New York City. The following
brief resume will indicate its helpfulness to an adviser:
Introductory appeal to Club Leaders.
1. Pulling Uphill or Running Down; this is an inspira-
tional talk to the girls and explains what determines
the choice of the Uphill Eoad.
2. A Good Food-Tube — A Basic Equipment for the Climb
to Success; A Bad Food-Tube — The Source of Blues
and Failure.
3. Teeth: The Best Friend You Have; gives the true
story of the growth of teeth, so little understood, and
the health-habits which preserve them*
4. Foods: The Source of Joyful Work and Play.
5. Exercise: A necessity for a Successful Climb.
6. Hidden Traps on the Eoad to Success: Infections and
Resistance to Them. Shows the value of courage and
good health habits; the consequences of fear and self-
neglect.
7. Drugs: The Most Misleading Sign on the Way.
8. The Feet on which to climb to Success or limp to
Failure, and posture which Aids or Retards us.
9. Love and Health: The true meaning of Love is the
making of Personality, the Building of Health, in
Creative Work.
10. World Health: The Value of Human Beings above
that of Material Things.
In addition to the leaders' talks, the following pamphlet may
be obtained from the Womans Press. It is adapted for the
use of the individual girl or may be incorporated in the regu-
lar program of a girl's club:
The Health Inventory, with an Introduction. This contains
questions on health habits under the following topics: the
avoidance of headaches, indigestions, constipation, colds; bath-
322
ing, care of teeth, care of hair, diet, sleep, elimination,
menstruation, clothing, posture of feet, exercise, work, and
leisure, personal relationships.
The following material published by The Womans Press
gives valuable practical help toward individual health-building:
Corrective Exercise Cards: twenty-two illustrations with de-
tailed instructions.
Exercises for Business and Professional Women: ten exer-
cises recommended for daily practice.
Health Pamphlets: a series of general talks on health.
Foot Posture Posters: a set of seven posters for educational
campaigns.
Foot-tracing 'Charts: for use in testing the feet.
Health Examination Cards — Medical and Physical. For use
in the detailed health examination.
'Special Parties and Stunts: recreation material compiled
by Era Betzner.
Further guidance in the attainment of health and in the
appreciation of true health values may be obtained from the
official series of pamphlets which is published jointly by the
Women's Foundation for Health, Bureau of Social Education,
National Board, Y. W. C. A., and the Council on Health and
Public Instruction, American Medical Association. Address
600 Lexington Avenue, New York City.
These pamphlets contain detailed and comprehensive material
for a program of health, education. In each pamphlet there is
a short, concise statement of what is meant by Positive Health.
The series is developed as follows:
1. An all-round discussion of health and health habits.
2. Health examination cards with an interpretation and
suggestions.
3. How to conduct a Health Demonstration and how to
plan a Health Foundation Center.
323
OF
IN T^NY INDIVIDUAL LIFE
Copyright
Applied
For
Used by the permission of
The Women's Foundation for Health
129 East 52nd Street, New York City
Secretary — Dr. Josephine H. KLenyon
These are fhe
Not" losing sighf of fhese
Use ta when necessary;
Then go on ho Hie PosiHve
-This is Hie PosiMve
Focus Your
AfhenHon
-Here
ConsJ-rucJ-ive
324
EVOLVING Berns OF VISION -As To THE^BUTH PROBLEM
PUBLIC
Modern:
ScienhPic
Boords o/'tlealrh
Samtahon
Scientific Research
Diagnosis
Specialists
Public tlealth Nurses
Red Cross Nurses
•Anh* -Tuberculosis NursftS
Child Welfare
Prenatal Work
NuWHonal Clinics
£rc.
The Future will Emphasize
Consh-uchvc'tleall-h and Individual Responsibility
tlealhh Physician
Prochc.ng Phjrsiaon with tfe^h Rjmhe
PUblic Demand for Conshruchve ttaa
325
4. A special pamphlet on Nutrition and Health.
5. A special discussion of Mental Health.
6. A special pamphlet on Reproduction and Health.
By the study of thesa pamphlets1, prepared by specialists
and experts, advisers of girls' clubs may increase their knowl-
edge of health in such a way that they may become intelligently
helpful to their club members. Girls themselves should finally
arrive at the use of these pamphlets also, by way of a graduated
course of reading-. The woman's movement for health needs a
multitude of leaders; it has a place of influence for every girl
who is aware of her opportunities and awake to the possibilities
of increasing health by sharing it.
As has been stated, adolescence is the very time when the
donning of high heeled pointed a shoes marks the way to bad
posture habits and the permanent crippling of the feet. There
are certain goals which every girl should set for herself in
regard to her feet, so that they will not only serve her "as
a good understanding" but will also contribute to her state
of health. Foot fatigue or discomfort results in lessened gen-
eral health and efficiency and so her chance of success is reduced.
Any girl should be eager to have her feet have (a) a straight
inner border which means that the great toe is in line with the
heel; (b) a strong long arch which means an inner line that
does not touch the floor; (c) a good transverse arch, which means
an absence of any callous on the ball of the foot; (d) all of the
toes free and able to pick up pencils or marbles or to make a
stocking pass back under the foot when portions of it are
gripped by the toes.
This may be achieved to a certain degree by the normal foot
position in standing and walking (a matter which deserves very
careful attention since the correct method is to place the feet
close together and pointing straight ahead, not toeing out as
people have been taught for so long) and by exercise; but
most of all is it accomplished by the care with which the feet
326
are dressed. The cuts on page 328 indicate what can
and does happen to the foot which is improperly shod. It also
shows the beauty of foot with which most girls begin life.
The Feet and How They Should Be Dressed.
"Men do not walk on pegs — why should women ?"
"Do you buy shoes to fit someone's eyes or your feet?"
Such questions are being asked repeatedly to-day by thoughtful
advisers of girls and by girls themselves who have determined
somehow to find an answer to tired feet at night.
327
Shoes should have a straight inner border, which follows the
line of the normal foot ; there should be room for the toes with-
out crowding; a broad low heel and a flexible shank which al-
lows action of the arch muscles are indispensable to foot com-
fort. It is believed that the low cut shoe allows better circula-
tion and increased muscle strength.
A study of the feet and of correct shoes in which to dress
them should be a part of every group program each year. Dis-
cussions centering about the two questions which are stated
above, and the writing of two or three hundred word essays
on "A Five Room Apartment With Eoom for Every Toe" or
some similar subject can be made still more fascinating by the
making of foot pictures at club meetings. Secure large sheets
of brown wrapping paper, some printer's ink and some benzine.
Place the printer's ink on the sole of the foot and make a
print upon the brown paper. The ink will come off easily when
the benzine is applied. There should be discussion on the fol-
lowing points: Is the great toe straight? Why not? What
kind of an arch do I have ? Why ? Draw an outline of the foot
on paper and then place the shoe over this outline and trace
it. Is the shoe a "good five-room apartment?" Grade the feet
under the four points mentioned in the preceding paragraph.
The writing of foot grams is another way of developing an
interest in the feet. Some of the following may serve as
models:
Stand and walk toeing straight forward.
Use your toes — dig in.
Use your foot muscles.
Posture Tracing :
The importance of correct posture as an expression of
health cannot be overestimated and one of the very best ways to
help- counteract some of the slovenly habits of standing and
sitting which have been aided by the acceptance of certain styles
of dress as the height of fashion, is to have the girls make
posture tracings. A good posture tracing can be made by the
329
use of a large piece of brown paper, a candle and a soft lead
pencil. Two girls can work together. The paper should be
pinned to the wall and the candle lighted and set on a table
in such a position that when the girl whose posture is to be
traced, stands between the paper and the candle, the shadow of
the profile of her body falls on the paper. The girl working
with her then traces the outline with the soft" pencil. The sil-
houette which is good and of use in determining her posture
(i) (2) (3) (4)
must not be blurred by clothing. A close fitting union suit or
an Annette Kellerman swimming suit should be worn. It should
fit closely into the small of the back. After tracings have been
made for the group, they should be made into a temporary
330
exhibit and used to focus the ensuing discussion on correct pos-
ture. The following points should be considered in the examina-
tion of the silhouettes: 1. (a) is the head well balanced?; (b)
the line showing the back of the neck should be almost vertical;
(c) the chin should be in. 2. (a) does the spine have a normal
curve backward or an exaggerated one?; (b) are the shoulders
round? 3. (a) is the chest normally full, low or flat?. 4. Is
there a normal curve in the lower spine or a hollow back? 5.
Is the abdomen slightly curved forward or prominent?
The tracings opposite indicate some of the defects which girls
need to recognize and correct; figure one is representative of
GOOD POSTURE and may be' used as a standard ; figure two
shows the head thrown forward, a long round back, and a promi-
nent abdomen; figure three shows a hollow back, and a promi-
nent abdomen; figure four shows a round upper back, and a
prominent abdomen.
How should girls assume good posture? SIT TALL! STAND
TALL! WALK TALL! Push upward from the arches, trunk
and the top of the head.
FUNDAMENTALS OF A DIET
The Growing Girl:
1. Total quantity offered in 24 hours should not be less
than 2,500 calories.
2. Proportion of constituents important. Meat once a
day or a protein equivalent. Green leafy vegetables
twice daily. Fruit, raw or stewed, once a day as a
minimum.
3. Protective foods —
(1) Milk and dairy products: The chance to drink at
least one glass of whole milk once a day.
(2) Leafy vegetables —
(3) Foods made from whole grains, as: whole wheat
bread, available cereals from whole grains.
(4) Eggs—
331
4. Foods for bulk and roughage, such as: root vegetables,
bran* raw fruits, including skins.
5. Food should be well prepared:
Cooked sufficiently.
Appetizingly flavored and served.
Raw foods selected — relishes, such as: radishes, olives,
pickles, celery.
Aesthetic value should not be lost in service.
6. Some latitude in choice given: such as, choice of cereal,
choice of vegetable.
7. Avoid choosing two starchy foods at one time.
8. Opportunity to drink the necessary eight glasses of
water every day.
General application of these fundamentals of a diet to the
girl's life:
A. The individual girl should be educated by talks and
illustrations at regular club meetings to use her per-
sonal judgment in the selection of proper and sufficient
quantities( of food to meet her requirements. This
is really more than a matter of judgment; it is a mat-
ter of responsibility. The relationship of food and
sleep and rest and relaxation should also be stressed.
For too many girls, both in school and in industry
there is no opportunity for relaxation or rest after
the noon meal. In some way this must be achieved.
B, The 'exercise of her judgment should be trained
especially in the matter of what a girl should pur-
chase for those "in-between" meals which seem so
essential to adolescence ; fruits — oranges, bananas,
prunes, nuts, figs, raisins — in preference to candy.
The quality of ice cream (i. e. its food value) should
concern a girl and simple biscuits should be chosen
to eat with it rather than rich cake.
332
SUGGESTED SAMPLE DIET FOR ONE DAY.
Breakfast: Fruit — raw or cooked.
Cereal — choice if possible, one cooked, one
dry — portions should be equivalent in food
value.
Necessary
Desirable
Noon Meal:
Necessary
Evening Meal:
Necessary
Preferably whole grains — oats, cream of
barley, wheatina or cracked wheat.
Toast or rolls.
Butter (not a butter substitute,)
Bacon or Eggs.
Sweet of some sort — marmalade, etc.
Warm fluid — tea, coffee; (coffee offered only
in the morning is most desirable for
adolescent).
A meat dish.
A starchy vegetable.
A green leafy vegetable — preferably fresh.
Bread — choice1, whole wheat or white.
Butter.
Dessert, preferably fruit.
Relish if desired.
Thick soup — or vegetable soup, cooked to
conserve the soluble salts.
One dish, such as macaroni, hominy or rice,
with cheese, or escallop ed fish, or escalloped
vegetables, or escalloped potatoes.
Baked beans, not more than once a week.
Salad or green vegetable.
Bread — choice of whole wheat or white.
Butter.
Simple dessert.
333
Offer one glass of milk if desired, or cocoa.
(Tea and coffee not desirable at night).
Relish if desired.
EXERCISES FOB GIRL BESERVES AND OTHER TEEN-AGE GIRLS
Daily Exercises, 10 Minutes Morning and Night — Loose Clothes.
To look one's best, to be efficient, and to be fit are a closely
linked trio, with fitness as the greatest of the three. Looking
one's best and being efficient depend so tremendously on fitness
of health, that we may truthfully say the latter is the source
and fountain of the other two. Everyone wants to look her
best — that goes without saying; and nowadays efficiency is the
keynote of all success. Health, the natural birthright of every
girl, helps to keep her looking her best. That every girl may
come into her birthright, these exercises are offered by the
Bureau of Social Education of the National Board, Young
Women's Christian Associations.
I. Signaling.
1. Stand feet parallel, hands at sides-
2. Clap hands over head, bringing arms sideways upward
and bending knees.
Repeat 10 to 20 times.
II. iSteamboat.
1. Stand feet apart, arms shoulder height.
. 2. Bend right knee, touching right foot with right hand.
3. Stretch right knee and sway to left, bending left
knee, touch left foot with left hand.
Repeat 5 to 10 times.
III. Brakeman.
1. Stand feet parallel, arms shoulder height, palms up.
2. Make small circles with arms bringing arms forward,
upward and backward.
Repeat 10 to 20 times.
334
Ill
IV. 'Chopping Wood.
1. Stand feet apart, both hands clasped on right shoulder,
body twisted right as if holding axe.
2. Chop wood, bringing both hands down between legs.
3. Swing back to erect position, placing both hands on
left shoulder, body twisted left.
4. Continue, alternating left and right.
Repeat 8 to 10 times.
V. Climbing Ladder.
1. Grasp a ladder with left hand, bend right knee upward
and place right foot on ladder rung.
2. Climb by reversing arm and leg positions, bend knees
high.
Repeat 10 to 20 times.
VI. Batting Baseball.
1. iStand feet apart, body twisted to right.
2. As leader throws ball, swing bat at ball, transfer
weight to left foot.
3. Continue three times right and three times left.
Repeat 10 to 20 times.
VII. Bowling.
1. Stand holding ball in right hand, balancing it with
left.
2. Run forward about three steps, starting with left foot.
3. Bowl ball with right hand, resting left on left knee.
4. .Stand erect, bringing right foot up to left.
5. Continue five times right, five times left.
Repeat 8 to 10 times.
VIII. Weather Vane.
1. iStand feet apart, hands on hips.
2. Twist body to left.
3. Twist body all way around to right.
4. Continue alternating left and right, keeping feet flat
on floor.
Repeat 10 to 20 times.
336
IV
V
x?
VI
337
VII
VIII
338
IX
JL£. Jumping Jack.
1. iStand on toes, hands at sides.
2. Jump with feet apart, clapping hands over head.
3. Jump feet tog-ether, bringing hands to sides.
Repeat 10 to 20 times.
X
X. Rocket..
1. Stand arms bent.
2. Bang; stretch arms up quickly.
3. Szzz; lower arms sideways downward*
Repeat 5 to 15 times.
339
Many girls do not get enough, of the right kind of exercise.
Some school girls do not really exercise and some younger girls
in business and industry have work which keeps them at desks
or machines all day. Before girls know it they find themselves
with a poor complexion which is really due to sluggish digestion,
poor circulation, the wrong kind of food. Sometimes too, a tired
brain and something called "blues" come at the same time.
The right kind of exercise will do much for all of these. A
good slogan for every A number 1 American Girl is — Plenty of
fresh air, regular systematic exercise and lots of water to
drink.
HEALTH RECORD
of
Name.
DAILY HEALTH CODE— No. I
Ten Counts for Health.
1. Drink six glasses of water daily,
2. Eat an apple or an orange and fresh vegetables every
day.
3. Sleep eight hours with windows open.
4. Brush the teeth at least twice daily.
340
5. Eat at regular intervals — three meals a day.
6. Breathe deeply (in good air) ten times daily.
7. Keep the body clean by a daily tub or sponge bath.
8. Take one hour of outdoor exercise daily.
9. Wear shoes with low heels, or approved shoes and suit-
able clothing,
10. 'Cultivate good posture: S. U. S. Sit up straight — .Stand
up straight.
MONTHLY HEALTH CODE— No. 2.
"Joy, temperance and repose,
Slam the door on the doctor's nose."
1. Keep a record of your chest expansion.
2. Mark your improvement in posture.
3. Weight adjustment.
4. Attend at least three health talks or health programs in
your club.
5. Help some other girl to understand and keep Code No. 1.
6. Learn how to play one new active team game every six
months.
7. Attend a summer camp or spend at least one night in
camp during the year.
8. Write a paragraph of one hundred words, stating what
you have discovered about Health and Personality.
9. Measure your monthly progress in the care of your feet
by a decrease of corns and callouses, fatigue, and in bet-
ter walking and standing habits, and in wearing of com-
fortable shoes.
10. Health Service — Keep a baby in a health camp or pro-
vide money for a milk or ice fund, or swat flies.
341
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HOW TO USE THE OHAET ON THE GIRL RESERVE
STANDARD MEASUREMENTS.
Each interval equals five units.
First: Find the seven points for the "-Should Be" line, accord-
ing to the standards shown on the chart for a girl of that
age.
Second: Draw the line in black ink.
Third: Find the seven points for the "I Am" line, according to
the actual measurements.
Fourth: Draw this line in red ink.
Fifth: Compare the two lines and then begin to plan for im-
provement.
Grade posture and feet according to the following scale:
A = 90 — 100
B = 80 — 90
C = 70 — 80
D = 60 — 70
346
347
Suggested topics for talks at regular club meetings. Any
one of these should be developed in relation to the Health Edu-
cation material found on page 816.
Talks on Hygiene and Sanitation.
Suggested Topics — Home and Community Sanitation:
1. Careful Choice of Food.
2. The Back Yard.
3. Relation of Clean Streets to Public Health.
4. Pure Milk.
5. Food and Flies.
6. Home Sanitation.
7. The Relation of Good Health to Good Citizenship.
8. Bangers of Impure Water .Supply.
Personal Health Talks.
1. The Mouth and Teeth.
2. Value of Exercise and Rest.
3. The Air We Breathe, and the Value of Ventilation.
4. Patent Medicines. (Exploitation of people's attitudes of
mind.)
5. Cleanliness.
6. Habit Postures, Good and Bad.
7. Feet — a "Good Understanding."
8. Relation of Wholesome Food to Good Health.
9. 'Common Sense Hints on Dress.
Reference: "How to Live" — Fisher and Fiske.
348
Recreation
Recreation is the renewal of life in the individual. This
renewal is found, as well as expressed, through activity, whether
work or play. In creative production, mental and manual, there
is a field where work and play meet and overlap each other.
Work in which there is no element of play is drudgery; and
recreation in which activity and effort have no place lacks the
creative element which makes for renewal of life.
The rhythm of life requires that relaxation or inactivity, too,
shall have its due; but this is not the whole of recreation, which
must be a positive and not merely a negative use of leisure
time. Recreation is essential for the maintenance of balance,
beauty, and wholeness of life, and it is, therefore, essential to
health. iFor health is not a limited, negative state of just not
being sick, but a positive, all-round condition of the individual
which combines physical, mental, emotional and spiritual well-
being.
The conception of health as wholeness and beauty of life is
the one which is most acceptable to girls, for whom the mere
absence or presence of disease is naturally not a subject which
has a strong appeal. In the same way, the view of recreation
as the positive evaluation of leisure time is more congenial to
youth than the negative idea of just not being at work. But
it is true that girls need to be guided into the positive view of
health and the positive view of recreation, all the more since
their adult sisters nowadays are finding it necessary to retrain
themselves in the attitude of responsibility toward health and
recreation.
The girl, struggling for self-expression, is conscious of
energy welling up within her, but is hampered and groping in
her search for outlets. We say quite truly of her, "she is
349
trying to find herself." This intangible self seems for the
moment almost hopelessly obscured by the varied moods and
emotions which threaten to engulf her. Under wise leadership
she discovers that these troublesome forces are only trouble-
some until she learns to guide them and that the normal develop-
ment of one's emotional life is a necessary part of a well-
rounded personality.
There conies, in one form or another, a great yearning which
enmeshes the girl in web of fantasy. Her air-castles are her
instinctive protection and conservation of the inner urge which
is as yet inarticulate, which as yet cannot find an appropriate
outlet in the world of fact, and which, nevertheless, is as*neces-
sary for her individual existence as sunlight and fresh air. She
tries out in secret, as it were, a multitude of paths along which
her soul would go and returns from each adventure with her
secret still intact. These ideal journeyings are indeed "delicate
blossoms" and not easily discovered. Yet, somewhere amid
all the fancied outlets is the right one or the right group of
outlets for the individual girl.
It is through her understanding of the value and importance
of the girl's dreams that the adviser will be able to do her
task successfully. They are the elusive, but indispensable aid
of anyone who tries to help the girl. What she will one day
be lies enfolded within the day-dreams of her present. The
time will come when she will look back and laugh at some of
them as childish fancies, but others she will recognize as the
tiue and valid unfolding of her own distinctive "self" or per-
sonality. The adviser will do well to keep this future in mind
as something which is not separate, but is inherent in the girl's
idealism of to-day. The leader will engage and develop the
strongest interest of a girl or group of girls, in so far as she
has the tact and insight to understand ideals that are too un-
350
formed to find expression and too sensitive to expose them-
selves to the critical or materialistic gaze.
"Dreamer of Dreams? We take the taunt with gladness,
Knowing that God, beyond the years you see,
Has wrought the dreams, that count with you for madness,
Into the texture of the world to be."
The adviser of a group of girls who understands the spirit
of recreation and appreciates its true function will know how
to make their everyday interests into recreational activities.
It is not necessary to invent material for recreation; the best
material exists in the habits and interests of daily life. The
girl's attitude toward exercise and work, fellowship and re-
ligion, is the fundamental consideration. It is the creative
impluse working through the program which makes it mean
renewal of life and release of spirit.
The adviser of a group of girls has for her initial guidance
the predominating interest of her group. This may be basket-
ball, or dancing, or books. With any of these interests for a
point of departure, it is possible to develop standards of beauty
and values of life. Any of these activities may become the
means of increasing the girl's consciousness of the wholeness
of life.
A proposed program should be gone over with this emphasis
in mind and a method of carrying it out should be chosen by
which this aim may be achieved. Then, when the time in the
program for recreation arrives, the activities engaged in will
express not only the chief interest of the group but will be .the
source of new activities, new interests, and new standards. In
recreation the girl should learn that unity of life may be main-
tained in the presence of many diverse elements.
Such a program may become the right education of the
emotions, if it adds to the elements of interpretation and appre-
351
cfation the further element of action. The emotional experience
which is always a part of recreation should culminate in the
desire for action, which is another and an equal part of recrea-
tion.
Outstanding channels for the expression of this desire for
action may be found in forms of play which express the love
of color, of music, and of drama, as well as that instinctive love
of home which is fundamental in girl nature. The play which
satisfies these interests and desires by directing them into chan-
nels of suitable activity is the beginning- of that much neglected
art, "the art of living." It brings new joy and freshness into
social intercourse and helps in "the art of living." It helps
in the formation of happy personal relationships, on which
depend the ultimate success of home, school, and community
relationships.
There are four types of recreation, each of which is com-
plementary to the others. In order to balance the year's recrea-
tion, each of the four types should have its share in increasing
a girl's joy in living.
Individual Eecreation.
Every girl should learn to enjoy solitude by having at her
command occupations which dispel the sense of loneliness and
create in its stead the pleasurable sense of opportunity. The
ability to swim, to skate, to row, to ride horseback; the knowl-
edge of flowers, trees, birds, geography, music, photography,
handicrafts, literature and art — any and all of these are a
resource of happiness for the individual. It is absolutely neces-
sary that a girl should learn to develop within herself the ability
to play alone. For it is thus, that skill and expertness are
acquired in any accomplishment or art, and the consciousness
of power within the girl comes to be based on real effort and
achievement. To do good work and appreciate good work in
352
solitude means the enrichment of her personality; it helps her
to win friends and hold them; and it aids in making life joyous
for herself and, through her, for all those with whom she comes
in contact.
Family Recreation.
The proper balance in the education of the emotions requires
that solitary play should be supplemented with social play. When
either is preferred to the total exclusion of the other, the girl's
emotional development suffers.
In the family the girl finds her first social group. Her future
social relationships are built up out of the early habits and
attitudes developed within the home circle. Unfortunately, the
parents sometimes allow burdensome responsibility or ambitious
striving to drive the spirit of play out of the door. This results
in an emotional poverty in the home, the danger of which is
too little appreciated. The younger members of the family
begin to feel that home is the realm of must and don't and
that real play is only to be found in the outside world. The
commercialized amusements of the present day thrive upon the
exploitation of this attitude, which can only be counteracted by
the recognition that amusement and play have a necessary and
a vital place in family life. The individuals of a family need to
learn to play together and groups of families need to learn to
play together — for the mingling of old and young in a spirit of
recreation helps to keep alive the sympathy and understanding
between old and young which so easily fails to function if not
wisely cultivated. A health carnival, a tea, a party, a picnic,
or an occasional business meeting of the club to which the
families of the members are invited and served with refresh-
ments by the girls, are all types of entertainment which should
be included in the recreation program of the club.
Club or Group Recreation.
This type of recreation supplies the opportunity for inspira-
tion that comes from fellowship and comradeship. Girls of the
353
same age have abundant common interests on which to base
a program. While learning to play the game at home helps
the girl later in her play-life with the group, it may happen
also that she carries back into the home again the inspiration
she has gained from the group. The development of individual,
family and group recreation should all be directed in such a
way that the one is an aid and encouragement to the other.
Community Recreation.
Community recreation is built up from the foregoing types.
New possibilities arise, however, from the wider cooperation
involved and the greater resources available. A club " may
demonstrate to the community methods of recreation which are
capable of adaptation for more inclusive groups and a larger
number of individuals. Types of play which lend themselves
well to community use are roller-skating parties, both indoors
and outdoors; regular hikes, plays and pageants, hare and
hound chases, match games between different groups or towns,
swimming campaigns and community sings. The possibilities
of community recreation are closely related to the particular
facilities of the locality concerned, whether these are parks
and play grounds, spacious public buildings, or a picturesque
natural environment. In the right use of the existing facilities,
there are always possibilities of satisfying the love which exists
in young and old for romance and adventure
Recreational Activities.
Most of the activities which follow will prove available for
anyone or all of the four types of recreation. The special events
that occur in the development of these types, would meet the
needs of one particular occasion or might be made part of
a plan for a whole year's program. These suggestions may be
given unlimited variety by adaptation to different forms of
recreation, outdoor, indoor, athletic, social. For instance, almost
any basketball game, played with balloons and limited dis-
354
tances, may become a social game, instead of being atHetic. In
the same way, a "conversational game played at a Valentine
Party with "Hearts'7 as the topic, may become a Hallowe'en
game with "Ghosts" as the topic of conversation.*
A. Play Hours.
The play hour offers an opportunity to the adviser to vivify
the program of the club through the use of the play spirit,
music, drama and; color. For instance, if the serious lesson
of the day be world fellowship, the play hour may be a demon-
stration of play in other lands, or; any other study may be
thus continued over into the play-hour project. The hour
should begin with a rollicking game to get everyone interested
and eliminate self-consciousness. Then girls may teach games
they know, not only using the entire group for this, but also
breaking it up into smaller groups, so that all the girls may have
an opportunity to teach. Each game should be followed by dis-
cussion of the way in which it might be improved, where it
would be fun to use it — at home, or at a picnic. Girls should be
encouraged to use the games and dances, songs and stories,
which they learn, not only in pageants and plays, but at their
parties and other social entertainments, in family and school
and church groups. They should learn to apply all the materials
of play in the most flexible way.
The useful points in teaching games should be remembered:
Be sure you know your game.
The explanation should be brief and to the point.
Waste no time in getting started.
Watch the group for change of interest, changing the game
just before the first person is ready to drop out.
Insist on fair play.
Friendliness is an essential factor.
Give directions without scolding — even if they don't listen!
It will often suffice to start the direction, and then wait
a moment and start over again.
355
Speak so that every member of the group can hear.
When the game is a guessing game, make an effort to have
all of the members hear and be heard.
Guard against rowdyism in social gatherings. This can
be done usually by changing the rhythm of the game
being played or by substituting for it another activity
of a different rhythm.
B. Athletics.
The spirit of team work so conspicuous among boys is often
lacking in girls, therefore activities which develop this are much
needed. They should provide an opportunity to arouse girls to
the health value and the intrinsic interest of athletics. Train-
ing for team games increases the efficiency of the group in all
group activities. Fundamentals of big team games should be
learned and may be used in other competitive undertakings.
1. Individual Adaptations.
Form in serving and hitting a tennis ball. Tether ball is an
excellent way of developing skill and quickness.
Pitching a baseball (stones may be used for practice in
throwing, when on a hike).
Batting a baseball.
Serving and returning a volley ball.
Basketball goal throwing and practice games such as
goal throwing relays, allowing thirty seconds to throw
as many goals as possible. Progressive goal throwing
(progressive from easy positions to difficult ones).
Ball passing. All kinds of ball passing games.
Distance throw for form.
Principles of Newcomb.
Land Swimming drill.
Kicking a soccer ball.
2. Group Adaptations.
Soccer ball.
Volley ball.
356
Tennis.
Baseball.
Dodge ball.
Wall ball.
Kick ball.
Crosstag.
Chinese tag.
Three deep.
All kinds of passing; games (played either with bean-
bags or an ordinary ball or basketball).
Track meet (indoor and outdoor meets are splendid
ways of bringing groups together and developing real
sportsmanlike spirit). Such a program as the following
could be used:
Short sprints.
Throwing balls for distance.
Drilling.
Folk dancing and singing (can be worked into a program
with good effect).
Relay races.
'Competition balancing.
A short game of volley ball.
Tournament.
C. Hiking.
Nature study hikes, with contests for finding the
largest variety of plants, trees, flowers, or birds.
Bacon Bats.
Over-night hikes with ponchos and blankets; sleeping
under the stars.
Hare and hound chases.
Hikes, with volley ball (a string strung up between two
trees will answer this purpose), baseball, story-telling
singing around the fire, etc.
D. Swimming.
Class work — the club going in together.
357
Splash parties.
(The following articles in the water add to the pleasure
of the participants.)
a. Waterwings.
b. Inner tube.
c. Rubber and cork balls.
e. Canoe.
5. Camping.
Week-end camps.
Vacation camps.
All summer camps.
Canoeing, boating, horseback riding, launch parties.
6. Winter sports.
Coasting.
Skiing.
Skating.
Snow shoeing.
7* Pageants and dramatics for different occasions.
Stunts which may dramatize different group experiences
— "A Day at Summer Camp" in the winter time, etc.
Tableaux.
Shadow Pictures.
Spring Opening Fashion Show.
Health Farces and Plays.
Simple One Act Plays.
Vesper service in which the dramatic and pictorial
elements are used.
8. Music.
Dances of our Land and other Lands
Songs of our Land and other Lands.
Ukelele, mandolin, violin, piano, etc.
Singing carols.
9. Handicraft. (See Section V, Chapter IV.)
358
10. Parties and social events for girls; and for girls and boys.
National Holidays as:
Valentine.
St. Patrick's.
April Fool.
May Day Party.
Hallowe'en.
Thanksgiving.
Christmas.
Special Parties ass
Children's Party.
Family Party.
Character Party.
Mother Goose Characters.
Famous Characters.
Books,
Birthdays.
Special Events:
Circus.
County Fair.
"Spreads."
Minstrel Show.
Health Carnival (Family Recreation).
A club, through its discussions, arouses an interest in the
individual health program1, so that each girl becomes imbued
with a strong desire to achieve constructive health. She goes
home and begins to work on her own Individual Health Pro-
gram, so that she may measure up to her club standard of
health. The family is amused, but also interested, so much so
that when the invitations to the Health Carnival come, they
are eager to accept and see what it is all about.
This same health interest may be used as the Style Show
for the special event in a boy and girl party. Later in the year,
359
the club may participate in an event which will epitomize the
work and ideals of the whole Association for the community or
with the community.
The idea of the Health Carnival here briefly outlined may
be used for a small informal gathering or expanded to a
formal Health Exhibit, with elaborate booths, contests, Fashion
Shows, plays, pageants, etc.
A ticket similar to this one may be used. It may be desir-
able to have fewer tests on it:
Admission, the drinking of
one glass of water. P<>sitive Healt!l Theater.
Tickets of admission to be
filled out during the evening.
Av. Wgt
Lung Capacity
Total Strength
Posture
Shoes
Total ...
Av. Total
Clowns act as ushers, "Gen-
eral Health" being the name of
one who is master of ceremonies,
and the club may choose names
relating to health for the others.
Names and decorations should
be chosen from the various
Health Slogans: Diet, Clothing, Shoes, Exercise, etc. One side
or end of the room may be made into booths, and the rest used
for the seating of the audience and a stage.
The outside of the booths may be covered with posters.
The first, height and weight booth, to have posters with
diet lists and foods, exercises, in and out of door activities.
The second, lung capacity, to have posters on posture, and
activities which involve deep breathing. The third, strength
tests, to have posters on food, exercise, dress, general health
habits. The fourth, shoe exhibit, with posters including all
Association posters and originals made by the clubs. The fifth,
demonstration of health exercises. The sixth, candy, ice cream,
cake, etc., may be sold. An hour may be given to visiting the
booths, having individual tests given and summed up (see the
ticket).
360
The next hour may be given to a carnival program using
health stunts by the clowns, relay games, fathers against daugh-
ters, etc., grotesque dances, a competition in roller skating, a
swimming game (if there is a pool in the building), a com-
petition in health songs, composed by members, also one in the
wittiest healthgrams delivered in the form of telegrams to
"General Health."
(If the usual apparatus is not available, substitutes may be
used, real or burlesque).
Posters may be ordered from The Womans Press, 600 Lex-
ington Avenue, N. Y. C.
Grading charts.
Health Inventory.
Exercise cards.
Group Activities.
There is no fun like working for the thing which fulfills
the desire for play. It is well to bear this in mind when arrang-
ing for all activities. Any social gathering is like a piece of
music; it is a series of moods which must be blended to create
harmony. The outstanding manifestations of these moods are
activity and quietness; all arrangements on such occasions
should be gradations of these moods. If they are not properly
graded, the participants will not have a good time. For in-
stance, if very active games are played continually, the party
will grow wearisome; on the other hand, a continuous program
of quiet games would be even more wearing. Variety both in
movement and interest is obtained by changing the activities
of the group and varying the use of the following elements:
play, drama, color and music.
The Planning of a Party.
Great care should be taken to make as large as possible the
number of girls who are definitely responsible for some specific
part of the event. Directions to these individuals should be
explicit; they should be given to the whole grqup or committee,
361
and should be the result of the careful consideration of the
whole event by the group or committee — not by the secretary
alone. A hostess, when she entertains in her home, either opens
the door herself and directs her guests to the dressing room
or the servants do it. She naturally expects to receive them,
to see that they are entertained, to offer them refreshment
and divertisement and bid them adieu. The success of the
whole event is dependent upon the hostess and her ability to
anticipate the comfort and pleasure of her guests. When the
event Is over, she has had the joy of extending the hospitality
of her home successfully to a number of her friends. This
should be borne in mind when an entertainment is being planned
by a group for a group. Hence, the hostess' feeling of respon-
sibility and the consequent joy of achievement should be shared
by all the group. Their common success in anticipating the
pleasure and comfort of "our guest" should become a standard
by which the success of parties is measured. Details of respon-
sibility are so often overlooked when groups are being enter-
tained; the hostesses are not quite sure of what they are to
do, and consequently not quite sure of themselves. This com-
municates a feeling of uncertainty to the guests; they do not
know where to go to remove their wraps, and they are not
sure when things are going to start. The introduction, by the
thoughtful hostess, of people who ought to know each other, or
the bringing into the group of persons who hate to join in — all
of these things are essential to the success of a social gathering.
If they are every one's responsibility, they are no one's, and
lor that reason different persons of the group should be detailed
for their respective parts in the playing of hostess and the
whole group should share in the satisfaction of having made
other guests happy for the evening.
Girl and Boy Party.
The following outline for such a party may prove useful.
There may be one leader for all the games, or the leadership
may be divided Between one girl who takes the active games
362
and another who takes the quiet ones, etc. It must be remem-
bered that the leader should be familiar with, and ready to
teach, at least three games for every one she actually does
teach. This saves embarrassment when there is more time
than she plans for or when it is necessary to substitute for one
game, which does not go well, another of the same type will be
successful.
Introduction.
Some method of introduction is necessary; the receiving
line, the introduction game, or any of the various games for
getting acquainted may be used.
Active.
About four or five, a number of which should be musical and
some of which should require frequent changing of partners.
Grand March, Rig-a-Jig, Popularity, etc.
Eelay races.
Balloon upkeep, friendship line, etc.
Quiet Games.
Various guessing games, or games which require chairs.
Music.
Folk or country dances, as pop goes the weasel, circle (see
Elizabeth Burchanel's book on "Country Dances").
Nigarepolska (see "Icebreakers" by Edna Geister).
The Dramatic Element.
A special feature may last from ten to twenty minutes, in
which one or more members of the group entertain. This spe-
cial feature may be of a formal or informal nature, it may be
a chorus or play by the hostesses, or impromptu stunts, or
simple charades. There may also be singing by the whole group.
Refreshments.
The serving of refreshments is the opportunity for the hos-
tesses to see to it that there is a general air of sociability.
The refreshments themselves will do much toward this. A pop-
corn ball, apples and cider, a hot drink or a cold one — these
simple refreshments are generators of sociability.
363
Active games to conclude the evening, preferably should be
music games.
Alphabet,
Virginia Reel.
Going to Jerusalem.
Group singing, with a few popular songs, ending with
"Should Auld Acquaintance Be Forgot," "Good Night, Ladies,"
or "My Country Tis of Thee/'
•Such parties are most successful when they do not exceed
an hour and a half or two hours in length. If longer, the play
or special feature should be longer.
Field Day (Community Recreation).
A field day meet should epitomize and demonstrate the vari-
ous activities of one club group or a number of clubs, some of
which may be Association clubs and others Community organi-
zations. The average person's conception of a field meet has
been limited by the experience of many people who have par-
ticipated in or observed collegiate meets. These meets are not
adapted to community use because of the necessity of almost
professional training in order even to enter, and too often the
basis is one of individual success rather "than the success of the
group in a given activity. In planning a field day which will
be of interest to the community, some of the following things
should be borne in mind.
A. The reproduction in one form or another of all the vari-
ous activities which have entered into the whole year's work.
B. The intrinsic interest of each event should be considered
from the point of view of the players and spectators. They
should require a certain amount of skill and yet not be so
difficult but that all may take part.
C. The scoring in all cases should be for the team and not
for the individual. This makes all events team events.
D. 'General suggestions for preparations should include plans
and arrangements for insignia, cheering, trophies, entries^
teams, etc.
364
E. The officials should be thoroughly informed of their du-
ties, some of which are:
Referee. The referee shall enforce all rules and decide all
questions relating to the actual conduct of the day.
•Captain. The president of a club or one duly authorized
by her should be captain for her group. She shall represent
them on the field day whenever necessity may arise. She should
have charge of her group entry blanks and see that they are
properly represented.
Inspectors. Inspectors should stand at such points as the
referee may designate and watch the competition closely for
fouls and enforce penalties. They should wear a distinguishing
badge.
Judges. For each race there shall be two who will decide
at the finish which team comes in first. They shall report
their findings to the official score keeper. The first judge shall
act as starter. All races may be started with a whistle.
Time Keeper. The time keeper shall call time as directed by
referee and notify each group in advance of their event and
place each competitor behind her proper mark.
Scorer. The scorer shall record the winning team both in
preliminaries and finals. No individual scores shall be re-
corded.
The events may consist of special exercises which have been
demonstrated during club meetings in connection with the
health work, health stunts, and competition in music, singing
contests, and dancing.
Community education through the drama may be included
also in such a program. A pageant which puts into picture form
the ideals of the community and uses some activities such as
folk dancing and games, which have been learned in the regular
program work, etc., may be used as demonstration of a method
of expression.
365
Social Games.
Games for Getting Acquainted.
1. Lemon-lemon-lemon.
Formation: Single circle facing center.
Object: To learn everyone's name.
When there are twenty-five girls in circle, have five girls
in center. Each person in the circle learns the names of
girls on either side. On a signal the five girls in the center
run in all directions and point at a person counting ten.
While they are counting, the person being pointed at must
say both names before ten is said; if she doesn't she is a
"lemon" and must go into the circle and be "it," The girl
who has just counted takes her place.
2. What are you going to do?
Printed slips answering the question, "What are you
going to do? are passed out to the guests. They must, in
pantomime, show what they are going to do and look for a
person who is going to do the same thing. Such things as
the following may be given: Going walking in the rain.
(The person carries an umbrella and goes through various
motions which will lead one to believe that he is walking in
the rain.) Swimming, Paddling, 'Skating. Each person
goes about asking "What are you going to do?" and the
person addressed may only answer in pantomime. This goes
on until each person has found a partner.
3. The Millionaire Friends.
This is a good mixer which will get everyone to shaking
hands. The leader in charge donates a dime to the cause.
This is given to someone in the group. The others, of
course, do not know who holds it. The leader announces
that the one holding the dime will give it to the tenth per-
son shaking hands with him. Everyone at once begins shak-
ing hands. The one who holds the dime must keep an
accurate account and give it to the tenth person. A prize
may be given.
366
Active.
4. Balloon Ball (yellow and blue).
The players are divided into two teams, the yellows and
the blues. Each team is then divided into two sections. The
room is divided into four equal parts by lengths of ribbon
fastened to chairs. 'Section one of the yellow stands in the
space marked off by the first two lengths of ribbon, section
one of the blues stands in the next space, section two of the
yellows stands in the third space, section two of the blues
occupies the next. This arrangement brings a section of
the yellow team between two sections of the blue, and vice
versa.
The balloon is tossed up between two players, one from
each team, who stand on the opposite sides from the middle
line. Each faces her own group and tries to strike the
balloon with her hand toward her own players. The team
which gets the balloon tries to keep it. That is, if the yel-
lows get the balloon, they try to throw it over the heads of
the blues so that the other section of their own team gets it.
They continue throwing back and forth. The blues try to
intercept the balloon and keep it, passing it back and forth
between the two sections of their team over the heads of the
yellows.
Instead of scoring one point every time the balloon is
caught, each side may score only when the round trip is
made; that is, when it is caught from one section and re-
turned to that section and caught. When there are many
players, two balloons may be used. A score-keeper for each
balloon is necessary. When balloons are not available, a ball
may be made by crushing colored crepe paper, and winding
it with a cord.
5. Feather Blow.
The players kneel on the floor or sit around a table, with,
a sheet or blanket stretched between them, which they hold
by the edges. A feather is put on the blanket. As many
367
may play as can get near. They may be in sides, two or
four, or each for herself. At the signal "Go" each tries to
blow the feather off the blanket at the enemy's side and to
count one for herself. It is usually best to stop the game
when a score of seven, eleven or thirteen points has been
made.
6. Column Ball.
The players sit down, or stand, in two rows about 'five
feet apart and face each other. The object of this game is
to cause the balloon to fall on the opponents' side. Players
may arise to bat the balloon but must sit down immediately
after hitting it. One or more balloons may be used.
7. Folding Ohair Eelay.
This is a good game for large groups of people. The
formation for it may be easily arranged after a march,
which finishes with the group in lines of eight (8) alternat-
ing between boys and girls. Arrange four lines of partners
with spaces in between. Several feet in front of the lines,
place folding chairs, one for each line. When a whistle
blows the first couple in each line runs forward. The gen-
tleman picks up the chair, unfolds it, places it for the lady,
the lady sits down, gets up; the gentleman folds the chair,
puts it back on the floor, takes the lady's hand; together
they run back to place, touch the hand of the first couple
waiting for them in their line and run to the rear of line.
Each couple in turn does the same thing. The line whose
leading couple returns to place first, wins the game.
8. Hoops.
Relay formation. The first girl in each line is provided
with a barrel hoop or willow hoop covered with colored
paper or cloth to match decorations. At a signal she raises
it, pulls It down over her head, shoulders and body, steps
out of it and hands it to the one behind her. Then she goes
to the end of the line at' once. The object of each line is of
course to draw itself through the hoops in the shortest
time.
368
Semi- Active,
9. The Lamplighter.
Each contestant is given a lighted candle. The one who
in the shortest time reaches a distant goal with his candle
burning-, wins. If the candle goes out, contestant must re-
turn to the starting point to have it relighted. The relay
plan must be used.
10. The Wind Blows.
The players stand in open gymnastic formation. The
leader says "The wind blows east," upon which all turn
east. If the leader says "Turn west," without the first part,
the players stand still. If any player turns in the wrong
direction or does not move when he should, he changes place
with the center player.
11. Wander Ball.
Players sit in a circle. A soft ball or' bean bag is put in
circulation, being passed from one to the other in direct
succession. As it is being passed, all players say in unison,
"Kound and round the wander ball goes, I wonder who is go-
ing to be 'it'." When "it" is pronounced, whoever has the
ball must get in the circle. Continue until all are in the
circle. No one can refuse to take the ball when his turn
comes. Other articles may be used.
12. Jerusalem and Jericho.
Useful for large groups. The leader stations himself
where all can see, and announces that when he says "Jeri-
cho" no one should bow. The leader seeks to confuse the
others by bowing at either word. When one makes a mis-
take he must take the place of the leader. Change words
rapidly. Words of local interest which sound somewhat
alike may well be used.
Quiet.
13. Choosing a Course of Study.
Each person says what she thinks are the most impor-
tant courses of study. As her choice is limited to courses
369
beginning with the initials of her own name, the courses
vary decidedly; these Initials may be used also to describe
personal characteristics.
14. Hat Trimming Contest.
Give each player a sheet of ordinary brown wrapping-
paper, two or three sheets of tissue paper of bright colors,
some pins and a pair of scissors and tell her to make and
trim a hat The most successful hat can be selected by
judges or by popular vote.
15. My Vacation.
Make booklets with the pages entitled "My earliest pho-
tograph," "My latest picture/' "Who went with me," "How
we went," "Where we lived," "Some people we met/' "An
accident," "How it turned out," "Our happiest moment," "A
near tragedy," "Finis/5 etc. Give each girl an old maga-
zine, a pair of scissors and paste. She is to cut illustrations
from the magazine for the pages of her booklet and can
make some very amusing combinations, adding poetry if she
is clever.
Folk Dances.
Circle Dance.
Music 2/4 rhythm (this rhythm makes possible the use of
popular music).
Partners join inside hands, take eight walking steps in the
line of direction, hands swinging easily. Take eight skipping
steps in the line of direction.
All face center and join hands, forming a single circle.
Take eight slides to the left and eight slides to the right.
Still remaining in a single circle, partners face each other.
Boy will have left side toward center of circle. All take four
slides to the left. This will take the boy toward center of circle,
girl away from center.
Take four slides, returning to place.
370
All take four slides to the right, girl sliding toward center
of circle, boy away from center.
Take four slides, returning to place.
Link right arm with partner. Take eight skipping steps
circling around partner.
Link left arm with partner, take six skipping steps, "circling
around partner in opposite direction. On the seventh and
eighth counts partners unlink arms and progress to new part-
ners. Boy will progress counter-clockwise, girls clockwise.
At the end of this figure dancers should immediately fall
into place by the side of new partners, being careful that the
boy is on the outside of the circle, and the girl is on the inside.
Dance may be repeated as often as desired, with a new part-
ner each time.
Sliding Dance.
Music 2/4
All join hands, forming a circle, and take eight slides to the
left.
Take eight slides right.
Take three steps forward toward center of circle and stamp
vigorously on the fourth count.
Take three steps backward to place and stamp on the fourth
count.
Partners face each other, and link each other's right arms.
In this position, take four skips, turning in place.
Partners join both hands, arms extended, and stand so that
the boy has his left shoulder toward the center of circle, girl her
right, and slide to the center and then slide back to former
position.
Repeat three times, moving toward center of circle.
371
Suggested Bibliography on Recreation.
Popular Amusements — Edwards. (Social aspect of recreation
problems.)
Christianity and Amusements — Kichard Henry Edwards.
Games for Gymnasium, Home and School — Jessie Bancroft.
An encyclopedia of games.
Handbook of Athletic Games — Pulmacher and Bancroft.
Good suggestions for coaching major team games.
Play and Recreation — Henry P. Curtis.
Suggestions for sports and community athletics.
Stunts — Capt. Pearl.
A valuable book for every physical director or director in
athletics.
Producing Amateur Entertainments — Helen Ferris.
Published by E. P. Button & Co.
Ice Breakers — Edna Geister.
Suggestions for Parties.
Published by The Womans Press.
Social Games and Group Dances — Elsom and Trilling,
.Suggestions for Parties — Music for several dances given.
Outdoor Games and Sports — Miller.
Published by Doubleday Page Co.
Book of Woodcraft and Indian Lore — Ernest Seton Thompson.
Entertainingly written, excellent suggestions for camping
or interesting girls in hikes, etc.
Recreation in the Church — Herbert Wright Sales.
Spaldings — Athletic Library— Girls Athletics — American Sports
Publishing Co.
Inexpensive but good.
Children at Play in Many Lands— Katherine S. Hall.
Published by Missionary Education Movement, 156 Fifth
Avenue, New York.
372
Community Activities — Russell Sage Foundation, 35e, 130 East
Twenty-second Street, New York.
Contains information as to where helps for all community
activities may be found, valuable reference book.
Community Service Publications, 1 Madison Avenue, New York
City.
Material available from Womans Press:
Material prepared by Helen Durham.
1. A series of simple and elaborate parties.
2. Y. W. C. A. Circus.
3. Groups of dances described in detail for industrial girls.
4. A revision of "Fashion Revue Down Petticoat Lane."
Special Parties — Era Betzner.
Polite and Social Dances — Marie R. Hoper.
Published by Clayton F. Summy.
Folk Dances and Singing Games — Elizabeth Burchenal.
Published by G. Schirmer, 3 East Forty-third Street, New
York,
Bright Ideas for Money-Making — Jacobs.
Published by George W. Jacobs, Philadelphia.
Our American Holidays — Robert H. Schauffler
Yard & Co., New York.
Nine volumes on holiday celebrations, published by Moffat,
Yard & Co., New York.
373
CHAPTER III.
NATURE LORE.
Give me Thy harmony, O Lord, that I
May understand the beauty of the sky,
The rhythm of the soft wind's lullaby
The sun and shadow of the wood in spring,
And Thy great love that divells in everything!
— ALEXANDER PRINGLE.
LOVE of nature is instinctive in all peoples — children rejoice
in -flowers and birds, but Because of present modes of
living this instinctive quality needs to be cultivated. Girls who
have lived always in cities have had very little opportunty for
free observation of plants, birds, trees and stars, while the girls
of small towns and the open country are so accustomed to the
sight of all that their very "accustomedness" has led them to
a neglect of the very real pleasures of knowing the great out-
door world. Confusion also results from the great variety of
flowers, ferns, birds, trees, grasses, bugs, insects, fish, rock, etc.,
and it is hard to know where to find these friends of the out of
doors.
The following rules, from The Woodcraft Manual for Girls,
on "How to Know the Wild Things," will be helpful to all girls'
work secretaries and advisers as they attempt the difficult task
of interpreting Nature Lore, both in and out of a regular club
program:
"First, take one thing at a time. Second, 'Look in the
book/ Have a simple but comprehensive guide book (if possi-
ble one that you can own) that tells in simple, clear language
the main facts. Later, make a record in a notebook of what
you see and either make drawings or preserve specimens.
Fourth, if you have a friend 'who knows/ get information from
her as to the specimen you have seen or have in your posses-
sion."
374-
Just what the content of such interpretation will be and the
form of it, is difficult to state because of the widely varying
groups which this material will serve, but the following inter-
pretative material will undoubtedly be of service:
THE STARS
I care not for public opinion,
So paltry is fame or disgrace,
But I pray that I'll always be able
To look all the stars in the face.
R. McCann.
Suggested outlines for study of the stars by advisers and
club girls are included in this chapter. It will be necessary of
course for individual advisers and secretaries to determine with
the help of the girls just where in the year's work this study
will be undertaken and then to find complete information in the
several texts and Nature 'Study pamphlets, which are listed in
the Bibliography at the end of this chapter.
I. The Sky Winter Nights.
A. Recognizing a star.
B. Watching the sky: Ten Lessons Out of Doors.
1. Finding North.
2. Some Conspicuous Star Groups.
3. Some Other Star Groups and Objects of Special In-
terest.
4. From Sunset to Midnight.
5. The Waxing Moon.
6. The Waning Moon.
7. The Milky Way.
8. The Planets.
9. The Winter Sun.
10. The Year Passes.
C. Explaining the Sky: Ten Lessons Indoors.
1. The Starry Sky.
375
2. The Changing Sky.
3. The Phases of the Moon.
4. A Trip to the Moon.
5. Among Other Worlds.
6. Our Star: The Sun.
7. Our Corner of the Universe.
8. The Year Passes.
9. Why Winter.
10. Some Great Astronomers and Their Discoveries.
IL The Sky: Spring and Summer Nights.
A. Virgo, the Virgin.
The constellation that announces the coming of Spring.
B. Bootes, the Herdsman; Corona Borealis, the Northern
Crown; Hercules, the Kneeler; Coma Berenices, the Hair
of Berenice. The Northern 'Crown, and the Hair of
Berenice are among the surprises of the summer sky.
C. Leo, the Lion.
A Royal Constellation.
D. Gemini the Twins.
They suggest their name.
E. Auriga, the Charioteer.
A winter constellation that lingers in the evening sky
until summer and hastens to appear again in the fall.
F. Scorpius, the Scorpion.
The constellation that announces the summer.
G. Sagittarius, the Archer.
The Archer aims his arrow at the heart of the Scorpion,
but he never lets it fly.
H. Cygnus, the Swan; Aquila, the Eagle; Lyra, the Lyre;
Delphinus, the Dolphin.
The most beautiful of summer and fall constellations.
I. Pegasus, the Winged Horse; Andromeda, the Chained
Maiden; Perseus, the Champion.
The "most romantic constellations.
376
siliiiiii
Ursa
Minor
NbrtlvStar
Cassiopeia
1 , 9 p. m. Northern Horizon
URSA MAJOR, THE BIG BEAR; URSA MINOR, THE LITTLE
BEAR; CASSIOPEIA, THE QUEEN; DRACO, THE DRAGON.
These are visible all the year in the latitude of New York or further
north. May I, 9 p.m., Ursa Major almost overhead, bowl of Big Dipper
opening downward; bowl of Little Dipper in Ursa Minor at the right
of fhe North Star; Cassiopeia low in the north; head of Draco in the
northeast
377
Showing four different positions of the Big Dipper during twenty-four hours
378
BOOTES, THE HERDSMAN; CORONA, BOREALIS, THE
NORTHERN CROWN; HERCULES, THE KNEELER.
Look for these between April I and October i.
May i, 9 p.m., Bootes high in the east, Hercules lower toward the
northeast; Corona between Bootes and Hercules.
July. -I, 9 p.ni., Corona and Hercules almost overhead; Bootes
further west
September i, 9 p.m., Bootes low north of west; Corona and Her-
cules higher in the west.
379
Showing how to find Coma Berenices from Arcturus,
from Spica, or from the Big Dipper.
380
H
C/3
w
W
H
X
1
en
"g
e>
J. Ursa Major, the Great Bear; Ursa Minor, the Little Bear;
Cassiopeia, the Queen; Draco, the Dragon.
Always visible in northern latitudes.
K. The Stars the Night Through.
Lucky campers who can make the heavens their roof.
L. Telling Time by the Stars.
Nature's own Time piece.
M. The Twenty Brightest Stars.
Eleven of these can be seen in the evening in April.
N. Pronunciation.
The names of stars are no harder to learn than the
names of our human friends.
THE MOON.
I. A Trip to the Moon.
A. What? Where? Why?
A fascinating tale of a journey to the moon which makes
one appreciate the beauties of the earth.
Flowers, Trees, Birds, Insects.
All secretaries and advisers of girls will be grateful indeed
to have "Nature in Camp," a most attractive pamphlet, in their
kits when they go to camp or conference or even for an all-
day hike or a few hours in the woods and meadows. It has
been written for use particularly by girls who have only two
weeks in camp, and the lists of flowers, ferns, birds, insects,
etc., include only those which are most easily found. Most of
the plants and insects and birds named are very common and
widely distributed. As for the star-groups mentioned, they can
be studied on the North Temperate Zone the world around, from
Europe and Asia as well as from North America, for stars have
this advantage over plants, that in any given latitude the same
ones can be observed from land and sea, from desert and from
mountain. The directions for its use show many possibilities to
the enterprising: It is easier to remember the name of a plant
382
if the name is seen in print. Therefore, take this pamphlet
with yon on your walks, and when an adviser or friend intro-
duces a plant to you, check its name in the list. Check a sec-
ond time when you are sure you can recognize it. It is better
to know twenty well than to be able to name one hundred, with
no real acquaintance. Look closely at each flower. Often its
greatest beauty is hidden. Notice the number and peculiarities
of its sepals, petals, stamen and pistils. Try to get acquainted
with insects without killing them. You can approach very near
to many butterflies, if you are careful.
I. Nature in Camp.
A. One Hundred Plants Flowering in July and August.
1. Flowers — White.
2. Flowers— Yellow.
3. Flowers — Orange, Pink or Red.
4. Flowers — Blue or Purple.
5. Flowers — Greenish or Inconspicuous.
B. Twenty Ferns Conspicuous in July and August.
C. Twenty-five Trees.
D. Summer Stars — -Seven bright stars, visible between
eight and eleven o'clock in July and August.
Fifteen star groups visible in July and August.
E. Forty Land Birds Easily Found in Summer.
F. A few of Our iCommon Insects.
1. Butterflies,
2. Moths.
3. Beetles.
4. Flies.
5. Bees, Wasps, Ants.
6. Bugs.
7. Grasshoppers, Crickets, etc.
383
Stars.
The Monthly Evening Star Map. — Leon Barrett, Editor
and Publisher, 150 Nassau Street, New York City, 40c each.
This is the paper to consult for current events in the sky.
It not only gives a map of the evening sky, but it also
answers the questions boys and girls are always asking:
What is the evening star? Why did people think that the
world was coming to an end December, 1919 ? Are wireless
signals coming from Mars? And if there is any question
that it does not answer send it to Mr. Barrett, for he has a
question and answer column for that purpose.
A Beginner's Star Book. — Kelvin McKready. G. P. Put-
nam's Sons, $3.50. This is one of the best popular books in
astronomy. It should be in every nature library. One of
its best features is the excellent photographs it contains —
photographs of the moon, the planets, star-clusters, comets,
Nebulae, as seen with the best telescopes. Such a book is
a good substitute for a visit to an observatory.
The Sky, Winter Nights.— ^Louise Brown. The Womans
Press, 600 Lexington Avenue, New York City, 35c. A course
for busy young people who want to get acquainted with the
starry sky through their own observations. This pamphlet
is adapted for use by individuals or by clubs. It gives direc-
tions for ten lessons out of doors, and ten lessons indoors,
with seven charts of constellations visible in the winter and
spring.
The Sky, Spring and Summer Nights. — Louise Brown.
The Womans Press, 600 Lexington Avenue, New York Citv,
40c. A description of constellations visible spring and sum-
mer evenings, 'with twenty illustrative charts. Designed es-
pecially for use in camps.
All Night With the Stars. — Louise Brown, The Womans
Press, 600 Lexington Avenue, New York City, 20c.
A Trip to the Moon. — Louise Brown. The Womans
Press, 600 Lexington Avenue, New York City, 25c. A story
384
of the experiences of some girls who visit the moon. Only
a story — but of value for those who want a real acquaint-
ance with this nearest neighbor of ours.
Starland. — Sir Robert Ball. Ginn and Company, $1.20. One
of the best astronomies for boys and girls and delightful
reading for everybody. Do you want to know how we know
how far off the moon is, why it changes its shapes, why
we have winter and summer. This is the book to give you
answers that you can understand.
Flowers.
Field Book of American Wild Flowers. — F Schuyler
Mathews. G. P. Putnam Sons, $3.00.
How to Know the Wild Flowers. — Mrs. Wm. Starr
Dana. Charles Scribner's Sons, $3.00.
Flower Guide. — Chester A. Reed, Doubleday, Page &
Co., $1.25
These remain the best flower books for beginners. Those
who know some botany will prefer the more complete man-
uals of Gray or Britton.
Ferns.
Our Ferns and Their Haunts. — William Nelson Clute.
Frederick A. Stokes Co., $2.50. Ferns are much easier to
identify than the average person realizes. The ostrich
fern, and the little polypody, once known, becomes as dear
friends as hepaticas and violets.
Trees.
Our Native Trees. — Hariet L. Keeler. Charles Scribner's
Sons, $3.00. One of the best books for the study of trees.
Insects.
The Butterfly Guide.— W. J. Holland. Doubleday, Page &
Co., $1.25. Manual for the Study of Insects. John H.
Comstock. Comstock Publishing Co., Ithaca,' N. Y., $3.75.
385
The Butterfly Guide is excellent for butterflies but no inex-
pensive book has yet been published for moths and other
insects. Comstock's Manual is a large book but there is
none better for the club leader who really wishes an
acquaintance with insect life.
Birds.
Land Birds.— ^Chester A. Reed. Doubleday, Page & Co.,
$1.25. Handbook of Birds of Eastern North America.
Bird Studies With a Camera.— F. M. Chapman. D. Ap-
pleton & Co., $3.00. Education Building, Albany, N. Y.
It is hard to select the best bird books from the large num-
ber in the market.
The bird pictures issued by the Educational Department
in Albany are excellent. The National Association of Audu-
bon iSocieties, 1974 Broadway, New York City, publishes
leaflets and a magazine of interest to all bird lovers.
The Dennison Manufacturing Company presents for use
as stickers some very attractive reproductions in colors
of birds most usually known. These stickers will help to
make most attractive records of bird study trips. Secure
them at 62 East Randolph Street, Chicago, or Fifth Avenue
and 26th .Street, New York City.
General Helps.
Secure "Nature in Camp." Price ten cents, from The
Womans Press, 600 Lexington Avenue, New York City.
The Boy Scout Manual and the Woodcraft Manual for
Girls, both have good material in them. Secure from the
public library stories about the stars, especially any myths
connected with them. See also, "Trees Stars, Birds," by
Edwin Moseley, World Book Company, Yonkers, New York.
$1.40.
386
CHAPTER IV.
HANDICRAFT.
HANDICRAFT, like any other program activity, has a two-
fold value — one, the actual product of the work done,
and the other, an intangible resultant in the spirit of a girl
who, herself, has striven to create or reproduce a thing- of
beauty. The latter can never be computed in definite terms
but any friend of girls will always take it into consideration
and consciously strive to incorporate this ideal into any handi-
craft program. For clubs which wish to include it, the following
suggestions are made; it is essential, in carrying out these
suggestions, that the club advisers and the program committee
remember that such work often must be done at a time apart
from the regular club meeting. This will ensure a more
satisfactory attendance, for those girls who are not interested
would then have no excuse for not being present.
(1) Leather work, especially making covers for maga-
zines.
(2) Wood block printing.
(3) Batik work.
(4) Tie dyeing.
(5) Decorating flower pots, wooden bowls, glass jars
and coffee cans.
(-6) Making lamp shades.
(7) Sealing wax craft.
(8) Art and decoration in crepe and tissue paper.
(9) Flower making.
(10) Pottery,
(11) Raffia work.
(12) Bead work.'
(13) -Stenciling.
387
(14) Making Recipe books.
(15) Making doll houses, doll furniture and doll outfits.
(16) Boxcraft
(17) Collecting leaves, flowers, bark of trees, bird nests,
for exhibits,
(18) The making of matting baskets.
Books of value for help in the above work are:
"What a Girl Can Make and Do." By Lina and
Adelia Beard. Scribner. $2.25.
"The Jolly Book of Boxcraft." By Pattern Beard.
Stokes. $2.00.
''Art Craft for Beginners." Sanford. $1.75.
"The Woodcraft League Manual for Girls." Chap-
ter III, by Ernest Thompson Seton. Price 75 cents
(paper). $1.25 (cloth).
"Prang's Industrial Art Books." Obtained at any
School Supply Company.
The Dennison Costume Book, free and
The Dennison Art and Decoration in Crepe and
Tissue Paper Book, $.15.
Published by Dennison Manufacturing Company,
62 East Randolph Street, Chicago, 111.
Fifth Avenue and 26th Street, New York City.
1007 Chestnut Street, Philadelphia, "Pa.
23 Franklin Street, Boston, Mass.
Girls' Make-at-Home Things,, Carolyn iSherwyn
Bailey. $1.75.
Every group of girls taking up handicraft should approach
the subject through a study of good examples of old-world
handicraft, such as laces, embroideries, textiles, wood carvings,
and pottery. The foreign girls in the group should be encour-
aged to find these treasures in their own homes, for almost
every foreign family has things of rare beauty hidden away
in closet or trunk, possessions which have been brought by
the parents from the home countries. Not only will the girls
388
get many helpful suggestions for their own handicraft from
the beauties of color, line and design of the present handicraft,
but they will be taught a greater respect and love for the gifts
brought to the new world from the old. Moreover, an interest
in the art work of the foreign girls is valuable as one means
of breaking down race prejudice ; a girl of one nationality
becomes as eager to study the similarities in design of the
embroideries and laces of other countries as to show the handi-
craft of her own land. Moreover, the foreign mothers feel
that, through this interest, they are being looked up to and
consulted and the girls of American birth are taught a new
respect for their parents, race and artistic background. The
foreign mother will have many a helpful suggestion to give on
the working out of certain designs or the combining of colors,
and the girls' work secretary or adviser will find that through
teaching handicraft to her girls she is unconsciously creating
a close bond of understanding between herself and the homes
from which her girls have come.
In planning handicraft for grade school girls, it is necessary
to keep a balance in the program. The girls respond so eagerly
to the suggestion "to make something," that there is a tempta-
tion to let it become the major activity or emphasis in the
regular corps work. Moreover it is essential that the adviser
and secretary remember that grade school girls are less capable
of sustained effort and therefore the craft work must be simple.
There should be adequate provision in the way of tools and
space: i. e. tables and scissors and paste and supplies, with
sufficient advisory or supervisory help, for grade school girls
are more liable to become discouraged than are older girls, if
they have no one with whom they may talk about their work.
The place which handicraft will occupy in any high school
club program cannot be definitely stated. This is due to the
fact that some girls of high school age are interested in handi-
craft and others are just as certainly not interested.
389
Younger girls in business and industry are interested in
handicraft provided it is presented to them in an attractive
way; provided it is of an attractive nature and not so com-
plicated that it takes a great deal of time. For instance,
cigandie collar and cuff sets are easy to make, and ornamental.
They have a practical value to a girl at work. Such handicraft
may sometimes be started and sometimes finished at the noon
hour, provided it is simple enough; sometimes girls will be so
interested that a class may be formed. This is especially true
of the making of Christmas presents.
SEALING WAX CRAFT
A few sticks of sealing wax, an alcoho1 lamp, using only
the best denatured alcohol, a steel knitting needle, a tiny
palette knife (one has been designed especially for this art),
and a modelling tool or nut pick, comprise the inexpensive
outfit for this delightful craft. A box of the assorted colors
of Dennison Sealing Wax reminds one of a lovely box of paints
The colors and shades of the different colors are beautiful and
immediately the suggestion comes to use them as paint.
Draw a little design of a rose and leaves. Hold a stick of
light pink sealing wax over the flame until it is soft; then
spread it over the little rose which has been drawn. Heat the
palette knife and spread the wax out smooth. This little
foundation serves for the outer petals of the rose when com-
pleted. Heat a stick of the dark pink wax and drop one drop
at a time on the little foundation which has been made, until
ten or fifteen drops have fallen. Let the wax harden and then
spread on the top of the little mound some of the light pink.
Heat the modelling tool, or a nut pick and make a hole in the
center of the mound of wax. Heat tool again and make three
cuts around the hole, heating the tool each time. An attrac-
tively modeled rose is the result. Hold a stick of leaf green
over the flame and scrape a little wax with the palette knife.
This palette knife is now used as a brush to make the green
390
leaves. All flowers except the rose are made by using the
palette knife as a brush. The wax tools must be kept hot, or
the design will look rough. The flowers may be used to
decorate boxes, place cards, basketry, glass and pottery. Very
little drawing is necessary, only a few lines are needed to
indicate where the design is to be placed. Designs may be
cut from crepe paper napkins, pasted on the articles to be
decorated, and worked over with sealing wax. They may also
be transferred by using tracing paper. Tiny garlands are
most attractive on hat bands. The wax flowers are especially
pretty on velvet, but may be used on satin, georgette, or silk.
The making of wax flowers is very interesting to girls,
and money for the Red Cross Fund or some other service may
be made by selling boxes, place cards, candles and candlesticks
decorated with the wax. The boxes can be used for lingerie
libbon, balls of twine, powder, gloves, and handkerchiefs. This
method of decorating is very simple and one does not need
artistic ability to get good results. It is one of the simplest
forms of color work, as the colors are all mixed and the designs
simply filled in with color. Flowers may also be made by
taking a small bit of wax in the fingers and moulding in the
shape of a petal. The petal is then heated and stuck to the
card or whatever is to be decorated. Faces may be moulded
from wax. This is a little more tedious, but nevertheless,
very interesting.
Inexpensive vases are covered with sealing wax, giving
them the effect of expensive pottery. To cover the vase, warm
the article just a bit before starting. Hold a stick of sealing
wax over the flame until it begins to melt; then, beginning
at the bottom edge of the vase, press the wax against it in two
or three places, using a small amount of wax at a time. The
wax will adhere to the vase and become cold; but, by holding
the waxed part of the vase over a tongue of the flame, it will
melt and run into a smooth surface. Add more wax and con-
tinue smoothing it down by slightly heating, always turning the
391
vase In the same direction so that when colors are blended the
swirl will follow the same general lines. Do this until the
vase is entirely covered. Several colors may be blended, and
it is particularly advisable to use shades of the same color,
as this gives the light and shade effects that come in all pot-
tery. Wax may be used in this way on glass, cardboards or
china.
The making of beads from sealing wax is a delightful pas-
time. Beads may be made in almost any desired color. Charm-
ing strings of beads and unusual beads for decorating lamp
shades may be produced with little effort. To make beads
proceed as follows: Choose a stick of Dennison's letter wax,
the desired color for the beads. Break into pieces as nearly the
correct size for the beads as possible. Heat a steel knitting
needle about one and one-half inches from the end. Then press
it carefully into a piece of wax. Hold the piece of wax on
i-eedle above the flame, revolving- it slowly until an even, round
bead is formed. Revolving it all the time, carry it to a glass
of water and then dip it in the water until cool. Dry the beads
with the cloth 'before holding over the flame again, so that no
bubbles will form'. In removing the bead, heat the needle on
each side of the bead one inch from the bead. When bead is
loosened, slide it back and forth on the needle before taking
it off; this leaves a cleancut hole.
s
CHAPTER V.
STORY TELLING.
TOEY telling, if used in the right way and place, can be
made of great value in work with younger girls. A story
hour helps to stimulate the girl's imagination, to arouse whole-
some emotions, to introduce her to what is beautiful in thought
and expression, to increase her enthusiasm for good reading,
and, most important of all, it offers opportunity to bring the
best spiritual influences to bear upon the girl when she is at
a most impressionable age.
392
Care must be taken that the story and the story teller are
3f the best. Many communities now have a Story Teller's
League, the members of which are often glad to give time to
groups of girls. From the Public Library in any community
a list of stories can always be obtained.
The following are suggestions for obtaining good material
Cor story telling:
"The Story Hour." A pamphlet published by the Ameri-
can Book Company, New York. Contains a splendid list of
books illustrating different characteristics.
"The Woodcraft Manual for Girls/' mentioned before,
contains some fascinating Indian stories which make de-
lightful fireside stories.
The following books have* been found of special value
for the story teller:
1. -"Fifty Famous Stories Retold" James Baldwin.
American Book Co. 56 cents (exclusive of postage).
2. "Around the Fire" H. M. Burr. Association Press.
75 cents.
3. "Indian Days of the Long Ago" Edward S. Curtis.
World Book Co. $1.00.
4. "Uncle Eemus, His Songs and His Sayings" Joel
Chandler Harris. Appleton. $2.00.
5. "Just So Stories" Rudyard Kipling. Doubleday,
Page & Co. $1.20.
6. "iGreen Fairy Book." Andrew Lang. Longmans.
$2,00.
7. "Donegal Fairy Tales." Seumas McManus. McClixre,
Phillips & Co. $1.00.
8. '"Heroines Every Child (Should Know." Hamilton
Wright Mabie. Doubleday, Page & Co. $1.50.
9. "The Golden Windows" Laura E. Richards, Little,
Brown & Co. $1.35.
10. "East o' the Sun and West o' the Moon." Mrs. G. T.
Thomsen. Row, Paterson & Co. 60 cents.
393
11. "The Happy Prince, and Other Tales.5' Oscar Wilde.
Little, Brown & -Go. $1.00.
The following books have been found interesting
to girls whose desire for reading has been aroused
through story telling or club work in general:
BIBLE STORIES
On Nazareth Hill— Elbert E. Bailey.
The Golden Cobwebs (In "How to Tell Stories)—
Sarah Cone Bryant.
Jesus Among His Friends — Ethel Cutler.
When the King Came — George Hodges.
Who was It Stories — Julia Johnson.
The Lost Boy — Henry Van Dyke.
The First Christmas Tree — Henry Van Dyke.
The First Christmas Spirit — Henry Van Dyke.
The Story of the Other Wise Man — Henry Van Dyke.
The Birds* Christmas Carol — Kate Douglas Wiggin.
cnacs
Lessons for Junior Citizens — Mabel Hill.
MYTHS AND LEGENDS
Stories from Northern Myths — Emilie Kip Baker.
Fairy Tales from Far Japan — Susan Ballard.
That's Why Stories — Catherine T. Bryce.
Children of the Dawn — Elsie Finnimore Buckley.
Blackfoot Lodge Tales — George B. Grinnell.
Book of Nature Myths — Florence Holbrook.
Indian Fairy Tales — Joseph Jacobs. '
Greek Heroes — Charles Kingsley.
Stories of Legendary Heroes (in "the Children's
Hour/' Vol. 4) — Eva March Tappen.
Old Indian Legends — Zitkala-Sa-
394
SHORT STORIES ILLUSTRATING CHARACTERISTICS
Bravery.
"The Eed Thread of Courage" (in "How to Tell
Stories") — Sarah Conet Bryant.
"The Golden Horse and His Eider" (in "The City
That Never Was Reached")— Jay Thomas Stocking.
Contentment.
"The Crooked Fir Tree" (in "Outlook Story Book") —
Laura Winnington.
Discontent.
"The Mill Widow" (in "Storyland")— Elizabeth Har-
rison.
"The Golden Windows" — Laura E. Richards.
Faithfulness.
1. "The Little Hero of Harlem" (in "How to Tell
Stories") — Sarah Cone Bryant.
2- "How Cedric Became Knight" (in "Storyland")—
Elizabeth Harrison-
3. "A Message to Garcia" — Elbert Hubbard.
4. "Keeping Tryst"— ^Anna F. Johnston.
Friendship.
1. David and Jonathan — The Bible.
2. "Three Friends" (in "Three Years With Children")
— Amos Wells.
Generosity.
1- "Margaret of New Orleans" (in "Best Stories to
Tell") — Sara Gone Bryant-
2. "The King of the Golden River" — John Ruskin.
3. "The Happy Prince" — Oscar Wilde.
4. "An Old Story" (in "Outlook Story Book")— Laura
Winnington.
Happiness.
1. "The Enchanted Mirror" (in "Storyland") — Elizabeth
Harrison.
395
2. "The Maker of Rainbows" — Richard LeGallienne.
3. "The Blue Bird" — Maurice Maeterlink.
4. "The Land of the Blue Flower" — Frances Hodgson
Burnett.
Influence.
1. "The Witness" (in "The Militants")-— Mary Ray-
mond Shipman Andrews.
2. "Jean Valjean" (In "World Stories") — adapted by
Joel Metcalf-
Patience.
1. "The Desert of Waiting" — Annie F. Johnston.
2. "The Lame Boy" (in "First Book of Religion") — Mrs.
Chas. Lane.
3. "The Crosses" (in "Just Over the Hill") — Margaret
Slattery.
Selfishness.
1. "Prince Harwada" . (in "Storyland") — Elizabeth
Harrison.
Service.
1. "The Wheat-^Field" (in "Gol&en Windows")— Laura
E. Richards.
2. "The Cup of Loving Service" — Eliza D. Taylor.
Sincerity.
1. "The Nightingale" — Hans Christian Anderson.
2. "The Real Thing" (in "Stories That End Well") —
Octave Thanet.
3. ''Truth is Mighty and Will Prevail" (in "Twenty-
three Tales") — Leo Tolstoi.
* STORY-TELLING POEMS
1- "Pippa Passes" — Robert Browning.
2. "The Pied Piper of Hamelin Town" — Kobert Brown-
ing.
3* "The, Vision of Sir LaunfaP' — James Eussell Lowell.
4. "Home to Him's Muwer" — Margaret Prescott Mon-
tague.
396
5. "Story-Telling Poems.'* Edited by Frances Jenkins
Olcott.
6. "Idylls of the King:" — Alfred Tennyson-
7. "The Toiling of Felix" — Henry Van Dyke-
8. "The Legend of Service" — Henry Van Dyke.
9. "The Foolish Fir Tree" — Henry Van Dyke.
STORIES OF A GIRL, AND HER MOTHER
"Andrew's Cap" (in "Second Book of Stories*5) —
Ida Coe.
"The Pot of Gold" (in "Second Book of Stories") —
Ida Coe.
"The Closing Door" (in "Mother Storios") — Maud
Lindsay.
"About Angels" (in "Golden Windows") — Laura E.
Richards-
Mis CELL ANEOUS STORIES
"The Sandy Road" (in "Jataka Tales")— Edited by
Ellen C. Babbitt.
"A Little Brother of the Books." (To be adapted.)
— Josephine Daskam Bacon.
"The Story of Cossetts" (in "Dream Children") —
Elizabeth Brownwell.
"Mignon" (in the same) — Elizabeth Brownwell.
"A Sisterly Scheme" (in "Short Sixes")— iH. C.
Bunner.
"Stories from the Operas" — Gladys Davison.
"The Vision of Anton" (in "The Richer Life") —
Walter Dyer.
"The Little Maid at the Door" (in "A Tale of
Witchcraft") — Mary E. Wilkins Freeman.
"The Story of Chinese Gordon" — E. A. Hake*
"The Man Without a Country" — Edward Everett
Hale.
397
"The Three Weavers" — Annie F. Johnston.
"The Persian and His Three Sons"— Mrs. Charles
Lane.
"Everybody's Lonesome." (To be adapted,) — Clara
E. Laughlin.
"The Stone of Gratitude" (in "Quaint Old Stories")
— Marian Lindsay.
"Stories from Wagner" — Joseph McSpadden.
"Blue Sky and White Cloud" (in "More Bed-Time
Stories") — Louis Chandler Moulton.
"The Tide March" (in "Poor Dear Margaret Kirby")
— Kathleen Norris.
"The Hill" (in "Golden Windows" )— -Laura E.
Richards*
"Deer Godchild" — Edith Serrell and Marguerite
Bernard.
"Where Love Is, God Is"— Leo Tolstoi.
"Three Questions" (in "Twenty-three Tales")-- Leo
Tolstoi*
"A Handful of Clay" (in "The Blue Flower")—
Henry Van Dyke.
"The Keeper of the Light" — Henry Van Dyke.
"The Wonder Maker" (in "Stories of Scientists")
— Mary Wade.
"Stories From Old French Romance"— E. M. Wil-
mot-Boxton.
This list of books is not intended to be a reading course,
but merely a suggestive guide. A more complete list will be
found in the Girl Reserve Book List, Chapter 11, page 485.
398
CHAPTER VI.
THE PLACE OF THE DRAMA IN THE GIRL RESERVE MOVEMENT.
DRAMATIC instinct, that inner force eternally reaching out
for the opportunity to do and to be something beyond
the doing and being of this work-a-day world (reaching out
most eagerly in the period before mental and emotional dis-
cipline is established), is a force which, if rightly guided, may
be used to develop and to stimulate the deepest spiritual powers.
It will be found that this force exists in an individual in a
greater or lesser degree in proportion to his knowledge and
understanding of life, and it is in supplying a medium for
developing and enlarging his experience imaginatively that the
drama makes so large a contribution to education.
The inevitable identification which comes of sincerely "play-
ing a part" provides opportunity for the expression of talent
and power which are dormant or have been too often completely
repressed. The joyous recreation which is the result of the
laying aside for a time of one's own personality, and the put-
ting on of the character and individuality of another, is too
common an experience to need discussion. It is the process
gone through in the creation of any art — poetry, singing-,
dancing. "I do not ask the wounded person how he feels,"
says Walt Whitman, "I myself become the wounded person,
my hurts turn livid upon me as I lean on a cane and observe-"
Intelligently approached, keeping ever the ideal of complete
identification in mind, there is nothing from the great literature
of the Bible to the story of "The Three Bears," which may
not be of infinite value when presented in dramatic form. And,
by this same token, it would be difficult to overestimate the
harmf ulness to the adolescent mind of identification , with the
399
cheap and unworthy in drama. This does not mean that one
must be "highbrow." It does mean, however, that a great
responsibility in the choice of material devolves upon those
yho assume dramatic leadership.
There are certain dramatic forms peculiarly suitable to the
understanding and needs of certain types of girls. In planning
a dramatic program, it is as important to determine the form
which will contribute most to the enjoyment and development
of the group as it is to determine the content.
In poetry, the nature of a given thought is largely responsi-
ble for the form of its expression. This same rule governs the
drama. Dramatization, pantomime, the short play, the long
play, the masque, and the pageant are forms which may be
used as mediums for dramatic expression.
Bibliography.
Cabot, Richard C.— What Men Live By.
Curtis, Elnora W.— The Dramatic Instinct in Education- Hough-
ton, Mifflin Co., New York, 1914.
Pry, Emma Sheridan — Educational Dramatics. Moffat, Yard
& Co-, New York, 1913.
Herts, Alice Minnie— The Children's Educational Theatre.
Harper & Bros., New York, 1911.
Herts, Alice Minnie— The Kingdom of the Child. E. P. Dutton
& Co., New York, 1913.
Hillard, Evelyne — Amateur and Educational Dramatics. Mac-
millan Co., New York, 1917.
DRAMATIZATION.
The impromptu dramatization of stories is a fun process
which releases the imagination and permits it the freest expres-
sion of which it is capable. Much of the fun arises from the
impersonation not only of the people in the story, but also
of animals, elements, and things. Such impersonation is of
400
good and ancient usage — witness "Wall" and "Lion" in "Mid-
summer Night's Dream," "Bread," "Water," and any number
of similiar characters in "The Bine Bird."
The more imagination is expended upon the costumes,
properties, lighting, publicity (announcement either by placards
or by "word of mouth" of scenes and characters), staging,
make-up and music, the greater the fun will be; a glass bowl
for Cinderella's slipper; nightgowns — one for the body, one
for the head, one for each arm, and behold a ghost! a girl
upon the floor, her feet against some object supposed to be a
wall, and a gate has been achieved, which, at least, will be
like many another in that it will swing in only one direction;
this, by the bending of her knees*
The following outline is suggested with the explanation
that, although it is possible to carry the work of dramatization
to a finished production, this section deals primarily with the
impromptu form of this dramatic activity.
The steps involved are as follows:
A. Selection of the story.
1. The leader should be prepared to present in brief
outline several stories to the group.
B. Reading or telling of the story which has been chosen.
1, Special emphasis on plot and characters.
C. The names of the characters are written on a black-
board.
1. Space should be allowed for descriptions of each
one.
D. Suggestions of adjectives descriptive of eacli char-
acter are made by the group and written on the
board.
E- The incidents are listed in chronological order upon
the board-
F. The players for the parts are chosen by popular
vote.
401
G. The committees are selected.
1. One person or a group should be chosen for the
necessary committees.
2. It should be clearly understood that the work of
whatever committees are required is just as im-
portant to the success of the play as the inter-
pretation of the characters.
H. The rehearsing is begun.
1. Using the blackboard, upon which is a list of the
incidents, sketch out the details of the action or
the "business" of the play. Draw a diagram of
the stage indicating entrances and exists. If
possible, diagram the action, using dotted lines
and arrows. In the diagram of the stage, work
out the placement of stage properties and there-
after adapt the action to the setting.
2- If the group is a large one, two or three directors
may be appointed and the story divided into
episodes- Each director selects the players for
her episode and rehearsals are then conducted
separately. If this is done there will be a dupli-
cation of characters and some way must be devised
to clarify their identity to the onlookers.
3. Each time the story is gone over the business,
action, and dialogue should be enlarged.
I. The play is presented.
1. Space for the stage should be cleared at one end
of the room, and audience chairs arranged in rows
before it.
2. Screens, or four girls holding two double sheets
high above their heads, form the curtain.
3. The lights in the room are put out leaving only
those necessary to illuminate the stage, and the
play begins.
402
Bibliography.
Chubbs, Percival and Associates — Festivals and Plays. Harper
& Bros., New York, 1912. Contains section on drama-
tization called "First Steps in the Development of Fes-
tival and Dramatic Activities."
Getchell, Margaret — Red Letter Day Plays, The Womans Press,
New York, 1920.
MacKay, Constance D'Arcy — How to Produce Children's Plays.
Henry Holt & Co., New York, 1915. Contains dramatiza-
tion and analysis of "The Pied Piper of Hamlin" in chap-
ter called "Play Analysis for Children."
Miller, Elizabeth — Dramatization of Bible Stories. University
of Chicago Press, Chicago.
PANTOMIME
Pantomime is the corner-stone in the building of dramatic
technique. What has been responsible for the very prevalent
theory that a pantomime is more difficult to produce than a
play and that it is "not much fun?" A single experience will
discredit this theory. To prepare a pantomime for public pre-
sentation is as simple as any dramatic undertaking can be,
and for the inexperienced dramatic director* it is far less beset
with pitfalls. The scenario of a pantomime contains sugges-
tions for characterization and action to a greater extent than
is to be found in the text of a play. Also, since pantomine per-
mits much more freedom of interpretation than a play, a lesser
degree of discipline and of technique is required of the players.
This does not mean that the art of pantomime may not be very
Hghly developed- But it has been proved that in a dramatic
program which is cumulative, the use of pantomime conserves
enthusiasm and develops ability- This is true because a
dramatic form is being used which can be brought to a more
*The term "dramatic director" is applied to the person who is in charge
of the dramatic work. She may be an adviser or a secretary or a profes-
sional director.
403
successful conclusion than can be reached if, at the very first,
the production of a play is attempted. Pantomime demands
of the player only as much as she is able to give to it. A play
demands a certain amount of established technique.
Before attempting to produce a pantomime with any group
of girls, it is wise to begin with an informal discussion of
pantomime, what it is, its relation to gesture, and its place in
dramatic work.
Self -evidently, pantomime is the logical successor of im-
promptu dramatization and the precursor of the short or full
length play. Mr. William Lee Sowers in an article iri "The
Drama" (May 1919), states that in his opinion "through the
improved knowledge of gesture, facial expression and miming
with the body pantomime training would consid-
erably raise the level of acting." The necessity for exacting
analysis of character and situation also adds largely to the
equipment of the player for the interpretation of speech parts.
Perhaps the simplest definition of pantomime is, action
without words. Any group will formulate half a dozen defini-
tions which would be equally true. It is gesture enlarged and
made to take the place of words. It is mind speaking through
the medium of the silent body. It is emotion conveyed to an
audience through gesture and posture.
After the general subject of pantomime has been discussed
until the group is no longer in strange waters, some descrip-
tive pantomime should be worked out. An interesting experi-
ment is to take a phrase, add to it a gesture which amplifies
the thought, then amplify the gesture until it takes the plact
of the phrase. Organize groups of girls to play imaginary
ball or jump imaginary rope together- This should be followed
by the assignment of definite problems, or the request for
original problems, which may be developed by one or by several
of the group together- Naturally some incident which is a
more or less common experience would be the subject of the
404
pantomime problems. "At the Movies," "Sewing*," "Practicing
the Piano/' "In a Beauty Parlor," might be subjects assigned
for development.
Even in this preliminary work in pantomime there are
certain laws and principles which should be understood and
obeyed; for instance, no sound of any sort should be made;
the mouth may be used only as the eyes or brows are used —
to indicate mood and feeling, — no words should be formed on
the lips; every action must be as carefully completed as in a
sentence ; if there are imaginary chairs or tables required by
the setting, the players must remember where these are, and
not walk through them; any imaginary object which is sup-
posedly being held, must be treated with the reality of an actual
object. Possibly it would be interesting also, to have a group
discussion of the following and kindred questions: How do
thought, pride, humility, kindness, anger, show themselves in
the body; face, head, arms, posture, attitude of torso? What
habit of mind is expressed by a mouth which is turned down
at the corners? or by a relaxed carriage? or by a head held
high? What is the difference between the way a man stands
and walks and the way a woman stands and walks. Such a
discussion is an invaluable aid to character study and analysis.
By now the group should be ready for the actual work on
the pantomime selected for production. The text should be
read aloud slowly, while each listener tries to visualize the
action in all its detail as it is described.
After the cast has been selected and the committees ap-
pointed, the rehearsing begins. Before meeting with the group,
the director should have blocked out the action in sections, and
these sections should each be gone over separately many times
and then be pieced together, little by little.
Each player is told where to go on the stage and what to
do, but never how he goes, nor how he does it. All possible
freedom in the matter of interpretation should be permitted and
405
encouraged so long as individual ideas do not conflict with the
plan of the whole.
Bibliography.
Betzner, Era — Three Pantomimes — The Awakening of Spring,
Celestial Love, The Fortune Teller. The Womans Press,
New York City, 1920.
Durham, Helen — Fashion Revue Down Petticoat Lane. The
Womans Press, New York City, 1920.
Gleason, Marion Norris — Cat Fear — a Japanese Pantomime-
Rameses Dreams — an Egyptian Pantomime. Scenes and
Songs of Home — a Pantomime of the Civil War. The
Womans Press, New York City, 1920.
Hudson, Holland — The Shepherd in the Distance. Stewart
and Kidd, Cincinnati, 1921.
Walker, Stuart — The Seven Gifts. Playground and Recreation
Association, 1 Madison Avenue, New York City.
THE PLAY
Since the rise of the Little Theatre Movement the one-act
play has come to be a very popular form of amateur dramatic
entertainment. And there is cause for rejoicing that such is
the case, since a production consisting of two or three one-act
plays, carefully chosen for contrast and balance, presents fewer
difficulties to the group which is limited artistically and finan-
cially, than the production of a long play. A three-act play
makes heavy demands upon the ability of the player — not only
in the matter of memorizing lines, but in the sustaining of the
part. Further than this, it is more nearly possible to meet the
taste and ability of each individual in the group in a program
of short plays than in presenting a "full evening" play.
Play Selection.
There are certain factors which need to be determined before
the selection of a play or group of plays. One should ask,
what purpose is being served by giving the play? Is it for
406
entertainment, or to raise money, or to celebrate some special
event? How much time is there for preparation not only in
days, but in the number of hours in each day? Where is the
play to be given, — indoors or outdoors, on a large, or a small
stage? How many participants are to be included as players
before and behind the scenes? What is the range of the age
of players, are they children, or adults, or both? What type
of material is desired — shall it be seasonal, patriotic, imagina-
tive, realistic? Only after all these points have been deter-
mined, should the actual selection of the play take place. Much
confusion may be avoided by appointing (by majority vote) a
committee to read plays of the type desired and to report on
these to the groups.
At the first meeting, there are three very definite things to
be accomplished: the reading of the play, the appointing of
the committees, and the casting of the characters- Let this
f rst meeting set the standard for all meetings and all rehear-
sals which are to follow- Let it begin promptly. Punctuality
should be one of the sterling by-products of all amateur
dramatics; so begin at the tim^e appointed, if only two or three
are there, and establish this practice at the start. Order is
not only heaven's first law — it is the stalwart backbone of
dramatic production. Noise and confusion at rehearsals and
meetings are not conducive to earnest work, and the serious
minded are disturbed by it and lose interest. Players who are
not rehearsing should not be allowed to chatter. Lastly
(whether a committee meeting or a rehearsal), let it be recrea-
tion, shot through with the joy of creation, of cooperative
endeavor, and of imaginative, spiritual and technical develop-
ment. These are joy processes.
There are several methods of play-reading, but the reading
of the speeches in rotation is perhaps the most satisfactory.
It is more interesting to all the group, since in this way each
has a share, and also it serves to reveal to a certain extent
the relative interpretative abilities, the voice and speech quali-
407
ties of eacli member of the group. Before the reading is begun,
the director should ask that, as the reading progresses, every-
one will be determining in her own mind how the play should be
cast. When the reading has been completed the next step is
to cast the play.
Casting.
It is suggested that the director appoint the entire group
as the casting committee, acting herself as the chairman. It
is only through the democratic method of voting that it is
possible to eliminate the personal element in selecting the
characters. Ask the group to base its individual judgment on
honest belief in the ability of a member to play her part. One
method of casting which has been successfully carried out, is
to have any member of the group nominate any other member
for the most important part. Those who have been thus nom-
inated read (one after the other without the interruption of
comment), the same or different significant parts of the text
of the leading character- Then by the "handraising process"
of voting, eliminate until the most able player is left in pos-
session of the part. Players for the next most important part
are then nominated **from the floor," tried out and eliminated,
and the process is repeated until all the cast has been selected-
The same girl, of course, may be nominated for different parts
any number of times. It is important that the director should
hold together the spirit of the meeting. It is for her to lift it
from any possible personal complication into the realm of an
art ideal wherein "the play's the thing." It should also be
clearly understood that if any player proves unsatisfactory in
lehearsal another will be substituted.
Committees.
After the play has been read and cast, the final thing to
be accomplished at the first meeting is to appoint committees
and their chairmen. The type of the play will determine the
number of committees which are needed. Usually for a produc-
408
tion which involves less than fifty participants, committees on
staging, costume, properties, lighting, music, publicity, and
finance are needed.
The various committees should begin their work at once.
Ihe rehearsal times should be also the times for the workshop
activities. By organizing in this way the continuing interest
of the entire group is safe-guarded.
The work of the committees can and should be made com-
pellingly interesting, but unless especial attention is paid to
this phase of production it is not possible to expect efficient
committee cooperation- The director should call together the
chairmen and the committees for a brief conference. It would
be well at this time to emphasize the share of all in the pro-
duction- The interpretation of the parts is only a fragment of
the whole. The interpretation of the play through tKe costum-
ing, through the setting, with the lighting, and by music, is of
equal importance. Says Emerson: "All are needed by each one,
nothing- is good or true alone." This is fundamentally the basis
of good production. To develop all phases which are divided
in the production of a play requires devotion, patience, inge-
nuity and the expenditure of one's self in larger proportion than
does the playing of the parts. Since this is true, the service
of the committees should receive recognition equal to that given
the actors in the program.
There must, of course, be the closest cooperation between
the various committees in order that the unity of the produc-
tion may be preserved. In general, the duties of the commit-
tees are as follows:
Staging: This committee is responsible for the setting and
properties, for assembling these, for having them in their ap-
pointed places before the rise of the curtain and on hand for re-
hearsals as they are required. The committee is also respon-
sible for the safe return in good condition of any borrowed stage
properties. Extreme care in the treatment of these cannot be
stressed too strongly.
409
Costume: The .costume committee Is called together by its
chairman to re-read the play and analyze it. First to be de-
termined is the class into which the play most nearly falls. Is
it realistic or imaginative, a little of both perhaps, or something
between, which is completely neither. The type of the play will
determine the mode of the costuming, the content of the play
will determine the color scheme. The psychology of color is
too large a subject to be dealt with here. Suffice it to say that
it is a problem for the costume committee to solve. Definite
mental and emotional vibrations, both for players and audience,
are set in motion by the use of color in costuming and setting,
and as such the subject needs very careful consideration. The
care of costumes — cleaning, pressing, repairing, listing, packing
— is one of the important duties of the committee both before
and after the performance.
Properties: There are, of course, stage and personal "props.'1
When the term is used, however, it generally is meant to desig-
nate the personal. In many instances the players are able to
provide these for themselves, but if a period or imaginative
play is being presented it is the duty of this committee to pro-
cure or make all the properties. In any event, the chairman of
the properties committee is responsible for seeing that each
player has her personal properties at the time of the dress re-
hearsal and at the performance.
Lighting and Music: There is little that can be said of the
activities of these two committees since the problems involved
depend wholly upon local conditions and the demands of the
play. It is important, however, for these committees to re-
member that both the music and the lighting should serve as a
background for the idea and action of the play.
Publicity: All arrangements concerning advertising, posters,
bulletins, press notices, etc., are the responsibility of this com-
mittee. In their hands also is usually placed the business of
arranging for the hall in which the play is to be presented, the
410
decorations, ushering, etc. Frequently the publicity committee
takes complete charge of the sale of the tickets.
Finance : Anything which involves the expenditure of money
comes under the province of this committee.
Rehearsing-*
At the first rehearsal, the discussion of the underlying
motive of the play and of each of the characters is a stimulat-
ing proceeding, too often neglected by amateurs in their eager-
ness to get to the actual work of rehearsing. Only those who
have had the experience of rehearsing a play which has been
thoroughly analyzed by the members of the cast, can know how
the production is deepened and enriched by this intellectual
contribution.
If it is necessary, further "try-outs" should come now, and
then the rehearsing of the action (ignoring, for the time being,
interpretation) of the first act or scene. The action should
have been entirely "plotted," i. e., worked out by the director,
before the first rehearsal. Much of it will doubtless have to be
changed, suggestions from the players will add to it, but inde-
scribable is the confusion which results from having no definite
plan of stage action to form a basis for the work of the first
rehearsal. Further than this, it cannot be too often stated that
every bit of action must always be the result of a real reason
for moving from one point to another.
There are certain technical terms with which it is wise to
familiarize a group of players at the outset of dramatic work.
In giving directions right and left are now generally accepted
to designate the players right and left rather than that of the
audience. Down stage refers to the part nearest the audience;
up stage to that farthest away. The entrances are referred to
by numbers, one being nearest the audience. More often than
not there are only right, left and center entrances, but if on
the right there are two or three they are so numbered. The
following abbreviations are frequently used especially in act-
ing editions of plays: L. — left; R. — right; D. L. — down left;
411
D. R.— down right; U. L.— up left; U. R.— up right; C. — cen-
ter; U. C. or D. C.- — up or down center; E. U. E. or L. U. E. —
right or left upper entrance, or R. 2 L. 2 may be used to indi-
cate the upper entrances. "Backing" is a section of setting
used behind a door or window that is to be opened. "Practical"
is the technical term for useable— a practical window or door is
one which will open or close, a practical lamp is one which will
light. "Plot" is the technical term for list— i. e., property plot
means the list of properties arranged in relation to the differ-
ent scenes in which they are used.
The second rehearsal reviews the last rehearsal's work, not
to perfect it but to recall it and to get continuity; the action of
the next scene is gone over, and attention is given to the inter-
pretation and reading of speeches.
Each subsequent rehearsal reviews xthe new work of the pro-
ceeding rehearsals. The action is perfected little by little until
the play moves smoothly. The speeches are worked over until
the players are letter perfect and speak their lines clearly and
intelligently.
If a costume play is to be presented it is important to have
two dress rehearsals, with an interval of two or three days be-
tween in order to allow time in which to make the necessary
changes and additions. At the first dress rehearsal all stage
properties should be in their places, all individual properties to
be used by the players should be given to them, and all music,
cues, lighting effects and changes of scenes should be thoroughly
rehearsed. At the second dress rehearsal the players should be
in complete costume (make-up and wigs if these are used), and
the entire play should be gone through without interruption, as
if the actual performance were taking place.
Bibliography.
Clark, Barrett. How to Produce Amateur Plays. Little,
Brown & Co., New York, 1917.
MacKay, Constance D'Acy. 'Costumes and Scenery for Ama-
teurs. Henry Holt & Co., -New York, 1915.
412
MacKay, Constance D'Arcy. How to Produce Children's Plays.
Henry Holt & Co., New York, 1915.
Second List of Plays and Pageants. -Compiled by the Bureau
of Pageantry and the Drama of the National Board of the
Young1 Womens Christian Association. Order from The
Womans Press, New York City. A selective list for the use
of girls and young women. It also contains descriptions of
all books listed in these bibliographies.
PAGEANTRY.
Much of the philosophy and technique which underlies
dramatization, pantomime and play production is applicable to
pageantry, hence it is only logical that a discussion of this
form of the drama should come last in an outline for construc-
tive, cumulative dramatic work.
"A pageant is primarily something 'compacted together,'"
says Robert Withington in his very valuable historical outline,
called "English Pageantry." "Moreover, the pageant is at its
best when produced, not by one group or set in a community,
but by all; not by paid performers but by townspeople in volun-
tary cooperation."
Of the various forms of pageantry, Miss Hazel MacKaye
says:
"The term 'pageantry' to-day implies the use of the drama
by large numbers of amateur groups in a spectacle of consider-
able magnitude. The term 'community drama* is often used
interchangeably with 'pageantry,' but 'community drama' in-
cludes all dramatic activities which are non-professional,
whether these activities take the form of a community pageant
in the city's largest auditorium or a community play in a Little
Theater.
"A pageant in the original use of the term meant a gor-
geous spectacle or parade without the accompaniment of dia-
logue, but in its modern application a pageant means a series
of dramatic episodes (often with 'pageant' features) strung, as
413
it were, on a string like beads, each 'bead' or episode being
complete in itself, but all being: interpretative of the same un-
derlying- idea. More often than not, dialogue is used in these
episodes. The pageant form is best suited to historical subjects,
such as the history of a city or town, or the history of a move-
ment, like Education, or the history of an institution, like the
Church.
"A 'masque' is constructed on the same lines as a play, in
that there is a plot, with all that implies of conflict and sus-
pense. The plot, however, is symbolical or allegorical. It deals
with universal or impersonal problems, not with particular or
personal ones. In addition, the masque lends itself to pageant
features, pageant, in this sense, meaning 'gorgeous spectacles
and parades/ The masque is especially adapted to the inter-
pretation of social and ethical problems where it is desired to
portray the difficulties to be overcome.
"Then there are dramatic forms less easy to classify, such
as dramatic ceremonies, rituals and services. These are used
often to celebrate certain observances, such as the dedication of
a church or civic building, or to celebrate a holiday, such as
Memorial Day, or to observe some religious festival, such as
Christmas or Easter."
But whatever the form, the underlying principles and phil-
osophy are the same. "We must be no more tolerant of bad
art than of bad civics, for bad art is bad sociology and bad edu-
cation," says Percy MacKaye in his essay, "Community Drama."
In addition he states that "Community Drama seeks the effi-
ciency of neighborliness. It seems to provide, and rightly or-,
ganized, it does provide, a substitute for ineffectual goodwill in
the effectual definite processes of cooperative art. It takes its
first hints from childhood. Children are nearly always definite
and cooperative. When child neighbors meet, they play to-
gether; that is, each relates himself to a community process;
or, if they squabble, they cooperate in groups to do so. The
games of childhood, modern survivals of ancient folk art (when
414
they have not been perverted by a spirit of military national-
ism), are, then, first lessons in community drama.
"'Here we go round th,e mulberry bush !'— not 'here I go
round/ but 'we/ It is always 'we/ among children: we small
neighbors, linked hand in hand, each self -included circle-symbol
of the world itself. ... So from as little and homely a thing
as a 'mulberry bush' we may cultivate and gather fruit of the
International Mind/'
To a local Association the reasons for using a pageant or
masque are usually one of the following:
A. To arouse interest in a cause.
B. To provide an art activity for a large group.
C. To raise money.
For any* pageant or masque which assumes community pro-
portions, expert leadership is absolutely essential — the organi-
zation alone of such a production requires knowledge and abil-
ity, which can only come through specialized training and ex-
perience.
In organizing a pageant, there are two distinct sets of activ-
ities to be "set up" — community activities and the dramatic
activities. For the community activities there needs to be a
general committee composed of an executive committee with its
chairman and executive secretary, the community director and
the chairman for the general' committee. There should be a
recruiting committee responsible for enrollment in the different
districts; a publicity committee responsible for speakers, mass
meetings, newspapers, posters and literature, special advertis-
ing features and the programs; a finance committee responsible
for the budget, underwriting, business administration, contracts,
sale of tickets, seating arrangements; a fellowship committee
to give assistance with the workroom, at rehearsals and at per-
formances. There must also be an office, the activities of which
are 'filing, notifications, distribution, records and minutes, in-
formation, correspondence and business details.
415
For the dramatic activities there needs to be a general com-
mittee composed of its chairman, an executive committee chair-
man and executive secretary, the director of production with a
staff consisting of the assistant director, music director, dance
director, light director, costume director and scenic director.
Also there needs to b~e a workroom where the costumes, scenery
and props are made.
Where expert leadership is not possible the outdoor produc-
tion of a pageant in the spring or summer is often within the
reach of an inexperienced group, For such a production it is
well to select a simple pageant with few principals, with much
of processional, pantomime, dance, and little speech, and to
keep the activities attendant on the production within a limited
group rather than to enlist community cooperation.
The selection of background and setting for an outdoor pro-
duction is of vital importance, as also the level of the ground
for the seating of the audience. Clustered trees, or tall bushes
which form a fairly solid background and admit of entrances
and exits, a slight rising of the ground back of this "stage,"
which will permit the beauty of long distance processional, and
again rising ground for the audience, form the ideal conditions.
Often, however, the side of a house, heavily vine-covered, makes,
a good background. Sometimes a natural pool may be utilized.
The underlying principle is that the site for the stage shall be
an obvious point of focus, both through being naturally beauti-
ful and dramatically effective.
Bibliography.
Bates and Orr. Pageants and Pageantry. Ginn & Co., New
York, 1912.
Chubb, Percival and his Associates. Festivals and Plays. Har-
per & Bros., New York, 1912.
Davol, Ralph. A Handbook of American Pageantry. Davol
Publishing Co., Mass., 1914.
416
MacKay, Constance D'Arcy. Patriotic Drama in Your Town.
Henry Holt & Co., New York, 1918.
MacKaye, Percy. Community Drama. Houghton, Mifflin Co.,
New York, 1917.
Mitchell, Roy. Shakespeare for Community Players. E. P.
Dutton & Co., New York, 1919.
Withington, Robert. English Pageantry. Harvard University
Press, Cambridge, Mass. Two volumes. 1918-1921.
SOME PRACTICAL SUGGESTIONS ON FORMING A DRAMATIC STUDY
GROUP OF GIRL RESERVES.*
The term Dramatic Study Group is here used to designate a
group, which may be formed in any Girls' Work Department,
to forward the study and interpretation of the several phases
of the drama as outlined in the preceding pages of this chap-
ter. In its membership should be included all younger girls
who are particularly interested in the drama and who want to
build up in the Association and in the community a drama
movement. The work of this group would not duplicate in any
measure the suggestions made "earlier in the chapter about the
place of the drama in the Girl Reserve Movement. Those sug-
gestions are made to help put the drama in its rightful place
in the regular program work of each of the corps, companies
and clubs.
Perhaps a contribution of real merit may be made to the
Community Drama movement, if every Girl Reserve Dramatic
group starts out on the right basis — that is with the motto,
"What is worth doing at all is worth doing well."
Since many people have had experience in forming dramatic
study groups, it would be well to take advantage of this expe-
rience from the beginning and avoid making some very serious
mistakes.
* The following: suggestions were compiled specifically for Girl Reserves
by Hazel MacKaye.
417
The following: are some of the principles which it has been
found wise to follow:
1. The group must be put on a good business basis. This
does not mean that it must be run for money. On the
contrary, that is the worst possible basis, for if the ob-
ject is to "make money" then the artistic worth of the
production becomes only a secondary matter. The ar-
tistic side of the play must be the first consideration, but
some system of financial support, aside from "gate re-
ceipts" must be thought out. Dues, subscriptions, un-
derwriting (by interested friends) — all of these may be
combined to enable the club to have the necessary capital
with which to begin the nucleus of its stage effects, such
as stage hangings or sets, a wardrobe, a few properties,
and a simple lighting equipment. Each play will add to
all these things, but a beginning must be made, and
"capital" of some sort is necessary.
2. Responsibility for enforcing rules, especially with regard
to attendance at rehearsals and committee meetings, must
be placed squarely upon the group membership and not
upon the dramatic director.
3. The work of producing a play or plays must be divided
equally among the membership. Those who act in one
play, should be the managers, directors and committee
members in the next play. "Turn and turn about is fair
play."
4. Painstaking care should be given to the selection of the
plays (or series of plays) as well as to every detail in
carrying them out. "Artistic integrity," should be the
underlying purpose of every production.
First Step.
It is impossible to lay down any rule regarding the
amount of ground to be covered at each meeting, but the
following activities are taken up in their relative order:
1. Discussion of the Community Drama Movement.
418
2. Discussion of policies.
3. Selection of a Dramatic Study Chairman.
4. A Committee should be appointed (or an individual as-
signed) to submit several plays to be discussed at the
subsequent meeting.
Second Step.
1. Readings of the plays, or outlines submitted, with final
choice by the club membership of the play to be 'given.
(Where the club is large, a Play Reading Committee may
choose the play.)
2. Discussion of the underlying meaning and significance of
the play and the characters.
3. Appointment (or election) of chairman and committees.
The committees will grow out of the needs of ths play.
4. Assigning of parts by "try-outs" or other means. The
try-out system by a Oast Committee has proven to be a
very effective way of removing all personal animosities.
It also helps to foster a spirit of "good sportsmanship '
among the members.
5. Conferences between the Director and her assistants as
well as with her committees. (Note: It is just as impor-
tant that time be set aside for these conferences as for
the rehearsals. Either before or after the rehearsals
doubtless would be best.)
The success with which the play is interpreted will depend
greatly upon the care with which it is analyzed and discussed by
the Director and the club. All the members on the Production
Committee should know the play as well as the actors, for they
have an equal share in its interpretation. The setting, cos-
tumes, properties, music and lights should be designed and car-
ried out with a view to the effect of the play as a whole. In
short, the aim should be to have a synthesized production. This
can only be obtained by the proper understanding of the play
by all concerned in its presentation on the stage.
419
It is not possible to go into the many details of rehearsing
a play in this brief setting-forth of the subject, but a few gen-
eral rules may be suggested:
First. Absolute and undivided attention must be given to
the business at hand by those taking part in the play, while
those looking on must be perfectly quiet. A rehearsal cannot
be conducted in the midst of confusion. If the study group is
truly "self-governing" this rule will be carried out by the girls
themselves and not left to be enforced by the Director.
Second. The Director should be in sole control of the re-
hearsal until it is dismissed, when suggestions and comments
should be invited. (Each member of the cast should have a
copy of the entire play so that she may be intelligent about the
play as a whole and not merely her own part.) The Director,
especially if unskilled, should be guided by the wishes of the
majority, in case of any disputes, but divided authority during
the rehearsal is impossible. This pre-supposes that the Direc-
tor has given the play great thought and has largely mapped
out her plans before rehearsal.
Third. The rehearsal should take place, if possible, on the
actual stage. If not, then the proportions of the stage and the
exact location of the entrances should be adhered to in re-
hearsing the action.
Fourth. The action should grow out of the thought and
emotion revealed through the speeches, and not arbitrarily im-
posed because some action "would look well."
Fifth. The speeches should not be committed to memory at
the first rehearsal, but the sooner the player frees herself from
the effort of trying to remember her lines, the more quickly
can she throw herself into her part. Great care should be taken
to speak clearly and audibly at all rehearsals.
Sixth. There should be two dress rehearsals. The first for
a "line perfect" rehearsal on the stage combined with the scen-
ery properties and music. The second should have all these
420
with the addition of costumes, makeup, etc., and lights. The
play should be performed at least once exactly as it is to be
given before the audience.
Performance.
It is here that "team work" between the "front of the
house" and "behind the scenes" may be used so advantageously
as to give the audience the "atmosphere" of the play from the
first moment they enter the auditorium. If the play is a cos-
tume play, the ushers may echo certain features of the period
in their dress, while the decorations and programs may also re-
peat this note. If the play is modern, let the ushers adopt a
dress which is decorated with the symbol of the club and let the
decorations and programs be symbolic of the underlying mes-
sage of the play. This gives a certain creative interest to those
on the "Promotion Committee" for they can use their ingenuity
in making the "front of the house" a veritable delight to all
who enter.
As to the running of the performance "behind the scenes"
that is again too technical a matter to be treated here. Suffice
it to say, that all the actors should be in their dressing rooms
at least an hour before the curtain rings up; that the stage
manager, costume, property and other directors should have all
things in readiness so that the curtain may rise on the ap-
pointed hour.
Workshop.
As the activities of the study group lead more and more
into the visual side of play-making, the desirability of having
some place where the necessary scenery, costumes, etc., may
be made with comparative ease will become increasingly ap-
parent. The creative instinct of the girls' may be used to ad-
vantage here as in the actual performance, while the activities
of designing, decorating and making the costumes can be readily
421
allied to the already existing training-classes of the Young
"Women's Christian Association, the Workshop being a practical
and fascinating application of the skill developed in these vari-
ious classes.
Dramatic Program.
When the study group has really made one or two success-
ful productions, it is more than likely that the idea of plan-
ning some of their plays ahead, and planning them in relation
to one another will be conceived. This opens a large oppor-
tunity for study and research, as well as variety in the choice
of plays.
The Bibliograhy suggests where resources for dramatic
programs may be found. After a perusal of these sources, it
is quite likely that each individual group will have ideas of its
own regarding the kind of program it wishes to carry for-
ward, but help along this line is doubtless necessary in the
beginning.
Regular Meetings.
Aside from the rehearsals and meetings growing out of
the needs of the play, time should be set aside when the
group as a whole meets to discuss its principles, its aims and
its problems. It is impossible to set any definite time for
these meetings since conditions vary so greatly in different
places. But at such times it would be well to have someone
from outside speak briefly on the drama or related subjects
so that the girls keep in touch with aims and problems other
than their own. In this great "cooperative art" of the drama it
is well to inculcate the habit of mind of thinking of one's
study group as a part of a whole great community of equally
aspiring and earnest groups — seeking to find the hidden beauty
in themselves and in the world about them.
422
CHAPTER VII.
THE PLACE OF DISCUSSION IN THE GIRL RESERVE MOVEMENT.
THE value of discussion in girls' club work is the same as
in every other phase of every day living-. It Brings about an
exchange of ideas, serves as a clarification of many opinions
which teen-age girls have heard and which they have been
holding in their minds unexpressed, and opens up many ave-
nues of thought which have been closed to the girls. It stim-
ulates a desire for further thinking and actual study along
these lines.
There is a growing conviction on the part of many edu-
cators and social workers to-day that many of the life stand-
ards which are offered to present day youth, are adult in
their conception. Youth accepts them, sometimes with pro-
test, but not having thought them through for itself, fails to
uphold them at critical moments. Therefore, the opportunity
to present to growing girls questions which are vital to their
every day living is a very great one.
This does not mean the abandonment of established stand-
ards nor a disregard for the experience of the past which has
produced standards, but it does mean that the rising gener-
ation is allowed to enter into this experience of the past and
to make the adjustments to their own age, so that standards
of the past are conserved rather than destroyed. Youth some-
times sets aside the thing which is automatically given.
"Modern college work is largely a pouring-in process. In
the class room, through the lecture method, the student is told
what is true and what to believe, and his examination tests
him in how* well he can repeat what he has been told. In the
423
religious meetings he is told what is true and what to believe
and what to do religiously. He is robbed too largely of the
joy of finding some things out for himself, of daring to have
ideas of his own. Ideas are dynamic; yes, but common sense
and modern psychology agree that they are dynamic and re-
sult in action only when they become a part of one's own
thought and conviction." -Harrison Elliott.
This pouring-in process is undoubtedly less a part of sec-
ondary school work than of college and university work^
More and more the formal recitation method is being sup-
planted by the project method, which offers a great field of
discussion because it represents an individual or group effort
and the pupil speaks from a certain experience which has re-
sulted from the work undertaken, but in addition to what this
may do to help a girl form standards for living which come
as the result of right thinking, there is still a tremendous
field for helping either school girls or younger girls in business
and industry, to know upon what to base their own judgments.
Leading a Discussion.
It is very desirable to have club members assume respon-
sibility for directing the discussion in a regular club meeting.
This cannot be done without thorough consultation between
the girl leader and an adviser. There may be certain topics
-which demand the skillful guidance of an adviser herself when
presented to the whole group. Whether she is directing a
discussion herself or advising a girl in her preparation for the
discussion, an adviser will meet this situation more adequately
if she has some of the following qualifications: a real interest
in what she is doing, an earnest desire for the well-being of
girls, such joy in helping girls to understand the possibilities
of what is being discussed that she is willing to direct their
thinking step by step, and to put at their disposal all of her
skill, her teaching power, her mental vigor, her insight into
character, her knowledge of methods, and most of all her power
of graphic application.
424
The language, the arrangement of material, the method
of presenting the questions and the manner of the person
directing the discussion, are fundamentals in successful dis-
cussion and the girl leader of any discussion should be "coached"
along all of these lines. The language, both of presentation
and answer, should be simple, clear, forceful and correct. The
manner of the girl leader or the adviser has a real bearing upon
the group response; spirit, energy, life, and the very tone
quality of the voice, add to the general interest in any subject.
Where all of these elements have been considered in the pre-
paration for any discussion, the matter of discipline in the
group, or the holding of attention becomes almost negligible.
The girl leader or the adviser must have the necessary
information regarding the topic in such order that she passes
ouickly and clearly from the introduction to the real body of
the discussion. This, too, must be so arranged that it repre-
sents a real progression and there must be always a relation-
ship between the main theme and all questions and answers.
If the leader is a girl, she should make first her own plans for
the presentation of the subject. Consultation with the adviser
should follow, thus giving the girl the opportunity for initia-
tive,— a very desirable thing and one of the aims of this dis-
cussional work.
Method of Discussion.
The really successful discussion does not begin with a
lengthy presentation which has, within its bounds, answers to
all of the questions which may be asked later. The art of vivid
presentation lies in the fact that it is thought provoking. It
contains statements which arouse immediate questions in the
minds of all who share in the discussion ; it projects questions
^hich, by their very edge, make an immediate answer a neces-
sity or the asking of a new question the only present satisfac-
tion for that girl who wants to know.
The Art of Questioning is a difficult one but it is not insur-
ixiountable to the adviser who is really anxious to do her dis-
425
eussion work in a craftsmanlike way. Briefly stated, questions
may be grouped under the following headings: the preliminary
or experimental question, the question employed to give actual
instruction, and the question of examination. This last form
is little used in discussion with girls in a club. However ques-
tions are couched, they should be definite and not open to too
many interpretations; they should not tell too much, and they
should be the real questions of the person conducting the dis-
cussion. Fully as important as the questions asked are the
answers received. If an answer is given which is wrong, or
lion-pertinent to the subject under discussion or not clearly
related to the question asked, it should not be discarded by the
leader of the discussion. Neither should there be an immediate
reply which, in its entire disapproval of the statement made,
reduces the speaker to complete silence during the remainder
of the discussion and to outspoken discontents after the club
meeting is over. In other words, such answers deserve the
most careful consideration and there should be always a com-
plete sense of impartiality on the part of the leader of the
discussion. *
If the membership of a club is large, it is better to divide
into several groups, with a girl leader or an adviser directing
each group; after discussion, the whole club comes together
for reports of their group findings and for further discussion.
While the question method is the usual one for beginning
discussional work, there are other ways such as pictures and
diagrams, stories, observation, and demonstration. Illustra-
tions of these various methods are:
(a) Questions; If the subject for the discussion is "con-
duct" and the first question is: "Why does the way we act
make any difference?" the implication is that it does make a
difference. If the first question were: "Does the way we act
make any difference?" the girl has an opportunity to think for
herself. A question that can be answered by "Yes" or "No"
should be used very rarely; but if used, it should be followed
426
by questions that will lead to reasons for the answer given,
as illustrated by this example. If the discussion is centering
about purity, especially purity of thought, instead of the ques-
tion: "How can we keep our thoughts pure?" the question
"What do you think about when you are alone?" will help every
girl to face squarely the challenge as to the quality of the
contents of her mind.
(b) Story: If the subject for discussion is: "A Girl's
Scale of Values," and the purpose is to help girls discover
those principles for living which have true value in that they
express right relations to man and God, the story of "The
Plant That Lost Its Berry," to be found in "Story Tell Lib/'
by Annie Trumbull Slosson, can be used to introduce the sub-
ject. See page 447 for a further interpretation of the mes-
sage of this story.
i(c) Observation: If the subject is "A Good Understanding"
and the purpose is to present to the girls the value of wearing
the right kind of shoes, ask each girl, at least two weeks before
the meeting, to observe the shoes of passers-by, noticing the
type and condition of many of them. Narrow shoes with pointed
toes and high heels usually result in heels which are run over
and counters which are broken down, soles worn off at the tips,
or on the sides. Have the girls watch advertisements to see
what points are emphasized and also the display windows of
scores. At the club meeting, combine the results of this
observation with the demonstration method and have an exhibi-
tion of shoes which meet the requirements of a normal natural
foot. See the chapter on Health Education, page 326 ff.
(d) Pictures and diagrams: If the subject is "What is my
relation to the little girls who feed the silk worms in China"
and the purpose is to present to girls their dependence upon
the labor of hundreds of children in other lands, thereby arous-
ing a spirit of fellowship, pictures illustrating the care of the
silk worms, the feeding of mulberry leaves and the patient
winding of the delicate threads of silk, can be used to open
427
this discussion. Ask the girls to define the boundaries of tneir
lives. Is It the neighborhood or the school or, if it were to
be illustrated by a diagram upon a blackboard or map, would
lines run out to the far distant lands? Are the girls one-
country girls?
(e) Debate: The debate suggested here as one form of dis-
cussion is not the carefully prepared, formal debate in which
many of the club members might participate in school. Topics
which are of pressing interest to girls should be assigned some-
time in advance of the meeting. It usually adds interest not to
choose the debaters until the time for the debate and the
amount of time allotted to this introduction to the real body
of discussion should not be too great. A suggested topic is:
Resolved: That teamwork in the preparation of lessons is
allowable.
(f) Demonstration: If the subject for discussion is: "Are
expensive clothes necessary for one who wishes to be well
dressed'* and the purpose is to show that an attractive per-
sonality may express itself through simplicity in design, har-
monious colors, and moderately priced and durable material, an
exhibition of dresses suitable for school, afternoon or evening
parties, and street wear will serve as an excellent setting for
this most practical discussion. Secure these garments through
the courtesy and cooperation of a standard department store.
It is essential that the secretary or adviser in charge of this
discussion is very sure that the person sent from the store to
help in this exhibition is aware of the standards which the
Association and the club are eager to maintain, so that the
affair does not become a demonstration of the latest "fads."
(g) Dramatics: If the subject for discussion is "Child
Labor" and the purpose is to bring to girls an understanding
of some of the conditions which make possible labor by children,
and to arouse in them a determination to face squarely their
ultimate responsibility, as future citizens, for the abolition of
anything like this which stunts the fullness of life of children,
the pageant, "Sunshine and Shadow/7 published by the National
428
Child Labor Committee, 105 East 22nd Street, New York City,
proves a. very effective way of stimulating interest. It does not
require elaborate preparation. Eoyalty is paid to the National
Child Labor Committee.
Content of the Discussion:
In the preceding description of the Method of the Dis-
cussion, it is evident that not only ways of conducting dis-
cussions have been suggested but also considerable content has
been indicated. The following topics for discussion are listed
in the hope that they will be suggestive of many others which
can be used to stretch the muscles of a girPs mind.
A. "What Do I Cost?"
A girl's budget: Living expenses. Education. Cloth-
ing, Amusements.
Bl "Purpose."
"To each man is given a day and his work for the
day;
And once, and no more, he is given to travel this way.
And woe if he flies from the task, whatever the odds ;
For the task is appointed to him on the scroll of the
gods.
There is waiting a work only his hands can avail;
And so, if he falters, a chord in the music will fail,
He may laugh to the sky, he may lie for an hour in
the sun;
But he dare not go hence till the labor appointed is
done.
Yes, the task that is given to each man, no other
can do;
So the errand is waiting; it has waited through ages
for you
And now you appear; and the hushed ones are turn-
ing their gaze
.To see what you do with your chance in the chamber
of days."
— Edwin Markhaxft.
429
C. "The Ideal Home." House and Home Series. Eliza-
beth Jenkins. Secure from the Womans Press, 600
Lexington Avenue, New York.
"Planning- the House."
"Furnishing the House."
"A Budget of Personal and Household Accounts."
"Literature in the Home."
"The Home and the Neighborhood."
D. "How Wide Is My World?"
"The world stands out on either side
No wider than the heart is wide;
Above the world is stretched the sky —
No higher than the soul is high.
The heart can push the sea and land
Farther away on either hand;
The soul can split the sky in two
And let the face of God shine through."
— Edna St. Vincent Millay.
(If possible obtain a copy of the picture "Sic Te
Amo," by Marie Collier, sometimes called "How Wide
Is My Love?")
E. "One hundred per cent, health for the High School
girl." There are several "ways of presenting this topic.
It could be done through the medium of a splendid
and inspiring talk by a doctor, or through a mock
trial of the American girl on the following counts:
Firm versus flabby muscles.
Red versus white corpuscles.
Straight versus crooked backs.
Pink versus pale cheeks.
Bright versus shadowed eyes.
F. "Modes, Manners, Customs and Costumes." •
(a) Standards of conduct for the American girl.
(b) "Clothes."
430
A demonstration of attractive dresses for high
school girls, suitable for all occasions, can often
be obtained through the courtesy of the Misses'
Department of a store. Care needs to be taken
that extreme styles are not featured,
(c) "Hair."
A demonstration of up-to-date styles of hair
dressing1 for girls of high school age, can be
obtained through the courtesy of a reliable hair-
dressing establishment. The same care in regard
to extremes needs to be exercised here also.
G. "All Work and No Play Makes Jill a Dull Girl."
The place of recreation in a high school course.
EL "Gossip versus Conversation."
Is gossip confined to any one group of people? Is
it as apt to be heard in drawing rooms as in the con-
versation occurring over the backyard fence? What
is the difference between conversation and gossip?
What makes conversation worth while?
"Natural talk, like ploughing, should turn up a large
surface of life, rather than dig mines into geological
strata — it should keep close along the lines of human-
ity, near the bosoms and businesses of men, at the
level where history, fiction and experience interest
and illuminate each other." — Kobert Louis Stevenson.
I. "What Are You Laughing At?"
Different sorts of laughter, kind and unkind — "gig-
gling"— e. g., "the time, the place and the laugh."
J. "Your Castles in the Air,"
Do you believe that "Dreams are the record of our
waking moments?"
SCHOOL GIRL IDEALS.
"School Girl Ideals," which follow, are offered as a dis-
cussional series, which may become the background for dis-
431
cussional work during a year. The topics are suitable for a
genera! meeting, but there will be a more informal and spirited
discussion if they are used by smaller groups. The girls them-
selves should lead the discussion, with a more mature leader
acting as referee. Some girls enjoy taking the outlines home
after the meetings for further thought and study, writing
answers to the questions and later comparing these with the
answers of other girls.
The Biblical quotations establish the Christian standards
ir these matters and can serve as texts, while the topics call
attention to the more important phases of the subjects under
consideration. The questions are only suggestive and intended
to stir up thought. The girls themselves will think of many
n«ore to be added.
The leader of this discussion, with the aid of the adviser
or the secretary, should always give a summary of the import-
ant points at the close of the discussion, being careful to avoid
stating any conclusion unless the group has arrived at such
a conclusion. If there is to be a more or less formal con-
clusion, which -would result in taking a stand upon a given
question, or forming a policy which would result in definite
action, such should come from the group.
A GIBL'S LOVE OF THE BEAUTIFUL.
"Whatsoever things are lovely, think on these things,
Phil. 4:8.
"Let your speech be always with grace." Col. 4:6.
"I will greatly rejoice' in Jehovah, my soul shall be joyful
in my God ; for he hath clothed me with the garments of salva-
tion, he hath covered me with the robe of righteousness, as a
bridegroom decketh himself with a garland, and as a bride
adometh herself with her jewels." Isa. 61:10.
I. Beauty of Thought and Speech.
What is the meaning of being a gentlewoman? Are my
thoughts always pure ? Does the book I am reading now
432
give me true ideas about life? How can I tell whether
a book is worth reading? How does what I read affect
what I say? Have I a gentle voice? How far does
my tone of voice tell the kind of girl I am. Have I
listened to anything to-day that I could not tell my
mother ?
[I. Beauty of Conduct.
Is it true that "actions speak louder than words?" What
does it mean to be truly courteous? Why does it make
any difference how I act? Do I show my kindness best
by the things I do or by the things I do not do? Why
is a crowd with which one has to travel sometimes so
apt to be disagreeable? Do the same standards apply
to conduct at home, on the street and in school?
III. Personal Beauty.
Does my face reflect sunshine within me? Have I a
smile for those I greet? Is it really true that "hand-
some is as handsome does?" Is a pretty face ever a
disadvantage to a girl? Have I the beauty which comes
from "beauty sleep/' each hour of which before midnight
is worth its weight in gold? Do I look well — not only
well dressed but physically well? If not, why not?
When am I dressed appropriately? Does my dress
always express the kind of a girl that I am? Should
it? Are , expensive clothes necessary for one who wishes
to be well dressed? Why should I think that I must
have the same clothes as the other girls? Who makes
fashions ?
IV. Beauty in Nature — in art — in surroundings.
Can I enjoy myself when alone out of doors? Why
should it make me happy to see a beautiful autumn sun-
set, the earliest spring flower or to hear the first robin?
How do I know that I love good music and good pictures ?
How can I tell what is good poetry? What is the best
way to try to know what the poet wants to tell me?
433
Why does it refresh me when tired? How many pic-
tures copied from the great masters can I call by name ?
Were I free to choose any picture in the world for my
own room, which would it be? When a guest enters my
room, by what could she test my sense of beauty? My
sense of neatness ? What makes a truly beautiful room ?
V. Beauty In All Things.
Why should I try to live up to my most beautiful ideals ?
How do I discover the beautiful in everything and in
every person that I see? If I constantly look for the
best friends, can I through my demand help create the
beautiful and best in their lives? What is the most
beautiful thing in the world?
Have I spent any time this week with the most beautiful
character in the world, Jesus Christ? He can teach me
to see the beautiful and how to make the world more
beautiful because I have lived with him in it.
"Whatsoever thou seekest, that shalt thou find."
Closing Prayer.
Our loving Father, we would be true and beautiful in
all that we do and say. Open our eyes to see the beauty
in the world which Thou has made. Put into our hearts
the desire to grow into the beauty of Christ, our Lord
and Saviour. Amen.
Note — The above and later questions are to be answered
by each girl herself, quite frankly and honestly. Perhaps she
will want to try writing the answers in a book opposite the
questions. Then she will be able to compare her answers
"vnritten at the time with answers she might want to make a
month or three months later when she has shared in a club
discussion or has talked them over again with some older per-
son— a teacher, an adviser or a secretary.
434
II.
THE JOY OP LIVING.
"Rejoice, and be exceeding glad." Matt. 5:12.
"I came that they may have life, and may have it abund-
antly/' John 10:10.
"For ye shall go out with joy, and be led forth with peace;
the mountains and hills shall break forth before you into
singing-; and all the trees of the fields shall clap their hands."
Isa. 55:12.
"My soul doth magnify the Lord,
And my spirit hath rejoiced In God my Saviour." — Luke 1:43.
I. Joy in Things.
When am I truly happy? What do I call real joy?
Where do I look f or my happiness ? Is it in things which
I can do, in the things which I possess or the places
where I may go? If I weigh my interest in trashy
books and vulgar stories over against good reading what
do the scales show? Why? What is there in my way
of living that makes me not enjoy making pretty things ?
What kind of shows and other amusements leave me
tired in body as well as in spirit? What are wholesome
pleasures? Do I find real joy in the great out-of-doors?'
How well do I care for my garden? Do I always go out
for my pleasures or can I have the best kind of a time
at home? What happens to a person who stores up all
the things which vex and bother her?
II. Joy In Work.
What have I accomplished to-day that has made some-
one else really happy? What did I neglect to do yes-
terday that I might have done well? Why do I find so
much pleasure in doing things for others? Is it the
thing that I do or being able to do it well that gives
me pleasure? Why was I glad to be called upon in
class yesterday? Why do some girls "just hate marks?"
435
Are all my joys at the mercy of things that happen to
me, or have I a joy that cannot be taken away? Is the
pleasure that I take in my work contagious? What
does the joy of forgetting oneself reveal to other people?
Why should I endeavor to complete promptly whatever
I begin? What happens to the "togetherness" of my
family if I surprise the other members by cooking some
particularly good dish? How can tasks be turned into
joyful work? Why was the last thing I did to help my
mother joy-producing?
III. Joy In Companionship.
How does doing things together make life happier? Why
is reading aloud while another sews a twofold pleasure ?
What is necessary in order that two people can be happy
together? Is it true that our best friends are those
with whom we may Tbe silent? Why are pet animals
such good companions? In what ways should a Christian
be joyful and full of life? How may I have the abiding
joy that comes from friendship with Jesus Christ ? Why
do some people think it necessary to be long-faced and
negative if one is a Christian? Why should Christian
companions be the happiest?
IV. The Influence of a Joyful Life.
How do I make life more worth living for those around
me? How do joy and light in my heart make the world
any brighter and happier? How often do I remember
to share my joys with my family? In what ways
Joes the cheerfulness of my life reach beyond those of
my immediate circle? How can I best help to make my
town a prettier place to live in, my school a better place
to work in and my country the happiest place to be in?
If every one were like me, how happy would the world
be? What kind of a Christian makes other people want
to be Christians, too? Am I that kind of a Christian?
If I really follow Jesus Christ, I must be a bringer of
: 436
joy to many hearts. "Give us to awaken with smiles,
give us to labor smiling, and as the sun lightens the
world, so let our loving-kindness make bright this house
of our habitation."
— Eobert Louis Stevenson.
Closing Prayer.
"0 give me the joy of living
And some glorious work to do!
A spirit of thanksgiving,
With loyal heart and true;
Some pathway to make brighter
Where tired feet now stray;
Some burden to make lighter
While 'tis day."
Amen.
III.
A SCHOOL GIRL'S SENSE OF HONOR.
"Whatsoever things are true, whatsoever things are honor-
able . . . think on these things." Phil. 4:8.
"Take thought for things honorable in the sight of all men."
Rom. 12:17.
"Judge not, that you he not judged." Matt. 7:1.
"Why beholdest thou the mote that is in thy brother's eye,
but considerest not the beam that is in thine own eye?"
Matt. 7:3.
"Jehovah^ who shall sojourn in thy tabernacle?
Who shall dwell in thy holy hill?
He that walketh uprightly, and worketh righteousness,
And speaketh truth in his heart;
He that slandereth not with his tongue,
Nor doeth evil to his friend,
Nor taketh up a reproach against his neighbor." Ps. 15:1-3
437
I. Honor In School.
What is honor in school work? What are bluffing,
cribbing, copying or use of other people's work ? Where
do you place them in your honor scale? Why? Why
should I be willing to be called "mean" rather than to
give dishonorable help? If I write a note to someone
else in the class and expect several other girls to pass
that note for me, do I force others to join in my decep-
tion? Am I afraid to speak the truth when I think I
might keep out of trouble if I keep silent? What is a
"perfectly good excuse?'' Why should I do my own
work when I might live upon the efforts of some of the
best students in the class? What should I do if I
haven't had time to finish my mathematics lesson and
know I can get it from another girl-? Am I square to
that girl, even if she depends upon me for English work ?
Is team work ever allowable in preparing one's lessons?
What happens to me when I obscure my handwriting if
I do not know how to spell a word? Is it necessary to
be trustworthy when left "on my honor?" Why do most
schools have to have "lockers?" Is there any difference
between "swiping" and stealing?
II. Honor in Play.
Why is the willingness to accept honorable defeat rather
than dishonorable victory a sign of a school's greatness?
Should I be accepted as a worthy member of the school
team if I am behind in my class-room work? Am I
willing to give up the fun and honor of representing my
school on the team and tell the truth about my ability
to play? Is it honest to get my hair wet intentionally
under the shower in the gymnasium so that I will have
to skip the next recitation in order "to get it dry and
not take cold?" Why should not a visiting team collect
as "souvenirs" any thing that happens to be available in
the school building?
438
III. Honor Among Friends.
Who is hurt more when I say things behind a friend's
back that I would not say to her face? Why? Do I
disclose personal confidences? What is flattery? Why
should I not exaggerate the things I tell my friends, if
it improves the story? What does "standing up for a
friend" necessitate on my part? How far can I defend
her? Is it ever justifiable to lie, even to "save" a, friend?
Am I too quick to believe that my friend told something
about me which is untrue? Why is it that by trusting
my friends I help them to be honorable?
IV. Honor In Daily Living.
What are some "slip-over" the line standards that make
honor in daily living hard to attain? Who pays the
penalty when I fail to pay my fare on the street car
when I get a chance ? What happens to me when I bor-
row small sums of money and forget to return them?
How does such a habit weaken my sense of honor?
Why should promises, and engagements be kept faith-
fully? What is there wrong in being late? Why is
keeping others waiting such a common form of selfish-
ness? In what ways am I most apt to show a disregard
of the use of my own or of another's time? Am I ever
tempted to send mail under a cheaper class than is right?
V. Honor of Self.
How am I cultivating a sense of personal dignity? Is
it possible to have two sets of manners, one for com-
pany and one for home? Why do I answer this question
in this way? Why is it just as hypocritical to make
believe that you are worse than you are, as it is to
make believe that you are better than you are? Am I
honest to myself when I excuse my own weakness and
laziness? Do I wear well or does my polish wear off?
How far am I endeavoring always to "ring true?"
439
Have I spent any time this week with the most honor-
able and sincere person who ever lived, Jesus Christ?
He will teach me to distrust vulgar pretense. I can
learn from Him to admire the truth and through Him I
can gain the power to live a life of sincerity and honor.
Closing Prayer.
"Let the words of my mouth, and the meditation of my
heart be acceptable in Thy sight, 0 Lord, my rock,
and my redeemer." Amen.
IV.
A GIRL'S STANDARD OF COURTESY.
"Out of the abundance of the heart the mouth speak eth,"
Luke 6:45.
"If ye love them that love you, what reward have ye? Do
not even the publicans the same?
"And if ye salute your brethren only, what do ye more than
others? Do not even the Gentiles the same?" Matt. 5:46-7.
"In honor preferring one another." Romans 12:10.
"And whosoever shall compel thee to go one mile, go with
him two." Matt. 5:41.
1. True Courtesy.
What is the secret of true courtesy? Do forms and
customs or spontaneous action aroused by kindly feelings
constitute courtesy? Why should I rise when an older
woman enters the room and remain standing until she
is seated? Why do I try to restrain my laughter when
someone slips and falls? Why do I step back and let
another precede me in entering a doorway? Do I listen
when I am being spoken to ? Why might I know all the
suggestions written in a book on manners .and still be
discourteous? How would it be possible for me never
to see a book on manners and yet be a truly courteous
girl? How do most people learn to be courteous?
440
II. 'Courtesy Among Friends.
Am I ever justified in criticizing my friends? Why is
courtesy to all people necessary even though one does
not like every one whom she meets? Why are other
girls, as human as I am, apt to be offended by constant
whispering? How can I get over the feeling that when
persons whisper they are talking about me? Is it true
that even my intimate friends may not let me into all
their thoughts? Have I any more right to open my
friend's top bureau drawer than that of a stranger?
When cross and blue, is it fair for me to "take it out"
by scolding my friends? Am I willing to share my
friends gladly with other girls?
III. Courtesy In Public Places.
Do I look cross when waiting for a package? Which
tires a clerk more, lack of courtesy on the part of cus-
tomers or long hours? What does the glare which one
person gives another who shoves him in the crowd
reveal? Why should I be careful about talking with
my friends in church? At a public entertainment, when
my neighbors are trying to listen? Do I scold "central"
when she gives me the wrong number? When a fat
lady squeezes in beside me in a street car, have I ever
thought how embarrassed she must be to take up so
much room? What are some of the reasons why I should
not discuss private affairs in public places? Why should
I be very careful never to attract attention to myself
when in a public place?
IV. Courtesy at Home.
In what ways do I show consideration for my mother?
Do I contradict and argue more with home people than
with outsiders? Why? Why should we stop our con-
versation when sister is talking at the telephone? Do
I excuse myself as "shy" when I am discourteous to
guests in my own home? What is my standard of treat-
441
ment for those who are employed in my home? Do I
thank the dressmaker for making* me a becoming dress ?
What makes my friends glad that they -came to my
home? When a beggar or agent comes to the door,
what is the nature of my reply to his inquiry? How
often, from the point of view of courtesy can I expect
my little brothers and sisters to run my errands and wait
on me? Does being "the biggest" make a difference?
Am I impatient with the grocer boy when he leaves the
wrong packages? Is there any real reason why I should
not always be well-mannered and courteous? Do you
think it true that "There is more harm wrought by want
of thought than want of heart?"
If I am a Christian girl and endeavoring to show my
Christianity in everyday life, is there any more import-
ant way than remembering the little things to do them?
Have you ever thought about how many different types
of people Jesus sympathized with and loved and helped,
because He really cared for them? He was glad to
make the sacrifice of love.
Closing Prayer.
"If any little word of mine may make a life the brighter,
If any little song of mine may make a heart the lighter,
God help me speak the little word, and take my bit of
singing,
And drop it in some lonely vale to set the echoes ringing.
If any little love of mine may make a life the sweeter,
If any little care of mine make other life completer,
If any lift of mine may ease the burden of another,
God give me love and care and strength to help my toil-
ing brother/' Amen.
442
V.
IDEALS OF HOSPITALITY.
"Forget not to show love unto strangers, for thereby some
have entertained angels unawares." Heb. 13:2.
"Thou shalt love thy neighbor as thyself." Matt. 22:39.
"If a man love me he will keep my word: and my Father
will love him, and we will come unto him, and make our abode
with him." John 14:23.
I. The Spirit of Hospitality.
What makes a greeting cordial ? When I enter a f riend's
home and receive a weak, indifferent handshake, what
effect has it upon my conversational powers? Why is
a friendly "good-morning" important even in my family?
Do I entertain with my heart or with my pocketbook? Is
the spirit of hospitality the same whether I have one, or
fifty guests ? What are some of the little ways in which
I may put my guests at ease? How shall I decide
whether my manner of dress will make my guests com-
fortable? -Should I make embarrasing remarks about
my friend's accomplishments? Why does simply men-
tioning two persons' names not always constitute a suf-
ficient introduction? How can I make my guests feel
they are "at their best?" What does the presence of
cliques in a school indicate? What is a clique? Can
I be my best and belong to one?
II. The Place for Hospitality.
Can I always have time for my friends while at work
or at play? In order to have a good time must I always
ask guests into my home or can I sometimes entertain
my family? What is the difference between being sim-
ply a housekeeper and being a home-maker? How can
I be prepared to be both when the time comes for me
to have that responsibility? Who is the real hostess
in every home? Whom should I ask to my home, — sim-
ply my own crowd or strangers, possibly some shy or
443
lonely school mate? How Is It possible for my mother
really to know my quests? Could not the rest of the
family have a good time helping me to entertain my
guests? What makes a party a success? In what ways
is a party given in one's home always "better than one
given in a hired or public place? How can I help to
make my home a place where all my friends will love
to come?
IIL The Influence of Hospitality.
Why does taking the trouble to invite friends in occasion-
ally make for a happy home? What should a "bread and
butter" letter to the friends whom I have been visiting
express? Is this hard or easy to write? Why? Should
I expect to be entertained or should I help my hostess
entertain the other guests ? In how many ways may I
show my appreciation of hospitality that has been exr
tended to me? Why would there be more real fun in
the world and a greater variety of ways of having a
good time if a larger number of homes were opened for
friends to gather in and have a good time? Is there
any greater joy than sharing a happy time? Does it
help me to be a finer girl, — to have a wideawake, gen-
erous and receptive heart?
Is Jesus a guest in my home? Am I^building a home
for his spirit in my heart? Am I sharing his spirit with
those who are homeless and who have no abiding place?
Closing Prayer.
"0 Jesus, ever with us stay;
Make all our moments calm and bright."
Help us so to share our lives and hearts that those who are
seeking? Thee may find the joy and peace which Thou alone
canst give. Amen.
444
VI.
IDEALS OF FRIENDSHIP.
"I have called yon friends." John 15:15,
"A friend loveth at all times." Prov. 17:17.
"Greater love hath no man than this, that a man lay down
liis life for his friends. Ye are my friends, if you do the
things which I command you." John 15:13-14.
I. Seeking Friendship.
What is friendship and how does one seek it — does one
ever begin it deliberately? Where am I seeking my
friends, if I seek my friends because of their social prom-
inence alone will those friendships be lasting? Can
friendships based upon superficial interests endure?
Can one simply act on the old saying, "He who would
have friends must show himself friendly?" Do I want
to be a true friend? Should I look for what I can get
out of friendship or for what I can put into it? Can
the doors of friendship be forced? Upon what are true
friendships based? What have I in mind when I speak
of one person as an acquaintance, or another as a com-
panion and still another as a friend? Can I have several
friends at a time? What is the difference between
friendship and friendliness?
II. Being a Friend.
How do I inspire my friends to be their best? What
does my friends' faith in me do for me? Is it as bind-
ing upon me "to receive" as a friend, as "to give" as a
friend? Do I begrudge any good that comes to my
friend? Have I too good a memory for slights and
, wrongs ? Do I trust my friends and believe in them
when others turn against them? When do I most truly
"stand by" my friends ? Should I back up a friend when
I know her to be in the wrong? How far do I forget
self and enter into my friend's life, her point of view,
her struggles and difficulties ? Should two friends always
445
think the same, dress the same or say the same things ?
Does friendship need large sacrifices — for supreme
moments or does it grow by some other ways? Why?
What are some of the severest tests of friendship ? Is there
any special obligation to forgive a wrong done me by a
friend? Am I courteous to my intimate friends? Am I
careful not to expect or urge my friends to tell me their
inmost thoughts? Can they not expect me "just to
understand" and not to need to know? How can I best
show my loyalty to my friends? To my school?
III. Sharing Friends.
Am I jealous of my friends? What good reasons have
I for refusing to share them with others? Is having a
loyal "chum" a justification for personal selifishness,
about sharing her? How does "our crowd" seem to the
rest of the girls? When I act in an unbecoming or
thoughtless way how far does it reflect upon my crowd,
my class, or my school? What is the character of the
thoughts and ideas which I am sharing most intimately
with my friends? Should true friends ever "gossip"
about another person? Are my friends7 standards being
raised by what I share with them? Do you think Presi-
dent King of Oberlin College is right when he says,
"Friendship means sharing our great experiences, shar-
ing in dominant interests, sharing in, service of great
causes, sharing in sacrifices for great common ends,
sharing in great personal loyalties and friendships?"
Why should I not give my best?
Can I not come closer this week to the One who said,
"Lo, I have called you my friends?" He is truly our
best friend and if we base all our friendships upon the
solid foundation of Jesus Christ, they will never fail.
Closing Prayer.
Our Father, we come before Thee with hearts full of
joy for all those who have helped and loved us. Teach
446
us to realize that we must first be friends if we would
have friends. Give us the open heart that loves freely,
the patience that bears with others' mistakes, the pur-
pose to make it easier and not harder for others to live
up to the best and noblest. May Thy love crowd from
our hearts all selfishness, and may our friends together
with us grow happier and better through friendship with
our greatest friend, Jesus Christ. Amen.
(Rochester, N. Y., High School Girls' Club Prayer.)
VII.
KEADINESS FOR SERVICE.
"Serve the Lord with gladness.
Come before his presence with singing." Ps. 100:2.
"So then, as we have opportunity, let us work that which
is good toward all men." Gal. 6:10.
"Not to be ministered unto, but to minister." Mark 10:45.
"He that is faithful in a very little is faithful also in much."
Luke 16:10.
"If any man would be first, he shall be last of all, and
servant of all." Mark 9:35.
I. The Naturalness of Service.
If I am any kind of a girl at all, can I sit still when I
see things waiting to be done? How can I train my
eyes to keep wide open and my heart to feel others'
needs more quickly? What was the last thing needing
to be done that I made believe I did not see? Could
I do it now?" How does the doing of small tasks lead
up to a greater service? What is the only thing which
keeps me from constantly doing real service?
II. Characteristics of Service.
Is service measured by the amount accomplished or by
the spirit in which it is done? If I know why I am
447
doing a piece of work, will it change it from drudgery
into service? Which is real service, simply doing the
thing that particularly interest me or doing will-
ingly the things that have to be done? Why? Can one fully
enjoy work until one knows the pleasure of completing
a task promptly? Do I think more of the happiness and
convenience of the person I am trying to help or of my
own time and my particular way of doing it? Is service
done from a sense of duty real service? Should I ever
try to excuse myself for giving inappropriate gifts to
"The poor and needy?" Should unpaid service be any
less well done than work that is paid for?
III. Forms of Service.
Why does home-making seem a beautiful occupation to
me? When I help mother by "doing the dishes" have
I, too, a share in making the home? What part do I
take in the housework each day without being asked to
do it? If I show a friendly spirit toward all the girls in
school am I rendering any service? Is having the right
kind of school spirit, fair play in athletics and high
standards in the class room a kind of service that I
am able to render? Do I think that I am doing my
teacher a favor by learning my lessons? When is help-
ing other girls in getting their lessons real service and
when is it a definite unkindness to my friends? How
do I show my enthusiasm for Sunday School? Why
should I go to church with the kind of spirit which
makes it easier for my pastor to preach a good sermon?
In what ways may I help to make my town more beau-
tiful? How far am I responsible for the appearance of
the schoolhouse? The condition of my books? If every
girl were to do as well in these things as I am doing,
what would be the result?
IV. Preparation for Service.
Am I keeping close to my Master each day and learn-
448
ing of Mm the love to see others' needs? How may I
do it better? How far am I guarding my health by
% regular sleep, proper food and exercise, that my body
may be a ready instrument for service ? Why is this
important? Does the way in which I learn my lessons
train my mind and add to my knowledge or do I merely
cram for examinations and then forget it all? Are ex-
aminations the only thing? How may I read, observe
and study so that I will be better able to appreciate the
fine and good wherever I see it? Why should I have a
real desire way down in my heart to live a useful
woman's life? In how far are success and popularity
justifiable aims? Who is the greatest woman of whom
I know anything? Why is she great?
Have I spent any time this week with the one whose
whole life was given over to serving the world, Jesus
Christ, who lived and died for others?
Closing Prayer.
"Lord, make me quick to see
Each task awaiting me,
And quick to do.
Oh, grant me strength, I pray,
With lowly love each day
And purpose true,
To go as Jesus went,
Spending and being spent,
Myself forgot,
Supplying human needs
By loving words and deeds."
Amen.
VIII.
A GIRL'S APPRECIATION OF THE "GREATEST THING
IN THE WORLD/*
"And this I pray, that your love may abound yet more and
more in knowledge and all discernment; so that ye may ap-
449
prove the things tiiat are excellent; that ye may be sincere
and void of offence unto the day of Christ; being filled with the
fruits of righteousness, which are through Jesus Christ, unto
the glory and praise of God."— Phil. 1:9-11.
"Love suffereth long, and is kind ; love envieth not; love
vaunteth not itself ; is not puffed up, doth not behave itself un-
seemly, seeketh not its own, is not provoked, taketh not ac-
count of evil ; rejoiceth not in unrighteousness, but rejoiceth
with truth; beareth all things, believeth all things, hopeth all
things, endureth all things. Love never faileth." — I Cor. 13:4-8.
I. True Characteristics of Love.
How far have I really found out what the above quota-
tions might mean for me? How does love open one's
mind to truth and sincerity? Should a person ever be
tempted to think of it as a weak, sentimental thing that
one should be ashamed of? How far will a truer un-
derstanding of love aid me in self-control, such as in
keeping my temper? How far will it show me the way
to be patient and unselfish? Am I willing to let it open
my eyes to others' needs ? Has love meant to me a great,
wonderful power? Have I treated it lightly? As God
is Love and I am his child, shall I not enjoy my birth-
right and share in his care for his world?
II. Love the Revealer 'of Beauty and Joy.
If I care enough to open my eyes to the great beauties
of nature all about me what will be the effect upon me?
If I truly care for my friend, will I only see the outward,
appearances — which may be unfortunate — and be tempt-
ed to be ashamed of her? If I have a loving heart can
I always have a joyful face?
III. Love the Foundation of Honor, Courtesy and Hospitality.
If I respect myself, as I should will I to my "own self
be true?" Should I ever lie? How can I show that love,
not fear, controls my life? How can I make it a habit
to care more for others than myself? When can I be
450
said to be a true gentlewoman? What differences in re-
sponse to my invitation will I find if I give myself with
the invitation?
IV. Love' the Power in Friendship and Service.
Do I try to understand my friends better the longer I
know them? What part does love play in my discover-
ing in them new qualities and gifts? What prevents
jealousy? How will working together make people bet-
ter friends? Must the giver be back of every good gift?
If I love people enough will I be able to help them truly?
Does it make much difference where I serve? Why I
serve? How I serve?
What is the predominating note in all the acts and words
of Jesus as "he went about doing good"?
Closing Prayer.
O God, who has taught us to keep all Thy heavenly com-
mandments by loving Thee and our neighbors, grant us' the
spirit of peace and grace that Thy universal family may be de-
voted to Thee with their whole heart and united to each other
with a perfect love, through Jesus Christ our Lord. Amen.
Benediction.
"May the Lord bless us in our work and in our play, and
grant us the peace and the joy that corne through service for
others and friendship with Jesus Christ." Amen.
Benediction of the Kansas City, Missouri, High School Girls'
Club.
Aim and Conclusion.
Two words which are much used in discussional work at the
present time are aim and conclusion. They have been defined
several times elsewhere in this statement on the "Place of Dis-
cussion in the Girl Reserve Movement." Briefly summarized,
that discussion has achieved its aim which has served as an ex-
change of ideas, a clarification of opinions, the opening of new
451
avenues of thought, and a stimulation of a desire for further
thinking and study. The aim is in no sense just an effort to
reach a conclusion. Individual thought, which may continue
over a considerable period of time after the discussion has oc-
curred, is a desirable manifestation of success, and no leader,
either girl or adviser or secretary, should be discouraged if
nothing more tangible results at the time of the discussion.
s
CHAPTER VIII.
THE PRACTICE OP CITIZENSHIP
OMB words in the ordinary vocabulary are so much used
that the first thing to do in order to understand them is to
strip off the meanings loosely attached and examine the under-
lying idea. Often times this will be found surprisingly inter-
esting.
When this drastic operation is performed upon a word, so
often and glibly on our lips as is "citizenship," the discovery is
made that it is not concerned simply with far-off facts which
are associated in people's minds with candidates and elections,
with politics *and government, with the getting of a passport
when one goes to Europe, or paying an income tax cheerfully.
On the contrary, the term has a richness of meaning and an
immediate relation to every-day life that it will be well to ex-
amine closely.
Citizenship, in the first place, is knowing about things which
concern individuals as members of a group of people who are
trying to live together. Long experience has shown how advis-
able it is for such a society to adopt certain rules jand regula-
tions for the greater security and happiness of all concerned.
When a long name like "government" is used people may find
themselves losing sight of the simple necessity which was the
cause of having such rules to live by.
452
The fact is that the majestic fabric of the local, state and
national government has been built upon this necessity and
each of its functions, the acts of its agents, and people's atti-
tude toward it should be judged by its reason for existence.
It is, therefore, merely sensible for individuals to know as
much as possible about the operation of the group as a whole;
only thus shall they be able to judge wisely what their own part
in the operation shall be.
In the second place citizenship is concerned with understand-
ing our heritage as members of a society which has behind it
long ages of experiment, many failures, reluctant successes won
against the twin enemies of the powers of nature and man's
own selfish spirit. Seen against the background of what used
to be, this heritage must be of infinite value to each person.
There is also a heritage which is ours as Americans, as mem-
bers of a society which throughout its history has always pro-
fessed, and sometimes practiced, certain ideals of human broth-
erhood which mark a new stage in the world's development.
There is great danger that we shall be so confident of the recti-
tude of our intentions that we shall forget the necessity of
adapting constantly the principles upon which our nation was
founded to the new conditions of every day. The assumption
that "Americanism" is a finished something which one is born
with and never loses, or which can be learned like a new lan-
guage or swallowed like a patent medicine is the most un-
American idea now widely prevalent in this country.
But Citizenship is more than knowledge and understanding
of our heritage. It is also realizing our share as individuals in
the long upward struggle toward betterment, Unless people
feel that their personal efforts count and what they do really
matters they shall be only that shabby kind of citizen described
by the saying "The public's business is nobody's business."
Much of the inefficiency and downright corruption in govern-
ment is due to the unwillingness of individuals to concern theiu-
453
selves with politics. The level of public service can rise no
higher than its source in the public which it serves.
In the fourth place citizenship must be more than ideals and
standards; it must include a considerable amount of action,
putting into practice the theories which sound so well on paper.
This action varies all the way from voting, taking part in peti-
tions and meetings, serving on committees to the holding of
public office. There is a multitude of activities connected with
running the joint affairs of all of us — our government — which
are too often left to those citizens whose interest is financial
or otherwise.
Finally, what addition of value is made to our ideas of citi-
zenship by the adjective "Christian"? It must be realized thac
much which is in reality Christian is included in what has been
stated above. Yet the spirit of human brotherhood and service
has been so imperfectly realized in society as now constituted,
that people must recognize in the application of the principles
of Christian citizenship the very greatest need of the world
to-day. Only the Christian motive is strong enough potentially
to overlap the bounds of class and national prejudice in the in-
terest of all men as brothers together.
Such a conception of citizenship as suggested above is an
integral part of a program for younger girls. Not only are
they citizens to be, and as such deserving of the best training
available for future use. In a very real sense, every "teen-
age" girl has a part to play in her home, school, church and
community in which she is forming the habits which will per-
sist later in life. There is a persistent notion that some myste-
rious change takes place when one passes her twenty-first birth-
day which makes her, overnight, a citzien to be consulted. As
a simple matter of fact, in two functions of citizenship only,
voting and office holding, is age the decisive factor, and these
are by no means the most vital ones. Into every other citizen-
ship activity one comes by a gradual process of growth ; issu-
ing in habits which become fixed by exercise. In view of this
454
fact it is of transcendent importance to begin during adolescent
years the serious facing of what it means to be a Christian
woman citizen.
In the lists that follow will be found books which illustrate
some of the points given. Attention is also called to the lists of
lives of famous women adapted for the reading of younger
girls. These lists are included in the chapter on Vocational
Guidance.
KNOW YOUR OWN COUNTRY.
A Reading List for Youthful Citizens.
What Makes America Go.
Austin, Oscar P. — Uncle Sam's Secrets.
Bryant, Sara Cone — I Am An American.
DuPuy, W. A. — Uncle Sam, Wonder- Worker.
Greene, Frances N. — My Country's Voice.
Gordy, W. P. — American Beginnings in Europe.
Hagedorn, Hermann — You Are the Hope of the World!
Jackson, Henry — What America Means to Me.
Marriott, Crittenden — Uncle Sam's Business.
Nicolay, Helen — Our Nation in the Building,
Parsons, Geoffrey — The Land of Fair Play.
Price, Overton W. — The Land We Live In.
Snynon, Mary — My Country's Part.
Turkington, Grace A. — My Country.
Makers of History.
Abbot, W. J. — The Story of Our Army for Young Americans.
Abbot, W. J.— Soldiers' of the Sea.
Bishop, Farnham — .Panama, Past and Present.
Blaidsdell, A. F. — Heroic Deeds of American Sailors.
Brady, Cyrus T. — Border Fights and Fighters.
Faris, John T. — 'Makers of Our History.
Fiske, John — The War of Independence.
Gordy, W. F. — Our Patriots.
Griffis, W. E. — Young People's History of the Pilgrims.
455
Greene, Homer — The Flag.
Grinnell, G. B.-~ The Story of the Indian.
Parkman, Francis — The Oregon Trail.
Rolt- Wheeler, Francis — The Boy with the U. S. Explorers.
Stevens, F. R. — Buccaneers and Pirates of Our Coasts.
Historical Tales of Your Own Country.
Andrews, Mrs. M. R. S. — The Perfect Tribute.
Allen, W. B. — Cleared for Action.
Altsheler, J. A. — Guns of Shiloh.
Bennett, John — Barbaby Lee.
Churchill, Winston — Richard Carvel.
Cooper, J. F. — The Last of the Mohicans.
• Dix, Beulah Marie — Blithe McBride.
Dix, Beulah Marie — Soldier Rigdale.
Fox, John, Jr. — The Little Shepherd of Kingdom Come.
Hale, Edward E. — Man Without a Country.
Jackson, Helen 'Hunt — Ramona.
Knipe, E. B. and A. A.— Polly Trotter, Patriot.
Knipe, E. B. and A. A. — Mayflower Maid.
Mason, Alfred B. — Tom Strong, Lincoln Scout.
Mitchell, S. W.— Hugh Wynne.
Page, Thomas N. — Two Little Confederates.
Pyle, Howard — Jack Ballister's Fortunes.
Sabine, E. L. — On the Plains with Custer.
Singmaster, Elsie — Emmeline.
Smith, Mary P. Wells— -Boys and Girls of 77.
Taggart, Marion A. — Pilgrim Maid.
True, J. P. — Scouting for Washington.
Suggestions for including Citizenship Practice in Regular Club
Programs.
Civic Information:
Civic Information may be said to be of two kinds: the
first, the general information kind, which brings to
girls a vision of what citizenship means, and how, by sacri-
fices and toil for many years, men and women have built a
456
road that has led to our present forms of government. The
vision will not be complete until girls see themselves in re-
lation to this task — the necessary up-keep of the road
through sane patriotism, and a continued building of it to
still greater perfection through more democratic and more
Christian principles of living. The second is the specific
kind of information, which includes a knowledge of the forms
and methods of government in the girls' communities. The
first kind of civic information can become a vital part of
any program through the discussion of the lives of men and
women who have achieved and through discussion of topics
of current interest.
Roadmakers :
Washington, the Father of His Country.
Lincoln, "A Man for the Ages."
Jacob Riis, "A Servant of the City." (See "Comrades in
Service.")*
Grace Dodge, "Who Walked the Way of Friendly Hearts."
Elizabeth Cady Stanton. (See Woman Citizen, February
14, 1920.)
Susan B. Anthony, "The Pioneer of Woman Suffrage."
Theodore Roosevelt, "A True American."
Anna Howard Shaw, "A Maker of Homes." ('See Woman
Citizen, February 14, 1920.)
These names are suggested with the hope that girls in every
community will add to the list those pioneers in the early his-
tory of their localities who were roadmakers and trail blazers.
Material which will be helpful will be found in "Comrades in
Service," by Margaret Burton; "A Man for the Ages," by
Irving Bacheller; "Letters to His Children," Theodore Roose-
velt; "Life of Roosevelt," by Abbott, $3.00 (by Thayer, $1.00),
and The Woman Citizen, February 14, 1920.
457
Topics of Current Interest:
1. Movement for the abolition of child labor.
2. Seasonal industries in which girls and boys work:
Beet fields.
Fruit picking.
Canning1.
Hops.
Cotton.
3. The Children's* Bureau, its organization and work,
4. The continuation school movement.
5. The consolidated school movement.
6. Good roads movement.
7. Cross currents in Americanization.
8. The meaning and force of public opinion as applied to:
Legislation, motion pictures, clean streets and sidewalks,
municipal recreation.
What responsibility has a high school girl for the forma-
tion of public opinion?
How do high school girls form their opinion? Is "Old
Mother Grundy" dead yet?
What relation do all of the above topics have to home
and school life and community development? Is there
any connection between a girl working in a beet field
and a high school girl? Has one any responsibility
for the other?
Much material for the development of the eight topics listed
above may be found in the current numbers of The Survey,
112 East Nineteenth Street, New York City ($5.00).
Special material on child labor can be obtained from the Na-
tional Child Labor Committee, 105 East Twenty-second Street,
New York City. Ask for all Child Labor pamphlets; member-
ship in the National Child Labor Committee is $2.00. A High
School club might well take out a membership.
Material regarding the Children's Bureau may be obtained
458
directly from The Children's Bureau, at Washington, D. C.
Write for catalogue or pamphlets.
Secure information about the Continuation Schools from
The Bureau of Education, Department of the Interior, Wash-
ington, D. C.
Americanization can be made a most interesting feature of a
club program through an "Americanization Day." A program
similar in content to the following could be used:
Hymn America, the Beautiful
Salute to the Flag
Short Talk "America, the Melting Pot."
Reading "The Immigrant's Appeal."
Girl Reserve Manual, page 686.
Reading "America for Me"
— Henry Van Dyke,
The Athenian Oath:
"We will never bring disgrace on this, our city, by an
act of dishonesty or cowardice, nor ever desert our suffering
comrades in the ranks. We will fight for the ideal and
sacred things of this city. We will revere and obey the
city's laws and do our best to excite a like respect and rev-
erence in those about us who are prone to annul them
and set them at naught. We will strive unceasingly to
quicken a public sense of duty, and thus in all these ways
we will transmit this city, not only not less, but greater
and better and more beautiful than it was 'transmitted
to us."
(Copies of this oath should be made so that every girl will
be able to share in this part of tlxe program).
The book, "An American in the Making," by M. E. Ravage,
is one of the most colorful of the recent books regarding this
matter of Americanization. It, with others of its kind, and
with the vast amount of interesting and informational material
in current magazines and newspapers will serve to supply sec-
459
retaries and advisers with all of the equipment necessary to
make such a program successful.
The second kind of civic information — about the various
means and forms of government — may be secured through dis-
cussions, talks, charts, exhibits and visits. All club work of
this sort should be correlated with the work in the various
classes on Civics in the high school.
Such questions as the following1, asked at a club meeting,
would undoubtedly lead to discussion and further thinking on
the part of the girls:
1. On what day does my neighbor, who is a fireman, rest?
2. How are the policemen on our force ranked and by whom
is it determined?
3. On what municipal questions in my community do women
vote?
4. "What do I do to the fabric of our community life when
I disregard a traffic man's signal?
The Story of the Flag.*
The flag of our nation is the mute but eloquent symbol of
the spirit of our people. It represents our hopes, aspirations,
ideals, and principles for which we stand. Though voiceless, it
speaks with irresistible power for the things that we consider
most Worth while in life. Wherever it goes it speaks for the
freedom of man, for civil and religious liberty, for schools,
churches, homes. Under its shelter the oppressed of all na-
tions have found safe refuge and boundless opportunity for
every proper ambition. When the flag calls, men lay aside
their own work and obey, for the call of the flag is the call of
the nation. Under its folds men suffered and died that the
black man might be made free. They followed it into the
jungles of Cuba and the Philippines, and freed those people
from the bondage of the Spanish monarchy. And they followed
*This material is used by permission of Wallaces' Farmer.
460
it to the shell-torn battlefields of France, to have a part in
safeguarding for all generations yet to come the benefits of
Christian civilization.
Of itself, the flag is a flimsy thing, a few yards of bunting
tossed back and forth by the breeze. But in what it symbolizes,
the flag of the United States is the most powerful human force
in all the world, and what is better, the most powerful force
for righteousness and decency and wholesomeness and fairness
among men and nations. It is to be loved and respected as the
emblem of a right-minded nation.
The evolution of our flag has been interesting. Up to the
time the Colonies declared independence of Great Britain, they
flew the ensign of the mother country, although some of them
had special flags of their own. In the early days of the Revo-
lution, a number of different flags were used, one of them be-
ing the famous rattlesnake flag with the motto, "Don't tread
on me."
On January 1, 1776, General Washington raised what is
known as the Grand Union flag. This flag had thirteen stripes,
alternating red and white, with the British Crosses of Saint
George and Saint Andrew in the corner. In speaking- of this
flag, Washington said: "We hoisted the Union flag in compli-
ment to the United Colonies and saluted it with thirteen guns."
When it was first displayed, the British officers, who saw it
from Charleston Heights, interpreted it to mean that General
Washington meant by it to announce his surrender, and they
at once saluted it with thirteen guns. They were not a great
while in discovering, however that they had misinterpreted
General Washington's purpose.
By June 1, 1776, Betsy Eoss made her famous flag, under
the direction of General Washington, Robert Morris and Colonel
George Ross. This flag consisted of thirteen stripes, alternat-
ing red and white? with a circle of thirteen five-pointed stars in
a field of blue, and on June 14, 1777, it was adopted by Con-
gress as the national flag. In speaking of this flag, Washing-
ton said:
461
"We take the stars from heaven, the red from our Mother
country, separating It by white stripes, this showing that we
have separated from her; and the white stripes shall go down
to posterity representing liberty."
John Paul Jones is said to have been the first to hoist the
new flag over a United States war vessel; and France was the
the first foreign naval power to salute the Stars and Stripes,
and thus recognize the independence of the United States. The
flag was probably first displayed over the military forces of the
United States on August 2, 1777, that particular fiag having
been made out of a white shirt, a blue army overcoat and a^red
flannel petticoat belonging to the wife of one of the soldiers.
In 1795, because the flag of thirteen stars and thirteen
stripes no longer represented the number of states, Congress
passed a bill increasing the number of stars to fifteen; and it
was this flag, displayed over Fort Henry in September, 1814,
that served as the inspiration for our national anthem, the
"Star-Spangled Banner." The stars in this flag were arranged
in flve horizontal rows of three stars each.
In 1815, when Indiana was admitted to the Union of states,
Congress appointed a commitee to inquire into the matter of
altering the flag. This committee reported that it would not
be advisable to increase the number of stripes, for the reason
that their size would necessarily be decreased, and they might
become indistinguishable. It was suggested that the number of
stripes be limited to thirteen and that the number of stars
should conform to the number of states. In 1818, Congress
passed a law to this effect, providing that on the admission of
a new state one star be added to the flag of the Union.
The first flag displayed on the capitol building at "Washing-
ton after this law was enacted had the stars arranged in the
form of one great star. This precipitated some discussion as
to just how the stars should be arranged on the field of blue.
It was thought that if they were arranged in the form of one
big star, it would be necessary to very much decrease the size
462
of the stars as new states were added. The matter was not
settled by law, but by official sanction the stars have since
been placed in parallel lines.
The name "Old Glory" is believed to have been given to
the flag by Captain William Driver, who was born in Salem,
Massachusetts. In 1857 he moved to Nashville, Tennessee, and
l:ved there until his death in 1886. He was the commander
of a sailing vessel, and was presented with a flag just before
he sailed. As he hoisted it, he christened it "Old Glory/*
When he moved to Nashville, Tennessee, he carried this par-
ticular flag with him. Upon the outbreak of the Civil War,
the Confederates made an effort to secure this flag, and
searched his house for it. He had concealed It by sewing it
up in his bed covers, and was able to hold it until the Federal
troops entered Nashville in 1862, when, by permission of the
Federal troops, he hoisted his old flag over the state capitol
building. This particular flag is now preserved in the Essex
Institute at Salem.
The flag has four parts. The central part, that is, the
dimension or height of the portion next to the staff or pole,
is called the hoist. The fly is the horizontal part, the dimension
or length of the flag. The canton is the rectangle in the upper
corner next the hoist. The union is the device placed in the
canton to denote the particular union. The term "union"
sometimes includes the device and the canton, and is generally
called the "Jack" or the "Union Jack." The proportions of the
flag are as follows: Fly of flag, 1.9 feet; hoist, 1 foot; width
of union, 7-13 of a foot; length of union, 76-100 of a foot; width
of each stripe, 1-13 of a foot. These proportions are preserved
as the flag is increased or decreased in size.
The flag should be displayed on all national holidays. Out-
of-doors it should always fly to the breeze, and never be fast-
ened to the side of a building, platform or scaffolding. When
hung as a display across a street, the field should fly to the
north in streets running east and west, and to the east in
463
streets running north and south. The flag should not be used
as a cover for a table, desk, or anything o£ that sort; and noth-
ing: should ever be placed upon the flag unless it be the Bible.
It should not be worn as a part of a costume.
The flag should not be raised before sunrise, and it should
be lowered at sunset. One of the most beautiful and impres-
sive ceremonies in our army practice is the lowering of the
flag at sunset, at which time all of the soldiers face the flag,
wherever it may be, and hold the right hand at salute until it
is lowered. When the flag passes in parade, soldiers salute it
in this manner, and civilians should stand and remove their
hats, holding them on the left side of the breast until the flag
has passed.
Star of the early dawning, set in a field of blue,
Stripes of sunrise splendor, crimson and white of hue,
Flag of our fathers' fathers, born on the field of strife,
Phoenix of fiery battle, risen from human life;
Given for God and freedom — sacred indeed the trust,
Left by countless thousands returned to the silent dust;
Flag of a mighty nation waving aloft unfurled,
Kissed by the sun of heaven, caressed by the winds
of the world;
Greater than kingly power, greater than all mankind,
Conceived in the need of the hours, inspired by the
Master Mind.
Over the living children, over the laureled grave,
Streaming on high in the cloudless sky, banner our
fathers gave,
Flag of a newborn era, token of every right,
Wrung from a tyrant power, unawed by a tyrant's
might;
Facing again the menace outflung from a foreign shore,
Meeting again the challenge, bravely answered of yore;
Under thy spangled folds thy children await to give
All that they have or are, that the flag they love shall live.
— Charles G. Crellin.
464
Facts About Flag Day and How We Should Show
Proper Respect for Our Flag.
1. "The official history of our flag begins on June 14,
1777. June 14 is celebrated in many states as Flag
Day.
2. The flag should not be hoisted before sunrise and not
allowed to remain up after sunset.
3. At re treat, sunset, civilian onlookers should stand
at attention and give the military salute.
4. When the national colors are passing- on parade or
review, the onlookers should halt, if walking, and if
sitting, rise and stand at attention and uncover.
5. When the flag is flown at half mast as a sign of
mourning, it should be hoisted to full staff at the
conclusion of the funeral. In placing the flag at half
mast it should first be hoisted to the top of the staff
and then lowered to position, and preliminary to
lowering from half staff it should be raised first to
the top.
6. On Memorial Day, May 30, the flag should fly at half
mast from sunrise to noon, and full staff from noon
to sunset."
(From The Sons of the Revolution, State of New York.)
A Short Course in Flag Lore.*
The Stars and Stripes.
Queries for Girls to Answer.
1. ,How many stars on the flag? 48.
2. Why this- number? It represents the number of
states in the Union.
3. When were the last stars added? July 4, 1912.
4. For what states? Arizona and New Mexico.
*This material -was prepared under the auspices of ' the Abigail Adams
Chapter of the Daughters of the American Revolution.
465
5. How many stripes on the flag. 13 — seven red and
six white.
6. Why thirteen stripes? They represent the thirteen
colonies.
7. Name the thirteen colonies? Connecticut, Delaware,
Georgia, Maryland, Massachusetts, New Hampshire,
New Jersey, New York, North Carolina, Pennsyl-
vania, Rhode Island, South Carolina, Virginia.
8. Why are Maine and Vermont omitted? Maine was
part of Massachusetts; and Vermont was claimed by
New York.
9. Name the colors of the flag. Why used? Eed, White
and Blue. Used because the colors used in nearly
all National flags.
10. What is the language of Red? Courage.
11. What is the language of White? Purity.
12. What is language of Blue? Fidelity or Truth.
13. For what does the flag stand? Liberty and Union.
14. Where should the blue field which contains the stars
be placed? In the upper corner next to the staff.
15. How many points has each star on the flag? Five.
16. Who proposed the five pointed star? Betsy Koss.
17. Who first proposed the six pointed star? George
Washington.
18. By what authority was the Stars and Stripes Flag-
adopted and when? By the Continental Congress,
June 14, 1777.
19. When will another star be added to the flag? July
4th, immediately after another new state is admitted.
The Old Flag.
"Floats our flag" in starry splendor,
Witness of the vows we tender
To be loyal to the fairest land
466
That e'er ttie sun shone on.
Sends its colors Heavenward flying,
Emblem of a trust undying —
Handed down from patriot father
To his freedom-loving son."
A Second Short Course in Flag Lore.*
1. What does a Nation's flag represent? The supreme,
highest, fullest power or force and will of the whole
nation, called its sovereignty.
2. In the battling of two nations for victory, what does
the presence of the flag of each indicate? The one
nation asserts its rights and defies the other.
3. In the Revolution, in what conflict was the "Stars
and Stripes" flag first flung to the breeze to defy
the British? At the seige of Fort Stanwix, in New
York, August 3, 1777.
4. Where was the first official United States flag made
and by whom? At 238 Arch Street, Philadelphia,
by Mrs. Betsy Ross, at Washington's request and
after his design.
5. By what authority are all flags, standards, colors and
ensigns for the Army and Navy of the United States
made? The authority of the United States Govern-
ment.
6. How many stars are required by the law on the
official flags of the United States? Forty-eight, one
for each state of the Union.
7. After a star has been added to the flag for a new
state, what of the old flags? They are never again
used officially.
8. When is a flag raised on a fort or military post?
At sunrise.
*This material was prepared under the auspices of the Abigail Adams
Chapter of the Daughters of the American Revolution.
467
9. When should such a flag- be .lowered? At sunset —
not later.
10. When should a fag fly at half-mast or half staff?
On Memorial Day from sunrise to noon and at full
staff from noon to sunset. On occasions of mourning
it should be at Jialf staff until the conclusion of the
funeral and then it should be hoisted to full staff.
11. What does the flag at half-mast denote? Mourning
of the Nation— as at the death of the President
12. What indicates the presence of the President of the
United States on a government vessel? The Presi-
dent's flag flying at the mast-head.
13. What is the description of the President's flag? Of
blue silk, 6 feet 6 inches by 4 feet, with a white star
near each corner, a spread eagle in the middle with
an arrow through each leg and 13 white stars above
the eagle in a segment of a circle,
14. What is indicated by striking or lowering the flag?
Respect, surrender or submission.
15. What is it to "dip the flag?" To lower it for a brief
space and hoist it again as a salute or mark of
respect.
CHAPTER IX.
THE PLACE OF THRIFT IN THE GIRL RESERVE PROGRAMS.
TO redeem thrift from the meaning which most people at-
tach to it without thought is the first step to understanding.
Thrift is not first and foremost saving money; it is emphatically
not parsimony and hoarding ; it is certainly not buying always
the cheapest article and depositing money in an old stocking
under the hearthstone. It is sadly true that thrift has been
painted often in such somber colors that it has attracted nor-
mal young people with the greatest difficulty.
468
It is then all the more important to note that thrift is in
the first place such an evaluation of good things like time,
health, and material possessions that they will contribute their
utmost to each person's life. Only a heedless master fails to
see that in a world where the stock of good things is limited,
every person, family and nation must learn the art of making
wise choices. Among the valuable possessions which crowd
every life, some are material and tangible; food, clothing,
shelter; others are intangible, yet very real — time, health,
education, play — others which are hardest to define are most
fundamental — friendship, family life and comradeship with God.
Everyday choices must be made among these good things and
the habit of making them in the light of their relative values
is one form of real thrift.
Thrift is also something else. It is the art of spending
wisely the resources which may be at a person's disposal.
Besides the intangible resources — time and energy, each per-
son expends a certain amount of money which represents
wealth — somebody's labor. How shall this be spent as wisely
as possible? There are three simple questions to ask:
Do I keep a record of what I spend?
Have I a plan for my spending?
Do I know what I am buying ?
"Keeping a record of what I spend" lias a short name —
''keeping accounts." This is the first step in any regular thrift
plan for spending and means keeping a regular statement of
money received and spent, even the smallest amounts. Unless
people are ready to face the facts of where their money goes
they shall not be ready for the next step.
"Having a plan for spending" means adopting a budget.
Every business firm, club, and organization wliich makes any
pretense of careful management considers a budget indis-
pensable to successful operation. More and more cities and
tuwns are adopting it. A budget is becoming recognized as
469
necessary in running a home, and women are increasingly using
this device, not only as household managers but as individuals.
A budget begins by making a plan of expenditure which
covers, as far as possible, all expenditures, assigning a certain
amount to each purpose. When all one's spending is looked
at together it is natural to balance the merits of different items.
Every budget should have in it some item for giving to others
and for savings, and the very fact of such inclusion makes for
the establishment both of saving and giving. It may be worth
noting that the amount of money involved in any girl's budget
has nothing to do with the principle of keeping an account.
Any girl who spends any money regularly may become so inter-
ested in having a budget and keeping accounts that the habit
thus formed may be one of the strong factors in later life.
The third query asked above "Do I know what I am buy-
ing?" brings up a very important matter. Ignorance about
the goods, foods and other things people buy is far too pre-
valent. National reliance upon labels which do duty for knowl-
edge of contents, and the easy expectation that many of the
things which are bought will be of poor quality, all tend to
foster low standards. The only sure remedy is more knowledge
about the common articles in daily use in all homes and a
respect for such knowledge as part of every person's mental
equipment. -
In making thrift a part of the program for younger girls
it may be suggested that clubs may like to make budgets foi
sny community on the basis of actual conditions there and what
the girls are spending. If accounts are kept and the percen-
tages allotted to each item discussed, a kind of normal budget
for each community will be arrived at. There is a great advan-
tage in such club study. The path of thrift, like any other,
is most enjoyable when one has company and the club whicli
is thrifty together will have most fun and get most good ou1
of it.
470
A list of organizations which publish material on thrift Is
appended. Several of these will send their material free. Some
suggested readings on thrift are also added.
Thrift Work.
Suggested Plans for Thrift Work.
"There are four principles of thrift which the government
is recommending all the people to observe to gain financial
success for themselves and for their government:
The earning of money ;
The careful use of money earned;
The systematic saving of money;
The investment of the money saved- —
(1) In government securities.
(2) In other safe securities.
"(The Thrift-Saving Campaign' sponsored by our gov-
ernment to meet and to solve a national need, to stay the pro-
gress of thoughtless spending and to check wilful waste, stands
for good citizenship; and I most heartily commend it, believing
the adoption of its principles as a part of the daily life and
practice of our people will result in a better citizenship, in
happier, more prosperous homes, and will build most surely
for the material welfare of our people." — Secretary Redfield.
Thrift work applied to a club program, involves not only
the keeping of an expense account, saving and investment, but
affords opportunity for a knowledge of budgets, the value of
an allowance, and the wise expenditure of money and time. It
should be a regular and systematic part of any program and
should have for one of its several aims such cooperation with
the girl's family that wherever possible individual girls should
receive allowances and should be made responsible for the
administration of them in the home. This situation will help
a girl to regard herself as a real partner in the various enter-
prises of the home, and will help to prepare her for the respon-
471
sibility of caring for her "Trust Fund" when she becomes a
real producer in the economic world.
Thrift work, within the club, must be made interesting
through concrete application. Some of the following sugges-
tions will stimulate the club members to original thinking.
(1) "Thriftograzns."
"Old man high cost af living shaves the dollars; it
is up to you to save them."
"Gome easy, go easy, is the material used to pave
the hills to the poorhouse."
"You don't need a ouija board to find out what's
going to happen if you keep on spending all you
earn."
"Regular saving of $1.00 or more a week and invest-
ment in government savings quickly accumulates
an emergency fund and guarantees financial security
and progress."
(These have been taken from the Savings Herald, published
by the Eighth Federal Reserve District, St. Louis, Missouri.)
Each club could be responsible for writing an original
"Thriftogram" every week or every month, to be posted on the
club or association bulletin board; this "Thriftogram" should
be observed by every member.
(2) A discussion of the following "Do's and Don'ts,"
written by the Department of Justice, Division of
Women's Activities:
"Put aside part of your income for future use; don't
spend every dollar as soon as it is earned.
"Make every penny buy a penny's worth of some-
thing really needed; don't buy useless things of no
value.
"Invest wisely; don't speculate.
"Use with care what money buys; don't be wasteful
and destructive.
472
"Figure out what each item of the family expendi-
ture requires — rent, food, light, heat, clothing, school,
charity, doctor, pleasures, etc. Don't do guesswork
and trust to make both ends meet.
"Pay bills monthly • don't let worry go hand in hand
with unpaid bills.
"Set your own standards; don't ape the extrava-
gance of others.
"Buy only what you have- the money to pay for;
don't run into debt.
"Put aside for a rainy day • don't live beyond your
means."
(3) "A Meeting on Junk."
It is suggested that some such questions as the
following be asked:
Who buys junk? (All towns and cities of any size
, have junk dealers. These dealers have men gather
junk throughout the country and small villages.)
Are money receipts for junk large? (They are,
Last year in the State of Texas alone the amount
received for junk was more than $30,000,000. Other
states perhaps collect and sell in the same ratio in
proportion to population and size.)
What other good comes from selling junk, aside
from the money received for it? (Material is
released for use, and at this particular time there
is a great shortage in nearly all kinds of material.
Also it helps to make the town cleaner and more
sanitary.)
Talk to the junk man and get his prices and find
out what he will buy. Cleaning up the place by
collecting and selling junk is a thrifty habit. By
all means don't overlook the waste paper. Paper
supply is now very short and old newspapers, maga-
zines, catalogues, etc., are worth something and will
help in relieving the paper shortage if saved and
473
sold. To such a meeting1 each girl might be asked
to bring one or more magazines to serve as the
nucleus of a load of papers and magazines to be
sold to the junk man. A continuation of such a
^junk program" might wdlU be, /in some clubs,
"An Alley Beautiful" contest. Club members would
become responsible for cleaning up the alleys im-
mediately behind their homes by having removed
any accumulation of rubbish and perhaps by the
planting of vines or shrubs in season. Painting
up of fences and buildings might be a profitable
result of such a contest.
(4) "Pennywise — Pound Foolish."
This is a familiar proverb and illustrates the condi-
tion of affairs in many homes, many states and
several nations to-day. There0 is too little fore-
thought in planning the expenditures and in deter-
mining a goal, and, consequently, there is "penny-
wise scrimping" and "pound foolish spending." The
solution for this problem seems to be a "budg-et-
system" and a discussion of the terms which should
go into a personal and a club budget would center
well around a topic such as "'penny-wise — pound-
foolish." Another proverb which could be inter-
preted in much the same way is "Bobbing Peter to
pay Paul," or as we might say, "Robbing Jane to
pay June."
In some clubs, or in the council or cabinet meetings,
it will be possible to follow such discussion by one
which has for its topic "Our Association Budget."
For developing such a discussion see the section
"Supplementary Material" — "My Trust Fund"' in
the section on Materials for Program Building.
474
List of
Organizations Publishing1 Material on the Subject of Thrift.
American Bankers' Association, 5 Nassau Street, New York,
N. Y.
Government Loan Organization, Washington, D. C.
Treasury Department, U. S. Government, Washington, D. C.
War Loan Organization, Washington, D. C.
United States Department of Agriculture, Washington, D. C.
U. S. Bureau of Standards, Washington, D. C.
The University Society, New York, N. Y.
Young Men's Christian Association, 347 Madison Avenue,
New York.
Young Women's Christian Association, 600 Lexington Ave-
nue, New York.
Home Economics Bureau, Society for Savings, Public
Square, Cleveland, Ohio.
Henry L. Doherty Company, 60 Wall Street, New York, N. Y.
Suggested Readings on Thrift.
Atwood, A. W.— How to Get Ahead.
Baldt, L. L— Clothing for Women.
Brown, M. W. — Development of Thrift.
Chamberlain, A. H. — Thrift and Conversation.
Child, Georgiana— The Efficient Kitchen.
Conham, S. A. — Marketing and Household Manual.
Farmer, L. O.— A. B. C. of Home-Saving.
Fowler, N. C. — How to Save Money.
Gregory, M. H. — Checking the Waste.
Hull, Bolton— Thrift.
Leeds, J. B. — Household Budget.
MacGregor, T. D.-— The Book of Thrift.
Marcosson, L J.— How to Invest Your Savings.
Nesbitt, Florence — Household Management.
Rose, M. S. — Feeding the Family.
Withers, Hartlety — Poverty and Waste.
475
CHAPTER X.
BUSINESS IDEALS, PRINCIPLES AND DETAILS.
IN the course of human lives there is an inevitable and
unescapable contact in store for every individual with
that intangible, indefinite something known as business.
Business is pictured by some as a cold, commercial, unpleas-
ant, undesirable quantity. By others it is considered a stern
necessity, by others, again, a science mysterious, fascinating,
exceedingly interesting, and, unfortunately, there are those
that use the term to cover selfish and unscrupulous enterprises.
Business is so large that it controls the feeding, clothing
and housing of the entire world; so small that it determines
the value of individual and personal necessities and how and
when these values should be given.
Our countrymen are thinking about business to-day as they
had to think about slavery in 1860, about taxation in 1776. It
is the force which will settle the questions of to-day — capital
and labor, immigration, taxation, racial problems and the fur-
ther civilization of the whole world. Business provides the
ways and means to destroy it. It can be made an obedient
servant or a hard taskmaster.
The girl of to-day, the woman of to-morrow, cannot escape
a full share in guiding and controlling this thing called busi-
ness. Yesterday woman's place was not among her brothers.
She was "shielded" from "sordid business worries." To-day
woman is being recognized as a possible factor, one to be
dealt with in the trend of events. To-day economic demands
necessitate her entrance into the world of business. To-mor-
row, through her increasing understanding of the fact that she
must work without indulging in personalities and with that
476
attitude of mind which sees in work a creative thing, her place
shoulder to shoulder with her brothers will be an accepted
unquestioned fact. Women should be armed with that one great
weapon, knowledge, so that they will be prepared when the time
conies to cast their ballots for public officials who will stand
upon opposite sides of such questions as mentioned above, plus
public service, corporation control, health and sanitary pro.blems
affecting future generations, and honesty in public adminis-
tration.
It is no longer necessary for a girl to enter upon a business
career in order to obtain a knowledge of business. Preliminary
training is just as important in the field of business as it is
in other fields and touches the individual life as closely. Failure
to secure desirable positions is caused nine times out of ten by
lack of training. Short courses in Business English, Business
Law, Journalism, Economics, Advertising, Accounting, Steno-
"graphy, etc. may be obtained in the average city college. A
knowledge of the business processes which produce the things
we use, makes for a realization of true economy, prepares for
better home making, better business, better direction of what-
ever course is pursued in life. Instructive reading material in
fascinating form may be secured from any library or publisher.
All that is needed is the desire and the will to make use of
information ready and waiting.
Business is built upon exchange of one thing for another.
Money came into existence as a matter of convenience to do
away with much handling of many kinds of things. Then came
banks to make the exchange of money safe, rapid and easy,
and gradually to administer all manner of business trans-
actions, agreements, etc. Forms were provided to make
methods uniform and still more rapid.
It was but natural that the competition growing out of all
men seeking more and more a share in the world's work should
result in unprincipled methods. Business was conducted for
many centuries upon the survival of the clever and often the
477
dishonest. It has taken countless generations to prove that
such success was not genuine and that the price paid was too
high. During the nineteenth century — particularly the latter
part — the business public began to recognize and to put into
practice the principles of service. In the midst of the jeers
of many and the doubts of many more, a few courageous people
persisted in this theory of service and the proof of their suc-
cess lies in the high plane in which we find nearly all business
to-day. The appreciation of the public for the consideration
offered them under service resulted in the largest financial
profits ever known. That knowledge spread slowly but effec-
tively. Men had not done business under the old idea of "ruin-
ing their rivals/* from choice. It seemed to be necessary to
their existence, but the natural instinct of men is fairness and
the new policy of ''help the other man while you help yourself"
was welcomed eagerly. It resulted in as much or more success
and permitted full self-respect, a thing dear to mankind.
The principle of service is that of the square deal. It is
hardly necessary to give a detailed description of other prin-
ciples of business; they are all included in that of the square
deal. Honesty, reason, frankness, consideration, tact, com-
mon sense, loyalty— all these should become— are becoming part
of that spirit of service which binds together the business of
the world to-day.
Women and girls need an understanding of that spirit to
help make it universal and complete. They are a part of it.
Everything they buy and everything they use is the produce of
business. Their support for materials which bear the "square
deal" trademark and their discouragement of goods manufac-
tured as a result of abuse and oppression, are vital. Each girl
and woman individually should have! a comprehensive knowl-
edge and understanding of facts before she judges, then when
she feels qualified to judge she should stand back of the "square
deal" with courage and faith and her share in making this
world a better place to live in will not be a small one.
47.8
She should become familiar with current major business
activities, keep in touch with what the financial world is doing,
v/hat the governmental plans are, and so on. She should be
familiar not only with current events in the business world
but with details, the definition of business terms, business
forms, etc. She should be trained to manage her own business
transactions independently whether they be small or large.
If too large for personal management, she should choose wisely
and carefully her business adviser.
It should not be necessary for her to ask others to balance
her checking account for her. She should learn to do it her-
self. She should not be heard to say that she "doesn't know
where her money goes." She should learn to keep an account
of her expenditures. It will help her to curtail extravagance.
More than that, she should plan in advance a definite schedule
for her expenditures based on past experience, placing limita-
tions and apportioning outgo — a veritable stop, look and listen
sjgn known in business terms as a budget.
The following are some of the business terms with which
every girl should be familiar.
Acceptance — When used of a draft or bill of exchange — ^"An
unconditional written order from one person to another, to
pay to some person designated, a certain sum therein," is
presented to the payer, he writes across the face "accepted"
or "accepted for payment at " and signs his name. It is
then termed an acceptance.
Accommodation Note — A note given without consideration
of value received, usually done to enable the payee to raise
money.
Account — A record of transactions with a person or per-
sons, or with respect to a particular object.
Administrator — One appointed by the court to settle an
estate.
479
Ad Valorem — According to value — a term used to indicate
that duties are payable on the value rather than the weight or
quantity of articles.
Affidavit — A statement or declaration made under oath
before an authorized official.
Annuity — An amount payable to or received from another
each year for a term of years or for life.
Assets — All the property, goods, possessions, of value to the
person or persons in business.
Bank Balance — The net amount to the credit of a depositor
at the bank.
Bank Note — A 'note issued by a bank, payable on demand,
which passes for money.
Bank Draft — An order drawn by- one bank on another for
the purpose of paying money.
Bank Pass Book— A small book furnished to a depositor by
his bank in which are entered the amounts of deposits.
Bill — A list of goods bought or sold or a statement of ser-
vices rendered; also called invoice.
Bill Head — The blank or form on which a bill is made.
Bond — A written agreement binding a person to do or not
to do certain things specified therein.
Capital — Property or money invested in business. Working
capital is the capital actually used in the active operation of
the business.
Check — An order on a bank to pay to a certain person or
to the order of such a person, a specified sum, which sum is
charged to the account of the drawer of the check.
Certified Check — A check, the payment of which is guar-
anteed by the bank on which it is drawn.
Collateral — Pledges of security, as stocks, bonds, etc., to
protect an obligation or insure the payment of a loan.
Deed — A written document or contract transferring title to
real estate.
480
Discount — An allowance made for the payment of a bill
within a specified period, or the interest paid in advance for
money borrowed from a bank.
Dividend — The profits which are distributed among the
stockholders of a corporation.
Exchange — The charge made by a bank for the collection
of drafts or checks.
Indemnity — Security against a form of loss which has
occurred or may occur; as, fire, insurance against loss by fire.
Interest — The sum or premium paid for the use of money;
one's share in a business or a particular property.
Liabilities — The obligations or debts of a firm, corporation
or individual
Mortgage — A temporary transfer of title to land, goods or
chattels to secure the payment of debt
Mortgagee — The one to whom the mortgage is given.
Mortgagor — The one who gives a mortgage.
Promissory Note — A promise signed by the maker or makers
to pay a stated sum at a specified time and place.
A few cautions:
A check should never be payable to Mr., Mrs. or Miss. It
should simply be drawn payable to "Anne Smith" or "John
Jones."
In endorsing a check care should be used to see that the
name is written on the back of the lefthand end of check and
that it is written the same as on the face of the check. If the
name on face of check is incorrectly spelled, the endorsement
should be double, (1) same as written on face, (2) correctly.
Checks should never be drawn in excess of the actual net
balance in the bank (difference between total deposits and total
checks drawn) whether or not all of the checks drawn have
passed through the bank for payment. The balance as given
by the bank often exceeds the actual net balance because one
481
H* more checks drawn are still "outstanding." A checking
iccount should be reconciled with the bank once a month to
prove accuracy of record.
Bibliography.
Business Ideals.
Adams, George P. — Idealism and the Modern Age.
Antin, Mary — They Who Knock at the Gates,
Bacon, Albion Fellows — Beauty for Ashes.
Cabot, Richard C.— What Men Live By.
Feld, R. C. — Humanizing Industry.
Foster, Eugene C. — Making Life Count.
La Selle, Mary — The Young Woman Worker.
Lowry, E. B. — Preparing for Womanhood.
Marot, Helen — Creative Impulse in Industry.
Morgan, Ann — The American Girl.
Russell, Bertrand — Political Ideals.
Santayana, George — Character and Opinion in the United
States.
Spillman, H. C. — Personality.
Steiner, Edward A. — Introducing the American Spirit.
Tarbell, Ida M. — The Business of Being a Woman.
Tarbell, Ida M. — New Ideals in Business.
Tufts, James H. — The Real Business of Living.
Magazine Articles.
Does Business Render Service — A. W. Atwood, in the Saturday
Evening Post, 193:11 D 18,, '20.
For Service Instead of Profit — A. W. Atwood, Saturday Even-
ing Post, 193:13 D 4, '20. .
482
CHAPTER XI
BOOKS AND READING IN THE LIFE OF A GIRL.
NO one who has ever watched a girl pass into and out of her
teens can minimize the value of the impressions which
she has gained from the books she has read. Nearly every
adolescent girl comes at some time to the "book age," when she
literally devours every book which catches her fancy or upon
which she falls by chance or mischance. Such a period is one
of great opportunity for the adviser of girls but an opportunity
which must be wisely used.
Books are the silent, beloved companions of many girls
and from them they acquire many of their notions of how
to act under given conditions; in them they sometimes find a
heroine or a hero whose life helps to set their code of morals;
while again and again the choice of a vocation is definitely
influenced by the presentation of it given in an interesting
story.
A girl's own judgment is not always to be relied upon to
choose the worthwhile among the great number of books avail-
able. Books cannot be judged by their "jackets" nor their
price. The old-fashioned paper covered dime novel still exists
in different garb — sometimes dressed up attractively in book
form — sometimes in magazine story form, and many of the
latter are read by adolescent girls.
A wise adviser will know these "dressed up" dime novels
and recognizing the appeal which they make to the imagina-
tion and emotional side of a teen age girl, will be ready through
informal discussion and conversation to suggest some of the
many sane, wholesome stories now available as well as some
of the splendid collections of poems. A love and appreciation of
483
poetry counts for much as one grows older and an adviser will
help the girl who often needs an interpretation of a poem to
see in poetry its real beauty and meaning.
The adviser needs to be careful, however, that a book is not
killed for a girl by an over-zealous recommendation.
Books on prescribed reading lists, especially school lists —
are often disliked by girls. There is real joy in picking and
choosing one's own list for summer reading or for winter
leading. A girl may be helped and made desirous of doing this
by a discussion at a club meeting of some such question as
"What are your ten favorite books?"
Every girl should be encouraged to own books and so begin
to build a real library of her own. The joy of a shelf in one's
room or one's home, to hold one's "bound friends" is an experi-
ence every girl should have. Books are windows through which
a girl's imagination may look out and so, they need (like all
windows), to be in the right place, of the right kind, and kept
always clean and shining.
Books placed in the hands of a girl should help to give her
some of the following things — good standards for every day
thinking and living; ideals toward which to work; a sense of
fair play; a constructive philosophy of life and not a cynical
doubting attitude of mind; a realization that life may be God-
eontrolled; a logical presentation of events and not a series of
thrilling happenings absolutely unreal in life and often in direct
contradiction to all natural law and moral development • ' an
appreciation of scientific truths and an opportunity to acquire
facts which will be of use; an appreciation of good language
and a real feeling for beauty of expression.
The list of books included in this section is meant to be
suggestive to an adviser and her girls. It is in no sense com-
plete nor is it a ''course of reading." From it girls may choose
what appeals to them and by reading one book suggested by an
adviser they may be stimulated to read others. Most of these
books will be found ift a public library and if not there probably
can be secured through the cooperation of a librarian.
484
Girl Reserve Book List*
"Qod taught me to read;
He gave me the world for a book."
FOR several years Girl Reserves have journeyed through
"Story Book Land" with a Girl Reserve Book List as
their guide.
One of the joys of this journey is that it never ends. There
are always new friends and places to be found in "Book Land"
and so once again every Girl Reserve is invited to take as
her guide this book list.
The following books are suggested as ones which real Girl
Reserves will enjoy. Some old friends will be found in this
list, but there are many new and delightful ones as well.
For every book you read, you will receive a Girl Reserve book
plate to be placed in some one of your own. books. With the
desire that the Girl Reserves shall have happy journeys into
the "Story Book World/ this list is given into their hands
for use.
* The first Girl Reserve Book List was issued in December, 1918. The
present list incorporates the first and the second lists, and was printed
October, 1920.
485
If You Are Twelve and Not Yet Fifteen Choose from This List.
I. FICTION.
Keineth Jane Abbott
Little Women Louisa M. Alcott
An Old Fashioned Girl Louisa M. Alcott
Eight Cousins Louisa M. Alcott
Rose In Bloom Louisa M. Alcott
Under the Lilacs Louisa M. Alcott
Why the Chimes Rang Raymond Macdonald Alden
Isabel Carlton's Year Margaret Ashmun
The Heart of Isabel Carlton Margaret Ashmun
Peter Pan James M. Barrie
Master Skylark — A Story of Shakespeare's Time. .John Bennett
Mary Carey Kate Langley Bosher
Miss Gibbie Gault Kate Langley Bosher
The Lost Prince Frances Hodgson Burnett
Little Lord Fauntleroy Frances Hodgson Burnett
Sara Crewe Frances Hodgson Burnett
The Little Hunchback Zia Frances Hodgson Burnett
The Secret Garden Frances Hodgson Burnett
Hans Brinker or the Silver Skates- Mary Mapes Dodge
Donald and Dorothy Mary Mapes Dodge
Jan of the Windmill. Mrs. Juliana H. Ewing
The Story of a Short Life Mrs. Juliana H. Ewing
A Flatiron for a Farthing Mrs. Juliana H. Ewing
486
J. Cole— A Story of a Boy Emma Gellebrand
Kathleen's Probation Josleyn Gray
Uncle Remus Joel Chandler Harris
The Story of Aaron Joel Chandler Harris
Aaron in the Wildwood Joel Chandler Harris
Tanglewood Tales Nathaniel Hawthorne
Twicetold Tales Nathaniel Hawthorne
The Wonder Book .Nathaniel Hawthorne
Mopsa the Fairy Jean Ingelow
Lady Jane Mrs. C. V. Jamison
The Little Colonel Series Annie Fellows Johnston
Georgina of the Rainbows Annie Fellows Johnston
Water Babies Charles Kingsley
The Jungle Books Rudyard Kipling
Captains Courageous Rudyard Kipling
The Just-So Stories Rudyard Kipling
The Brushwood Boy Rudyard Kipling
Maid of Old Manhattan Margaret Knipe
Maid of '76 Margaret Knipe
Polly Trotter — Patriot Margaret Knipe
Adventures of Nils Selma Lagerlof
Tales from Shakespeare Charles Lamb
The Maker of Rainbows Richard Le GaHienne
Emmy Lou George Madden Martin
Emmy Lou's Road to Grace George Madden Martin
The Painted Desert Kirk Munroe
Rick Dale Kirk Munroe
Dog of Flanders Ouida
Bimbi Ouida
487
Wilderness Honey Frank Lillie Pollock
Just David Eleanor H. Porter
Freckles Gene Sratton Porter
Girl of the Limberlost Gene Sratton Porter
Men of Iron , , * , Howard Pyle
Melody Laura E. Kichards
Captain January 1 Laura E. Richards
The King of the Golden River John Ruskin
Beautiful Joe — A Story of a Dog Marshall Saunders
'Tilda Jane Marshall Saunders
Kenilworth. Sir Walter Scott
The Biography of a Grizzly Ernest Thompson Seton
The Trail of the Sandhill Stag Ernets Thompson Seton
Black Beauty Mrs. Anna Sewell
Story-tell Lib Annie Trumbull Slosson
Fishin' Jimmie Annie Trumbull Slosson
Heidi Johanna Spyri
Moni the Goat Boy Johanna Spyri
The Black Arrow Robert Louis Stevenson
Treasure Island Robert Louis Stevenson
Kidnapped Robert Louis Stevenson
The Queen's Museum and Other Fanciful Tales
Frank R. Stockton
The Chaucer Story Book Eva March Tappan
Robin Hood Eva March Tappan
The Children's Hour Eva March Tappan
The Prince and the Pauper , Mark Twain
The Blue Flower Henry Van Dyke
The Christmas Spirit Henry Van Dyke
The First Christmas Tree Henry Van Dyke
The Foolish Fir Tree Henry Van Dyke
The Keeper of the Light Henry Van Dyke
The Legend of Service ....,, Henry Van Dyke
488
The Lost Boy Henry Van Dyke
The Story of the Other Wise Man Henry Van Dyke
Ben-Hur Lew Wallace
Daddy Long Legs .Jean Webster
Dear Enemy Jean Webster
Just Patty Jean Webster
When Patty Went to College iJean Webster
The Bird's Christmas Carol Kate Douglas Wiggin
Further Chronicles of Rebecca Kate Douglas Wiggin
Mother Carey's Chickens Kate Douglas Wiggin
Rebecca of Sunnybrook Farm Kate Douglas Wiggin
The Story of Patsy Kate Douglas Wiggin
Timothy's Quest Kate Douglas Wiggin
Liberty Hall Florence May Winterburn
Indian Legends Sa Zitkala
King Arthur Any good edition
II. STORIES OF FAMOUS PEOPLE AND
INTERESTING LANDS.
Jack-of -all-Trades Margaret Applegarth
Story of Roland James Baldwin
In .Sunny Spain Katharine Lee Bates
A Boy in Eirinn Padraic Colum
Tower or Throne Mrs. Harriet Theresa Oomstoek
Under Greek Skies t Julia Dragoumis
Japan Today Ruth Emerson
Treasure Flower — A Child of Japan Ruth Gaines
The Village Shield— Story of Mexico
Ruth Gaines — Georgia Read
Brave Little Holland W. E. Griffis
489
Katrinka — Story of a Russian Child Helen E. Haskeli
The Story of Our Bible Harold B. Hunting
Puck of Pook's Hill Rudyard Kipling
The Slow Coach — Story of English Life . . Edward Verrall Lucas
Heroines Every Child Should Know Hamilton Wright Mabie
Heroes Every Child Should Know Hamilton Wright Mabie
African Adventures Jean Mackenzie
Genevieve — Story of French School Days, .Laura Spencer Porter
Florence Nightingale Laura E. Richards
Greek Photoplays Effie Seachrest
Children of the Lighthouse Charles Lincoln White
Hindu Tales Teresa Peirce Williston
Japanese Fairy Tales Teresa Peirce Williston
First Series
Second Series
The Third Inch of the Inch Library
III. POETRY.
The Golden Staircase Selected by Louey Chisholm
Lullaby Land Eugene Field
Poetry of Heroism Selected by John Jean Lang
A Golden Treasury of Songs and Lyrics
Francis Turner Palgrave
Poems. James Whitcomb Riley
A Child's Garden of Verses Robert Louis Stevenson
490
If You Are Fifteen or More Years Old Choose from This List
I. FICTION.
Under the Lilacs Louisa M. Alcott
Little Women Louisa M. Alcott
The Kentucky Cardinal James Lane Allen
The Perfect Tribute Mary R. Shipman Andrews
The Three Best Things Mary R. Shipman Andrews
Christopher and Columbus
By author of "Elizabeth and Her German Garden"
Fraulein Schmidt & Mr. Anstruther
By author of "Elizabeth and Her German Garden"
Greyfriar's Bobby Eleanor Atkinson
Pride and Prejudice Jane Austen
Keeping Up With Lizzie Irving Bacheller
Mistress Anne Temple Bailey
Bow of Orange Ribbon Amelia Barr
Jennie Baxter, Journalist Robert Barr
The Little Minister . James M. Barrie
Tommy and Grizel James M. Barrde
A Window in Thrums James M. Barrie
Courtin' Christiana John Joy Bell
Spanish Gold George Birmingham
Lorna Doone. Richard Blaekmore
Jane Eyre Charlotte Bronte
Wuthering Heights Emily Bronte
Comrade Yetta Arthur Bullard
T. Tembaron Frances Hodgson Burnett
The Bent Twig Dorothy Canfield
Understood Betsy Dorothy Canfreld
491
Collision Winston -Churchill
Ricliard Carvel Winston Churchill
The Moonstone Wilkie Collins
Glengary School Days Ralph Connor
The Major Ralph Connor
Corporal Cameron Ralph Connor
The Sky Pilot Ralph Connor
The Sky Pilot in No Man's Land Ralph Connor
The Deerslayer James Fenimore Cooper
Last of the Mohicans * James Fenimore Cooper
The Pathfinder James Fenimore Cooper
Prue and I George William Curtis
Women Wanted Mabel Porter Daggett
Diane of the Green Van Leona Dalrymple
The Lovable Meddler Leona Dalrymple
Robinson Crusoe Daniel Defoe
Dr, Lavendar's People Margaret D eland
The Iron Woman Margaret Deland
Old Curiosity Shop Charles Dickens
A Tale of Two Cities Charles Dickens
The Adventures of Sherlock Holmes A. Conan Doyle
The White Company A. Conan Doyle
Count of Monte Cristo Alexander Dumas
Doctor Luke of the Labrador Norman Duncan
The Mill on the Floss George Eliot
Carolyn of the Corners Ruth Endicott
Butter .Side Down Edna Ferber
Fanny Herself Edna Ferber
Honorable Peter Stirling .Paul Leicester Ford
A Knight of the Cumberland John Fox, Jr.
The Little Shepherd of Kingdom Come John Fox, Jr.
The Trail of the Lonesome Pine John Fox, Jr.
The Trumpeter Zona Gale
Monsieur Lecoq Emile Gaboriau
492
Cranford Mrs. Elizabeth C. Gas^ell
Apron Strings Eleanor Gates
The Yellow Dove George Gibbs
Dream Days Kenneth Grahame
The Wind in the Willows Kenneth Grahame
Down to the Sea Wilfred T. Grenfell
Jan and Her Job Allen Harker
Prudence of the Parsonage Ethel Hueston
Prudence Says So Ethel Hueston
Una Mary Mrs. Una Atherton Hunt
Tales of the Alhambra Washington Irving
In the Sargasso Sea Thomas A. Janvier
In the Desert of Waiting Annie Fellows Johnston
Audrey Mary Johnston
To Have and to Hold Mary Johnston
May Iverson Tackles Life Elizabeth Garner Jordan
Brushwood Boy Rudyard Kipling
The Day's Work Rudyard Kipling
Mary Gusta Joseph C. Lincoln
ThankfuPs Inheritance Joseph C.' Lincoln
Making Over Martha Julie M. Lipman
Martha by the Day Julie M. Lipman
The Lady of the Decoration Frances Little
The Rough Road William J. Locke
The Call of the Wild Jack London
White Fang Jack London
When Knighthood Was in Flower Charles Major
Peg 0' My Heart J. Hartley Manners
Pandora's Box John Ames Mitchell
Of Water and the Spirit Margaret Prescott Montague
Anne of Green Gables Lucy Maud Montgomery
Anne of Avon Lee Lucy Maud Montgomery
John Halifax Gentleman Dhiah M. Mulock
Poor Margaret Kirby Kathleen Norris
493
Bob, Son of Battle Alfred Olivant
The Scarlet Pimpernel Baroness Orczy
The Star In the Window , Olive Higgins Prouty
Bab — A Sub-Deb Mary Roberts Rinehart
Calvary Alley Alice Hegan Rice
Over Periscope Pond Esther Root and Marjorie Crocker
The Talisman Sir Walter Scott
Quentin Durward Sir Walter Scott
Tante Anne Douglas Sedgwick
The Charm of the Impossible Margaret Slattery
Kennedy Square F. Hopkinson Smith
Peter F. Hopkinson Smith
Treasure Island Robert Louis Stevenson
St. Ives Robert Louis Stevenson
Dr. Jekyll and Mr. Hyde Robert Louis Stevenson
Kidnapped Robert Louis Stevenson
The Black Arrow Robert Louis Stevenson
Fanciful Tales Frank R. Stockton
The Adventures of Captain Horn Frank R. Stockton
The Casting Away of Mrs. Leek and Mrs. Ayleshine
Frank R. Stockton
The Lady or the Tiger (in short stories) Frank R. Stockton
The Transferred Ghost (in short stories). . .Frank R. Stockton
Story of Babette Ruth McEnery Stuart
The Conquest of Canaan Booth Tarkington
The Magnificent Ambersons Booth Tarkington
Monsieur Beaucaire Booth Tarkington
Penrod Booth Tarkington
Seventeen Booth Tarkington
The Newcomes William Makepeace Thackeray
The Virginians William Makepeace Thackeray
Alice of Old Vincennes Maurice Thompson
Just Girls Ida T. Thurston
Twenty-three Tales Count Leo Tolstoi
494
Huckleberry Finn Mark Twain
The Prince and the Pauper Mark Twain
Tom Sawyer Mark Twain
Story of the Other Wise Man Henry Van Dyke
The Wood Carver of 'Lympus Mary E. Waller
Daddy Long Legs Jean Webster
Dear Enemy Jean Webster
When Patty Went to College. Jean Webster
David Harum Frank Noyes Westcott
Hepsey Burke Frank Noyes Westcott
Rebecca of Sunnybrook Farm Kate Douglas Wiggin
Chronicles of Rebecca Kate Douglas Wiggin
Story of Jean Valjean (translated from the French)
Sara E. Wiltse
The Virginian Owen Wister
Towards Morning Ida Alena Ross Wylie
Swiss Family Robinson Johann David Wyss
II. STORIES OF FAMOUS PEOPLE AND
INTERESTING LANDS.
Twenty Years at Hull House Jane Addams
My Chinese Days Gulielma Alsop
When I Was a Girl in Italy Marietta Ambrosi
The Promised Land Mary Antin
All the Days of My Life Amelia Barr
Comrades in Service Margaret Burton
Letters to Betsy J. L. Cody
Dr. Luke of the Labrador James B. Conolly
Dr. GrenfelFs Parish James B, Conolly
The Life of Harriet Beecher Stowe Martha Foote Crow
The Life of Mary Lyon Ruth Bradford Gilchrist
The Life of Frances Willard A. A. Gordon
495
Ann of Ava. - Ethel Daniels Hubbard
The Story of My Life • • • .Helen Keller
Mary Slosser of Calabar. William Pringle Livingston
Black Sheep Jean Kenyon MacKenzie
Louisa May Alcott
Dreamer and Worker Belle Moser
The Life of Robert Louis Stevenson Jacqueline Overton
How the Other Half Lives Jacob Riis
From My Youth Up Margaret Sangster
The Story of a Pioneer Anna Howard Shaw
One Girl's Influence Roebrt E. Speer
My Mother and I E. G. Stern
He Knew Lincoln Ida Tarbell
Th'e Diary of a Prairie Girl Eleanor Gates Tully
III. STORIES ABOUT THE GREAT WAR.
A Hilltop on the Marne Mildred Aldrich
On the Edge of the War Zone , Mildred Aldrich
The Peak of the Load Mildred Aldrich
Deer Godchild Margaret Bernard— Edith Serrell
Ambulance Number 464 Julien H. Bryan
Ambulance Number 10 Leslie Buswell
The Day of Glory Dorothy Canfield
Carry On — Letters in War-Time -Coningsby Dawson
The Glory of the Trenches Coningsby Dawson
Inside the Russian Revolution Rheta Childe Dorr
Over the Top Arthur Guy Empey
A Little Gray Home In France Helen Davenport Gibbons
A Red Triangle Girl in France
High Adventure James Norman Hall
496
The First Hundred Thousand Ian Hay
My Home in the Field of Mercy Frances Huard
My Home in the Field of Honor .Frances Huard
With Those Who Wait Frances Huard
Madamoiselle Miss
Women in Belgium Charlotte Kellogg"
The Red Cross Barge Mrs. Belloc-Lowndes
The Children of France and The Red Cross June E. Lucas
Outwitting the Hun Patrick A. O'Brien
Private Peat Harold Peat
Trapped in Black Russia Ruth Pierce
England's Effort Mrs. Humphrey Ward
IV. POETRY, PLAYS AND ESSAYS.
Prunella — a play Barker-Housman
The Silent Isle Arthur C. Benson
From a College Window Arthur C. Benson
The Upton Letters Arthur C. Benson
A Treasury of War Poetry George Herbert Clarke
The Business of Being a Friend Bertha Conde
Christ in the Poetry of Today Martha Foote Crow
A Heap 0' Living , . Edgar A. Guest
Little Journeys to the Homes of Great Authors
Elbert Hubbard
My Lady's Dress — a play Edward Knoblauch
Under the Trees and Elsewhere Hamilton Wright Mabie
The Betrothal and The Blue Bird — plays. .Maurice Maeterlinck
Dream Life Ik Marvel
The Mountains of California John Muir
Bees in Amber — verse John Oxenhan.
497
Why Go to College Alice Freeman Palmer
Disraeli — a play Louis Napoleon Parker
Pomander Walk — a play Louis Napoleon Parker
The Piper — a play Josephine Preston Peabody
High Tide — a collection of verse Mrs. Waldo Richards
A Little Book of Modem Verse Jessie L. Rittenhouse
Letters to His Friends Forbes Robinson
Rhymes of a Red Cross Man Robert Service
Othello William Shakespeare
Romeo and Juliet William Shakespeare
Taming of the Shrew William -Shakespeare
Across the Plains Robert Louis Stevenson
The Land of Heart's Desire William Butler Yeats
NEW BOOK FRIENDS— 1920-21
If You Are Twelve and Not Yet Fifteen Choose from This List
I. FICTION.
Happy House James D. Abbott
Marian Frear Js Summer Margaret Ashmun
The Sampo (Adventures of the Finnish Heroes)
James Baldwin
The Boy Emigrants Noah Brooks
A Little Princess (The Whole Story of Sara Crewe)
Frances Hodgson Burnett
Giovanni and The Other Frances Hodgosn Burnett
A Boy of Bruges Emile and Tita Cammaerts
Alice in Wonderland Lewis Carroll
Through the Looking Glass Lewis Carroll
What Bird Is That Frank M. Chapman
Green Timber Trail Willard Gerard Chapman
Story of Sonny Sahib Mrs. Sarah D. Cotes
498
Six to Sixteen Mrs. Juliana H. Ewing
When the King Came George Hodges
Indian Why Stories Frank B. Linderman
The Cruise of the Dazzler. Jack London
Jim Davis John Masefield
Cornelia Lucy Pitch Perkins
Golden Dicky Marshall Saunders
Five Little Peppers and How They Grew Margaret Sidney
Uncle Tom's Cabin Harriet Beecher Stowe
Sue Orcutt Charlotte Vail
The Orcutt Girls Charlotte Vail
II. STORIES OF FAMOUS PEOPLE AND
INTERESTING LANDS.
Czecho-Slovak Fairy Tales Parker Fillmore
Zerah — A Tale of Old Bethlehem Montayne Perry
The Land We Live In Overton Price
The Story of King Arthur and His Knights Howard Pyle
The Story of Sir Launcelot and His Companions . . Howard Pyle
Bird Woman (Saca jawea) Story of Lewis and Clark
James W. Schultz
III. POETRY.
Christmas Tales and Christmas Verse *. . .Eugene Field
Poems of Childhood , Eugene Field
499
If You Are Fifteen or More Years Old Choose from This List.
I. FICTION.
A Man for the Ages Irving Bacheller
Sister's Vocation Josephine Daskam Bacon
Smith College Stories Josephine Daskam Bacon
Peter and Wendy J. M. Barrie
My Antonia Willa Seibert Gather
What Bird Is That Frank M. Chapman
Out of the Shadow Eose Cohen
The Doctor Ralph Connor
Man Prom Glengary Ralph Connor
Soldiers of Fortune Richard Harding Davis
Old Chester Tales Margaret Deland
The Return of Sherlock Holmes .' A. Conan Doyle
The Three Musketeers Alexander Dumas
Christmas, a Story Zona Gale
Friendship Village Zona Gale
The January Girl Joslyn Gray
The Hall With Doors Louise Hasbrouck
The Mississippi Bubble Emerson Hough
Westward, Ho Charles Kingsley
Kim Rudyard Kipling
Sergeant Jane Margaret T. Matlack
Rainbow Valley Lucy Maud Montgomery
Stickeen John Muir
500
Bobbie, General Manager .Olive Higgins Prouty
The Crimson Patch Augusta Hue!! Seaman
Lad—A Dog Albert Payson Terhune
Pudd'n Head Wilson Mark Twain
Out of Doors in the Holy Land Henry Van Dyke
Mysterious Island Jules Verne
Twenty Thousand Leagues Under the Sea Jules Verne
The Blazed Trail Edward Stewart White
II. STORIES OF FAMOUS PEOPLE AND
INTERESTING LANDS.
American Women in Civic Work Helen Christine Bennett
Little Grandmother of the Russian Revolution
Catherine Breshkovsky
Don Quixote (retold by Judge Parry) Miguel de Cervantes
Boy's Life of Roosevelt Hermann Hagedorn
Boy's Life of Lincoln Helen Nicolay
Boy's Life of Mark Twain Albert Bigelow Paine
Heroines of Service. M. R. Parkman
Heroes of Today M. R» Parkman
An American in the Making M. E. Ravage
Pilgrims of Today Mary Hazelton Wade
The House on Henry Street Lillian D. Waid
Up From Slavery Booker T. Washington
III. STORIES ABOUT THE GREAT WAR.
Girl's Book of the Red Cross Mary Kendall Hyde
Tales of the Great War Henry Newbolt
The Story of the Great War Roland G. Usher
501
IV. POETRY, PLAYS AND ESSAYS.
Letters From China and Japan John Dewey
Abraham Lincoln^ a play John Drinkwater
The Rocking Horse Christopher Morley
A Little Book of American Poets Jessie B. Rittenhouse
Letters to His Children Theodore Roosevelt
A Canticle for the Year Elvira J. Slack
Dream and Voices Grace Hyde Trine
The Valley of Vision Henry Van Dyke
Your secretary or corps adviser may add to this list books
which are of especial interest to you because they have been
written about the particular part of the country In which you
live. Every Philadelphia girl wants to read "Hugh Wynne,"
and every California girl will enjoy "The Gray Dawn."
This list does not include all the books by many authors
which you will want to read. Therefore, any additional' bpoks
written by the same authors or others may be counted on
this list provided your secretary of corps adviser sends the
names to your Field Girls' Work Secretary for approval.
Write out a list of the books you have read and give it to your adviser
or secretary. It will be sent to the Field Girls' Work Secretary of the
National Young Women's Christian Associations. Then the book plates
which are sent you for every book you have read will be forwarded to you.
Any of these books may be ordered from The Woman's Press, 600 Lex-
ington Avenue, New York City.
502
CHAPTER XII.
VOCATIONAL GUIDANCE EMPHASES IN GIRL RESERVE PROGRAMS
"Life is a mission, and not a career."
L The Purpose of Vocational Guidance.
ANY programs which are designed for }teen-age girls must
recognize that these years are supremely important in de-
termining the ideals, habits and attitudes toward life which will
prevail throughout maturity. In view of the fact that women's
part in the work of the world constantly demands higher
standards of achievement, there must be incorporated into the
programs for younger girls such elements of vocational guid-
ance as will prepare them gradually, yet steadily, for the life
of productive usefulness which is the rightful heritage of every
woman today.
The purpose of such a program should be to use every nat-
ural means — information about occupations, knowledge of what
women are doing, the inspiration of personal contact with those
who have been truly successful as pioneers — to create an atti-
tude toward work which shall be truly Christian, and shall pro-
vide girls with facts and ideals adequate to stand the tests of
workaday experience.
Such a program should work in the closest harmony with
any school or community movements for vocational guidance.
Available resources for securing vocational information or coun-
sel should be studied before adopting a club program, especially
the views of school authorities, state or municipal employment
services, or any other reputable organizations. With all of
these, the vocational guidance emphases of Girl Reserve Clubs
should be to the fullest extent cooperative, and in many cases
it may be suggestive of further service not as yet developed in
a given community.
503
II. Standards for Vocational Guidance Emphases.
Before a program can be drafted, the standards to which it
should conform must be clearly thought out and firmly grasped.
Every part of the eventual program must do its part in making
these standards really effective in the living of real girls.
A. The individual judgment of girls must be the decisive
factor in choice of work. No tests of wisdom of others can take
from each girl the responsibility for her free choice. Her
choice, however, cannot really be free unless she knows many
things about herself, as well as about the various kinds of work
to which she feels drawn. In order, then, that the judgment of
individuals may be wise, there is need that each girl should
learn to study her own talents and capacities and to realize that
every girl has some gift awaiting expression. Furthermore,
each must help the other to know that work, which is useful to
society and satisfying to an individual, is really worth doing,
regardless of conventional estimates. In addition, all the avail-
able resources of scientific vocational guidance should be made
use of by each individual throughout her occupational life.
B. The motives underlying- the choice of work must be
right. Work which is worth doing must call into operation im-
pulses which cannot be satisfied by a monetary return alone.
The desire for self-expression, for creation, is inborn in every
person, and work which is satisfying must realize it. Often a
narrow and partial view of one's work prevents the right opera-
tion of this motive. Usefulness is another vital motive for
work. The fact that human need is satisfied by the results of
one's activities gives meaning to what one does, and finally the
fact of being a contributing member of society adds a tang of
joy that compensates for fatigue and the drudgery that attends
every worth-while task.
C. Education, in its widest meaning, and as a continuing
factor in development, is vital to a satisfying experience as a
worker. Girls in school must be aided in seeing the importance
to their future of right habits of application, and of many sub-
504
jects whose value the eyes of youth cannot see. Every girl
must be encouraged to stay In school as long as her mental
growth keeps pace with her studies. Girls who have left school
for various reasons must be inspired to return if possible, or at
all events, to continue their studies otherwise. Beginning thus
with a solid general school training, the necessity for special
training for vocations, must be emphasized, bearing in mind the
grave handicap which rests upon the mass of unskilled workers
— too many of them women — who are their own worst foes. In
righteous enthusiasm for more and better technical training for
girls, it must not be forgotten that the rarest gift of an educa-
tion which helps the human spirit to grow, is a breadth of cul-
ture which sees the meaning of life in terms of creative activ-
ity, and redeems the humdrum of drudgery by an understand-
ing of the productive process. So educated, a woman is the peer
of the great souls of all the ages, and has at her disposal in-
finite spiritual resources.
D. Success is judged not by the standard of the market-
place, money and reputation, but by the twin standard of indi-
vidual development and social utility. A girl can be called suc-
cessful in an occupation, not if she makes a good salary alone,
but if the work offers her the chance to grow in power and to
develop in her the latent capacities which must die if not used.
If work tends to be destructive to health — physical, mental,
moral or spiritual, it should be rejected, regardless of scale of
pay. Furthermore, the test of usefulness to the community will
help to judge the success or failure of one's work. So closely
are all people bound together to-day that all progress must be
measured by its effects upon the well-being of society. Suc-
cess for the individual cannot longer be purchased at the cost of
loss for all, and the standard for individual success must be
brought into harmony with the necessity for advance together.
IIL Content of Vocational Guidance Program.
Each item of this program is in essence concerned with sup-
plying information, but it must be information with a differ-
505
ence, and the difference the inspiration to apply personally the
facts at hand. Only by making- girls enthusiastic about the
knowledge which is offered can results be secured.
A. What each girl should know about herself.
Without encouraging introspection and undue self-analysis,
the first step toward an intelligent choice of any kind of work,
must be for each girl an understanding of herself — her likes and
dislikes, her weak and her strong points of character, her ability
in some directions as evidenced by indications that may prove
prophetic. A frank facing together in club groups of the influ-
ence of certain habits, and the price exacted for some practices
which appear harmless, will help many a girl to begin early to
steer her life rather than let it drift. Skillful leadership and
a wise blending in program with other elements will keep this
emphasis from becoming morbidly introspective.
Discussion centered around such a question as "How Shall
I Discover Myself" will open the whole subject and lead natur-
ally to the habit of planning one's vocational life rationally on
the basis of individual choice rather than upon the accident of
chance contact or occasional information.
B. What girls should know about occupations.
This topic opens the whole question of the extent to which
there can be laid a wise — because wide — foundation in facts
about occupations for many later choices. Much harm is done
by assuming that the purpose of this part of the program is to
attract or repel individual choices, or to play the part of director
of other people's lives. On the contrary, every girl should have
a wide and basic knowledge about every type, a knowledge
which is first of all a part of intelligent citizenship and neces-
sary for membership in a social order, and secondarily voca-
tional in intent. Every girl should know about the great stand-
ard occupations, industrial, commercial and professional — to use
a familiar classification — upon which her own comfort is built.
Such understanding will become part of her mental equipment,
506
and will later Influence her choice, often unconsciously. The
danger of supposing that an irrevocable choice should be made
early is so great that leaders should remember that a certain
amount of experimentation is necessary and desirable, that cer-
tain aptitudes ripen comparatively late, and that, however hard
it may be to make a decisive choice of vocation, only good
can come from a catholic familiarity with the field of occupa-
tions as a whole.
Besides such general information, particular attention should
be given to occupations which come within easy range of possi-
bility for the girls in any particular group. Local industries,
the custom of a community, the existence of certain schools or
colleges, give favorable consideration to certain vocational op-
portunities, and any informational work should take these fac-
tors into account. The more immediate and definite the facts
can be made, the more useful will they be.
C. Educational opportunity for every girl.
The untrained or half-trained woman who grows steadily
less and less employable as she grows older, and who has at
last to take only the most hopeless tasks — such is the discourag-
ing problem of every employment worker. Such wasteful lives
can only be prevented in youth. The greatest chance for voca-
tional usefulness is surely to hammer steadily upon the need for
more education, more training, a wider background of mental
knowledge against which to play a woman's part in the world of
work. Every group needs the advice, but of course there will
be wide differences in the program suggested.
With girls who are still in school, emphasis should be placed
upon remaining in school as long as possible, certainly through
high school. Special help may be needed in individual cases,
and should be easily secured.
In facing the eternal question — after high school, what? —
several factors are to be considered. Many girls go to college,
normal or special school; many others could do the same if the
necessary willingness to work could be aroused, and the indrf-
507
ference overcome which is sometimes individual, sometimes a
family affair. The ways by which girls can be helped to secure
real training beyond high school are multiform — a knowledge
of scholarships available, lists of schools where a girl can
work her way through, loan funds to make a start, summer
work to earn money, special coaching to overcome slight defi-
ciencies, information about the best schools for special training
— these are only some of the ways by which girls who are hesi-
tating on the brink of going to work prematurely, as the easiest
thing, can get fresh courage.
How can the door of educational opportunity swing wide
for the girl who i£ already a wage earner. She has a fund of
experience about certain jobs, but usually lacks the education
to make a change to a more congenial occupation or to rise
further in the one she has chosen. She should be helped to find
the education which will best serve her case. It may be that
she can go back into school, and with her experience, qualify
for a more responsible position. Perhaps, she needs special
vocational training which a night school, a Y. W. C. A. or
some other school can give her. Certain it is that no girl in
her teens can safely call her education finished without facing
the consequences in narrowing opportunity and starved men-
tality.
D. Information about Placement Bureaus.
After choice and training- comes the old problem of finding
a place to put knowledge into practice in doing a piece of work.
The whole question of employment, or placement is in such an
unsettled condition to-day in this country that few general rules
can be laid down. Some cities have state or municipal bureaus;
some Young Women's Christian Associations have employment
departments; there is a group of Bureaus of Occupation for
Trained Women doing professional placement. Information
about these and other agencies which are available should be
kept up to date, and girls should be informed about local agen-
cies which are not trustworthy.
508
E. Legislation Affecting the Situation m the United States.
1. The Vocational Education Act (Smith-Hughes Act),
a federal bill in effect March, 1918, provides federal
grants, in cooperation with equal state grants, for
salaries of teachers, and for training- teachers in agri-
culture, trade and industrial subjects, and in home
economics. Eight states had a state system of voca-
tional education in operation when the federal law
was passed. More than half the states have since
that time passed laws accepting the provisions of this
act.
2. All Laws Bearing on Child Labor and compulsory
school attendance affect the situation.
(a) Pending Federal Legislation.
(b) State Laws of Health Insurance, Minimum Wage,
. Hours of Work, Child Labor, Prohibited Work.
P. Conditions In the Local Community Which Should Be
Known to Every Worker With Girls,
1. Occupational Information.
(a) Occupations open in the community.
(b) Educational value of the work for young workers:
Are there blind-alley occupations?
Are there facilities for training in factory or
shop?
(c) Regularity of employment: Is there seasonal
work and therefore the possibility of unemploy-
ment?
(d) Usual hours of work — daily, weekly, extent of
overtime, vacations, lunch periods, night work,
rest periods.
(f) Wages: Minimum and maximum wages with rate
of increase:
How do the girls' wages compare with the cost
of living in the community?
509
What is the comparative beginning wage of
trained and untrained worker?
Is the yearly income fifty-two times the weekly
wage? How much does the girl lose through
shut downs and other unemployment?
(g) Physical conditions: Positions at work, possible
danger from any unusual conditions, from ma-
chines or materials used; conditions of heat, light,
space, ventilation, sanitary arrangements and
supervision; probable effect on wealth and morals
of the workers.
IV. The Application of Vocational Guidance to Regular Pro-
gram Work.
Each club will naturally have its own idea of how best to
incorporate vocational guidance into its work ; each year's activ-
ity should include the following: regular program, conference,
personal counsel, graphic publicity.
A. Vocational Guidance in the regular program.
There are many opportunities to introduce subjects of voca-
tional interest into the regular meetings of a club. For ex-
ample, if the club has been reading the lives of famous women,
the vocations they have chosen make a fascinating study. Or,
by taking the women in any city or town who have been suc-
cessful in business or professions — could not a discussion of the
human interest in their success show real values? If some local
industry employs women, a series of visits will supply material
for a study of that occupation. Many ways of relating the
actual local opportunities to program purposes will occur to a
live program committee.
The following suggestions regarding possible topics for dis-
cussion at regular club meetings may be of service.
1. The "A-l" American girl to-day: her opportunities and
responsibilities :
510
a. Strong body and alert mind.
b. Steadiness.
c. Need for directed education.
2. Uncle Sam's interest in girls.
a. Vocational Education legislation.
b. Work of the Children's Bureau.
3. What is vocational training:
a. General education plus. (Illustration • a steno-
grapher is of little value unless she can spell.)
4. How to choose a job.
a. Does one choose a position because one's friend is
working there or because one is fitted for it and
there is need for such work?
b. Explain a "blind-alley" job.
5. Fitness for a job.
a. Age, health, relation between health and work.
Mental and physical tests for efficiency are neces-
sary for girls. Emphasize some of the things girls
do which are detrimental to their health:
(1) Wearing high-heeled shoes while at work.
(2) Eating wrong food.
(3) Eating between meals.
6. Importance of women's work to-day:
a. Show tremendous need for trained minds and
sound bodies in this reconstruction period. Many
of the boys and girls of Europe were called upon
to die for their country. The boys and girls of
America are being called upon to live and live to
the fullest. (Suggestions for such a talk will be
found in Hermann Hagedorn's book — "You are the
Hope of the World.") Secure it from the Womans
Book Shop, 600 Lexington -Avenue, New York City.
7. Education for social and personal efficiency.
8. Vocational opportunities in your own community.
9. Professional opportunities for women.
511
10. Out-of-door opportunities.
11. Some problems in economic life that you feel girls are
facing to-day.
12. How do you use your spare time.
13. The value of reading. Are the books you read help-
ful, or merely amusing?
14. A discussion of the advantages and disadvantages of
various kinds of work for women.
15. Study of the lives of famous women.
16. Responsibilities of citizenship.
17. The woman movement and education.
18. The problem of the untrained girl-worker in a city.
19. Personal accounts, and budgets.
Sometimes the vocational material which is discussed
under the topics given above may be illustrated by
tableaux, charades and short plays.
If an "honor system" is being used in the clubs it is
possible to arouse interest in vocational work by al-
lowing so many points for:
a. A clever poster illustrating some idea in vocational
work.
b. A poem, theme, play or charade on vocational
work.
B. Vocational conferences.
Everybody needs occasionally to meet in a larger social
group than ordinary, to realize how general are the
problems that confront us to-day. A vocational confer-
ence is an excuse for gathering together girls from dif-
ferent schools or cities, or non-club members, and certain
elemental inspirations can be most readily evoked under
such conditions. Such a gathering can also call in out-
standing speakers and leaders, and may well form a
climax to a number of club meetings on vocational topics
and the starting point of more.
A vocational conference should include recreation, a
"banquet" all together, some inspirational talks, some
512
short informational talks by women who know special
occupations well, and as much opportunity as possible
for conferences between leaders and the girls in small
groups or individually. The conference should send every
girl away determined to know more about her vocational
possibilities, and eager to serve in her vocation to the
utmost of her ability. In planning" the meetings, em-
phasis should always be laid upon the importance of
training and the necessity of individual choice ultimately.
In no case should the conference alone be regarded as
a satisfactory meeting of the need for vocational guid-
ance. It should be preceded and followed by club study
and discussion.
1. Suggested Plans for an All Day Vocational Conference.
Program One.
10:00 A.M. Opening Exercises.
10: 15 A.M. Vocational Opportunities for Girls.
11: 15 A.M. Short addresses by representatives of lines of
work open to women (i. e. millinery, teaching,
advertising).
11:45-12:00 Music and Games.
12:00-12:30 Informal Discussion: More Training, why and
where to get it.
12:30- 1;30 Luncheon.
1:30- 2:00 Recess.
2:00- 3:00 Vocations from a GirPs Point of View and from
Schoolmen's Point of View.
3:00- 4:00 Movie Reels and Stereopticon.
4:00- 5:00 (Open Forum: "What I Want to do With My
Life"; "The Get- Ahead Girl"; or group interviews
with specialists.)
5:00- 6:00 Rest Hour.
6:00 Banquet — Toasts, Cheers, Songs and Informal
Talks.
Final Talk:
513
Program
10:00-10:15 'Getting acquainted and community sing, with in-
troduction of leaders.
10:15-10:45 Opening talk; Vocational opportunities for Girls.
10:45-12:15 Group meetings, on different vocations, with
specialists.
12:15- 1:00 Time for making appointments.
1:00- 2:80 Food and fun for inspirational talk.
2:30- 3:30 Group meetings.
3:30- 5:00 (Personal interviews or open Forum on "What to
do with My Life.)
Devotions.
Address of Welcome and Introduction of Leaders.
2. Suggested Plans for Two -Day Vocational Conference.
Program One.
Saturday.
11:00 Community Singing.
11:15 Who's Who at Our Conference.
11:30 Welcome
12:00 Luncheon.
1:30 Recreation.
2:00 Vocational Opportunities for 'Girls.
3:00 Game — Discovering Myself.
4:00 Recreation.
•8:00 Banquet — .Baptist Church, Hostess.
Informal Program — Songs, Cheers and Toasts.
7:30 Open Meeting.
Sunday.
Morning — With the Hostess.
Conference Leaders Guests in Local Pulpits.
2:30 Girls' Vesper Service.
Avocation.
Closing Address.
514
Program Two.
Saturday Morning.
10:00 Registration.
10:30 Conference Singing".
Acquaintance Stunt.
11:00 Opening Session.
Conference Hymn
Devotions.
Address of Welcome and Introduction of Leaders.
11:20 Address.
11:45 Delegates taken to hostesses.
Saturday Afternoon,
2:00 Devotional Singing.
2=15 Vocations for Girls from the Girl's Point of
View.
Questions and Answers.
3:45 Organized Games on the Playground.
6:00 Supper served by the Domestic Science Department.
School Cheers or Song from each delegation.
7:30 "The Spirit of Sisterhood."
A Pageant. High School.
Club of the Y. W. C. A.
8:00 Vocations for Girls from the Schoolman's Point
of View.
Sunday Morning.
Church and Sunday School with hostesses, or
church of preference.
Sunday Afternoon.
3:00 Vespers and Inspirational Talk.
7:30 Union Rally in Town Hall.
Program Three.
Program of Conference.
Friday Evening.
5:00- 6:00 Registration of Delegates.
6:30 Banquet — M. E. Church.
515
Community Singing and Toasts. Toast Mistress:
(For Delegates only.)
8:00 Evening Session.
High School.
Presiding Chairman: — »
President of County Y. W. C. A.
— — , Supervising Principal.
Solo.
Greetings from the County.
Address.
Greetings from Princeton.
Saturday.
Morning — High School.
9:30 Songs.
10:00-12:00 After School— What?
Talks on Vocations for Girls.
Time given for informal discussion and questions.
Noon—Luncheon. M. E. Church.
Altamont Camp Rally.
Songs, Pictures.
Afternoon — High School.
2:00 Play, "ThV Challenge of Democracy," presented by
Rondo Club.
3:00 Closing Session.
Address,
Conference Picture.
Program Four.
Saturday.
11:00 Singing.
11:15 Acquaintance Stunts.
11:30 Welcome.
Instructions.
12:00 Luncheon with Hostess.
2:00 Movie Reels.
2:30 Singing.
2:50 Talk: Vocations Open to Youn,^ Women.
3:30 Round Table Discussions.
A woman doctor, a nurse, a teacher, a business
woman, a home economics secretary present to
lead these discussions,
4:00 Recreation.
5:00 Rest Hour.
6:15 Banquet.
Toasts.
8:00 Entertainment,
Address.
Sunday Morning with the Hostess.
2:15 Inspirational Talk." -
Program Five.
Y. W. C. A.
Vocational Conference Opening Session.
Friday, 8:00 P. M. Y. M. C. A. Auditorium.
Address World Fellowship.
Saturday Morning Session — 9:30-11:15.
9:30 Devotions.
9:45 The Business of Home Making.
10:00 ^Social Service Work.
10:15 Physical Training and Play-Grounds, with, demon-
stration.
10:35 Opportunities in Business.
11:00 Medicine as a Profession.
11:15 The Y. "W. C. A.
11:30 Interviews.
Lunch at 12:30.
Saturday Afternoon Session — 1:45-2:30.
1:45 The Standard College.
2:00 Home Economics.
2:15 Scientific Farming.
4:00 Hike.
517
Sunday Session.
Sunday School.
11:00 Church Service.
C. Personal Counsel.
The temptation is great to rely overmuch upon books and
speeches, and to ignore the fact that in practice most voca-
tional guidance is done by personal counsel/ some conscious,
much entirely unconscious. Something can be done for club
girls by proper programs and conferences, but the greatest
service of all is to bring girls individually into touch with
women who have succeeded in their vocations, and whose ideals
of service are worthy to inspire younger women. Such women
should be used in conferences and as leaders wherever possible,
and in addition, club advisers should be alert to know when
individual girls need the friendly counsel of certain women as
they face vocational choices.
D. Graphic Publicity.
It would seem self-evident that the eye as well as the ear
should be enlisted to impress vocational facts. Posters giving
information, pictures of interesting occupations, films showing
certain processes, and other forms of publicity can be used
in the school or Association assembly room or on club bulletin
boards.
When a conference is being planned, exhibits of pictures and
catalogs from advanced schools and colleges may be arranged,
and a part of every conference should be a display in a club
room of catalogs from the colleges and schools to which it is
desirable that girls shall go. Posters made by a club, showing
local opportunities, excite more interest than general posters.
To be really effective, this publicity should be continuous, with
changes of exhibits and posters whenever possible.
A well-arranged poster exhibit is the most grapMc means
for presenting such a subject as vocational guidance.
The National Child Welfare Association, 70 Fifth Avenue,
New York City, has a series called "The Child and His Voca-
518
tions"; and one "The A-l American Girl." Bulletins illustrating
these series and containing Information about the number of
posters in each and the cost will be sent upon request.
A series of posters has been prepared by the Educational
Committee of the Department of Research and Method, Na-
tional Board Young Women's Associations, and may be obtained
from the Bureau for Work with Younger Girls, 600 Lexington
Avenue, New York City.
V. General Resources for Vocational Information.
Because the question of Vocational Guidance and Informa-
tion is so much in flux to-day, it is particularly necessary for
Girls' Work Secretaries and advisers to keep themselves in-
formed regarding present and future developments by con-
stant contact with material from the following sources. Much
of the most valuable material is to be found in pamphlets which
are issued by these agencies.
ORGANIZATIONS SUPPLYING VOCATIONAL INFORMATION
Children's Bureau, Washington, D. C.
Bureau of Vocational Information, 2 W, 43rd St., New York
City.
Federal Board for Vocational Education, Washington, D. C.
General Education Committee* National Board, Y. W. C. A.,
600 Lexington Ave., New York City.
National Child Welfare Association, 70 Fifth Ave., New York
City.
National Child Labor Committee, 105 East Twenty-second
Street, New York City.
National Society for Vocational Education, 140 W. 42nd St.,
New York City.
United States Department of Labor, Bureau of Labor Statistics,
Washington, D. C.
Russell Sage Foundation, 130 E. 22nd St., New York City.
The Survey Associates, 112 E. 19th St., New York City.
U. S. Bureau of Education, Washington, D. C.
Woman Citizen Corporation, 171 Madison Ave., New York City.
519
Women's Educational and Industrial Union, 264 Boylston St.,
Boston, Mass.
Women's National Farm and Garden Association, White Plains,
New York.
COOPERATING BUREAUS OF OCCUPATION
Los Angeles, Gal.
Bureau of Occupations,
Women's University Club,
521 West 7th Street.
Pasadena, Cal.
Vocation and Placement
Bureau for Business and
Professional Women, 608
Central Building, 30 North
Raymond Avenue.
Denver, Col.
Collegiate Bureau of Occu-
pations, Chamber of Com-
merce Building.
Chicago, 111.
Chicago Collegiate Bureau
of Occupations, Room 1804,
5 South Wabash Avenue.
Boston, Mass.
Appointment Bureau,
Women's Educational and
Industrial Union, 264 Boyl-
ston Street/
Detroit, Mich.
Mrs. Leonard B. Orluff,
President, 489 Atkinson
Avenue.
Minneapolis, Minn.
Woman's 'Occupational
Bureau, 216 Meyers' Arcade.
Kansas City, Mo.
Woman's Vocational Bureau,
601 Ridge Arcade Building1.
New York City, N. Y.
Bureau of Vocational In-
formation, 2 West 43rd
Street. Miss Emma P.
Hirth, Director.
New York City, N. Y.
Employment Department Y.
W. C. A., Central Branch,
610 Lexington Avenue.
Cleveland, Ohio.
Bureau of Occupations for
Trained Women, 108 City
Hall.
Philadelphia, Pa.
Bureau of Occupations for
Trained Women, 302 South
13th Street.
Pittsburgh, Pa.
Women's Employment Ser-
vice Central Y. W. C. A.
Building, 59 Chatham Street.
Richmond, Va.
Bureau of Vocations for
Women, Richmond Hotel.
520
BIOGRAPHY AS A GUIDE TO VOCATIONS FOR WOMEN*
A Reading List of Women's Lives Arranged According to
Vocations.
This list of biographies has been compiled in the hope that
it will prove useful in several ways.
For a knowledge of the personalities of women who have
played a great part in the making of to-day, and for an ap-
preciation of the difficulties which they had to overcome before
the woman's age could dawn, one turns naturally to the life
stories of the women themselves.
There is in these stories much of literary and even more of
personal interest. If carefully read these pioneer choices and
struggles cannot but help younger girls to-day in the wise
selection of the vocations they shall follow. A knowledge of
the long process by which the present free choice came to be
open to women will not only make clear the great opportunities,
but also make imperative the call to the girls of this generation
for further service.
Wisdom in the making of vocational choices and consecration
in following out the wise choice will surely be stimulated by
reading the lives of such women as are listed here.
BIOGRAPHY AS A GUIDE TO VOCATIONS FOR WOMEN*
(1) Teaching Life of Mary Lyon. Gilchrist. Houghton.
Life of Alice Freemaii Palmer. G. H. Palmer.
Houghton.
Life of Ellen H. Richards. Hunt. Hunt.
The Corn Lady. Field.
(2) Writing Louisa May Alcott in Portraits of American
Women. Bradford. Houghton.
Harriet Beecher Stowe in Portraits of American
Women. Bradford. Houghton.
* All of these books may be secured through The Bookshop, 600 Lexington
Avenue, New York City.
521
Emily Dickinson in Portraits of American
Women. Bradford. Houghton.
The Early Diary of Frances Burney. G. Bell &
Sons.
Fanny Crosby's Story of Ninety-four Years.
Jackson. Revel! Company.
(3) Acting Memoirs of My Life. Sarah Bernhardt. Appleton.
The Life and Adventures of Peg Woffington.
Scribners.
Heroines of the Modern Stage F. Izard. Sturgis
& Walton.
(4) Making The Uncensored Letters of a Canteen Girl. Harper
History Memoirs and Letters of Dolly Madison. Houghton.
Diplomatic Days. Edith O'Shaughnessy. Harper.
Diplomat's Wife in Mexico. Edith O'-Shaughnessy.
Harper.
(5) Making • Life and Letters of Abigail Adams. Richards.
Homes Appleton.
Recollections of My Mother. Hymphrey, Revell.
Margaret Ogilvie. Barrie.
The Hills of Hingham. Dallas Lore Sharp.
Houghton.
Idyll of Twin Fires. Walter Eaton. Grosset.
Jonathan Papers. Woodbridge. Houghton.
An American Idyll. Parker. Atlantic Monthly
Press*
The Home Builder. Abbott. 'Houghton.
(6) Social Life of Elizabeth Fry. Richards. Appleton.
Service Life of Frances Willard. Gordon. W. C. T. U.
One Woman's Work for Farm Women. BuelL
Whitcomb.
Frances E. Willard in Portraits of American
Women. Bradford. Houghton.
Story of a Pioneer. Shaw. Harper.
The House on Henry Street. Wald. Houghton.
Twenty Years at Hull House. Addams. Macmillan.
522
(7) Medicine Florence Nightingale. Eicliards. Appleton.
and Life of Edith Cavell. Anderson. Longmans.
Nursing Dr. Elsie Inglis. Lady Frances Balfour.
Pioneer Work for Women. Dr. Elizabeth Black-
well-Dutton.
(8) Being a A New England Girlhood. Larcom.
Girl A New England Childhood. Fuller. Little.
A Daughter of the Puritans. Creevey. Putnam.
The Promised Land. Antin. Houghton.
Out of the Shadow. 'Cohen. Houghton.
Rebels. Ganz and Ferber. Dodd.
Story of My Life. Keller. Appleton.
Resume of Lives of Heroines of Service.
(a) Stories
of Achieve-
ments Told
Briefly
Mary Lyon.
Clara Barton.
Frances Willard.
Julia Ward Howe.
Anna Shaw.
Heroines of the
Mary Slessor,
Madame Curce.
Jane Addams.
Alice C. Fletcher.
Alice Freeman Palmer.
Modern Stage. F. Izard.
Sturgis & Walton.
LIST OF BIOGRAPHIES FOR YOUNGER GIRLS
What American Girls Have Done.
Louisa M. Alcott — Life, Letters and Journal. (A story of a
Writer who loved all "Little Women.") Cheney.
Mary Slessor. Doran.
Margaret Fuller. Anthony.
If I were a Girl — A brave story of great obstacles overcome.
—Keller.
Uncrowned Queen — "The greatest battle ever fought,
The bravest victory ever won,
Is fought with never a soldier near,
And never the sound of a gun."
Babcock.
Brom My Youth Up — The real story of a real girl. Sangster.
523
Quaker Grandmother. Strachey.
Louise Chandler Moulton.
Guiding Girls.
Great-Hearted Women. Murphy.
A Treasury of Heroes and Heroines. Edwards.
The Road Ahead. Wilson.
Elizabeth Fry. Richards.
Abigail Adams and Her Times — "A New England Girl who
belongs to the Ages."
My Mother and I. Stern.
Sister Dora. Lonsdale.
Girls of Other Lands.
Joan of Arc — A maid who went reluctantly to royal honor.
Richards,
Florence Nightingale — A girl who found happiness in service.
Richards.
Tama— The Diary of a Japanese Girl. Wells.
My Chinese Days — Life in one of the World's Oldest Nations.
Alsop.
India, Beloved of Heaven. Baden.
Haremilik — How Young Turkish Women Live. Vaka.
Little Grandmother of the Russian Revolution. Breshkovsky.
SUGGESTED READING ON VOCATIONS AND EDUCATION FOR
MEMBERS OF A LOCAL GIRLS' WORK COMMITTEE
Athearn, W. S. A National System of Education.
Beard, Mary R. Womans' Work in Municipalities,
Bennett, Helen. Women and Work.
Bennett, H. C. American Women in Civic Work.
Bloomfield, Meyer. Readings in Vocational Guidance.
Brewer, John M. Vocational Guidance Movement.
524
Bureau of Vocational Information — Vocations for Business and
Professional Women,
Condee, Helen C. How Women May Earn a Living.
Charity Organization Society, New York City. Opportunities
in Social Work.
Cleveland and Schaf er. Democracy in Reconstruction, Chapter X.
Cope, Henry P. Education for Democracy.
Davis, Jesse. Vocational and Moral Guidance.
Dewey, John and Evelyn. Schools of Tomorrow.
Filene, Catherine. Vocations for Women.
Fled, E. C. Humanizing Industry.
Gleason, Arthur. What the Workers Want.
Goldmark, Josephine. Fatigue and Efficiency.
Basbrouck, Louise. The Hall With Doors.
Hill, D. S. Introduction to Vocational Education.
Hodgens, Margaret. Factory Work for Girls.
Rollingsworth, Harry L. Vocational Psychology.
Johnson, F. E. The New Spirit in Industry.
Kelley, Florence. Modern Industry as Related to Modern Health
— Longmans Green Co., 1916.
Klaghorn, Kate. Social Work as a Profession for Women.
LaSalle and Wiley. Vocations for Girls.
Marot, Helen. Creative Impulse in Industry — A Problem for
Educators.
Munroe, J. P. The Human Factor in Education.
Ross. E. A. Principles of Sociology.
St. Philip's Settlement Education and Economic Research
Society. The Equipment of the Workers.
Sechrist, F. K Education and the General Welfare.
Snedden, D. iS. The Problem of Vocational Education.
Tarbell, Ida M. New Ideals in Business.
Tawney, R. H. The Acquisitive Society.
Wald, Lillian D. The House on Henry Street.
Wells, H. G. Outline of History, Vol. II, Chapter XLI.
525
CHAPTER XIII.
THE PLACE OF MUSIC IN THE GIRL RESERVE MOVEMENT.
OF all the arts, music alone is capable of an Immediate and
direct expression of emotion. In this age of city dwellers,
when all people, and especially girls, are confined and restricted
in physical expression, music has become almost the only general
outlet for emotional activities. The development in the past
twenty-five years of mechanical musical instruments, the low-
ered cost of printed music and the greater opportunities for
musical education have all brought advisers face to face with
the problem of what sort of music must be put before the
younger girl. All girls have a great need of musical expression
as an ''emotional outlet, and they respond eagerly to its oppor-
tunities.
There is now a pressing need for something to counteract
the unwholesome music of to-day, the origin of which is purely
physical, and which appeals only to the unwholesome emotions.
The people of this country have only recently learned the joy-
fxil stimulus of group singing, and are ready for any material
which may offer. The danger of the baser forms which music
is. adopting lies in the very subtlety of the art; and the constant
stressing of the kind of music wh.ch appeals only to the senses
is more disastrous than we realize.
One solution of the problem now lies at our doorstep.
America to-day is of overseas origin. She is assimilating into
her own national life this foreign born population and its various
contributions of foreign culture. One of the richest gifts
brought by the incoming people is their heritage of song. Be-
hind them they have generations of sing-ing ancestors; they
bring songs which have been passed down the years from father
526
to son, from grandmother to grandchild. "No song is a poor
song which has stood tne wear and tear of a period of time
such as fifty years to centuries of use. Folk-song must be
healthy and good to have stood this test; and, besides its peren-
nial youth, it offers a range of emotions as varied as the human
heart.
In addition to the new field thus opened to the American
girls of longer residence, the newcomer now finds herself no
more a mere seeker for opportunities, but a gift bearer. Girls
singing these songs together find in themselves a better under-
standing, a warmer friendliness and a larger fellowship.
The purpose of the Girl Eeserves "To Find and Give the
Best/' can well be expressed by helping girls to know the joy
of music in any form. The average girl will sing or listen very
gladly to music which expresses the feeling she cannot put into
words and in this fact lies a very great opportunity for develop-
ing in her the highest standards for the beauty and appreciation
of music. The value of singing should never be neglected by
any adviser of girls. For the individual girl, singing or playing
gives a real opportunity for expression. Therefore she should
be taught the best of songs and music, for they make indelible
impressions upon her. Too much thought cannot be given to
the selection of music which is presented to younger girls. It
should be the best, whether sung, played or mechanically pro-
duced. Often in sharing this music in the home, a girl is in-
fluencing a larger circle of girls, as well as the members of
her family group.
For a group there is no greater welding force than singing
together. If properly directed it can be an inspiration and a
large factor in producing that desirable quality called "club
spirit." So often when the remark is made that a group has
wonderful club spirit, it is nearly always followed by the com-
ment that they sing together unusually well. But such results
cannot come by haphazard planning. They require careful
study and planning in order to achieve the best standards.
527
Many advisers will feel that they cannot place music in its
rightful place in younger girl programs because they are not
technically trained, but a technical knowledge of music is not
essential to interpret its place so that girls will enjoy it. An
appreciation of music is essential and persistent effort must be
made to attain the result desired. A good singing voice is a
great asset in the leading of songs ; three simple watch words
for song leading are Attack, Pitch, Ehythm. No song if
pitched too low or too high, will go well; without the proper
rhythm, the song will drag or race ahead. If the attack is
weak the girls who are being led will become uncertain and this
results in failure, either through timidity or noise.
Because an adolescent girl's voice is in the formative period
and not placed, the slightest chance of overstrain should be
avoided. The adviser should choose songs well within the range
of the particular groups of voices. The key should be tried
en the piano, or if there is no piano, -a Chromatic Pitch pipe
should be used. This small but useful instrument is inexpensive
and will be a boon in keeping the singers on the right key,
especially when singing out-of-doors.
An adviser should know the song which she is about to lead
and should feel the rhythm before starting, holding to it without
swerving. The song leader and the accompanist should be in
perfect unison both in their understanding of the time of the
music and in the pace chosen by the leader. Even with the
smallest group it is best to have one person lead the singing.
Better rhythm is maintained through seeing someone actually
beat out the time, and good spirit is created through watching
the leader. In directing, the first beat of the measure is always
indicated by the downward stroke, it has the heaviest accent.
In 4-time the 3rd beat has a slighter accent. All movements
should be clear, firm and concise.
That leader will receive the best response or attack, who
exhibits, sureness, poise and cheerfulness. The spirit of the
leader does much to determine the spirit of the group.
528
Desirable Equipment for a Club Room.
It is desirable, whenever it is possible, that a girls' club
loom should be equipped with a good piano, which is in repair
and tuned, and a Victrola, with a good selection of records.
Music for the old songs, such as "Annie Laurie," "Way Down
Upon the Swanee River," etc., should be available, and some
of the popular songs. Not all that is popular is good, but it is
always possible to secure "tuneful" late music from a reputable
music house. Some musical comedy productions of the day
have songs which the girls enjoy singing and they are more
attractive than poor "jazz " It is suggested that the following
hymnals and song collections should be used in work with Girl
Reserves, and therefore should be available in girls' club rooms:
A. Fellowship Hymnal!
The Womans Press, 600 Lexington Avenue, New York
City.
B. Association Music,
The Womans Press, 600 Lexington Avenue, New
York City. Price 15c per copy. $12 a hundred.
C. Songs the Whole World Sings-,
D. Appleton Co., New York City. Price $1.25.
D. Home Songs — a collection of old favorite songs,
Oliver, Ditson, Boston, Mass. Price 75c.
E. Folk songs of Many People,
The Womans Press, 600 Lexington Avenue, New York
City. Price, $2.75.
E. Music for the National Girl Reserve 'Song.
"Keep the Home Fires Burning," key of G. Can be
bought at any music store.
F. Half Minute Songs by Carrie Jacobs Bond.
The Bond Shop — C. J. Bond & Son, Hollywood, Calif.
Price 75c.
G. Stories from the Operas.
H. The Etude. Theodore Presser, 1712 Chestnut Street,
Philadelphia.
529
Club Meetings :
Because the girls nearly always sing "something" the
actual planning of the music is often left till the last
or not done at all. As it is really one of the greatest
psychological factors in bringing out the best in groups
and individuals it should be as carefully carried out
as the major activity of any meeting. It is well to have
certain girls, who are definitely responsible for the
music, arrange a program that will be in harmony with
the club program emphasis for each meeting.
Pit Falls.
They are 1 — No music on hand.
2 — Not enough copies of the words.
3 — No direction or continuity of program.
4 — Weak leader.
5 — Poor pianist.
6 — Piano out of tune.
7 — Poor typing or mimeographing of words.
8 — Music of too ambitious character.
Secure a pianist; even though it is sometimes difficult,
it is nearly always practicable to get a good one. Be
able to give her the music before the last minute and
have a thorough understanding as to when it is to be
played. A program or cue sheet stating order of selec-
tions, number of verses, etc., is a help.
If music is to be used for rhythmic games or dancing
it is most important that it be the best quality and that
the musicians thoroughly appreciate the character of the
music wanted. The success of the gymnasium class or a
party should never depend on the chance playing of some
boy or girl whose idea of rhythm may be different from
the kind desired.
530
A suggested order for a regular meeting Is as follows:
Begin with an Informal song, using1 some popular
music the girls know • then use some Girl Reserve Songs
while the members g'ather.
Opening of meeting:
Salute to the flag.
Song "My Country Tis of Thee."
Girl Reserve Code.
National Girl Reserve song.
Club Song, or Cheer.
Major Activity of Meeting:
Stunt:
Possibly a musical stunt, pantomiming or acting" out
a song like "The Old Oaken Bucket.'7
"Thank You" singing by the club members.
Conclusion:
Camp Songs:
Good rollicking songs are needed around the camp
fire, as well as the more serious ones. Here is an op-
portunity for the originality of the group to play a big
part in the writing of new camp songs. Featuring the
locale, scenery or camp people, these songs are usually
successful when written to the tune of a popular song.
Program Suggestions:
There are two kinds of songs which may be used with
great effect in club work. First, well-known songs,
patriotic and otherwise, which may be used for chorus
work. Second, songs which may be "acted out."
For the most efficient use of the first, every group of
girls should have either leaflets on which are printed the
songs the girls should know, or inexpensive song books.
Leaflets are preferable.
531
The following song's are good for chorus work and
can easily be printed on a single sheet:
America
Star Spangled Banner
Battle Hymn of the Republic
Marseillaise
Auld Lang Syne
When Wilt Thou Save the People ?
O Beautiful for Spacious Skies.
God of our Fathers
Song Stunts:
Girls find a great deal of fun and good times in tak-
ing a familiar song and dramatizing it while the music
is sung off stage. It gives an excellent opportunity for
the development of humor, ingenuity and quick think-
ing as well as a good deal of amusement. Any song
with action and appropriate words can be used "to act
out" like "Jingle Bells" or "Down by the Old Mill
Stream/'
The following songs may be "acted out" effectively.
(See "the Woodcraft Manual for Girls" for music and
words of some of them.)
"The Weasel in the Wood."
"My Man John."
(Characters: Master, My Man John, Lady Fair.)
''Roman and English Soldiers."
(Characters: Roman and English.)
"When I Was a Young Girl."
For program material, the following- brief outline may
be suggestive of topics to be developed by discussions or
talks, or by illustration.
I. The national characteristics of music.
There are radical differences between the following:
Spanish, French, Russian, English, Italian, Slavic, Flem-
532
ish, Chinese, American, Indian, Japanese. There are
intimate connections between the historic life of the
nation and the particular type and variety of its music.
II. Historic songs and their evolution:
A. Folk songs.
B. Historic patriotic songs, etc.
C. The National Anthem of each nation — its history and
service.
D. Historic hymns — their birth, the national and con-
temporary history surrounding the period in which the
great historic hymn was born.
III. The recourse to great music.
A. Every Day Living.
B. In Great Moments.
The Marseillaise and the French Revolution.
"Nearer My God to Thee" when the Lusitania went
down.
IV. The Development of Music.
A. Rhythm, melody, harmony.
B. The place of the Troubadours.
C. Counterpoint was probably invented by Dunstable,
an Englishman in 1437. In the sixteenth century the
law of counterpoint was probably substantially fixed.
At this time came the Golden Age of music, church,
chorale and madrigal. The seventeenth century saw
the development of
1. Oratorios;
2. Dramatic Music.
First opera: Peril's "Euridice."
Monteverde: Last half of the century.
Development of modern key system.
Development of solo voice.
Violin.
Arias.
533
Sonata.
Chorales of Mozart and Haydn.
The eighteenth century: The Work of Bach and Handel,
Recitative.
Concertos.
Symphonies (sonata forms)
Beethoven
Comic Opera
Mozart.
From Beethoven to Wagner, the Romanticists.
V. The evolution of instruments — harpsicord, clavicord, piano,
organ, violin, etc.
Instruments in an orchestra:
A. Strings:
First and second violins, violas, violincellos, double
basses.
B. Wood wind:
Flutes, piccolo.
G. Keed:
Oboes, tenors and basses.
Clarinets and saxophones.
D. Brass wind:
Tuba, trombone, trumpet, cornet, horn.
E. Percussion:
Kettle drums, triangles, cymbals.
The placement of these instruments and the reasons
for so doing might be the basis of a very interesting dis-
cussion.
VI. What other nations are doing in the matter of music.
The song fests, the Eisteddfodds, the celebrated Choral
Unions, the glee clubs and quartettes, the Leeds and
Birmingham festivals, Bayreuth, the Sistine Choir, the
534
Bach Choir, Bethlehem, Pennsylvania, the National Con-
servatories of Paris, Brussels, Petrograd, London; the
Prix de Rome. The common schools in France and Bel-
gium teach the children on the street to read music as
they read their primers. Columbia University is now in
the process of organizing a school for the study of church
music.
VII. 'Influence of music.
A. In religion.
B. In family life, e. g,,
1. Italy.
2. France.
3. Germany.
C. In college life.
D. In hospitals.
E. In kindergartens.
VIII. The development of mechanical devices for reproducing
music, instrumental and vocal.
FOLK SONGS— SPIRITUALS,
Practically the only music in America which meets the
scientific definition of folk song are the negro "spirituals."
They are spontaneous outbursts of intense religious fervor and
had their origin chiefly in camp meetings, revivals and other
religious exercises, although a shower, a thunderstorm or the
dampness of a furrow were sufficient to give birth to a hymn.
The freest possible use was made of figures of speech often
resulting in quaint and striking pictures. Many of them voice
an unfaltering belief in God and ultimate deliverance from sor-
row, this latter aspect resulting in their sometimes being called
"Sorrow Songs." Others strike a lighter, happier note.
Four steps are distinguished in the development of the folk-
songs. "The first stage exhibits native African music, and may
be seen in such a chant as that for the words, "You may bury
me in the East"; the second is that of Afro- American music,
535
the great class "Steal Away to Jesus" being an example; the
third stage shows a blending of Negro music with that of the
foster-land as in "Bright Sparkles in the Churchyard"; the
fourth shows American melodies affected by the Negro music,
as in the songs of Stephen Collins Foster, such as "Old Folks
at Home."
Another division of the melodies makes two classes of them,
those which are the spontaneous expression of the Negro's own
feelings, and those which, while now essentially Negro in char-
acter show some evidence of foreign origin. In the second
group may be seen traces of European songs and dances, and
adaptations of Methodist and Baptist hymns. Typical ones
are, "My Lord, What a Morning," and "Nobody Knows de
Trouble I've Seen." Sometimes, however, the note of triumph
sounds with tremendous force, as in "Oh, Give Way Jordan/'
"In dat Great Gittin'-up Morning," and "Oh, den My Little
Soul's Gwine to Shine." No one is yet able to say just how
many of these melodies are in existence, for they have not all
been collected.
There is a growing appreciation of the spirituals, and to-day
wide use of them is being made on the concert stage. Chief
among those who are responsible for dignifying them and
giving them their rightful place as a real contribution to
American music is the well-known Negro musician Harry T.
Burleigh, whose arrangements are among the most delightful
in existence to-day. "It was Burleigrh's singing of the old
melodies which in a great measure gave to Dvorak that con-
tact with negro folk music which formed the background for
the themes of his own creation in the "Symphony from the
New World." The noted Negro composer Coleridge — Taylor
also used many of them as themes for most interesting and
beautiful transcriptions for the piano.
These folk songs, like all music that voices the inarticulate
cries of the human heart, beautiful in their very crudity and
simplicity, speak a language common to people of all times,
536
Those who sang* them walked in the midst of darkness but all
their struggling, groping, triumphing faith poured itself out
into the world, to voice for people of every age the restless
yearnings of the heart toward God. They are called " sorrow
songs" and all the sorrow, all the agony, all the despair of life
is in them ; but, breathing through them, is a great faith; faith
in the ultimate triumph of justice, faith in the glorious victory
over death, faith in the final fullness of life which sounds
triumphant in the strains:
"He arose, He arose, He arose from the dead,
And the Lord shall bear my spirit home."
The folksongs have already been used successfully with
groups of girls who with intelligent understanding of them have
soon grown to appreciate and to love them.
Collections :
Religious Folk Songs of the Negro.
Arranged by the Hampton Directors of Music,
The Institute Press, Hampton, Va. Price $1.25.
Negro Spirituals.
Arranged by H. T. Burleigh,
G. Ricordi Co., 14 East 43rd Street, New York City.
Calhoun Plantation Songs.
Arranged by Emily Hallowell,
C. W. Thompson & Co., Boston, Mass.
For origin of folksongs see
Hampton Series — Negro Folk Songs.
Recorded by Natalie Curtis Burlin.
In four booklets. Arranged for male voices only,
but containing excellent descriptive material.
G. Schirmer, 3 East Forty-third Street, New York
City. Price, each book, 50c.
Folk Songs of the American Negro.
John Wesley Work.
Baptist Publishing Co., Nashville, Tenn.
537
Afro-American Folk Songs.
H. E. Krehbiei.
G. Schirmer, New York City.
GIKL EESEEVE SONGS.*
There's a long, long: trail a-winding
Into the land of my dreams,
Where friendship's fires are glowing,
And Faith's white star gleams,
There's a long, long line a-marching
Beneath a bright flag unfurled
For the girlhood of our country serves
The girlhood of the world.
There's a long, long shout of gladness
That rings across many lands,
For the Girl Reserves united
Stand with close clasped hands.
There's a stronger, truer friendship
Where'er their blue sign's unfurled,
For the girlhood of our country serves
The Girlhood of the world.
Tune: "The Butterfly Song" by Jessie Gaynor.
There's a friendly way waiting
For all girls every where —
While our life's in the making
We will mould it with care.
Chorus:
We'll find and give beauty,
We'll build day by day
For a glorious future,
By the Girl Reserve Way.
* These songs have been collected from many sections of the country.
They have been written by individual Girl Reserves and by groups. Some
have been chosen as prize songs in contest. To all authors the Editors
extend their thanks.
538
We will grow strong and healthy
In our work and our play,
Just by using our Knowledge
Of the Health Laws each day.
We'll be ready for Service
In our friendships be true —
We will try to be cheerful
When the hard things we do.
Tune: Vassar Marching Song (1915).*
Across the hills and plains from sea to sea,
0 Girl Reserves, to thee we bring the faith
Of Student Club girls, strong and loyal;
Eager in serving others day by day;
Pledged to laugh and live, and lift,
And keep thy vision true
Along life's way.
And when the months have passed
And we're far away,
0 Girl Reserves, the thought of thee
Will bring us near in spirit to each other;
Challenging to further effort through each day ;
Spurring on to do and dare,
And keep thy vision true
Along life's way.
Tune: The Banjo iSong — Sidney Homer.
From East to West, from North to South,
The whole wide world around,
The girls of every race and clan
Unite thy praise to sound.
* Music included in the Collection of Vassar Songs.
539
0! Girl Reserves, thy spirit true
We'll share with all the rest
And strive with girls of all the world
To find and give the best.
'Neath thy banner we will stand
Forever strong- and true.
Our purpose firm we'll ever keep
And pledge ourselves anew.
O! Girl Reserves! United!
To thee our best we bring
And daily strive to ever be
True daughters of the King,
True daughters of the King,
The King!
Tune: "Alma Mater" of Cornell University.
From all corners of the world,
Come the Girl Reserves,
The banner held on high unfurled,
Loyalty preserves.
Lift it higher, ever forward.
Surely it the best deserves.
Give the signal and the forward,
Hail! The Girl Reserves!
Comes each girl with high endeavor —
Comes to do her best.
She'll not falter nor will waver,
In her earnest quest.
She will stand for truth and honor,
Sturdy in the strongest gale,
Place the laurel wreath upon her,
Girl Reserves! All Hail!
Tune: Battle Song of Liberty.
We're a union strong and loyal,
540
Of girls striving1 ever for right,
Just girls, but girls with, a purpose,
To work with our might,
Our slogan's "To face life squarely/7
Be earnest sincere at all times,
And day by day
Show the Y. W. C. A.
We're a credit to their far reaching* lines.
Chorus :
And here's to those who'll join us,
Faithful and true,
Here's to our Triangle,
Of white and blue,
And here's to all our members,
Honor bright Reserves,
Here's three cheers for Girl, Girl, Reserves.
Tune: "Blowing Bubbles."
Girl Reserves are always happy
Doing what they ki^ow is right,
Always on the square,
Ever shunning wrong*,
And helping other girls along*.
Always, always cheerful,
They are never sad,
Come and be a G. R. with us,
And you always will be glad.
Tune: "Micky."
Girl Reserves, Girl Reserves,
With your banner of wondrous hue,
With your working and no shirking,
There's a lot of happiness —
Lots of loyalty, too.
Good times in the summer and in the winter, too.
541
Girl Reserves, loyal Girl Reserves,
Can you blame anyone for wanting
To meet -with you?
Tune: "When You Come Back."
We are the g-irls of -world wide fame —
Girl Reserves, that is our name —
Tall, short, fat girls and thin,
Girl Reserves sure does take them all in.
You don't need money, you don't need pearls,
Anybody, everybody, just so you're girls,
For -we are "here and -we are there —
Girl Reserves — we're every where.
Chorus:
Early to bed and early to rise
Makes a girl healthy, wealthy and wise.
We like our work, we like our play,
We like to do it all every day,
And next July when to camp we go
We'll sing1 Yankee Doodle Do!
For we are here and we are there — -
Girl Reserves — we're every where!
Tune: "Varsity."
Girl Reserve, Girl Reserve,
Who are, who are, who are we ?
Who are, who are, who are we?
Girl Reserve, Girl Reserve,
We are, -we are, we are, we are
Girl Reserve.
Tune: The chorus of "Dear Old Pal of Mine."
Oh, how I love you,
Triangle of Blue,
Where girls may meet in bonds of friendship true,
Body, Mind and Spirit,
542
Honor and revere it,
Now loudly cheer it,
Triangle of Blue. (cheer)
Tune : "Rig-a- Jig- Jig."
Key of C.
As I was walking down the street —
Heigh-o-heigh-o-heigh-o-heig"h-o!
A pretty girl I chanced to meet —
Heigh-o-heigh-o-heigh-o !
She said she was a Girl Reserve,
A Girl Reserve, a Girl Reserve.
She said she was a Girl Reserve,
And wanted me to join, with a
Rig-a-jig and away we go;
Away we go, away we go,
With a rig-a- jig-jig and away we go
To join the Girl Reserves.
Tune: 'Three Blind Mice/' (Round.)
Key of D.
Girl Reserves, Girl Reserves,
Happy are we. Happy are we.
Jolly good-will is the entrance key.
If you don't believe it, just come and see,
And if you come you will always be a Girl Reserve.
Tune: "Smiles/'
There are girls in California,
There are girls in China, too.
There are girls in far away Australia,
Who are wearing this blue triangle.
Girls of France, and even girls of India,
O'er the whole wide world where e'er you stray,
Are now wearing this same blue triangle,
Of the Y. W. C. A.
543
Tune: "Good Morning:, Mr. Zip, Zip, Zip.**
Key of G.
We are the young employed Girl Reserves,
And we come from every part of town.
Each Wednesday evening of the month,
You know where well be found.
Ready for service,
And loyal to friends,
We try to keep the code,
From beginning to end,
And what is more we all enjoy
The hikes and parties in it.
We never waste a minute.
That's why we love the Girl Reserves.
Tune: "Around Her Neck She Wears a Yellow Ribbon."
Key of D.
Upon her arm she wears a Blue Triangle,
She wears it in the winter and the summer, so they say,
And if you ask the reason why she does it,
She'll tell you she's a member of the Girl Reserves.
Girl Reserves — Girl Reserves!
So give/ her all the credit she deserves,
For on her arm she wears a blue triangie,
Because she is a member of the Girl Reserves.
Tune: "Fritzie Boy."
Key of A Flat.
Keep the code, Girl Reserves; keep the code, Girl Reserves,
Each day as you go your way, be loyal, be loyal.
Would you face life squarely, too,
Service give, in all be true.
Do you want to find the best and give it to the rest,
Then keep the code, Girl Reserves.
544
This is a good song1 to sing to advisers. It is written to the
tune of "Boola Boola."
Miss .......... Miss ..........
We are singing, praises ring.ng,
We will never find your equal
Miss ............ here's to you!
Y. W. C. A.,
We are singing, praises ringing,
We will ever loyal be,
Y. W., here's to you!
SONG OF THE GIRL RESERVES.
Dedicated to the Girl Reserves.
We are the jolly Girl Reserves;
Ready we are to-day to serve.
Earnest in purpose, loyal to friend
Girls on whom you may depend,
Serving our dear triangle blue.
Loyal we are to Truth anew —
Earnest, honest and our slogan:
"Face life squarely."
(2)
Every summer we go camping and have lots of fun
Tennis, swimming, games and hiking keep us on
the run.
Work and play, combined together,
Gives us lots of pep.
Hip! hep! hip! hep! hip! hep!
Girls, let's keep in step.
We are the jolly Girl Reserves —
Ready we are to-day to. serve.
545
SONG OF THE GIRL RESERVES
DEDICATED TO THE GIRL RESERVES
U ORJ1S £Y MARY TEASDALE (Ctrl Reserve) MUSIC BY MARY SILVA TEASDALL
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546
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547
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Earnest in purpose, loyal to friend;
Girls on whom you may depend,
Serving our dear triangle blue,
Loyal we are to Truth anew.
Earnest, Honest, and our slogan:
"Face life squarely."
548
for
Reserves
A I AHESE hymns are given into
the hands of Girl Reserves
with the hope that] every Girl
Reserve every where" will lean/to
know and love them as do the Girl
Reserves who have chosenj'them.
The music for them can be found
in Fellowship Hymns andj" As-
sociation Music/'
549
HYMNS.
Girls thoroughly enjoy singing hymns that are inspiring
and beautiful, like the selections in "Hymns for Girl Reserves."
Usually the music will be more effective and the rhythm better
sustained if the tunes are played at a pace which is fairly brisk.
The mus'c should be kept from dragging, especially in the last
verse. Never let the girls feel they are tired of singing hymns
because of the psychological effect of a lagging end. Hymns
like "Father of Lights" and "0 Beautiful for, Spacious Skies"
add greatly to the impressiveness of initiation or recognition
services, particularly if the girls wear vestments or are all
dressed in white. For Grace before meals, choose a hymn that
the girls all know, such as "Holy, Holy, Holy," "Day is Dying
in the West" or "Joy to the World"; use just one verse and an
"Amen."
"Fellowship Hymns" and "Association Music" may be or-
dered from The Book Shop, '600 Lexington Avenue. Price,
fifty cents and fifteen cents each.
HYMN OF THE LIGHTS.
Father of lights, in whom there is no shadow,
Giver of every good and perfect gift;
With one accord we seek Thy holy presence,
Gladly our hearts to Thee in praise we lift.
Glad for the cause that binds our lives together.
Through Thee united, worshipping as one.
Glad for the crowning gift that Thou has given,
Sending to light the world, Thine only Son.
Light of the world, through whom we know the Father!
Pour out upon us Thine abiding love,
That we may know its depth and height and splendor;
That heav'n may conie to earth from GEeav'n above.
550
Thou art the Christ! To Thee we own allegiance.
May our devotion sweep from sea to sea,
Even as we, the gift from Thee receiving,
Joyfully minister that gift for Thee.
Association Music, page 4.
WHEN MORNING GILDS THE SKIES.
When morning gilds the skies,
My heart awaking cries,
May Jesus Christ be praised
Alike at work and prayer,
To Jesus I repair;
May Jesus Christ be praised!
Whene'er the sweet church bells
Peals over hill and dale,
May Jesus Christ be praised!
0 hark to what it sings,
As joyously it rings,
May Jesus Christ be praised!
In heaven's eternal bliss
The loveliest strain is this,
May Jesus Christ be praised!
Let earth, and sea, and sky,
From depth to height reply,
May Jesus Christ be praised!
Be this while Life is mine,
My canticle divine,
May Jesus Christ be praised!
Be this the eternal song,
Through ages all along,
May Jesus Christ be praised!
Fellowship Hymns, pagre 10.
551
REJOICE, YE PURE IN HEART.
Rejoice, ye pure in heart,
Rejoice, give thanks and sing;
Your festal banner wave on high,
The cross of Christ your King.
Refrain
Rejoice, Rejoice,
Rejoice, give thanks and sing.
Bright youth and snow-crowned age,
Strong men and maidens meek,
Raise your high, free exulting song,
God's wondrous praises speak.-
With voice as full and strong
As ocean's surging praise,
Send forth the hymns our fathers loved,
The psalms of ancient days.
Yes on, through life's long path,
Still chanting as we go;
From youth to age, by night and day,
In gladness and in woe.
At last the march shall .end,
The wearied ones shall rest;
The pilgrims shall find their Father's house,
Jerusalem, the blest.
Fellowship Hymns, page 28.
552
MY GOD, I THANK THEE.
My God, I thank Thee, who hast made
The earth so bright;
So full of splendor and of joy,
Beauty and light;
So many glorious things are here,
Noble and right.
I thank Thee, too that Thou hast made
Joy to abound;
So many gentle thoughts and deeds
Circling us round;
That in the darkest spot of earth
Some love is found.
I thank Thee, Lord, that Thou has kept
The best in store;
We have enough, yet not too much,
To long for more;
A yearning for a deeper peace
Not known before.
I thank Thee, Lord, that here cur souls
Though amply blest,
Can never find, although they seek.
A perfect rest;
Nor ever shall, until they lean
On Jesus7 breast.
Fellowship Hymns, page 309.
FOR THE BEAUTY OF THE EARTH.
For the beauty of the earth,
For the beauty of the skies,
For the love which from our birth
Over and around us lies —
Christ, our God, to Thee we raise
This our hymn of grateful praise.
553
For the beauty of each hour,
Of the day and of the night,
Hill and vale, and tree and flower
Sun and moon, and stars of light —
Christ, our God, to Thee we raise
This our hymn of grateful, praise.
For the joy of human love,
Brother, sisterr parent, child,
Friends on earth, and friends above;
For all gentle thoughts and mild —
Christ, our God, to Thee we raise
This our hymn of grateful praise.
For Thyself, best Gift Divine!
To our race so freely given;
For that great, great love of Thine,
Peace on earth, and joy in heaven-
Christ, our God, to Thee we raise
This our hymn of grateful praise.
Fellowship Hymns, page 311.
0 BEAUTIFUL FOE SPACIOUS SKIES.
0 beautiful for spacious skies,
For amber waves of grain,
For purple mountain majesties
Above the fruited plain!
America! America!
God shed His grace on thee
And crown thy good with brotherhood
From sea to shining sea!
0 beautiful for pilgrim feet
Whose stern, impassioned stress
A thoroughfare for freedom beat
554
Across the wilderness!
America! America!
God mend thine every flaw,
Confirm thy soul in self-control,
Thy liberty in law!
0 beautiful for heroes proved
In liberating strife,
Who more than self their country loved,
And mercy more than life!
America! America!
May God thy gold refine,
Till all success be nobleness,
And every gain divine!
0 beautiful for patriot dream.
That sees beyond the years
Thine alabaster cities gleam
Undimmed by human tears!
America! America!
God shed His grace on thee
And crown thy good with brotherhood
From sea to shining sea!
Association Music, page 9.
fellowship Hymns, page 266.
Music by S A. Ward.
Words by Katharine Lee Bates.
FAITH OF OUE FATHERS.
Faith of our fathers! living still
In spite pf dungeon, fire and sword:
0 how our hearts beat high with joy,
Whene'er we hear that glorious word:
Faith of our fathers! holy faith!
We will b<? true to thee till death!
Our fathers, chained in prisons dark,
Were still in heart and conscience free:
How sweet would be their children's fate
555
If they, like them, could die for thee!
Faith of our fathers, holy faith,
We will be true to thee till death.
Faith of our fathers, God's great power
Shall soon all nations win for thee;
And through the truth that comes from God
Mankind shall then be truly free.
Faith of our fathers, holy faith,
We will be true to thee till death.
Faith of our fathers, we will love
Both friend and foe in all our strife.
And preach thee, too, as love knows how,
By kindly words and virtuous life.
Faith of our fathers, holy faith,
We will be true to thee till death.
Fellowship Hymns, page 176.
LEAD ON, 0 KING ETERNAL
Lead on, 0 King- Eternal,
The day of march has come;
Henceforth in fields of conquest
Thy tents shall be our home;
Through days of preparation
Thy grace has made us strong,
And now, 0 King Eternal,
We lift our battle song.
Lead on, 0 King Eternal,
Till sin's fierce war shall cease,
And holiness shall whisper
The sweet amen of peace;
For not with swords loud clashing,
Nor roll of stirring drums,
But deeds of love and mercy,
Thy heavenly kingdom comes.
556
Lead on, 0 "King Eternal,
We follow not with fears;
For gladness breaks like morning
Where'er Thy face appears;
Thy cross is lifted o'er us;
We journey in its light;
Thy crown awaits the conquest;
Lead on, 0 God of might.
Association Music, page 26.
FLING OUT THE BANNER
Fling out the banner! Let it float
Skyward and seaward, high and wide;
The sun that lights its shining folds,
The cross on which the Saviour died.
Fling out the banner! Angels bend
In anxious silence o'er the sign,
And vainly seek to comprehend
The wonder of the love Divine.
Fling out the banner! Heathen lands
Shall see from far the glorious sight,
And nations, crowding to be born,
Baptize their spirits in its light.
Fling out the banner! Let it float
Skyward and seaward, high and wide,
Our glory, only in the cross;
Our only hope, the Crucified!
Fling out the banner! Wide and high,
Seaward and skyward, let it shine;
Nor skill, nor might, nor merit ours;
We conquer only in that sign.
Fellowship Hymns, page 264.
557
LIGHT OF THE WORLD, WE HAIL THEE
Light of the world, we hall thee.
Flushing the eastern skies!
Ne'er shall darkness veil thee
Again from human eyes;
Too long, alas! withholden,
Now spread from shore to shore;
Thy light, so glad and golden,
Shall set on earth no more.
Light of the world, thy beauty
Steals into every heart,
And glorifies with duty
Life's poorest, humblest part;
Thou robest in thy splendor
The simple ways of man,
And helpest them to render
Light back to thee again.
Light of the world before thee;
Our spirits prostrate fall;
We worship, we adore thee,
Thou light, the life of all;
With thee is no forgetting
Of all thine hand hath made;
Thy rising hath no setting,
Thy sunshine hath no shade.
Light of the World, illumine
This dark land of thine,
Till everything that's human
Be filled with what's divine;
Till every tongue and nation,
From sin's dominion free,
Rise in the new creation
Which springs from love to thee.
Association Music, page 3.
558
JESUS CALLS US, O'ER THE TUMULT
Jesus calls us, o'er the tumult
Of our life's wild, restless sea;
Day by day His sweet voice soundeth,
Saying, Christian, follow Me!
Jesus calls us, from the worship
Of the vain world's golden store;
Prom each idol that would keep us,
Saying, Christian, love Me more!
In our joys and in our sorrows,
Days of toil and hours of ease,
Still He calls, in cares and pleasures,
Christian, love Me more than these 1
Jesus calls us! By Thy mercies.
Saviour, may we hear Thy call;
Give our hearts to Thine obedience,
Serve and love Thee best o£ all!
Fellowship Hymns, page 140.
NOW THE DAY IS OVER
Now the day is over,
Night is drawing nigh,
Shadows of the evening
Steal across the sky.
Jesus give the weary
Calm and sweet repose;
With Thy tenderest blessing
May our eyelids close.
Grant to little children
Visions bright of Thee;
Guard the sailors tossing
On the deep, blue sea.
559
Comfort every sufferer
Watching late in pain;
Those who plan some evil
From their sins refrain.
Through the long night-watches
May Thine angels spread
Their white wings above me,
Watching round my bed.
When the morning wakens,
Then may I arise,
Pure and fresh and sinless
In Thy holy eyes.
Fellowship Hymns, page 36. Association Music, page 24.
AT EVEN, EEE THE SUN WAS SET
At even, ere the sun was set,
The sick, 0 Lord, around Thee lay;
Oh, in what divers pains they met!
Oh, with what joy they went away!
Once more 'tis eventide, and we
Oppressed with various ills, draw near,
What if Thy form we cannot see,
We know and feel that Thou art here.
And none, 0 Lord, have perfect rest,
For none are wholly free from sin;
And they who fain would serve Thee best
Are conscious most of wrong1 within.
0 Saviour Christ, our woes dispel;
For some are sick and some are sad,
And some have never loved Thee well,
And some have lost the love they had.
560
0 Saviour Christ, Thou too art Man,
Thou has been troubled, tempted, tried;
Thy kind but searching glance can scan
The very wounds that shame would hide!
Thy touch has still its ancient power;
No words from Thee can fruitless fall;
Hear, in this solemn evening hour,
And in Thy mercy heal us all.
Fellowship Hymns, page 33. Association Music, page 25.
Music by W. H. Jude. Words by the Rev. Henry Twells, M.A.
Used by the kind permission of the proprietors of "Hymns Ancient and
Modern."
DAY IS DYING IN THE WEST
Day is dying in the west;
Heav'n is touching earth with rest;
Wait and worship while the night
Sets her evening lamps alight
Through all the sky.
Refrain
Holy, Holy, Holy, Lord God of Hosts!
Heav'n and earth are full of Thee,
Heav'n and earth are praising Thee,
0 Lord Most High I
Lord of Life, beneath the dome
Of the universe, Thy home,
Gather us, who seek Thy face,
To the fold of Thy embrace.
For Thou art nigh.
While the deepening shadows fall,
Heart of Love, enfolding all,
Through the glory and the grace
Of the stars that veil Thy face,
Our hearts ascend.
561
When forever from our sight
Pass the stars, the day, the night,
Lord of angels, on our eyes
Let eternal morning rise,
And shadows end!
Fellowship Hymns, page 39. Copyright, 1877, by H. J. Vincent.
Used by permission of the Chautauqua Press.
PEACE I LEAVE WITH YOU
Peace I leave with you,
My peace I give unto you,
Not as the world giveth,
Give I unto you.
Let not your heart be troubled,
Neither let it be afraid.
Peace I leave with you,
My peace I give unto you.
Association Music, page 27.
Music for Younger Girls
Assembly Songs, Vol. I, is a collection of exceedingly good
songs suitable for a group that has been singing together
for a little while as well as for those who can do more ac-
complished work.
A Rose Song, by Horatio W. Parker.
Published by the H. W. Gray Company, 2 West Forty-fifth
Street, New York City.
The Golden Carol, arranged by J. Stainer, published by the
H. W. Gray Co.
An interesting old Christmas Carol.
May. Words by Leigh Hunt, music by Carl Bush. Three
voices; cantata for children's voices and orchestra.
Kookoorookoo, and other songs, by Christina Rosetti.
Published by H. F. W. Dean & Sons, The Year Book Press,
Ltd., 31 Museum Street, London,
562
Charming- for young or old in unison, providing one has a
desire to discover with Christina Rosetti what to do "If
a pig wore a wig" or delve with her into incontrovertible
scientific facts, such as " A Pin has a head but has no
Hair." In this collection we find the most skilled musicians
of England chronicling in melody the fact that "A Codfish
has a silent sound however that may be."
Year Book Press Series of Unison and Part Songs, published
at 31 Museum Street, London, W. C. I.,, to be had through
H. W. Gray Co., 2 West Forty-fifth Street, New York City.
Reapers Music: Thomas Dunhill
Words: Henry Knight
No. 74 — Year Book Series,
Good for Study of Enunciation and Time.
Holly and Ivy Girl Arrangement: Charles Wood
Words: John Keegan
No. 123— Year Book Series
An Irish Folk Song,
The Fairies Music: C. H. H. Parry
Words: A. M. Champneys
No. 96 — Year Book Series.
A merry two-part song for young voices — excellent for
time drill.
The Sky In a Pool Words: Antonia R. Williams
Music: Thomas F. Dunhill
No. 57 in the Year Book Series.
A very pretty song for any little person who would
"Like to fly up and down the sky and bathe in its lovely blue."
Ripple On Words: A. M. Champneys
Music: C. H. H. Parry
No. 94 in the Year Book Series.
An optimistic unison song worth study.
563
Older Groups
Half Minute Songs Carrie Jacobs Bond
Published at the Book Shop, Fine Arts Building1, Chicago, III
A fascinating group of tiny six measure songs with such
lines as this: "To understand a sorrow you must have one all
your own." "A man who finds success looks sometimes when
he is tired." "I would rather say 'You're welcome' once than
'thank you' a thousand times," and best of all "Ain't it good
that what they say can't hurt you unless it's true."
Oh Captain, My Captain Words: Walt Whitman
Music: Chas. H. Lloyd
No. 145 in the Year Book Series.
Good study of dramatic expression in unison.
When Dawn Appears .' . . . Music : Baker
Words: Edward Oxenford
No. 8 in the Year Book Series.
Smooth flowing melody, good for study of light and shade.
In Praise of Neptune Music: John Ireland
Words: Thomas Campion
No. 46 in the Year Book Series.
Good for precision of attack and time.
A Contented Mind Music: Hubert C. Parry
Words: Silvester
(1563-1618)
No. 18 in the Year Book Series.
Fine words — Fine music.
A Lake and a Fairy Boat Music: Dunhill
Words: Tom Hood
No. 53 in the Year Book Series.
Good practice for young melodious voices.
564
You'll -Get There Music: C. H. H. Parry
No. 95 in the Year Book Series.
A rousing song which keeps on hoping that "the sun will rise."
Hie Ho Daisies and Buttercups Words : Jean Ingelow
No. 11 in the Year Book Series.
A cheerful time study.
The Way to Success Words : Parry
No. 43 in the Year Book Series.
Two part song. A gay little word of advice to boy friends.
The Ride of the Witch. ! Words: Robt. Herrick
Music: Charles Wood
No. 79 in the Year Book Series.
Two part song. Good practice for speedy rendit'on.
Semi-Difficult Class
Hie Away, Hie Away Music: C. H. H. Parry
No. 44 in the Year Book Series.
Poets Song Words : Alfred Tennyson
Music. S. P. Waddington
No. 33 — Year Book Series.
Music for Older Girls
Assembly Songs, Vol. I, Hollis Dann. Published by the H. W.
Gray Company.
It Was a Lover and His Lass, by Morley. Published by the
H. W. Gray Company.
Loch Lomond, Old Scotch. Published by the H. W. Gray Com-
pany.
Hark! Hark! the Lark— Schubert. Published by the H. W. Gray
•Company.
Welcome to Spring — Mendelssohn. Published by the H. W.
Gray Company,
565
Who is Sylvia, by Schubert. Published by the H. W. Gray Com-
pany.
The foregoing are all solos but could well be sung in unison.
After the Rain, by Pinsuti, two part song and soprano solo.
Published by the H. W. Gray Company.
The Lord Is My Shepherd; two part — Smart. Published by the
H. W. Gray Company.
The Swedish Peasants' Wedding March; two part, by Soderman.
Published by the H. W. Gray Company.
Wanderer's Night Song; two part — Rubenstein.
0 Wert Thou in the Cauld Blast; two part, by Mendelssohn.
The Sabbath Morn; two part, by Mendelssohn.
O'er the Waters Gliding — Offenbach.
0 How Amiable Are Thy Dwellings; two part, by Maunder.
The Three Chafers; four parts, by Truhn.
A charming book of "Song Dances" by W. Bendall. Published
by Novello; to be obtained at the H. W. Gray Company.
"The Visit of Socrates and Athene" by Mark Andrews; a com-
mencement cantata.
For the Experienced Choral Union.
Assembly Songs, Vol. I, by Hollis Dann. Published by the
H. W. Gray Company.
Semi-Difficult Music for More ^Advanced Girls.
Mistress Mary (Assembly Songs, Vol. I); three part song, by
G. A. Macirone.
Creation's Hymn; three part song.
The Maiden of the Fleur de Lys; three part, by Sundenham; un-
accompanied,
A Legend of Bregenz, by W. Bendall. Published by H. W.
Gray Company. A spirited legend giving dramatic oppor-
tunity.
The Pied Piper of Hamelin, by A- Cyril Graham. Published by
the H. W. Gray Company. A cantata for chorus. S. S. A.
solo and orchestra or piano.
566
CHAPTER XIV.
CAMPS FOR GIRLS
The Value of Camps.
LIVING in the open air, with the body in exercise, the irri-
tating action of the brain is set at rest; little things seem
big* enough, and great things no longer portentous; and the
world is smilingly accepted as it is." — (R. L. S.)
A camping experience should be the privilege of every girl,
for an outing camp is a place where adolescence has a chance
for natural, simple, unforced development, and such is the great
need of girls who are living in a time when the majority of
them are pushed rapidly on into a whirl of experiences and
activities. A camp for teen-age girls is of value to the indi-
viduals and what they acquire there is later expressed in the
work and the life of the organizations they represent.
A girl from the city becomes acquainted with a physical,
rather than a mechanically artificial world; a girl from the
country gains a deeper, more intelligent and spiritual apprecia-
tion of the wonderful common, every-day things which are
about her. Girls learn to know and appreciate the beauty of
flowers, trees, stars, ferns, and the joy of living out of doors.
Girls clad alike, in middies and camp clothes, must make good
on the basis of their own merits. They learn tolerance and
cooperation and normal friendlinesss with girls outside their
particular crowd.
Camp is a place where girls learn to practice the principles
of idealistic community living, of doing unto others as they
would have others do unto them.
557
A gM sheds all sham with her hair puffs, and God and the
things that matter most mean much to her; she tries to be her
best self. A camp of high standards helps girls develop a sense
of pride in the neatness of their personal appearance, in the
care of tents and beds, in being prompt at meals and meetings,
and in being thoughtful of others. Camp life helps to build
stronger bodies and arouses a desire to keep physically vig-
orous.
Camp means the experiencing of new adventures. For most
girls, a hike out of camp for over night, away from beds and
tents and mirrors, is a real expedience. The facing of the night
(as a girl does on a bed she has made from pine needles or
leaves or gra«s), when the world seems all stars and sky above,
usually means the overcoming of some hidden, often not recog-
nized sensation of strangeness or timidity. It is a competing1
of human emotions against the great unknown spaces of nature
at night. She lies down feeling insignificantly small in the
midst of a magical starlit world; she rises in the morning to a
world of fam'iliar divisions of sky and earth and surrounding
horizon and is filled with a spirit of brave conquest over the
unknown mysteries of a night. Such experiences add real
stamina to a girl's character and give her a reserve supply of
grit, which Will make her more truly fitted to face life squarely.
Camping out is one of the greatest means of bringing to
girls a realization of what "abundant life" means. No camp is
thoroughly successful which does not offer some such oppor-
tunities as these: to help clear a space and build a rock fire-
place, to build a dam in a stream, to make a little brush house
in the woods, to mark a new trail, all such feats help camp ful-
fill its purpose 'in the building of a girl's life.
It should offer not only the spiritual experience of the
majesty of a world which for days and years she has accepted
unquestioningly but it should mean the development of resource-
fulness through the overcoming of obstacles and the acquiring
of a sense of power dn the accomplishing of new feats. Wher-
568
ever poss.ble the girls in camp should build or make or create
something;.
The value of summer camps to the girls' work of an associa-
tion, as well as to the individual girl, is so great that no associ-
ation should be without some provision for camping" activities
for its girls.
•Camp girls make the best k'ind of nucleus for the organiza-
tion of new clubs. Such clubs stai$ on a foundation of intense
loyalty and self-assumed responsibility upon the part of the
girls.
The results of a summer camp to organized club work are
invaluable ; camp girls gain an excellent knowledge of the value
and fun of group spirit, group action and group loyalty. These
girls may be depended upon to keep a club up to the best stand-
ards of spirit and action.
Organized club work also has a reciprocal value to camp
life, for a camp made up of club girls has a "head start" in get-
ting under way.
There are two kinds of camps; a well equipped permanent
camp, or an 'informal, week-end or short term camp. Each has
its place in a program of activities for Girl Reserves. (The
"Woodcraft Manual for Girls" has invaluable directions for
planning and carrying out the informal camp.)
The Problems of Camp.
Financing a Camp.
An Association planning a summer camp should first form a
committee which will determine the approximate cost of "set
up," and then be responsible for securing this initial amount.
After a camp is set up it should be self-supporting. To keep
expenses down at the start, each girl may furnish her own
bedding and, if necessary, may even bring her own kriif e, fork,
spoon, plate, cup, saucer, a dish towel and a glass of jelly. (For
a simple camp budget, see pamphlet "Summer Camps," issued
569
by Community Service Incorporated, 1 Madison Avenue, New
York City; price, 80 cents.)
The daily work of the camp, such as dish washing, table
setting, serving1, preparing of vegetables, wood gathering, if
done by the girls, saves paid labor, and helps the camp fulfill
its end as a place of training.
The cost per girl by the week should be estimated as reason-
ably as it is possible to have it and still cover the running ex-
penses of a season. Data collected shows municipal and associ-
ation camps financially self-supporting on fees ranging from
$5 to $7 a week per girl.
NOTE: A camp committee can not plan to save money in
the providing of essentials; i. e., plenty of food and sanitary liv-
ing arrangements. A camp does not need to be luxurious, but
it should comply with the best standards of sanitation and
living.
Location of a Camp.
The requirements are as follows:
It should be convenient for the transportation of girls and
supplies and yet not too close to a town or a resort. (Extensive
transportation will help to keep a camp from being self-sup-
porting.)
It should be a place of beauty, furnishing a change of
scenery and a change of climate from that of home if possible.
It should have sufficient level space for games, group sports
and gatherings.
There should be a sufficient supply of pure water for drink-
ing and bathing and the land should have sufficient slope to in-
sure drainage and sanitation. Selecting a site necessitates ex-
pert investigation.
Some usable locations are:
An informal summer resort leased before or after its
season.
570
Mountain farm or country home.
Government land leased on low yearly payments.
Equipment of a Camp.
The permanent buildings required are: A stout warehouse,
preferably tin lined; a well-screened diriing room (not essential
at the start, but desirable); a lodge, some cabins or wooden
platforms for tents, which are set up each summer • some place
should be provided where all garbage and refuse can be burned
or buried. Sleeping accommodations: There should be single
beds only. Iron beds are by far the best investment, as canvas
cots will not stand the strain for long and will soon have to be
mended or replaced entirely. In dry climates, girls often sleep
on beds, which have been arranged in order, outside of the
dressing tents or cabins. Suggestive miscellaneous equip-
ment: Where water is not piped, there should be plenty ot"
water buckets, a water proof hogshead with tight fitting lid to
hold supply of cooking water, a good supply of folding lanterns
and candles, hooks to hang clothes on, rope, hammer, nails, axe,
saw, wash basins, hammocks, Japanese lanterns for special dec-
orations, a swing, a drum, a bugle or hunter's horn, clear mir-
rors, make up and "togs" for stunts, pop corn, musical instru-
ments, paper, pencils, pins, card board and paint, games and an
athletic equipment, dish towels, mosquito netting, brooms, flags,
first aid supplies for emergency use, such as cuts, sprains,
bruises, sunburn, bfbes, poison oak, poison ivy, colds, etc.
Camp Organization.
The personnel should include a camp director, who is the
last authority on any subject, a business manager, a good tem-
pered, competent cook and assistants, if necessary a nurse, a
physical director, a handy maii-about-canip, and enough coun-
selors (secretaries, club advisers or college girls) to have one
in charge of every ten to fifteen girls).
Responsibility for planning and directing music, dramatics,
handicraft and nature study, the leading of Bible or discussion
571
groups, and many other activities of the camp should be as-
signed to counselors, or special leaders.
The Girls' Share in Organization.
The camp is divided into units, called companies, tribes or
any other suitable name, with a counselor for each unit. Each
unit elects one girl as 'its lieutenant or chief or chairman. These
chosen girls, one from each company, form the girls' executive
council of the camp. With the leaders5 council they are respon-
sible for helping to maintain the best kind of camp spirit, and
they help to set up and carry out camp government and neces-
sary regulations They may elect one from their group as their
president or chief of the camp.
Responsibility for camp activities should be shared by all.
Two methods of accomplishing this are suggested:
(a) Each division, or unit, is responsible for one activity of
camp, such as the camp paper or the bon fire, etc., in rotation
by the day or week, according to the size of the camp and the
length of time.
(b) Each company, or unit, elects one of its members to
serve permanently on each of the various committees of camp
activities, thus, there will be as many members on each com-
mittee as there are units in camp. Each committee then elects
one of its members as chairman for that activity. A counselor,
or adviser, should be appointed to serve with each one of these
committees. The following activities should be provided for:
Good government (provided by girls' executive council).
Camp paper.
Citizenship records (camp honors and awards).
Athletic council.
Ground squad (clean camp grounds, provide fuel, post
office, etc. This squad may delegate work to others).
Camp Activities.
A camp should have a daily and weekly schedule of events
which will provide a wholesome variety of things to do; the
events must be suitable for the surrounding and climate. Ac-
572
tivities acceptable in one part of the country are not always
usable in another. A day's schedule should include: morning:
plunge and setting up exercises, flag raising and short informal
assembly, Bible or discussion hour, directed games and athletics,
hikes and water sports, nature study walks, handicraft, rest
hour, camp fire. There should be some time left free for play-
ing at will beside/ a stream or dream'ing under the trees, but
too much of such free time will result in "loafing" around and
will quickly spoil the morale of camp.
Prompt attendance at all regular calls should be the rule of
every well organized group. Events should be announced by a
bugle or horn which can be heard all over camp.
A General Program for a Day at Camp.
The suggested program here given is intended first of all
for vacation camps with different groups for one week or two
week intervals. It would do equally well for all-summer camps.
An Ideal Day Includes:
Swedish Drill,
Flag Raising Exercise,
Discussion Hour,
Rest Hour,
Camp Fire,
World Fellowship,
Devotions.
A Day's Program by Hours:
7:00— Bugle Call.
7:30 — Flag Raising.
7:40— Breakfast.
8:30 — Formal Inspection.
9 .00 — Morning devotions and notices.
Observation Class.
9:30 to 10:00— Swedish Drill.
10:00 to 11:30— Recreation.
573
11:30 to 12:30 — Discussion.
12:30— Lunch.
1:30 to 2:30— Rest Hour.
2:30 to 5:30 — Recreation.
5:45 — Dinner.
6:30 to 7:00— Singing.
7:00 to 9:00 — Camp Fire or Evening
Recreation.
9:00— Taps.
The Camp Paper.
Its aim is to promote camp spirit by creating the best kind
of public opinion.
It offers a good chance for editorials by girls and leaders.
It is a record of camp events and a place for announcements.
It is a reporter of camp jokes and a creator of camp mirth.
A paper is an indispensable pait of camp life.
A Camp Civic Center.
This may be very attractive and become one of the popular
places of camp. The following* may be found there:
A bulletin board, which is fastened to a tree; it should be an
artistic part of the surroundings. A board covered with green
burlap and decorated with fresh leaves or ferns is attractive.
Camp schedules and announcements; citizenship record honor
lists, and a poem or thought for the day may be posted there.
The library should have good stories of adventure and
romance in the out-of-door, a few classics, some boarding
school stories, poems, and nature study books (see the G'irl Re-
serve book list).
The camp guest book or "log" may be kept in the library.
This contains all the names of the girls of the camp and their
guests.
The Camp Store.
The camp store should open at regular hours, preferably
"after dinner. It may be set up in some stout packing boxes.
Suggested articles for sale are personal necessities, such as
pins, thread, postal cards, stamps, and a few things to eat,
such as fruit, graham cookies, chocolate bars and marshmal-
lows. These are better than rich cakes and candies (see "Sug-
gestions for a Food Program to Be Used in a Girls' Camp,"
page 581).
Inspection.
Inspection of group cabins or tents, beds and all camp
premises may be made an impressive daily ceremony. The right
atmosphere is largely created through the bearing and effi-
ciency of the inspecting party This should include the camp
director, one other leader and one or two girls who have won
camp distinction. The Girl Reserve salute may be effectively
used. The members of each company or unit line up or stand
by their beds. As the inspecting party arrives, the girl lieu-
tenant, or chief of the unit, gives the command for attention
and the Girl Reserves salute. The salute is Keld throughout the
inspection. The inspectors return the salute.
At evening camp fire, some recognition is given the com-
pany having had the best results at morning inspection. A
Girl Reserve flag may be awarded, which the company may dis-
play-from their cabin or tent the following day. This goes
each day to the deserving company.
Flag Raising.
Have the girls march briskly from inspection to the flag
pole, or a place of gathering, where the flag can be held by
color bearers. Give the salute to the flag and sing the "Star
Spangled Banner." The Christian flag and Girl Reserve flag
may also be honored.
Suggested Flag Raising Exercise.
The following flags are needed for this exercise:
The Christian Flag,
The Star Spangled Banner,
575
The Flag of Great Britain,
The Flag of France,
The Flag of Italy,
The Flag of Belgium,
The Flag of Russia,
The Flag of China.
These flags are very easily procurable in size two by three
feet, which 'is perfectly satisfactory, but not as effective as the
five by eight feet size, where that can be found. When the very
small flags have to be used some added detail in the way of
costume or any other effective decoration might help the little
ceremony.
The exercise is conducted as follows:
The First Morning: Raise the Christian Flag above
the Stars and Stripes; sing one
stanza of "The Church's One
Foundation," or any other appro-
priate hymn, and all stanzas of
"The Star Spangled Banner."
The Second Morning: Raise the Christian Flag and the
Star Spangled Banner as before,
and have the "Honor Girl" of the
previous day carry the flag of
Great Britain; sing one stanza of
"The Star Spangled Banner" and
one stanza of "God Save the
King" or "Rule Britannia." "Rule
Britannia" is not as easy to find
in lists of National Anthems, but
it has far more spirit than the
other.
The Third Morning: Honor the Star Spangled Banner
and the French flag in the same
way.
576
The Fourth Morning: Honor the Star Spangled Banner
and the Belgian flag in the same
Continue morning by morning* until all the flags above men-
tioned have been honored, and on the last day or on some es-
pecial day at camp, have a real flag rally with "Honor Girls"
carrying all the different banners and have all the anthems
sung. The songs suggested here are available in booklet form,
published by the Schirmer Company, for twenty-five cents. The
songs published here are harmonized better than they are in
most collections, and both the original and the English words
are given. Wherever it is possible, it seems much better to use
the words that really belong to the songs than the translations.
If it is not too strictly carried on it may add amusement and
enthusiasm to try to become familiar with foreign tongues.
Citzenship records.
There are two kinds of citizenship records — group and in-
dividual. The purpose of the individual record is to create,
through a spirit of fair competition, a desire on the part of every
girl to make her own mark in camp life by participating in camp
activities. The purpose of the group record is to further camp
spirit by appealing to the pride of each unit to do its share in
the maintenance of camp standards and discipline. The whole
purpose is to help in the teaching of citizenship habits.
Honors should include a balanced variety of physical feats,
mental accomplishments, and social and spiritual expression.
A record can not be made in any one line, but a certain amount
of activity must be undertaken 'in each.
The details must depend upon the ages of girls in camp and
upon the things necessary and possible to do. But for all camp
girls there should be some plan of feats and tasks to be
accomplished with recognition by the use of appropriate in-
signia.
577
Visiting: day.
If there are to be visitors in camp it is much better to have
them come on the same visiting day. Special features may be
arranged for their entertainment, and the whole camp unites
in being true hostesses.
Handicraft.
As all girls are not able to participate in the more strenuous
activities, and as there should be a choice of things to do, handi-
ciaft and nature study play a valuable part in camp activities.
This is especially true if there are foreign girls in camp. For
nature study suggestions, see Nature Study chapter of the Man-
ual. Some suggestions for handicraft in camp are:
Baskets made from pine needles and raffia.
Clay modeling.
Wood carving — making animals and figures from acorns and
pine cones.
Hand made rugs.
Bead making.
Dennison crepe paper weaving.
Bible or discussion groups.
Some Bible study provision is essential to a complete camp
program, for there is no place better than out-of-doors for
natural discussion and interpretation of the Bible. Plans for
Bible, or discussion classes, should have a place in the very
first discussions regarding camp, and those to be in charge of
such groups should make their preparations in advance. Special
short courses may be arranged carefully from such material
as "Christian Citizenship for Girls," by Helen Thoburn, "The
Girls' Year Book," "Out-of-doors in the Bible," by Ethel Cutler.
For further suggestions see the pamphlet "Keligious Educa-
tion and the Younger Girl," by Maud Davis, price 35 cents, and
"Training the Girl Through Worship," by Mabel E. Stone, price
20 cents, which may be secured from the Womans Press, 600
Lexington Avenue, New York City.
578
The Gamp Fire.
Sunset and the camp fire go straight to the heart of a girl,
and 'it is the leader's privilege to make the most of these
hours. At this time, music, story and silence have each its own
place.
An evening camp fire should be merry; the fire should burn
brightly (see "The Wood Craft Manual for Girls' for fire build-
ing directions) and the program should be varied. The camp
fires which are never forgotten are those where something
deeper than just the play spirit is touched by the effect of some
fine short talk, a story and good night hymn.
The lighting of the fire can be a great priv' lege, given each
night to some special girl, company or unit. The following is
a simple fire lighting ceremony. Just after sunset the girls
stand shoulder to shoulder in a circle around the unlighted fire.
As the camp president lights the fire the girls sing, "Day is
Dying in the West."
For the fun of the camp the following may be used: a min-
strel show, a circus, a good sing song of familiar songs (be
sure to have copies of words) stunt night, troubadour night
(songs and poems) a potato bake, individual company frolics,
a court with judge and jury, a story telling contest, a costume
party, an evening of songs (patriotic), readings and stories.
Athletics and Games.
Play is one of the biggest parts of camp life. The physical
director should have plenty of help from other leaders and the
girls' athletic council. There should be carefully planned hikes
and scheduled contests and games. The entire camp may join
in a treasure hunt, a game of hare and hounds, a track meet
or "stalking." (See Camp and Outing Activities, by Cheley &
Baker). Such games as "duck on the rock," catch of fish, last
couple out, three deep, run sheep run, are popular. Pro-
vision should be made for the regular athletic games: volley
ball, baseball, etc.
579
Camp Spirit.
•Camp spirit is the most important part of camp, for it is
created out of the .total of all the things that happen and are
in camp. In turn it brings success to every effort and accom-
plishment. It is dependent upon the following1 — hearty appe-
tites and good food, jolly human leaders, wise discipline, good
beds, rest hours well kept, good music and singing, a spirit of
patriotic reverence for the flag, a spirit of worship and devotion
'in all services and ceremonials, consideration for authority, care-
ful organization, and "huge" enjoyment all the time.
Camp is a wonderful place actually to get some thing into
the hearts and minds of girls. Sunburn and tan on the outside
are inevitable, but it is just as inevitable that something happens
on the 'inside, therefore, one should choose wisely of the things
of which camp spirit is to be made, for it is the "spirit" of
the camp that goes into the making of character fibre.
Books of value on camping, trailing and outdoor cookery are
as follows:
Health through Stunts — Norton Pearl.
Handbook for Pioneers — Chapter XL
(The Association Press, 347 Madison Avenue, New York
City, 75 cents.)
Camp Cookery — Horace Kephart.
Camping for Boys — H. L. Gibson.
•Camping for Girls — Jeanette Marks (applies primarily 10
Eastern section of the country).
Boy Scout Camp Book — Cave.
Boy Scout Hike Book — Cave.
Manual of Woodcraft and Camping — Ernestf Thompson
Seton.
Equipment, i. e., knapsacks, puttees, knives, etc., may be
ordered from:
Abercrombie and Fitch, Madison Avenue and 45th Street,
New York City.
580
Alexander Taylor, 26 East 42nd Street, New York City.
A. G. Spalding and Bros,, 126 Nassau Street, New York
City, Write for catalogues from these three firms. The Aber-
crombie and Fitch catalog is excellent and most suggestive.
Suggestions for a Food Program to be Used in Girls' Camps.
"August is laughing across the sky,
Laughing while paddle, canoe and I
Drift, drift, where the hills uplift
On either side of the current swift."
In planning the food program for the girl in camp it is well
to think of the g'irl herself as she comes to you eager and
enthusiastic, hoping for great returns from her investment,
anticipating friendship and freedom, a bit shy, maybe,
and somewhat tired from her year's work in school or the
shop or the store or office. She is very impressionable — maybe
critical — for to her it is a distinct} departure from the con-
fining hours and walls of her routine life of yesterday, and in
the change and excitement she may be quite uncertain of her-
self, or, because of her shyness, exceedingly opinionated.
It is a time of splendid responsibility and great pleasure
to the camp director and her counselor and staff. Standards
are set, ideas are crystallized, new outlooks are given, new
insight into many strange and different kinds of life.
A very real contribution to her life can be made in paying
attention to the care and preparation of the food served three
times a day at the camp table and to the cheerful atmosphere
that surrounds it. It is to smooth the way a bit for the camp
director and her counselors and to help to stimulate the girl's
interest in her own well-being that these suggestions are offered.
The freedom from office work and the over-abundance of
fresh air tend to make the girls very hungry, so that 'it is
necessary to supply a great abundance of nourishing food at
regular intervals in a variety that will satisfy their actual
581
physical demands. A spoonful of baked beans* one piece of
bread and butter and tea do not make an adequate meal for
the growing girl under normal conditions and fall far below
her needs when she is building new tissues by playing in the
open air.
It is necessary to supply her with good building and repair
material, well cooked meat of unquestionable quality at least
once a day or its equivalent from the list of meat substitutes,
remembering that substitutes may replace in part but not com-
pletely as there are great differences in the nutritive value of
the proteins derived from different sources. As all the proteins
from the meat substitutes are inferior to those of meat, it is
to be understood that while they may substitute in part they do
not replace. If you select beans or peas for your protein sources
you should supplement them with cheese, milk and eggs. This
is necessary to satisfy certain requirements of tissue growth
which are not met by the protein contents of peas or beans
alone.
She must have plenty of green vegetables all the year, and
since they can be obtained in excellent condition during the sum-
mer months and so cheaply it is advisable to encourage her
taste for every kind of vegetable that grows, by taking care
that they are served to her nicely and, that they are agreeably
prepared in every possible way, but mainly with only the addi-
tion of salt and pepper and a little butter. A fresh vegetable
tastes better if it is cleaned well, cooked in fresh boiling water,
and served hot and attractively. The water in which vegetables
have been boiled contains valuable materials, and should be
used in the preparation of soups and sauces. Teach her to eat
lettuce and all green salad plants. These can be served to her
at least once a day; they should be a part of the menu twice
a day if possible. In order that she may be led to appreciate
the value of a -plain lettuce salad, it may be advisable to begin
by adding a coaxer in the way of very much des'red vegetable
or fruit, but have the lettuce so clean and crisp that it is not
582
left on the plate because of the old idea that it was used mainly
as a garnish.
Give her plenty of fruit twice a day, served either fresh or
stewed. The nearby resources for these articles of diet should
be cultivated intensively, for at least three fresh vegetables
should be eaten daily. See that the heaviest meal of the day pro-
vides at least two. Balance the kind of vegetables by serving
with a starchy vegetable (potato), a leafy vegetable (celery,
cabbage or lettuce). The colors of vegetables, it so happens,
gives a fair guide. Red, green and white vegetables will usually
give an excellently balanced vegetable menu. For example: red,
beets, tomatoes; green, beans, peas, spinach; white, cauliflower,
cabbage, etc.
Promote the milk program for new life by making possible
the consumption of at least one good, full eight-ounce glass of
milk each day for each girl. This should be incorporated -every-
where, but particularly in the program of the camps in the
Southern States where great strides can be made in the diet
of the mill village and industrial girl and encouragement given
toward the production of milk in that part of the country if the
demand be made. Use mUk in cooking, in white sauces, pud-
dings, cream dishes and good ice cream. In localities where
fresh milk is not procurable, certain forms of dried milk may be
used — preferably those containing full butter fat.
Through the menu during the summer publish abroad the
value of good bread and real butter. Bread is better than bis-
cuits or rolls. Not enough of the American energy is derived
from the use of bread as yet. Not enough bread is used in
the diet, and by adding this to a vigorous propaganda for fur-
ther consumption of milk and lettuce during the summer months,
a great deal will be done toward the cultivation of the right
kind of menu idea in the thinking of all the girls who have
come to camp for this period, not only for relaxation, but also
for new ideas which are educational as well as recreational.
They will then take back to their own associations, and school
583
cafeterias right thoughts on the value of food and will know
how to choose their lunches wisely.
•Supply the girls with white, brown and whole wheat breads,
using occasionally corn bread; maybe once during their ten
days* or two weeks' visit, serve Boston brown bread, and some-
times bread and brown sugar. Use rice and all the seed grains
largely, such as oats, barley, peas and beans. Make rice and
tapioca very attractive, as well as more palatable, by thorough
cooking and the agreeable additions of fruit flavorings. For
variety raisins, dates, peaches, apples, plums, etc., as well as
all the berries, can assist as splendid additions to any of these
cereal dishes.
Take care of the body's need of roughage by incorporating
in the menu bran, apples, with skins on, all root vegetables
(such as beets, carrots, turnips), cabbage, etc. Give the sensa-
tion of differentiation in feeling in -the diet by serving at the
same time foods which are hot and cold, crisp and soft, sweet
and sour.
For the necessary vitamines, serve lemonade, orange juice,
raw milk, fresh eggs, rolled oats and whole wheat dishes. To
make mastication essential, give the girls an actuality to bite
into and chew on; as, radishes, olives, and celery. Be sure that
the water supply is not only very abundant, but that it is easy
of access, so that the girls can learn the value of and will
practice the drinking of the necessary six to eight glasses of
water every day.
•For long day hikes, supply each girl with two good sand-
wiches, a meat sandwich and a sweet sandwich; five or six good
prunes, and a bit of cheese. The burden of carrying food all
day is greatly lessened if each member of the party carries her
own lunch in a paper bag in her pocket or knapsack, and if she
does not know until halt is called for lunch what her paper
bag contains she will be more keen to investigate its contents.
Give her an opportunity to know the kind of extra foods to
584
buy between meals by having at the store on the campground
good quality fruit of all kinds and a good supply of nuts, the
dried fruits (figs, dates, raisins) nut-bar chocolate and plain
biscuits.
Buying.
A month or two before the camp opens is the time to
begin to plan the camp menus and the amounts of supplies
which are to be ordered and delivered at the camp before
the first group arrives. Know the number the camp can ac-
commodate, whether it be fifty or less, or up to one hundred and
fifty or more. The time of visitation of each guest is limited
to one week, two weeks, or, in some cases to a period of only
ten days duration. Therefore the number expected for the
entire season can be readily estimated, keeping in mind the
number of the staff and counselors who swell the number in the
camp family. Then, after due consultation with people who
know the individual peculiarities of the dishes obtaining in the
particular locality the camp secretary should make a suggested
list of the kinds of "contained goods" she proposes to use in the
menus, basing the amounts on the requirements as outlined in
Miss Emma Smedley's book, Institutional Management, third
edition, revised in 1919, for a family of one hundred and fifty •
and using Miss Frances Lowe Smith's two books, Recipes for
Fifty and More Recipes for Fifty, if this number is adequate
for your needs. For a household averaging one hundred and
fifty persons- per meal per day, plan to use containers com-
mercially called ''gallon, or no. 10." In ordering, add to the
number of dozen-gallon cans of each commodity a few dozen of
smaller containers called commercially "No. 3" or "No. 2." The
quantity and kind of canned goods to be bought depends ab-
solutely upon the neighborhood. Generally speaking, the fol-
lowing list will be fairly comprehensive in making a selection.
No. 10, gallon cans of:
Tomato, corn, peas, string beans, butter
beans, baked beans, kidney beans, spinach,
585
tomato pulp; jam, jelly and marmalade
catsup syrup, molasses;
pineapple, peaches, pears, plums, berries,
cherries, fruit butters.
In 5~gallon or 10-gallon containers:
Olive oil, vinegar, pickles, relishes,
olives.
No. 3 or No. 2 cans of the limited amount purchased should
be used to tide over depression points between the departure
and arrival of groups when the household is very small, and also
in case a few extra people drop in for a meal just at meal time.
Unless the camp is very, very small and the patronage able
to reimburse it, do not purchase jams, jellies, etc., in small
glass containers. They will prove too expensive for the budget.
The above kinds of food should be received, checked up, and
stored, in a locked store-room before the season begins. Energy
can then be directed to getting the perishables delivered at camp
on time, in good condition; the greatest variety possible should
be secured.
In making the menu for the day, be sure to plan the food
so that it will give each girl at least 2,500 calories per day.
Notice that in Miss Smedley's book each rule is calculated to
give the protein contents in the entire recipe and in each por-
tion, and also the value in calories for the group and for the
individual. This is very important to put into action every
day.
The books mentioned above will form a splendid nucleus and
reference library for the food program, and, as all the rules
indicated in them have been used very many times, the amounts
specified are pretty conclusively correct. The results will de-
pend entirely upon the adaptability and skill with which the
cook will follow directions and combine the various ingredients
IE the manner described.
Because very much milk, good butter and eggs will be used,
it would be well, some time before the camp settles down for
586
the summer, to make a survey of the farming- district near
the camp with a view to obtaining1 these fresh supplies from
the nearby farmer at regular intervals. In most parts of the
country he may be depended upon also to give you a pretty
good variety of fresh vegetables as the season progresses. If
there are good storage facilities, an ice house or a good refrig-
erator, fresh meat can be delivered from the town two or three
times a week. Where storage facilities are not available, ar-
rangements for daily deliveries of fresh meats will have to be
made.
If fruit is plentiful serve fresh fruit as much as possible —
at least once a day, and twice if it can be afforded. Fruit for
breakfast may be berries or melons or stewed prunes or apple
sauce or baked apples, occasionally stewed apricots and once
in a while stewed figs.
Use as dessert, either for noon or night, the following com-
binations: Stewed rhubarb with plain cookies, apple sauce with
gingerbread, honey with hot biscuits, jam with crackers. Use
originality so that the combinations do not recur at stated
intervals. One ten-day menu repeated three times in a month
gives variety and is less tedious than a seven-day menu where
corned beef and cabbage are served on Thursday as regularly
as the day appears.
Adapt to a menu the best kind of food that the district
provides and supplement it to make a well balanced menu for
the entire season by having on hand what can be successfully
obtained these days and used because of the variety and quality
that is conserved now in lacquered cans.
As a general rule, in preparing the menu to give proper
balance, remember that about twice as many calories should
come from the carbohydrates — vegetables, cereals, flour and
starchy food and sugar — as from butter, oils, cream and other
fats. Use about the following proportions:
587
Protein 250 Calories
Fat 750
Carbohydrates 1500 "
Total 2500
The following is a list of proteins, each of which furnishes
one hundred calories:
1 Small dish of baked beans
1 Small dish of sweet corn
1 Large potato
1 Ordinary slice of bread
1 Large dish of oatmeal
1 Lamb chop
1 Large egg
1 1-2 Cubic inches of cheese
1 Small piece of sponge cake
1 1-2 Lumps of sugar
1 Dozen peanuts
8 Pecans
« 1 Large banana
4 Prunes
2 Apples
1-2 Cantaloupe
7 Olives
1 Large orange
1 Ordinary pat of butter
1 Small glass of milk
1-4 Glass of cream
1-3 of Piece of pie
588
M
CHAPTER XV.
CONFERENCES
ANY years ago, in the days when the Kingdom of
Friendly Citizens was but a name written upon the
sands of Galilee, a group of friends, leaving their moored boats
and their little shops, held some conferences together. They
were all busy men, and sometimes they could find no time save
at the end of the day's work for meeting this Master Friend
of theirs. Almost always it was under the sky that they met
Him. The stories that He told were all of growing things —
lilies and vineyards and little children. And so, along country
lanes, up steep mountain paths, by the side of still waters, He
led them, talking about another growing thing — the dream
of all His life. For He dreamed a dream of a new order in
which all the people of the world would share in a friendly
citizenship. And these walks and talks of the long ago were
the very beginning of summer conferences."
To-day in many parts of the world, people still gather to
tell their experiences in helping bring to pass that "new order."
There are yet many vexing problems which delay its coming
and dreams must be dreamed and deeds done before all the
people of the world can share in a friendly citizenship. To
further this, there have been many such gatherings or confer-
ences in the history of the Association's work with girls. There
have been week-end conferences, seven-day conferences, and
ten-day conferences. There have been conferences for high-
school girls alone, for younger girls in business and industry
alone, and for private school girls alone; there have been con-
ferences that contained as many or as few of those groups as
589
the law of permutation allows. Sometimes all the girls have
come from one city, sometimes all from one county or one
state or again, from several states.
Neither has the variety ceased with length of time or type
of girl or locality concerned. Anyone who wished to run the
gamut of experience on conference grounds might find herself
once in a new camp equipped with pup tents and only 'two cot-
tages, where girls had to he hung up on hooks to dry when it
rained. Here, however, a literal garden of the gods (though
they called it the devil's den) provided a majestic assembly hall.
Then she might go to 'a perfectly appointed spot in the Rockies,
or another among the softer outlines of the Blue Ridge Moun-
tains, or to any one of several ideally located and equipped
field camps in the north and east. Or again she might find
herself using all of her ingenuity in caring for one hundred
and fifty girls with an improvised kitchen — a dining room with
no roof but the great blue sky, and with only the stars for
candles at night.
The pinnacle of perfection in her experience might possibly
be the place that is the property of all Association girls, — that
has rocky coast and mountain view and sunshine and invigorat-
ing air, — that has tent houses of just the right size, and an
assembly hall whose great window frames a matchless picture
of rocks and sea and sky.
Experience has proved neither equipment nor lack of equip-
ment necessarily makes a "successful conference," A confer-
ence is like a home — it is what it is because someone has
dreamed a dream or has seen a vision of what ten days can do
for a girl's living and thinking, and has set out to make real
her dream, in spite of inconveniences. Beauty of surroundings
and the right environment produced more easily by such
mechanical aids as a well equipped dining room and proper bath-
ing and rooming facilities are never to be minimized, for again
experience is showing the Young Women's Christian Associa-
590
tion that the fabric of a girPs dreams often takes its pattern
from standards which she sees maintained in a conference.
In spite of this great variety of time and place all con-
ferences have a common purpose: To bring girls into personal
relationship with each other in community life; to give them
sympathetic knowledge of girls in other circumstances and in
other lands; to help break down the dividing wall between girls
and their older advisers; to train girls so to grasp the signifi-
cance of what they are doing that they think for themselves and
assume direct responsibility for the success of their clubs; all
of these phases contributing toward an understanding on the
part of each girl of what her life can be when lived according
to the principles of Jesus Christ, accompanied by a deep sense
of His friendship.
One of the ways in which the conference fulfills part of its
conference purpose and thereby part of the purpose of the
Association's work with girls, to develop initiative and respon-
sibility among the girls themselves — is through the Girls' Coun-
cil. Such a council consisting of five to fifteen girls is elected
by the girls at a summer conference and is given the task of
preparing the material, around which the various forum or
council hours of the next conference will center. Sometimes
this material is secured by the commission plan of work; to
one or more groups of girls in different communities is assigned
a topic such as "Health" or "School Standards" and the club
members evolve questions which are sent to all clubs included
in the personnel of the conference. From their responses, which
are generally returned to the council within three months after
their submission, an outline, more or less complete, is. made
and to this is directed the discussion in the summer conference
forum hours for delegates.
What girls shall be sent to a conference and how they shall
be chosen are questions of great importance to secretaries and
591
advisers. If the real purpose of a girls' conference is to be
fulfilled, too young or too immature a girl should not be
sent as a delegate.
The very nature of most conferences makes it impossible for
a girl under fourteen to enter into the fellowship of the group.
She neither shares nor receives. The difficulty of the necessary
adjustment to new surroundings, and often an attack of home-
sickness, prove that this younger girl should be seasoned by
the experiences of a good local camp, and perhaps a week-end
conference before she is chosen to represent her club at any
gathering so important in its possibilities as a summer con-
ference. There are many elements which enter into the election
of delegates to a summer conference, such as attractive per-
sonality, good scholarship standards, constructive committee or
general club work, and the item of expense (for the sending
of a delegate to a summer conference represents a considerable
investment, from which most clubs desire and need to reap a
return.)
Of course, a week-end conference must have a more con-
densed and specialized program than ten days in a summer one;
so very often a week-end conference takes but one phase of the
Association purpose and intensifies it, building its program
around a theme like "Christian Citizenship," which is self-
explanatory, or "How wide is your world?" which takes into
account all the phases of world fellowship. The summer con-
ference on the other hand, takes a more general theme ; for in-
stance, "Following Jesus/' "How a Christian would play 'Fol-
low the Leader* to-day," "There are as many ways to God as
there are human hearts," and "Keepers of the Light."
Two typical programs are given here, the first a week-end
conference, and the second a ten-day summer conference.
592
I.
HIGH SCHOOL GIRLS' WEEK-END CONFEEENCE PROGRAM
Conference Theme — "Make Your Light to Be in Readiness."
Friday Evening, 7:30 P. M.
"How Do You Do?"
"The Same to You"--
For the Girls.
For the Advisers.
Selection.
Senior Double Quartet.
"Make Your Light to be in Readiness," — an address.
Hymn.
"Who's Here, and How Many Do You Know?" (A Get-
Acquainted Hour in the gymnasium.)
Saturday Morning, 9:00 A. M.
Devotional Service.
"Getting Acquainted with Real People in the Bible," and "How
to Introduce Them to the Girls at Home."
(Five minutes recess. Without moving from your seat, learn
the names of ten new girls.)
"Vocational Guidance."
Intermission.
"Girls of Other Lands in Our Country."
"Girls of Other Lands in Their Own Countries."
Luncheon.
Saturday Afternoon, 1:30 P. M.
"Positive Health."
Committee Meetings — the Wrong and Right Ways to Conduct
Them.
Council Hours.
Standards for the High School Girl.
Presidents of Clubs.
Program Committee.
593
Service Committee.
Social Committee.
Membership Committee.
Appointment of Commissions to report at the Summer Con-
ference.
Tea.
Saturday Evening-, 7:00 P. M.
Banquet.
Toastmistress. *
Recreation Hour.
Y. W. C. A. Moving- Pictures.
Sunday Morning-.
11:00 A. M. — The Conference will attend worship together.
3 P. M. — Closing Meeting.
"The Living Flame We Carry."
Discussion Hours.
Adult Leadership.
Saturday— 11:30 to 12:00— With Girls' Work Secretaries.
1:00 to 1:30— With Advisers.
3:00 to 4:00 Whole Group— "Religious Education
for the High School Girl."
II.
SUMMER CONFERENCE FOR GIRLS OF HIGH SCHOOL AGE
Conference Personnel.
Executive
Hostess
National Board Representative
Field Representatives
Recreation Director
Assistant Recreation Director
Director of Music
Pianist
Physician
Nurse
594
Daily Schedule.
Rising Bell 6:45
Breakfast 7:30
Inspection 8:45
Flag Raising 9:00
Morning Assembly 9:20— 9:35
Bible Classes 9:45 — 10:30
Athletics and Drills 10:45—11:30
(Forum Hour on Girls' Work Technique for Sec-
retaries and Advisers.)
Girls' Council Hour 11:45—12:20
Lunch „ 12:30
Quiet Hour 2:00— 3:00
Recreation 3:00— 5:00
Supper 6:00
Camp Fires 8:00
Taps 9:30
Daily Bible Classes.
Sunday, 11:00 a. m., June 29 — Sand Dune Service.
Sunday, 11:00 a. m., July 6 — Chapel Service.
Camp Fires— 8 P. M.
Saturday— "All Aboard" ^
Sunday — "A Message From France"
Monday
Tuesday
Wednesday "What Am I Going to Be"
Thursday "Things That Matter Most"
Friday— "Girl Citizens of the World/' a Fourth of
July Fantasy — All Citizens of Girls' Camp.
Saturday
Every Night
(Camp Movie) — Continuous Performance.
Reel I Beach Parties
505
Reel II Shadow Pictures
Reel III Sing Songs
Reel IV Stories
Reel V Slumber Party (regular performance).
The week-end conference, which is coming to be distinguished
by the title "week-end council," is usually planned and financed
by the Field Committee. The section of the field where it is
held is determined by a sufficient development of club work to
make it advisable; the actual city or town is often decided by
the delegation first extending its invitation to a council already
in session. Elaborate plans are made for the entertainment of
the girls in the homes of the city, and the visitors number from
seventy-five to three or four hundred. All the detail of arrang-
ing to have registrations made and the girls delivered safely at
the homes of their hostesses is assumed by the entertaining
Association, The banquet, which is an important feature, is
held either in the Association building or in the parish house
of a hospitable church. If the conference lasts until .Sunday
night the girls are guests on Sunday morning at some church
where the sermon has been prepared especially for them. Each
year a larger number of local colleges offers entertainment for
an afternoon or an evening, and new business houses lend ex-
hibits of suitable clothing for girls of high school age, of inter-
esting works of art, or of something else illustrative of a confer-
ence objective. The aid of the community in making such
programs supremely effective is more freely offered and more
valuable each year.
As the simpler week-end council theme is more nearly self-
explanatory than that of the longer conference, so the council
program needs less interpretation ; and it is to the detail of the
596
ten-day summer conference program that this chapter will be
particularly devoted from this point.
The background is the camp, with the usual camp routine
of flag-raising, inspection of tents, activities of recreation and
nature study, quiet hours, and with its honor system of self-
government. The personnel therefore includes a counselor
group, one of these older advisers for each fifteen girls at most.
The camp organization is according to different localities one
of the following types:
Military — Divided into battalions, companies and squads, each
smaller group with its girl officer, each largest group with
its adviser who bears a military title.
Scottish — Divided into clans, its girl officers and older ad-
visers called clansmen and chieftans.
Indian — Divided into tribes, each tribe given an Indian name
and the officers and advisers given Indian titles.
The last-named form of organization is the most easily
adaptable to symbolism. At the opening of the conference a
big circle of bare totem poles stands in front of the central
wigwam or assembly hall, each pole the property of a tribe. As
conference days go on and honors increase in number, — for
self-control in the matter of candy-buying, for the perfect keep-
ing of quiet hour, and other camp rules, for individual achieve-
ment in athletics, the poles become more and more decorated
with totems symbolic of these attainments until the final reckon-
ing comes. Then the last night at the closing ceremony a great
circle of tribes sits each behind its tiny unlighted camp fire and
its highly decorated totem pole. The towering- central fire,
as it burns, lights the faces of the speakers of the occasion, —
the honor bestower, and the leader who in her closing talk in-
terprets the meaning of the days that are already past and
her hope of far-reaching results for good as the conference
influence spreads. Tribal messengers come at a signal, to light
their torches at the central blaze, and then go with them held
597
aloft, each to light her own tribal fire. At last the girls stand,
join hands and form a circle outside the fires and renew their
conference covenant, and sing their farewells.
In an increasing number of conferences, flag-raising departs
from simple camp etiquette to become a world fellowship for-
mality. Each day a new flag is run up the pole until at last
the national emblems of all the countries where Association
work is done have their place beneath the flag of the Christian
Church Single stanzas of appropriate national anthems are
sung1, in English or in the original, according to the resources
of the conference membership.
Out of deference to numbers and to the fact that the girls
in attendance are delegates honored by increasingly narrowed
selection as our general membership increases, the usual morn-
ing prayers of camp life develop for conference use into a
more formal morning assembly.
At the close of this devotional service the girjs scatter to
meet leaders for Bible discussion. The subjects of conference
Bible courses follow the conference theme.
This program cannot be planned as simply as a camp pro-
gram for girls who are self -entertaining. Each girl as a dele-
gate from a club that has spent some of its winter time in
raising money to pay her expenses is responsible for carrying
back to her club what the conference has given her. This, of
course, places a heavy responsibility too upon those who plan
the details of conference days. The program is intended to
deal with all sides of the girl's life. In the middle of the morn-
ing the girls rest from one kind of study by trying another.
A trained recreation leader teaches them games or folk dances
in such a way as to prepare them to go home and help run their
own club recreation for the winter; or by gradually working1
out in rehearsal a pageant to be given on one of the last even-
ings, she teaches them the simple details of pageant produc-
tion.
598
Nothing* gets much momentum without good machinery.
Club membership does not reach miraculous numbers without
effort. Club funds for service do not grow on community trees,
nor do all the bright ideas occur to one little group of girls.
In the fall, after three thousand girls get back from many con-
ferences, social evenings that a club in western Pennsylvania
originated and worked on start a winter program booming for
a club in eastern Maryland; a clever community service plan or
an infallible method of filling the club treasury appears in
Denver, with eastern Kansas primarily responsible; a club in
Alabama puts added meaning into a whole year because of
enthusiastic Bible classes that learned their secret from Mis-
sissippi girls; an orphaned baby in Chicago finds itself sud-
denly showered with gifts and attention because the girls in
high school club there learned what fun another city had had
doing just that a year before. The place for exchanging all
these suggestions is the daily hour before lunch, when an open
forum to study club technique is run by club girls, with a sec-
retary as referee. This hour was once planned by leaders; now
in sufficiently developed conferences a council of five or six
girls from different cities is appointed one summer to work
during the winter and report at the following conference and
a president for the council is elected at the same time. Com-
missions are appointed for the study of particular club problems
and situations that arise in school life needing intelligent dis-
cussion. In the ideal working out of this plan the girls' sugges-
tions go directly to the Field Secretary for Younger Girls and
are woven into the program. A round table for discussion of
leaders' technique is also conducted and on special days the two
groups meet together.
Through cooperation with the Bureau of Social Education of
the National Board a health program is put on at each confer-
ence with constantly * increasing effectiveness. Every dele-
gate is given a thorough physical examination by a com-
petent physician,, and is told her weak points and how
599
to improve her condition. The whole group of girls is stimu-
lated to a greater interest in health as a major responsibility
for a Christian citizen by a series of well-planned talks.
As the main spring and vital point of each conference pro-
gram a series of talks is arranged, to be given by the wisest
and most sympathetic of Association and Church leaders in re-
gard to the things which matter most in the Christian faith,
and an opportunity is given for talking over together the ques-
tions which arise during conference days.
The accomplishment of much of the conference ideal is far
ahead. Toward it, The Girl Reserves of America, advisers and
club members together, are steadily working.
- CHAPTER XVI,
THE PLACE OF SERVICE ACTIVITIES IN THE GIRL RESERVE
MOVEMENT.
THE purpose of all service work in a club program should
be to train girls to understand the meaning of service
and to find a practical application of this meaning through
adequate and worthy pieces of work.
"Not what we give but what we share,
For the gift without the giver is bare."
This is the essence of service and should be a fact which is
brought early to girls in their individual and club experience.
So often the most effective service seems to be that which is afar
off. The little things at home and in the community so very
frequently seem of slight value, when in reality they matter
most, and require more of the real spirit of service. One of the
most important things to realize to-day is that good national
service is dependent upon intelligent community service. "Serv-
ice in the large" is impossible until "service in the small'7 is un-
derstood.
600
Any club in facing its service program for the year will be
able to give social service training by some such program as the
following:
I. Talks given by outside speakers trained in social serv-
ice work, on such subjects as: Americanization, Con-
ditions in Foreign 'Countries, The Work of the Ameri-
can Red Cross, World Fellowship and Work Among
the American Indians.
II. Discussions based on such subjects as:
Attitude Toward Foreign Girls.
World Work of the Young Women's Christian Associa-
tion.
China and Her New Interest in Health or the
Development of Younger Girl Work in City Associ-
ations in China, South America, Japan, India or the
several European countries.
III. Visits for the purpose of observation to settlements,
hospitals, orphan homes.
There Are Three Kinds of Service Work:
I. The earning, and spending of money earned, by group
effort.
II. The specific pieces of community or national or world
service which may be done by the committee as a whole
or by individual girls outside of the regular club meet-
ing.
III. The concrete service work done at the regular club
meeting. Money may be earned by a club through
parties, concerts/ circuses, etc., and spent for com-
munity needs such as:
(a) Children in hospitals.
(b) Old ladies in old ladies' homes.
(c) Orphans in orphanages.
(d) To help settlement workers in their work among
neighborhood children.
(e) Filling baskets for the poor.
601
(f ) Magazines to be given to homes and hospitals.
(g) Stamps for mailing letters written to people who
need the friendliness.
In whatever way the money which is to be spent for com-
munity service is earned, advisers and secretaries should relate
the effort to the suggested standards for earning money as
found on page 784,
Concrete service may be expressed in many ways. Any ef-
fort to serve groups of needy people in any community should
be carefully planned with the organized community agencies,
such as the Associated -Charities, Superintendents of Homes for
the Aged and Superintendents of Hospitals.
The following suggestions have been grouped under three
g-eneral headings: Community Service, National Service, World
Service.
Community Service:
For Children.
1. Make scrapbooks.
2. Dress dolls.
3. Supply Valentines for children in the children's wards
of hospitals.
4. Conduct a story hour for younger girls at the Young
Women's Christian Association or afc a Settlement
House, Children's Home, or a Library every Saturday
for three months at least.
5. Make a Jack Horner pie filled with toys for the chil-
dren in the children's ward in hospitals.
6. Care, during the afternoons, for children whose moth-
ers are at work In some communities where economic
pressure has brought many mothers into industry,
groups have been organized to care for the children of
these women, and club girls can be of great help in such
instances. If such organized groups do not already exist
in a community, it may be a chance for girls to start
the movement.
602
7. Provide milk for the school children in the lower gram-
mar grades of a large city.
8. Raise enough money to send a baby from a needy family
to a baby camp.
9. Endow a bed in a children's hospital.
10. Fill stocking's for children at Christmas.
11. Fill Thanksgiving and Christmas baskets.
12. Help the director at a play ground.
13. Raise money for support of Belgian, Near East, or
French orphans.
14. Give parties at Orphans7 Homes.
For the Church.
1. Put flowers in the church on Sunday.
2. Conduct a Kindergarten at the Church during the hours
for the regular service. Many mothers will be able to
go to service if they know good care is being given to
the small children.
3. Offering the services of a club to the Church.
In some communities this very practical work may
not seem necessary. However, hymn books and Bibles
are quite frequently in need of mending of backs and
torn pages, and erasing pencil maiks.
4. Promotion of class welfare and friendly oversight of
class members.
5. Personal interest in the boys and girls of the church.
6. Ushering.
7. Rally the young people to attend church functions.
8. Earn money for a church Christmas tree.
9. Buy collection plates or a communion service or other
equipment for a church.
10. Help to pay church debt.
General Community Service.
1. Some girls' clubs may be interested in gardening and
canning. The vegetables which they raise and the fruit
603
and jellies which they preserve will be very acceptable
gifts to Orphans' Home and Homes for Old People in
their immediate communities or nearby cities.
Secure Farmers' Bulletin No. 839 and Department
Circular No. 3 and descriptive pamphlets from the Di-
rector of Boys' and Girls' Extension Work, through the
Department of Agriculture at Washington, D, C.
These pamphlets contain material about the drying of
vegetables and the one-period cold pack method. Also
secure any publications of the Extension Department
of the State Agricultural School.
2. Make baby layettes for the local Charity Association.
3. Sew for a charitable organization in the community.
4. Make attractive handkerchiefs to take to an Old Ladies'
Home for Easter.
5. Pack candy boxes for a community Christinas tree.
6. Have a safety pin shower for a Baby Hospital.
7. Make garments for the Needlework Guild in your com-
munity, to be distributed by them.
8. Make bouquets for the aged people at the poor farm or
other institutions.
9. Cooperation with the Civilian Relief, Home Service Sec-
tion of the American Red Cross. See your local chapter
executive and ask whether there are any children of
men who have been in service who need clothing or books
or toys. The closest cooperation is necessary in work
of this kind and it should be done only under the direc-
tion of this branch of the American Red Cross.
10. Make afghans of knitted woolen squares and give to a
city mission or to some organization working for needy
people.
11. Girl Reserves in towns have a great opportunity to help
make attractive the woman's waiting rooms in the
railway stations. Posters and. comfortable chairs can be
supplied and some reading matter.
12. Start a clean-up brigade.
604
13. Furnish a rest tent at a fair or town picnic.
14. Keep up the park in small towns,
15. "Fly killing'7 or other insect pest campaigns.
16. Mend clothes for an Orphans' Home.
17. Make garments for children's home, hospitals and other
social service institutions in the community.
18. Sing and entertain at the Old People's Home.
19. Help the community to obtain a circulating library.
20. Make a Birds' Christmas tree. After Christmas, when
the tree is dismantled, do not throw it away but fasten
biscuits and perhaps an ear of corn and some small bits
of suet to its branches and set it up in open space.
21. Sometimes club girls need to know the resources of their
own communities before they can do good community
service. Have each club member make a list of the
names and locations of the institutions in her com-
munity which stand ready to help a tubercular person,
people needing food, fuel, clothing, an orphan, a truant
scholar, etc.
For the School.
1. Tell stories at the schoolhouse.
2. Buy playground apparatus for a school yard, or put in
a tennis court and shrubs.
3. Put in electric lights and wastebaskets in a school.
4. Friendly visiting • become acquainted with new girls in
school.
5. Have a party for lonesome girls who are new in the
school community.
6. Help to furnish a rest room for the girls in your school,
providing comfortable chairs, and the latest current
magazines which are standard.
7. Serve as guides about the High School building for the
new Freshman girls, helping them to get their classifi-
cations.
8. Furnish new curtains and a window box for the school
rooms.
605
9. Put sanitary soap containers and towels into the schools.
For Sick People and Invalids.
1. Send flowers or food to the sick or old people in the
community.
2. Plan automobile rides for shut-ins and convalescents.
3. Visit sick girls.
4. Wheel invalid chairs.
5. Give entertainments, reading1, speaking' or playing for
the inmates of city hospitals.
6. Distribute flowers and fruit to hospitals and homes.
7. Make "Surprise Bags" filled with little presents, cards,
stories, etc.
8. Make May Day baskets for shut-ins.
9. Trim little Christmas trees for patients in a city hos-
pital.
For the Young Women's Christian Association.
1. Entertain other clubs or corps.
2. Have a Cosmopolitan Party, each member of the corps
or club bringing a boy or girl of another nationality.
3. Have a towel shower for the Young Women's Christian
Association, bringing dish towels, bath towels and hand
towels.
4. During the summer months, help to keep the Young
Women's Christian Association Cafeteria attractive by
providing fresh flowers daily for a month.
5. Make a Christian flag and present it to the local Girls
Work Department.
6. Share in the Association's efforts to provide secre-
taries' support and equipment for Association centers
in foreign lands.
For National Service.
1. Help the American Bed Cross put on its Christmas Sale
of Seals.
606
2. Earn money for the American Red Cross by selling arti-
ficial red poppies on Armistice Day. Use white baskets
with Red Cross insignia on them to hold the poppies.
8. Preparation of Christmas baskets or boxes to be sent to
Indian schools. For a list of such schools write to the
Bureau for Work with Younger Girls, 600 Lexington
Avenue, New York City.
4. Sending of clothing, books, games for use with immi-
grant children detained at the Ellis Island Immigration
.Station. Address such articles to the Immigration Sta-
tion, Ellis Island, New York.
5. 'Share with other members of the corps or clubs in the
observance of National Child Labor Day. Write to the
National Child Labor Committee, 105 East Twenty-
second Street, New York City, for suggestions.
For World Service.
1. Help the Near East Relief Committee, New York City,
by securing clothing for help in the support of orphans,
who need food and clothing and education.
2. Help your corps or club to earn money for a scholarship
or a portion of it for the training of one or more girls
from foreign countries to be Y. W. C. A. Secretaries.
(For information regarding this scholarship write the
Bureau for Work with Younger Girls, 600 Lexington
Avenue, New York City.).
3. Pledge and earn money to furnish a student's room at
, the National Training School of the Young Women's
Christian Association in Shanghai, China.
4. Make an attractive kodak book to send to a girls' club
in some foreign country. Include pictures of the Asso-
ciation building, the club rooms, and good times on pic-
nics , hikes and at conferences.
5. Send Conference letter1, illustrated with pictures to girls
in China or Japan or India who are just beginning to
experience the joys of a conference. Send this letter to
607
the Foreign and Overseas Department, 600 Lexington
Avenue, New York City, and it will be forwarded to the
designated country.
Some agencies which offer channels for service work are:
American Relief Administration: Herbert Hoover,
Chairman; Edgar Richard, Director, 42 Broadway,
New York City.
Serbian Child Welfare Association of America: Wm.
Jay Schieffelin, Chairman; C. 0. Dunaway, Executive
Secretary, 7 West Eighth Street, New York City.
Near East Relief Committee: Charles V. Vickery,
Manager, 1 Madison Avenue, New York City.
Write direct to these agencies for splendid publicity
regarding their plan to raise funds to meet the needs
of the suffering people of Europe and the Near East.
Cooperate with their local agents in every effort to in-
terest the community in these plans.
When club members are not working for honors, the list of
honors under the heading Service will furnish many good sug-
gestions for practical service, to be undertaken in the home,
school, church and nation.
To serve more willingly
Where there is need;
To do more thoughtfully
Each act and deed.
To work more joyfully
Through every day.
To strive more lovingly
To live Christ's way.
608
Section VI.
THE LEADERSHIP OF THE GIRL RESERVE MOVEMENT.
CHAPTER I.
QUALIFICATIONS
IN a thousand valleys and on a thousand hills, girls are be-
ing made or marred," says a thoughtful leader of leaders
to-day, while almost like an antiphona! response conies the
statement of another leader of leaders that one who leads is
the "foremost companion," If this is true, what then are the
qualities which help leaders to "make" girls rather than "mar"
them, which make for companionship that guides, counsels and
strengthens, rather than a leadership which kills initiative and
eliminates joyousness, the rightful possessions of youth.
To name all of the qualities which most people would indi-
cate as essentials for leadership would be not only an almost
endless task, but the very character of these qualities might lead
a prospective adviser of girls to believe that she would be in-
capable of the very leadership which it is desirable and neces-
sary that she undertake. Some of them are: the ability to sub-
ordinate one's personality so that the personality of others will
have a chance to develop; a belief in tho potential goodness of
girls and the unchanging faith to believe this, no matter what
happens; the power of infinite attachment and infinite detach-
ment; the ability to understand different types of girls, such
as the "chronic objector," the shy girl, the busy girl and the
"make-many promises" girl, the untidy girl and the frivolous
girl, and to meet sympathetically their problems; the knowledge
of how to win a girl's confidence and then to respect it, and the
609
purpose to interpret the essential things in life in such an un-
derstanding: way that she may use the commonest of every-day
experiences to bring to the girl a clearer knowledge of her rela-
tion to God and to life as a whole.
Thoughtful consideration of the first of these suggested qual-
ities reveals a number of elements which usually are mentioned
as qualities in themselves, yet they come to their greatest power
when directed into some such interpretation as stated above;
imagination, ingenuity and initiative are essential to the person-
ality of an adviser. However an adviser should bear in mind
that these are the very qualities which she seeks to develop in
girls; a club is not really a girls7 club if an adviser is its
"backbone."
An adviser must be a scene-shifter and not a star. The
triumphant feeling of many a person over some success of her
club might be changed were she honestly to ask herself how
much of it was due to her own thinking and planning and work
and how much to the girls themselves. Responsibility for lead-
ership and for general club work put upon the girls, through
good committee work, is the keynote of a successful club. Then
and then only, does the club really seem "our club." The devel-
opment of this club spirit takes patience and constant work
with committees. Discouraging moments, sometimes failures,
are bound to come, but in the end it is worth all the effort.
Such club spirit is also dependent upon the realization on the
part of an adviser that she belongs to the entire group and not
to a few girls. Power of infinite attachment re-stated reveals
itself to be at least three-fold in its application: it involves a
rare poise, a deep love for girls, and a religious experience so
rich that it releases this poise and this love. This explains the
seeming paradox in the statement that an adviser must be
capable of infinite attachment and infinite detachment; her very
deep love for all girls would make it impossible for her to be-
come so fond of one or more girls that she is not available
to the group when its need for her is apt to be greatest.
610
The most satisfying thing in the world to an adviser is to
watch a girl grow physically, mentally, socially and spiritually ;
and to know that she has helped the growing. Beginning with
the girl where she is, the leader should help her to live fully in
her present experience; then, as the girl grows, she can be led
on into ever closer fellowship with God. The direction of a
girl's life God-ward is the aim of all true leadership. This in-
volves Revealing unexpected and unknown possibilities to the
girl who does not recognize the hidden "treasure trove" of her
life, and supplying through music, stories, poetry, pictures, and
in other ways to the girl who does not find them in her environ-
ment, certain of the elements which comprise the heritage
that is the right of every girl.
Standards of Work for Advisers-
In accepting these general qualifications for leadership, every
adviser must face the need of possessing or cultivating certain
standards which will make for success in her work with girls.
A. There must be a feeling of such definite responsibility
for the work that an adviser is punctual in her arrival at
club and committee meetings, and that she secure a sub-
stitute whenever illness or absence from the community
detains or prevents her from being present. In every in-
stance, information regarding this situation should be
sent to the girls' work secretary.
B. There must be an increasing knowledge of the principles
underlying the several programs of the Girl Reserve
Movement. Knowledge of the goal of the Girl Reserve
Movement and the methods which have been regarded as
essential to successful work with different groups of girls
releases the adviser from "mechanics/7 so that she is free
to create from many resources, both within herself, and
from books and magazines, and experience in living, the
kind of activities needed and desired by her groups of
girls. This involves a realization of the need for reading
and study as well as the ability to see the various activi-
611
Physical
Athletics
Games
Folk
Dancing
Camping
Parties
Calisthenics
Contests
Mental
Reading
Story-telling
Discussions
Class Work
Vocational
Training
Hand Work
Talks
Nature Study
ties of a group in relation to the ultimate aim of the
work. "Your Club at a Glance" as here given indicates
the activities which may be used to develop a growing
personality, and from it an adviser may check her pro-
gram content along the four lines of Girl Reserve work,
having previously studied the needs and desires of her
girls and put a project upon them.
Social Spiritual
Parties Development of
Teas Character Standards
Rallies Personal Service
Exhibits Community Service
Fairs Community Betterment
Circuses National Service
C. An adviser must have an ever-deepening sense of the
privilege and responsibility of being a companion to girls;
through her companionship she accepts a responsibility
for helping to bring to girls an understanding of the
Christ-way of life.
D. There must be a conviction that a successful club is a
self -governing one and that its work must be carried on
through regularly elected officers and committees.
E. An adviser must, have a belief in a budget for the group
which has been planned by members of the group.
F. An adviser must have a recognition of the value of own-
ing her own tools and the willingness to develop and
train her acquisitive sense.
G. An adviser must have a persistent courage and a confi-
dence which dares to dream dreams and carry them to
completion in action.
The following very practical "Do's and Don'ts" for advisers
may prove suggestive:
612
Plan to be at the club meeting in time to welcome the girls
as they come.
See that the meeting begins on time and ends on time.
As the girls come in, have pictures or music or a story.
Always have the end of the meeting the "peppiest" so that
the girls go home enthusiastic.
Never wear out a good idea or "stunt" by using it too long,
Use the "come on, let's" method.
Don't keep your hat on at a club meeting, or the girls will
not feel the true spirit of comradeship.
Know the Girl Reserve code.
Don't do all the work yourself; use your committees.
Don't force your own plans on the girls; give them a chance
to suggest.
Don't spare your praise but do spare your blame.
Remember that the younger girl is apt to take her stand-
ards of dress from the adviser; so it is necessary to look as
attractive and as neat as possible when meeting her in the
club. Use the praise method to help fix these standards of
dress.
Have your officers and committee chairmen meet regularly
once a month to talk over plans for the club.
Keep a careful record of the membership in the club and
record the weekly attendance.
In preparing for a meeting, the adviser must have in mind
the three distinct parts of her program: the opening to unify
the group, the major activity, and the best way to spend the
last half hour.
A Program of Real Living for Advisers and Girls Should
include :
1. Listening more and talking less: that seeking after
silence which will enable us to know ourselves when we
are quiet.
613
2. Living more in the out-of-doors where God is always to
be found.
3. Cultivating a sense of the invisible and unseen,
4. Loving many instead of few people.
5. Reading- many different kinds of things so that we may
know life.
6. Make daily use of some great book ("a book of the soul")?
such as St. Augustine's "Confessions/'
7. Daily study of the Bible.
8. Hold to the thought of Christ as the central fact of life.
9. "This is to live: to know God — and Him whom He has
sent, even Jesus Christ."
"Every girl is potentially good and the true leader has the
unchanging faith to believe this, no matter what hap-
pens."
A
CHAPTER II.
THE GIRLS' WORK COMMITTEE
N active committee on girls' work is essential to really suc-
cessful work for younger girls in any Association. One of
the reasons for work with teen-age girls is that they may be
brought into touch with the many phases of Association life,
and learn at an early age the value and need of such an organi-
zation. The young girl of to-day is the potential leader in the
community of to-morrow. As she thinks, acts, plays, and lives,
so will the community. It cannot rise above her standards.
The Young Women's Christian Association is an expression of
community life. The young girl as one of the most vital fac-
tors in the community, must be a most powerful leader in the
Association. Every Association must see to it that she wants
to become that leader.
614
This can be done only by making her feel that she is a real
part of the Association, and that what it has in the way of ma-
terial and spiritual equipment is for her use. To make this
possible, girls' work must be recognized not as a department
apart from regular Association activities but as a cross section
of the whole through which and for which the other depart-
ments operate for younger girls. To come In touch with girfs,
and through cooperation with the various departments of the
Association to make possible for them the kind of a program
needed, is the work of the girls' work committee,
Membership.
The number of members on the girls' work committee must
necessarily vary with the size of the community and the amount
of work to be done. Association work is developing so differ-
ently in different parts of the country that it is almost impos-
sible to state in actual terms the required number of committee
workers.
Policy.
1. To ascertain through careful investigations the condi-
tions and needs of the following groups of teen-age girls:
(a) Grade school girls.
(b) High school girls.
(c) Girls under eighteen employed in factories, depart-
ment stores, business offices and other centers.
(d) Younger girls in business college.
(e) Home girls.
2. To provide, as soon as possible, a program of work and
the means of carrying out that program for the groups
(e. g., an adequate budget).
3. To give some time to systematic study of girl life and
the problems connected with it.
('See the suggested policy which is included in this chapter.)
Two types of women are needed — one, the kind of woman
who is interested in girls, who can think and plan a big piece of
work, and who represents a distinct community interest, e. g.,
school work, women's clubs, the church, the home; the other, the
615
young college girl or business woman who is interested in girls
and has time not only to help think and plan, but also to be an
adviser of a group. The advisers should be regular committee
members, for those who actually work with the girls are of the
utmost value in committee work. It is suggested that the com-
mittee membership may vary from five to twenty-five persons.
Suggested Organization.
I. In Cities,
As girls' work usually includes high school, grade school,
and younger girls in business and industry, it seems wise to di-
vide the committee into three divisions corresponding to these
groups. There should be then a chairman for the committee
as a whole and a sub-chairman for each division. Because the
secret of good committee work lies in the fact that each mem-
ber has something to do, it is well to make each member re-
sponsible for a definite piece of work. The woman who is serv-
ing on the committee because she is interested in girls and rep-
resents a community interest usually can not be an adviser but
can be made responsible for one of the following:
(a) Help to secure leadership for a group of girls.
(b) Responsibility for camp and conference work for young-
er girls.
(c) Work on a survey of adolescent girls in the community.
(d) Map of the city to show recreation facilities — churches,
factories, parks, etc.
(e) Active promotion of publicity for work of the depart-
ment.
(f) Responsibility for study program for the committee.
The interest of the younger business college girl can in the
main be cared for by the sub-committee on Younger Girls' in
Business and Industry. It is essential (and most constitutions
provide for it) that every girls7 work committee chairman be a
member of the Board of Directors; she is responsible for think-
ing and planning with the girls7 work secretary for all work.
A chairman should meet with her secretary once a week at a
616
regular time for consultation and help. The chairman is the
person to represent the younger girls' interests at board meet-
ings and in the community. It is important that the problems
connected with the girl life of a community be made known to
the board, and it is the real responsibility of the girls' work
chairman and girls' work secretary to see that all information
and reports of such are brought to the board in a way which
will enable the board to meet more adequately the demands
which a community has a right to make upon the organization
which the board represents. Adequate girls' work is, moreover,
dependent upon an adequate budget. Such a budget should be
planned by a girls' work committee in consultation with the
finance committee, and presented to the board with reasons for
the items contained in it. Such consideration on the part of the
board implies the utmost loyalty on the part of girls' work com-
mittee members during the annual finance campaign. (See the
suggested budget included in this chapter.)
At all times the girls' work committee is responsible for see-
ing that adequate publicity is given the work for younger girls,
so that when the Association has its finance campaign the city
will recognize as legitimate the sum requested for carrying out
this program.
A girls' work committee should meet regularly once a month.
The length of time of the meeting should be determined by the
program to be followed. It is suggested that committees work
along either of the following plans:
Plan 1. (a) Each of the three sub-divisions of the commit-
tee, grade, high and younger girls in business and
industry, meets separately. At these meetings
three-quarters of an hour is given to discussion
of problems and necessary business; three-
quarters of an hour to study program; half
an hour or more to demonstration of group
activities such as story-telling, first aid, handi-
craft, etc. For these demonstrations a specialist
should be obtained when possible. This offers direct
617
Qfe Girls'\M: Committee in a
Y.WCA.
Girls' work" w not a department apart from regular Association acuvmes , but one
which operates through physical, educational , religious ed.uca.tion, cafeteria,,
and. other departments of the Association. . . . *
Girls 'Vork Committee members
"^>men vfio represent, community interests
Schools J
"Women's Clubs
Church
Home
Women who lead groups, of Girls
College! Chris
Jfousiness "Women
Home Makers
Cleichers
Qciillfications
of the
CHAIRMAN
ASSOC1ATIONAL
PERSONAL
.A Member of J Frotestant Evangelical .A. Vision of what girls' work is
r'hur.-l, ^
Church
0 Member of the board of Directors
of the Y WC A
33 Executive Ability
i Able to assign work to other people
V. Sees that me work is clone
3Ab|e to convince other people that they have
ability to be mveited. in work, for girls
t Able, to pUn with the girls' work, secretary
fcjDoes not plan for her f^'Doe\ not follow her
CA belief in Girls
1 Individually
2 Collectively
D Able to present to the board of Directors the girls'
interests, fearlessly, vividly and. in a. wholesome
WJV so that chf> £>oard will accept its community
responsibility
E 5eli6ves m a. budget for girlr' work, planned m
co-operation with the Finance Committee
F Relieves in Publicity
618
Sfe Qirls'Mik Committee in a
V.WCA.
WHEN
Once a month
GRADE
SCHOOL
v Sub Committee
WHERE
YVV.CA . Building usually
PLAN 1
HIGH
SCHOOL
Sub Committee
HOW CONDUCTED
Plan 1 or PLm 2, nay be used.
of these proups
Program of £/aoh Sub-Committee
Problems and Babines? . . •ISMmu.Les
S Lady Prog rim . . 45Minat.es
Craft Work, Story Tellm^.Firit Aid, Hand Crifl 3OMinu.teS
Personnel of the Bxecatlve Committee
MsmbsrS _ The Girls Vark. Com mi ue« Chairman, three sab churmin and several chosen repre»enu.uvi?.s Pom ej.di a.roup
Meetings. Once a Month . u
"VorK. -Velding ^program from the problems ind progress of the sub- committees
Committee vork is Unified
.
A /oungerX
GRADE/ A HIGH A Girls in ^
, SCHOOlU SCHOOL (j Business y
\t-In '
by i joint meeting once every 3 months
AIAA. — A UMITBD VISIOJM
is QbmpnowS Founditioi\:
619
PLAN Z
/-> . 1 w.
Uirls in-
Business and
Industry
Eaci Siib^Cbmrnitfee considers
its special sep^rnely
for thirty minutes
Topics for the Joint/ Discussion
jBusiness
Study Pro^raM
of ^atfd Graft, dp
620
training to leaders of groups and makes them better
able to carry out a girls' work program,
(b) An executive council composed of the chairman
of the committee, the three sub-chairmen, and any
other representatives from the sub-divisions, meets
once a month to discuss and plan for all work of the
committee. The sub-chairman brings reports and
recommendations of her division to that meeting.
(c) A meeting of the entire committee is held once
every three months, thus bringing all together to
consider problems as a whole.
Plan 2. Each sub-division meets separately for a half hour
or more once a month to consider special problems,
then all come together for joint discussion, business
and study program, and remain together for demon-
stration work as outlined above.
II. In Towns.
As girls' work includes all adolescent girls, there are usually
five groups to be considered:
(a) Grade school girls.
(b) High school girls.
(c) Younger girls in business and industry.
(d) Younger girls in business college.
(e) Girls at home.
Any girls' work committee must consider all these groups in
its thinking and planning. To ensure this, it is well to assign to
one or more members definite responsibility for considering the
needs of each of these various groups.
In the town as well as in the city, there will be the two
groups of committee women and so the suggestions for special
committee responsibility made above will apply to the mem-
bers of the girls' work committee in a town.
Every girls' work committee should meet regularly every
month for an hour and a half so that there will be opportunity
621
to consider and discuss all problems in the community relating
to the younger girl, the needs of each group being presented by
the committee members responsible for it. The time may be
divided as follows:
(a) Consideration and discussion of the problems of groups
of girls with whom the committee is workng. One-half
to three-quarters of an hour.
(b) Study program. One-half hour. (See "The Topics for
Discussion by Girls' Work Committee" in this chapter.
(c) Demonstration of group activities, such as handicraft,
story telling, first aid, and poster making. For these
demonstrations, a specialist should be secured when pos-
sible. This time offers direct training to leaders of
groups and makes them better able to carry out a girls'
work program.
In a community where the volume of work is great, it may
seem advisable to have the groups of committee members, who
have been given responsibility for planning for grade school,
high school, younger girls in business and industry, and girls
at home, meet for a half hour preceding the general committee
meeting, so that sufficient time shall be allowed for covering
the needs of specific groups. This will result practically in the
sub-division of the committee and in this event it may be wise
to have in addition to the regular chairman, sub -chairmen ap-
pointed. This will make the committee organization similar to
Plan 2 outlined above.
<a
III. In Counties and Districts.
Although the area to be covered is so much larger and the
committee membership so much more scattered, in county and
district work, it is suggested that the organization be as simi-
lar to that of the town Association as possible ; L e., that there
be a chairman of the girls' work committee who is a member
of the county board. The advisers of all groups should be con-
sidered members of the committee. It is desirable that there
622
should be four meetings of this committee during the year.
One should be held early in the fall so that the work may be
well launched. The times for the other meetings must be de-
termined locally, because of climatic conditions and community
customs. Possibly one of the four or an additional meeting
could be held at the summer camp of the county or district asso-
ciation. Since there are fewer of these committee meetings in
a year, it is possible to have committee members plan to spend
at least a half day or even a whole day in these sessions. If
committee reading has been advocated, there should be well-led
forum discussions to help to clarify individual thinking, which
perhaps has been dependent for its only contact with other ad-
visers' problems through the visits of the county or district sec-
retary. There should be also opportunity for exchange of ex-
periences in program building and some time should be used
for handicraft, and recreational training-.
Secretarial and Committee Cooperation with Other
Departments.
Understanding and cooperation of all workers volunteer and
secretarial in all departments of the Association make possible
the finest kind of girls' work.
Cooperation with the Industrial Department,
It is the policy of the National Bureau for Work with
Younger Girls that no work with younger girls in industrial or
commercial centers shall be undertaken without the full
knowledge and consent of and cooperation with the local indus-
trial department, if there is one in the local Association.
There can be but one general policy for industrial work in
an Association, and so any committee which bears any responsi-
bility for a part of the general industrial program must corre-
late its work with that of the Industrial Department.
The girl under eighteen employed in any industrial plant, a,
department store, a five-and-ten-cent store, or a business office
is the responsibility of the girls' work committee. Experience
has shown two things — first, that in many instances if this girl
623
is to be interested at all in the Association, she must be
reached before leaving school or while at the continuation
school or through the placement or vocational bureaus con-
nected with schools, and through the Interest of teachers in at-
tendance departments of schools; second, that this younger girl
needs a less "grown-up" program than that provided by the
industrial department.
The approach to a school is as scientific and careful a mat-
ter as is the approach to an industrial plant. It is just as un-
wise for two Association secretaries representing different de-
partments to approach a school principal as it is for them to
approach an industrial manager. The girls' work department
because of its close touch with school work, is the department
to handle all relations to the school, while the industrial de-
partment should make the first approach to an industrial plant.
If the plant employs girls under eighteen, the girls' work secre-
tary can either go with the industrial secretary on her first visit
or if the industrial department is already at work in the plant,
be brought to the plant, introduced to the manager and can
then help with the work. She and the industrial secretary
should plan together for the best way of handling the different
age girls. It is sometimes impossible to separate them. In case
the majority are older and it seems best to make it an industrial
group, it is the business of the girls' work secretary to put at
the disposal of the industrial secretary all girls' work program
material and work with her on a program which will meet the
needs of the mixed group. She should also keep close enough
to the group for a few months to see that the younger mem-
bers are adjusting themselves to the work and assuming their
rightful place of responsibility in the group. It sometimes
happens in a mixed group that this younger girl takes no
active part in the work, all officers and committee members be-
ing chosen from the older girls. This is most unfortunate as it
does not make for development of the younger girl and for this
reason whenever possible the group should be separated.
The expression "girl under eighteen" must, of course, be in-
624
terpreted in a broad sense. Generally speaking, up to sixteen
years of age a girl is more interested in a less formal program*
but there are always exceptions. When a girl needs the kind
of program offered by an industrial department, her age should
not prevent her having it. In the same way, some girls over
eighteen need an adolescent program. Provision should be made
for their obtaining it.
Such adjustments as these and the rigM transfer from one
department to another when the time comes to "graduate" can
only be accomplished if there is the right understanding be-
tween the girls' work and the industrial committees and corre-
lation of all work.
A girls' work committee has three sections — one on grade
school, one on high school work and one on work for younger
girls in business and industry. There should be on this last
section as a regular or visiting member, a representative of
the industrial committee, and the committee on work for
younger girls in business and industry should in turn be repre-
sented on the industrial committee. In cities where there is a
special secretary on the girls' work staff for younger girls in
business and industry, she should be an ex-officio member of
the industrial committee. If one girls' work secretary carries
school work and younger girls in business and industry, she
should be included in certain industrial committee meetings and
given a chance to report her work and see its relation to the
entire industrial program of the Association.
Every girls' work committee must feel its responsibility for
knowing about proposed legislation for girls under eighteen,
both educational and industrial, and in cooperation with the in-
dustrial department take what steps seem possible to give edu-
cational publicity to this legislation.
One of the most serious questions to be considered
by all girls' work and industrial committees is that
of working out a successful method of passing girls from
the girls' work department to the industrial department. A
6
625
good girls' work department prepares girls for work in the in-
dustrial department. They should be ready for constructive
thinking and acting after two or more years in the Girl Re-
serve work. Often they are ready but will not pass on or will
not stay once they do pass on. One difficulty seems to be lack
of understanding and knowledge of the industrial department
and industrial secretary. It is a strange new world, full of
people they do not know, and so they are not eager to pass into
it. To obviate this difficulty the following suggestions are
made:
1. In cities where there is an Industrial Federation, the Fed-
eration Council should ask the Girl Eeserve executive
council to appoint one or more of the older members as
auxiliary Federation Council members to be consulted by
the Federation Council on any matters which might con-
cern both groups, such as a piece of social service, and as
members to be invited to special Federation meetings. If
these Girl Reserve representatives are girls who within
a short time should be in regular Federation clubs, this
contact may do much to gain their interest.
2. Make provision for some of the older Girl Reserves to go
as delegates to the Industrial Councils. This will help
the Girl Reserve girls to understand the aims and ideals
of the Industrial Federation and increase interest and
friendliness between the two groups.
3. See that the younger girls become acquainted with the
older girls by having one group entertain the other
group several times during the year. Encourage an in-
terest in the industrial clubs on the part of the younger
girls by showing them what the industrial clubs are do-
ing and what girls are in them. As they grow older they
will pass naturally from one club to the other.
4. See that the younger girls become acquainted with the
industrial secretaries by having the secretaries present
at certain Girl Reserve meetings and entertainments.
626
Help the girls not to become so attached to "their secre-
tary" that they are unwilling to go into the clubs of the
industrial department, because they feel that the indus-
trial secretary is a stranger to them.
The East Central Field has worked out the following sug-
gestions for cooperation between the girls' work and industrial
departments. They are included here as they are the result of
experience and have proven possible and effective in most in-
stances:
We as Association workers have one common aim, to
make the principles of Jesus Christ effective in industry, and
we recognize that the only solution to the industrial prob-
lems is the religious one — that the girls' work and industrial
departments and the International Institutes cooperate more
closely.
That we have a joint conduct of noon-hour activities in
factories where both younger and older girls are employed.
That we have at least two joint parties each year, older
girls for younger and vice versa. The Religious Commission
of the Industrial Club Council suggests Sunday afternoon
hikes, when subjects interesting to younger girls, may be
discussed.
That some Industrial Club members, especially qualified
and with special training, act as advisers or assistant ad-
visers to Girl Reserve Corps, the girls' work secretary to
keep very closely in touch with such corps.
That Industrial Clubs sometimes assist Girl Reserve
Corps financially, as recommended in the Religious Work
Commission of the Industrial Club Council. Also that we
raise money for such things as conference funds, social
service and scholarships, by united effort when possible.
That we promote our Girl Reserve Corps into the indus-
trial department by clubs rather than individuals.
That this club be an intermediate one in which the pro-
gram used be a combination of the girls7 work and indus-
627
trial program, thereby insuring- a gradual development into
an industrial club; and that this intermediate club have a
leader or adviser.
That there be some kind of promotion ceremony, that the
new club may be publicly received into the industrial de-
partment.
That if possible the industrial secretary lead a Girl Re-
serve Corps of younger girls in business and industry and
the girls' work secretary lead an industrial club.
That the industrial secretary keep in close touch with
the girls of the girls' work department that the younger
girls may know her personally and thereby eliminate the dif-
ficulties which so often arise with younger girls in change
of personal leadership.
That we may further our mutual education, by industrial
secretaries studying from girls' work secretaries their meth-
od of approach to and work with girls, including the psychol-
ogy of the adolescent girl, and by a study on the part of
girls' work secretaries, assisted by industrial secretaries of
industrial conditions, especially those affecting younger girls;
also that we pool our material.
That the younger girls have at least two representatives
on the Federation council, in cities where there is a Federa-
tion, and that they be given some definite responsibility,
such as making a report of the work of Girl Reserves, carry-
ing back to the Girl Reserves the report of the older girls'
work, serving on joint committees for joint parties, etc.
The girls should be voting members of the Federation or
not as the Federation decides.
That we cooperate with the continuation school by pro-
viding recreation and supplementing class work when nec-
essary.
That in view of the new place of women in industry the
entire Association work for the passing and enforcement of
proper laws relating to women.
628
That we give our support to labor groups who are work-
ing out educational plans and cooperate with all agencies
working for the improvement of industrial conditions.
That in cities where there is an International Institute,
plans be made immediately whereby the industrial and girls'
work departments and the International Institute may ex-
periment together in some endeavor to establish clubs and
other activities for girls of other nationalities.
Industrial Service Centers,
If a program for younger girls is being carried on at an In-
dustrial Service Center, it should be related to the work of the
girls' work committee of the central Association. This may be
done in one of the following ways:
1. The chairman of the girls' work committee of the local
Association or some one designated by her may be made
an ex-officio member of the center committee.
2. A member of the center committee may be designated as
a member of the local girls' work committee.
The person in charge of the program for younger girls at
the Industrial Service Center may be either a girls' work sec-
retary on the staff of the Industrial Center or the recreation
director on the center staff working in close cooperation with
the girls' work secretary at the local Association, or sometimes
if there is on the girls' work staff at the local Association a
special worker for younger girls in business and industry, she
may use the center as her place of work and in this way be
related directly to both the staff of the center and the staff of
the girls' work secretaries of the local Association. Whichever
one of these three ways is adopted, the worker in question should
be related to the girls' work committee and the center commit-
tee. This in no sense of the word makes for departmentaliza-
tion in the Industrial Service 'Center. It simply provides that
the regular Association program for younger girls shall be car-
ried on through the regular committee and council of the In-
dustrial Service Center.
629
Health Education Department.
In order that the health and recreation program for younger
girls may be carried out in harmony with the program of the
department of health education, it is well for each to under-
stand the other's program and needs. This can t>e done through
joint meetings for consultation held at the beginning of the
fall work and at intervals through the year, and by having one
member from each committee responsible for attending meet-
ings of the two committees at which matters of joint interest
are to be discussed.
General Education Department.
Every effort should be made to use the resources of this de-
partment for any educational features of the girls' work pro-
gram and to make known to the girls what the education de-
partment is. A good girls' work department should be a
"feeder" to an education department. Occasional conferences,
visiting members, invitations to certain girls7 work committee
meetings, all will help to bring about the right understanding
and coordination.
To acquaint all committees with the policy and problems of
girls' work, it is suggested that at least once a year the girls'
work committee be hostess to all the other committees and
through interesting reports, maps, pictures and charts, make
girls' work graphic to the entire Association.
TOPICS FOB DISCUSSION BY GIRLS' WORK COMMITTEE OF THE
YOUNG WOMEN'S CHRISTIAN ASSOCIATION.
The outlines and references for topics here given are meant
to be suggestive and naturally must be developed by each com-
mittee to meet its own needs. Outside speakers in many com-
munities can be obtained for a brief presentation of many of
the topics. 'Committee members, the girls' work secretary or
some other secretary either can lead a discussion on certain
topics or give brief presentations to be followed by informal dis-
cussion, or the subject may be made a topic for general "con-
630
versational-discussion," the chairman being responsible for
guiding* it. In any event, the committee should know in ad-
vance what is to be the topic for discussion and should be given
the suggested references. All books referred to may be ob-
tained from the Womans Press, 600 Lexington Avenue, New
York City, or from local libraries.
Topics for Discussion.
I. The Girl of To-day.
In her home. How does the family life of to-day differ from
that of twenty-five years ago?
In her school.
In her church.
In her community.
What is the influence of the automobile, the moving pictures,
commercialized amusements — upon the girl of to-day?
References :
1. The Spirit of Youth in the City Streets. — Addanis.
2. Religious Education in the Family. — Cope.
3. Girlhood and Character. — Moxcey.
4. A Schoolmaster of the Great City. — Angelo Patri.
5. The American Girl and Her Community. — Slattery.
II. Religious Education and the Younger Girl.
Is the modern girl any "less religious" than the girl of
former days?
What is "religious education?" How may it be made to per-
meate the program of a Girls' Movement?
Is there any relation between the wearing of a peek-a-boo
waist and being a -Christian? Between not playing
"square" at school and being a Christian?
What are the greatest needs of the teen-age girl? How is
the Association meeting them ?
References :
1. Religious Education and the Younger Girl. — Davis.
2. Leadership of Girls' Activities. — Moxcey.
631
3. Beliglous Education of the American Citizen. — Peabody.
4. Religious Education of Adolescents. — Richardson.
5. The Girl and Her Religion, — Slattery.
6. Training the Girl Through Worship. — 'Stone.
III. Tjfie Reading of the Teen-age Girl To-day.
One way to conduct this discussion would be to have - a
librarian give the kind of book — with resume of its contents
— usually taken by the teen-age girl. (An explanation of
why such contents appeal to the teen-age girl would be most
interesting to the committee.) Actual titles showing "pop-
ular favorites" and a comparison of fiction and non-fiction
would also be interesting. The discussion should also bring
out the amount and kind of magazine reading being done,
its influence on reading of books.
If the community does not have adequate library facilities,
what is the responsibility of a girls' work committee for
securing attractive and worth while books for girls?
How can this be done.
IV. The Place of Music in a Girls' Work Program.
How shall an appreciation and love for hymns be cultivated
when there seems only a love for "jazz" ?
How can music be brought into a girls' club program ; e. g.,
forms, time, manner?
What is the value of group singing ?
Discuss good collections of songs; the value of a good piano.
How can these be obtained by a girls' work department
if it does not possess them?
Have a demonstration of group singing by someone who
can lead. Use solos to illustrate the kind of good music
which will appeal to any girl; this would do much to
make this discussion interesting.
V. The Foreign Girl in the Community.
What nationality is she?
In what part of the community does she live?
632
How many of her are there? What proportion of school
girls are foreign?
What kind of a home life has she?
What is her recreation?
Eef erences :
An American in the Making. — M. E. Ravage. Harpers.
$1.90.
My Mother and I. — Stern.
Write: Division for Work with Foreign-Born Women,
600 Lexington Avenue, New York City, for specific informa-
tion regarding International Institutes and different nation-
ality groups.
VI. The Colored Girl in the Community.
(Same general questions as V.)
References:
1. Hazel — Ovington.
2. Up From Slavery. — Washington.
VII. The Work of a Juvenile Court.
If there is one in the community, the Judge may be
asked to speak to the committee. A visit to such a court is
well worth while.
References:
1. A New Conscience and an Ancient Evil — Addams.
2. The Spirit of Youth and the City Streets— Addams.
3. Safeguards for City Youth at Work and at Play — Louise
DeKoven Bowen.
4. The Juvenile Court and the Community — Thomas D.
Eliot.
VIII. The Movement for Vocational Education, Direction and
Placement.
Cause of movement found in economic waste of unskilled
labor.
Work of trades, vocational, and continuation schools.
Federal Aid to Vocational Education — Smith Hughes Act
1917.
633
Scholarships for keeping children in school,
What are your state and community doing- along this line?
References:
Vocational Guidance Movement — Brewer.
Vocational and Moral Guidance — Davis.
Creative Impulse in Industry — Marot.
IX. Present Legal Regulation of Child Labor in the United
States.
Discuss:
(1) Federal Child Labor Tax Law— 1919.
Industries affected.
Hours and night work.
Method of enforcement.
(2) Variations of state laws as to age, hours, night work.
References :
Write The National Child Labor Committee, 105 East
22nd Street, New York, for the text of Federal Laws,
and for general pamphlets on Child Labor.
Solution of €hild Labor Problem — Nearing.
Child Labor in Your State — a study outline 1917
Nearing.
Child Labor in Your State — a study outline 1917
National Child Labor Committee.
Write The United States Department of Labor, Chil-
dren's Bureau for:
Leaflet No. 7, Back-to-iSchool.
Standards Applicable to Child Labor— Summer. Publi-
cation 49, Children's Year.
Leaflet No. 10, Publication 53, Advising children in their
choice of Occupation and supervising the working child.
Children's Year.
Leaflet No. 12, Publication 56, Children's Year. The Em-
ployment Certificate System.
Leaflet No. 3, Publication 64, Every Child in School.
Children's Year Follow-up Series.
634
X, Proposed Legislation (State and Federal) affecting- Women
and Children.
At least one committee meeting should be devoted to dis-
cussion of this most important subject.
Read: The Woman's Home Companion which publishes
monthly the text and explanation of certain laws relat-
ing- to women and children.
Write: To Law Reporting- Service, National Board, Young-
Women's Christian Association, 600 Lexington Avenue,
New York City, for information and a review of current
legislation. See The Association Monthly for July, 1920,
pages 33-36.
Suggested Policy for a Girls' Work Committee.
The policy of the girls' work committee of the Young
Women's Christian Association of — shall be
A, To promote Y. W. C, A. work among girls between twelve
and eighteen through
1. Development of new work wherever a survey justifies it.
2. More intensive work in all organized clubs and centers.
This work shall be developed through
a. Planning of full year's work and continued emphasis
upon all club committee work.
b. Among
1. Grade school girls through organization of Girl
Reserve corps under direct supervision of corps
advisers who with chairman shall compose grade
school sub-committee.
2. High school girls through organization of student
clubs of the Girl Reserve Movement under the
supervision of club advisers who with chairman
shall compose high school sub-committee.
3. Younger Girls in business and industry through
maintenance of a center or the organization of
a Girl Reserve Corps or club. The sub -committee
635
for Younger Girls in business and industry shall be
composed of women, representative of the varied
interests of these younger girls — e. g., welfare
worker, employment director, librarian, principal
of continuation' school, and the advisers of as many
groups as are organized.
This work shall be administered by the Executive Council
of the girls' work department committee, which shall consist of
the following members:
Chairman, who is a member of the Board of Directors of the
Young Women's Christian Association.
Vice Chairman.
Secretary.
Chairman of the grade school sub-committee.
Chairman of the high school sub-committee.
Chairman of the sub-committee for Younger Girls in busi-
ness and industry.
The duties of this committee also shall be
a. To promote study of girls7 work at large in city of
• and vicinity through —
1. Being informed concerning the work of the other
teen-age girls' organizations.
2. Cooperation with these organizations as far as possi-
ble.
3. .Seeking of opportunities for the initiation of other
community work among girls.
b. To cooperate more closely with the other departments
of the Young Women's Christian Association (Cafeteria,
Health Education, Industrial, Educational, Membership,
Social-Relations) through inter-representation on these
department committees wherever possible.
c. To study the purpose of the Young Women's Christian
Association with the idea in mind to discover how that
purpose can be incorporated in all phases of younger
636
girl work and so to interpret it to the committee mem-
bers themselves and the girls in the department that it
will become the keynote of each club purpose as it is
written by the girls.
ITEMS TO BE INCLUDED IN A GIRLS' WOEK DEPARTMENT BUDGET
IN A LOCAL ASSOCIATION.
19— 19—
Girls' Work
Department
Receipts
Actual
Actual
Expense
Estimated
Receipts
Estimated
Expense
Estimated
Surplus*
Appropriation
needed to
make ends
meet**
Salaries:
Girls' Work
•Secretary
Assistant
Supplies
Office Printing ...»
Office Supplies
Postage
Oar Fare
Telephone
Social Events
Girls' Work Library
Extension of Work
Camp Work
Publicity
Conference
Expenses*** '. ....
Contingent
Department Total
* The amount which may result if Estimated Receipts is greater than
Estimated Expenses. ** The amount in this column equals the difference
between Estimated Receipts and Estimated Expenses. *** Allowance should
be made large enough to permit the attendance of the girls' work secretary
at a mid-winter conference and a summer conference.
637
SIX DISCUSSIONS FOR ADVISERS
e — The following discussions are based on certain chap-
ters in "Girlhood and Character," by Mary Moxcey, which can
be read before the discussion. The purpose of the outline is
merely to offer suggestions for a group study of the religious
problems of younger girls.
I.
1. Compare notes on the differences you have noticed
between a girl ten years old and the same girl three or four
years later. How many of these differences affect "character.'7
Think especially about the little girl's ideas of God. How do
you find that these things change as she begins to grow up ?
2. What connection is there between the way a girl makes
everyday decisions (to skate or not to skate, to drink ice cream
soda or lemonade, etc.) and her decision to join the church?
How do you manage the girl for whom all deciding brings a
"nerve-storm?"
3. Discuss the relative (and also the complementary) value
in teaching ideals through example and through broadening a
girl's information so that she has more content with which to
think.
4. How much part do you believe habits play in character
building? Think back over the laws of habit formation as
William James gives them (this might be a report prepared
in advance.) In the light of your discussion what part do
service and worship play?
Girlhood and Character — Moxcey. Chap. VIII.
Training the Girl Through Worship — -Stone.
638
II.
1. Base this discussion on pages 234-242 (middle of the
page), in " Girlhood and Character."
2. Without being careless of what ('"conversion" in the
ordinary use of the word has meant to very many peoplef still
face frankly the difference between this experience and the
experience of "affirmation" which we seek for the normally
developed girl. Under what conditions will a girl need to
have the experience of "conversion" in order to go ahead
toward a "whole" personality?
III.
1. Before this discussion, suggest to different members of
the group that they prepare to offer illustrations from the
lives of real girls showing the mistakes which lead to broken
instead of "whole" personalities. How will the group plan
to overcome or prevent such mistakes? See pages 242-252 in
"Girlhood and Character."
IV-V.
1. With the background of Chapter XV in "Girlhood and
Character" (which deals with the problem of right and full
expression for the middle adolescent girl), talk over together
the place of emotions in religious experience, their discipline
and expression; training in moral values and the expression
through service and prayer. Ask the group to bring in their
Questions.
2. What is a "normal girl" like at the end of the middle
adolescent period when you rightfully expect that she is on
the road toward being a "whole person?"
VI.
1. Carry your discussion of the "normal girl" forward into
the years when she is called a "young woman." What are the
attitudes of mind and the habits of action which we have a
639
right to expect will mark the young woman as Christian?
Which of her problems (see pages 364-374) can be helped
toward a solution by right training as a younger girl?
2. Define your aim as adviser of girls in terms of the
fullest growth for a girl. How far is this a definition of
"religious education?"
A SUGGESTED PLAN FOR TRAINING GIRLS' WORK ADVISERS IN A
YOUNG WOMEN'S CHRISTIAN ASSOCIATION.
Discussions I and II. The Girl in Your Community.
A. How many are there of her?
B. Where does she live?
C. How does she live?
D. What does she do?
E. How does she play?
P. What is she becoming?
For these discussions the best source-material is a chart of
the community prepared, if possible, in advance by the local
secretary and her committee, on which shall be shown by
colored pins or stars, the grammar schools, the high schools,
parochial and private schools, continuation and trade schools,
business colleges, factories, department stores and five-and-
ten-cent stores, moving picture theatres, dance halls, theaters,
skating rinks, recreation parks both public and private, muni-
cipal recreation centers, settlements, institutional churches,
car lines, public libraries, sections of the community where
foreign-born, colored or trade groups are settled, and the
Young Women's Christian Association building.
Those public schools which are being used for night schools
should be indicated in some special manner. In making such a
chart be sure that the map used is large enough to permit
the indication of all these places without confusing the eye.
Such maps, are usually procurable at the city or town hall.
There is no more telling way to bring a picture of the com-
munity to a group of people than" by such a chart, if the local
640
secretary giving this course knows the facts about the places
which the colored stars or pins represent.
In presenting this chart, with its many previously unknown
community facts, distribute mimeographed sheets with ques-
tions and topics such as the following, so that group thinking
and discussion may center about these points and clarity of
thought may result.
What is the name of the superintendent of schools?
Name the principals of most of the grade schools.
How many girls and what types are in the -different
schools ?
Has the community many younger girls in industry, and if
so what do they do?
What is the state law regarding the employment of girls
under eighteen?
What is the federal law?
How does a girl secure her working papers?
Name the recreational facilities of the community.
Is there any vocational guidance work in connection with
the schools?
Much of the information needed for this may be obtained
through the use of the following sources:
A. A classified telephone directory, which provides the name
and street address of schools, churches, libraries, depart-
ment stores, etc.
B. Copies of state labor laws from the State Bureau of
Labor; also copies of the federal law from the Bureau
of Labor, Washington, D. C..
C. Reports of superintendents of schools; general reports
of all churches and institutions doing work with young
people.
D. All the resources of the local industrial committee.
Perhaps the best way for a girls' work secretary to know
her community is to cultivate a constant awareness of how
6-11
people are living and working, and what they are desiring.
This means that one really sees people when walking' along
the street, that one knows and believes that life is a cycle
of work, play, love and worship, and that we are all inextricably
bound together in the bundle of life.
Discussion III. Fundamental Facts About the Adolescent Girl.
The basis for this discussion is the chart, "The Develop-
ment of Normal Girlhood," included in this manual. A study
of this chart should make plain the different stages of girlhood
in the growth, characteristics, and approximate age limits, and
the activities suitable for use in group work. To supplement
the discussion on activities the second chart, "Activities for
Developing the Girl Citizen," should be used. The whole point
of this discussion is to interpret to the advisers the necessity
for a sympathetic understanding of the feelings and desires
of the girls with whom they are working. To do this they
must put themselves back in their imaginations to the time
when they were adolescent girls. Therefore any questions,
rhetorical or otherwise, which can be brought to the group to
stimulate thorough discussion are to be desired. In addition
to the two charts mentioned above the following books will
be of service:
Girlhood and Character, Mary Moxcey.
Leader of Girls, Clara Ewing Espey.
The American Girl and Her Community, Margaret
Slattery.
For further bibliography, see the books listed at the close
of this chapter.
Discussion IV. The Programs of the Young Women's Christian
Association for Younger Girls.
While it is considered advisable for the people enrolled in
this course to consider in separate groups the special aspects
of the several types of work* it is absolutely essential that
642
there should "be one discussion on the Girl Reserve Movement
cf the Young Women's Christian Association.
The movement is a unified standardized one, though it deals
with girls of different ages, groups and nationalities. There-
fore all should know its purpose and general plan. It plans
for grade and high school girls and younger girls in business
and industry and younger girls in Business College. Dfevelop
this discussion through a presentation of the Girl Reserve
programs. If the course is being given to leaders in unor-
ganized territory, present the Rainbow, or Be-^Square plan, with
the material on high school clubs.
Develop this discussion through the use of such questions
as the following:
Why do we have a unified standardized program?
What is the meaning of "Girl Reserve"?
Material for the girls' work program:
In this part of the discussion there should be developed an
understanding on the part of the advisers of how the Manual
for Advisers should be used.
The "Girl Reserves* Manual for Advisers" and the "Guide
for Every Loyal Blue Triangle Girl" should be studied so that
each leader will understand the principles of the plans and the
various points of emphasis. This material can be secured from
The Womans Press, 600 Lexington Avenue, New York City.
Discussions V and VL The Programs of the Young Women's
Christian Association for Younger Girls (Continued).
Discussions V and VI and VII, if desired, should become
round table hours on the special programs for the three types
of work.
Topics for Grade School Discussion Group.
A. The Girl Reserve insignia and its meaning.
B. The Girl Reserve honor system and how to keep it.
C. The program for a grade school group and its relation
643
to the honor system. It should be clearly sho\vn that the
honor system is the basis for the program, i. e., from
its suggested activities may be taken much material
which will be of service in program making.
D. At what grade or grades do the largest number of girls
drop out of school and what is the place of vocational
information in our grade school program?
E. How to interpret the -Girl Reserve slogan, code, and
purpose.
F. What is meant by symbolism? What is its place in a
grade school program?
G. Is there any value in arousing group consciousness and
loyalty through the keeping of a group scrap book?
Topics for Group Discussion of the High School Program.
The basis for the discussion centering on the high school
program is found in Section I, Chapter 4, of this Manual.
Section III, Chapter 1, Section IV, Chapter 2 (Content and
Method Typical of a High School Club Program).
A. Discuss the different types of high schools in the com-
munity.
B. Discover the number of girls leaving high school at
the close of the freshman year.
C. Do the local schools have a dean of girls? If such a
title is not used, is there a faculty member who serves
in such a capacity? What is her work and how can you
cooperate with her?
D. Is there good "school spirit" in the high schools?
E. What plan of government is followed in your schools?
Do they have student government with service councils
and class organizations?
F. Is there any ruling about the number of clubs or organ-
izations to which a student may belong?
G. How shall the Association program be coordinated with
the various school activities?
644
H. Discuss fully the committee and council work in the
high school plan, so that an adviser will understand
thoroughly this fundamental principle of high school
work.
I. Demonstrate the planning of a high school program to
cover a period of four to six weeks.
J. Should discussions be led by girls; if so, what prepara-
tion should be made with them by the adviser?
Topics for Group Discussion on Younger Girls in Business "and
Industry.
In centering the thought upon younger girls in business and
industry, care should be taken to introduce such topics as:
types of girls, relations to employers, number of continuation
schools and attendance, methods of approach both to girls and
employers. The following topics may be of service in directing
group thinking:
A. Review the questions relating to these girls as found
on page 641, under Discussions I and II.
B. Study the Girl Reserve program for younger girls in
business and industry as found in the Section IV, page
195.
C. Consider any adaptations of this program which may be
necessary to meet local conditions.
D. What is meant by the terms formal and informal organ-
ization as used in the program plans? (See -Section III,
Chapter 1, page 61.
E. What knowledge of industrial movements and develop-
ments should every adviser have and how shall this
knowledge be incorporated in the programs for younger
girls in business and industry?
P. What are the reasons for including the younger girls
in business and industry in a girls' work program?
G. By what definite ways can the girls in the girls' work
and industrial departments be brought together?
645
Discussion VII. The Programs of the Young Women's Christian
Association for Younger Girls (Continued).
A. If it seems advisable, continue discussion of the high
school plan.
B, Discussion of the relation of an adviser to her girls:
1. Emphasize how impressionable the teen-age girl is,
and that therefore an adviser must realize how great
an influence she exerts in regard to speech, manner
and dress.
2. Show the difference between being a friend, a chum
and an adviser of girls.
3. What is the advantage in calling a leader an adviser?
4. What constitutes the "business of being a friend?"
5. What do you consider the real source of power for
true leadership?
See:
The Business of Being a Friend, Bertha Cond6.
Leadership, Charles H. Brent.
Goat Feathers, Ellis Parker Butler.
The Charm of the Impossible, Margaret Slattery.
Discussion VIII. The Preparation of the Adviser's Notebook.
One of the most valuable parts of an adviser's equipment is
a, loose-leaf notebook, carefully prepared and kept up to date.
The following definite helps should be given in the preparation
D£ such a notebook:
A. The names and addresses of organizations from which
material may be secured, such as:
1. The Metropolitan Life Insurance Company, 1 Madison
Avenue, New York City.
2. Extension Service, New York State College of Agri-
culture, Cornell University, Ithaca, New York.
3. The Children's Bureau, Department of Labor, Wash-
ington, D. C.
B. How to collect material for general use in work with
646
girls. Have for your advisers the slogan "Clip and
Paste." If an adviser prefers, the material may be kept
in a series of large manila envelopes or folders, carefully
labeled, according to the following headings:
'Games — Indoor and Outdoor.
Service Activities.
Handicraft.
Dramatics.
Good stories to tell and poems to read.
Discussions — Lists and Outlines.
Parties, Socials, Stunts.
Ways to earn money.
Bible Study Courses and Vesper Hours.
It might be well to list the material regarding parties
by seasons and also to have a division given over to
ways of decorating for parties. Sometimes decorations
can be secured from stores when; they are not usable
there. Some advisers might like to keep suggestions
for posters and very attractive material can be secured
from newstands when the magazines are out of date.
O. Another valuable section in an adviser's notebook is one
which might be termed "The Adviser's Acquaintance
List." By this is meant a list of books, the reading of
which will add greatly to an adviser's resourcefulness.
This list may be compiled from suggestions made by
the girls* work secretary, other advisers, and through a
study of current book reviews.
The material secured from sources such as those
indicated above, should be carefully studied and those
parts of it which are specially applicable to the headings
just given, clipped and placed in the notebook or folders
under the correct headings.
D. How to prepare for a meeting:
1. Determine what is to be the major activity.
2. Select necessary material and decide how much time
647
is to be spent on this part of the program. Choose
a poem or story which may be related in some way
to the activity and have it read or told at the open-
ing of the meeting.
3. Find games which are suitable for the group, and
study how to direct the recreation hour.
In other words, an adviser in planning for a meeting
must have in mind these three distinct parts of the
program — the opening, the major activity, and the
best way to spend the last half hour. It should be
noted that this may not always mean that games
are used.
E. Practical suggestions for making a meeting successful:
1. If for some reason the meeting seems to have dragged,
close with a good lively game. A most important
thing to remember is to send the girls away with
the feeling that they have had a good time.
2. Never wear out a good idea or a "stunt" by using
it too long at a time.
3. Begin meetings on time and stop on time.
P. Keeping a record of the work:
1. A girls' work scrap book which will be a record of
all the activities of the department will prove attrac-
tive to the girls and offers opportunity for individual
committee members to come into contact with many
different groups since they will help in every way
to prepare this book.
2. A scrap book which is a record of the achievements
of the individual clubs is a possible source of effective
competition and cooperation. This club scrap book
should be made by a committee of club members
especially appointed for this work.
648
Discussion IX. Practical Demonstrations.
As much practical demonstration as possible along the fol-
lowing lines should be given to every leader. This should be
done by specialists whenever it can be arranged.
A. Playing of games.
B. Telling of stories.
C. Various kinds of handicraft.
D. Making of posters.
E. Presentation of the history and development of games,
folk dancing and social dancing.
Advisers' Certificates.
This certificate is given to every adviser on the completion
of the required number of hours of study upon the technique
of girls' work as outlined in the training course for girls' work
advisers in a Young Women's Christian Association.
It is hoped that every adviser in every girls' work depart-
ment will be given this training and thus become an accredited
adviser. Some advisers who have given of their time and
interest for some years may not see the need for spending
any time in such a study. But* if the necessity for standardiza-
tion of leadership is explained to them, they will be willing to
work with the girls' work secretary on a general study of the
principles involved. This might not mean (in the case of an
experienced adviser) an eight hour course; it means that it
might be reduced to four or six hours if the girls' work secre-
tary thinks best
The following requirements must be met by new advisers
through the help of the local girls' work secretary;
A. At least eight hours of attendance upon an advisers'
course or its equivalent in the way of individual study and dis-
cussion with the local girls' work secretary.
B. Satisfactory examination, either written or oral (as
determined by the local Association's girls' work committee
chairman and the secretary). The certificate will be forwarded
649
from the Bureau for work with Younger Girls when there is
sent to the field secretary for Younger Girls the following-
information regarding the course: the number of hours in the
course, the subject matter contained in it, the examination
questions used if a written one is given, the name and address
of each applicant for the certificate and the kind of group which
she is advising.
The certificate is eight by eleven inches and reads as
follows:
Girls* Work Bureau.
National Board of the Young Womens Christian Association.
This is to certify that has completed the
required number of study periods on the technique of the
National Program for Girls' Work of the Young Women's
Christian Association and is an accredited adviser in the Girls'
Work Department of .
National Girls' Work Secretary.
CHAPTER III.
COMMUNITY RELATIONSHIPS
COOPERATION WITH OTHER AGENCIES— A COUNCIL OF GIRLS' AGENCIES
The Young Women's Christian Association, as one force
in the community working with younger girls, is under obliga-
tion to understand the work being done by all other agencies
with this group of girls, so that it may avoid duplication.
Cooperation with any agency means more than pleasant good
will. It involves a real study of the methods and work of the
agency in question. The following" organizations are ones
with which the Young Women's Christian Association should
cooperate in most communities and therefore their programs
and methods must be studied : The Sunday School, The Yotmg
650
Men's Christian Association, The Girls' Friendly Society, The
Girl Scouts, The Camp Fire Girls and The Woodcraft League.
In communities where these and other agencies exist, a
"clearing house" for work with younger girls may be secured
through the formation of a Council of Girls' Agencies. Such
a council should include one representative from each of the
organizations working with younger girls. Wherever these
agencies have executive secretaries, either employed or volun-
teer, it is desirable that they be the representatives composing
the council. It should meet regularly once a month or once
every two months according to the needs of the community,
and should have a chairman and a secretary.
The work to be done by such a council is primarily that
accomplished by a "clearing house," so that there will be no
duplication of work in schoois or communities.
The second function is to secure and train leadership for
younger girls in the community. There are advantages in a
composite leadership training course which draws upon the
resources of all groups. Each group is enriched by the ex-
perience of the others, and when certain phases of leadership
training such as adolescent psychology, community surveys,
and the place of religious education in the life of a girl have
been presented to the group as a whole, the individual units
are free to instruct their leaders in their own program activities
and methods of application.
The council also might be responsible for planning events
which are community-wide in their scope, such as Girls' Day,
or Girls' Week, Mother and Daughter Banquets, or Mother and
Daughter Week, for planning some piece of community service
or for supporting a "stay in school" drive.
In the majority of communities, three organizations con-
cerned with Christian education among girls, boys and men and
women, are the Church, the Young Men's Christian Association,
and the Young Women's Christian Association. For this reason
a girls* work secretary in a Young Women's Christian Asso-
651
ciation needs to understand very clearly methods and policies
of the church school and of the Y. M. C. A. in its work with
boys. Material relating to Sunday-school work and programs
may be obtained from the International Sunday-school Asso-
ciation, 5 South Wabash Avenue, Chicago, 111. Material on the
boys' work of the Y. M. C. A. from the local boys' work secre-
tary or the boys' work division of the International Committee,
Y. M, C. A., 347 Madison Avenue, New York City.
Cooperation With the Young Men's Christian Association
It is impossible for an organization working with the girls
in a community to do adequate work without a knowledge and
understanding of the work being done with the boys of the same
age.
The boys' work secretary and the girls' work secretary are
both striving for the same goal — the making of Christian boys
and girls. Their methods vary in some instances but they have
much in common and the differences in methods do not seem
so great when each worker understands the reason for them.
Standards for action at home, in school, and in the com-
munity as a whole cannot be set by boys alone — nor by girls
alone. Joint action on the part of the two Associations is
necessary.
In high school work, correlation of program may be secured.
Such action for work with grade school boys and girls and
for younger boys and girls in business and industry often
comes through discussjon on the part of secretaries and com-
mittees and a conscious planning- of work in a way which will
meet the problems of the youth of a community — not just the
problems of a part of that youth.
The Hi-Y movement for boys corresponds to the Girl
Reserve high school club. It is often possible to have the high
school club cabinet and a selected group of Hi-Y boys meet
together several times a year to discuss and consider principles
which lie at the roots of standards for action and to plan for
a joint piece of community service work. Such thinking and
652
planning together offer a normal, natural channel for a real
comradeship among boys and girls which is needed in many
communities. Social activities planned by committees of boys
and girls are also valuable but real correlation of program
should strive for something beyond the mere social activities.
To achieve such cooperation and correlation it is necessary
that a girls' work secretary understand the Hi-Y movement
as a whole.
The following pamphlets obtained from the International
Committee, Young Men's Christian Association, 347 Madison
Avenue, New York, give this information.
1. Local Work and Its Organization.
2. The Inner Circle.
The Girl Reserve Movement in Relation to the Sunday Schools
or Church Schools.
In many communities where there has been felt for a long
time the need for more active cooperation with Sunday or
Church School groups, it has been found possible for the Girl
Reserve Movement to fill this need, especially where grade
school girls are concerned. The following suggestions as possi-
ble means for cooperation are tentative only and of course
should be adapted to meet the local condition:
1. A Sunday-school teacher may organize her Sunday-school
class as a Girl Reserve group; this group may meet at the
church, using the Girl Reserve program wherever possible; she
may have her girls attend all rallies and big meetings of the
Girl Reserves as a Girl Reserve group. The girls' work secre-
tary would offer to help, in any way possible, any Sunday-school
teacher leading such a group.
2. In some instances the Sunday-school teacher would not
feel that she herself could become the leader of her own Girl
Reserve Sunday-school group. In this case the girls' work
secretary of the local Association would help to secure a leader
for the Sunday-school group and would meet occasionally with
653
the group herself just as she does with any regular Associa-
tion group. The Sunday-school teacher also might come to the
meetings, if she desires. Undoubtedly she would want to keep
in touch with th© work her group has done during the week
through the Girl Reserve Movement in that community.
Special honors for Sunday-school work in connection with
the regular Girl Reserve honor plan under the heading of Spirit
could be worked out by the local girls' work secretary and the
Sunday-school teacher or corps adviser along the following
lines :
1. Honors for some service work done as a Sunday-school
class.
2. Honors for studying the Sunday-school lesson at home
and being really prepared on arrival at class.
3. Punctuality at a Sunday-school class.
Any teacher may suggest five or more special honors to be
included under the Spirit honors of the Girl Reserves and
these will be accepted by the local girls' work secretary as
regular Girl Reserve honors.
The following plan has been tested by a local Young
Women's Christian Association as one way of relating its girls
to the Sunday-school or Church School of the community.
A. Centers for specialization.
Churches and Sunday-schools and nearby communities
offer centers for organization.
The purpose is to reach girls twelve to fifteen years old
through the formation of a company composed of sev-
eral corps in each church; a division should be organized
in each community.
B. Program and Activities: They are much the same as
for groups meeting in schools or at the Association.
Honors are chosen which link the girl very closely to
the life of her own church.
654
The purpose is to offer the Girl Reserve program as a
channel through which the several organizations in a
church may reach the girls of that group with their
particular interests. For example, the last meeting- of the
month may be missionary study or dramatization under
the Westminister Guild in the Presbyterian Church,
under the Standard Bearers or Queen Esthers in the
Methodist Church, etc. (This will create an interest in
the younger girls on the part of the women's societies).
The time of meeting — weekly. All clubs in one com-
munity meet the same afternoon, enabling the Associa-
tion worker to meet with them in a group on that day.
C. Leadership: Suggestions about the best way to proceed
are requested from ministers and Sunday or Ohurch
School superintendents, and advisers are secured from
groups 'of young women who are1- not too actHvely
engaged in other kinds of work.
It is suggested that, in addition to the points made above,
the advisers of Church School groups become members of the
girls' work committee of the local Association and, if the
group is very large at the time of the regular committee meet-
ing, these advisers should have a sectional meeting, discussing-
their work and problems in relation to the general Girl Reserve
work. Then they would send a representative or two to the
regular committee meeting. If the Girl Reserve program as
such is not used in the church schools, a girls' work secretary
must make every effort to work with the teachers in these
schools so that the girl who is already in the church school
may feel that what she does through her Church and what she
does through her Association are parts of a whole and do not
interfere with or confuse each other; and also that the girl
who is not in the church school but who is in a Girl Reserve
group, may be made interested in the church school because
of the close cooperation of the two.
655
THE ORCHARD.
A Story for Advisers — By Alice G. Moore.
John XV: 5 and 16.
By the side of the great white road that led from the City
of the Past to the City of the Future there lived a man whose
heart was very sensitive to the needs of the weary ones who
passed that way. "It is refreshing fruit that giveth Life," he
said, "and that is what all these people need."
So he planted an orchard by the side of the road and
cared for it himself, until one day a message came, calling
him to a far land. Before he went he hired gardners to look
after the trees. "Give them great care," he said, "that all may
bear fruit and that every hungry one may be refreshed." Then
he went away. The trees grew, and by and by bore fruit
so abundantly that hundreds, even thousands, had new life
given to them as they passed along the road.
One day there came down the great white road three
strangers who said to the gardeners, "Is it not a pity that so
line an orchard is not shielded from the high winds and wander-
ing cattle? We will build a wall for its protection." So they
built a high wall about the four sides, leaving an opening on
the side that was next to the road ; and over the gate they wrote
the words "FOR ALL." Some of the people who passed by
saw only the wall; others were afraid to enter the gate; but
some went through and found the fruit. Now in this wonder-
ful orchard the trees were in blossom not only in the spring
time but some blossomed each month, so that there was fruit
throughout the whole year. No one ever left the orchard
hungry.
Within the orchard, by the side of the gate, there stood a
beautiful tree whose blossoms were like snow. One day this
tree said, "Why should I drop these lovely petals? People
need beauty at all times. I shall make myself the most beauti-
ful tree that eye has ever seen." So the tree held its blossoms
656
all year, until they grew larger than the wild roses that climbed
the orchard wall. People marveled at the beauty of the tree.
But there was no fruit.
Another tree said, "Why should I continue to bear fruit year
after year? If I give up this trying process I may become
so tall that people from far beyond the orchard wall can look
at me." So the tree stretched itself upward until its highest
branches could be seen for miles. But there was no fruit.
A third tree said, "If I stretch my branches forth and give
my strength thereto, many people may rest in my shade."
Whereupon it stretched its branches out, until many found
shelter there and scores were grateful for the cool retreat. But
there was no fruit.
Then all the trees began to change in some way and the
gardeners could do nothing. Finally they said, "Perhaps it is
better so, for times have changed.*' And they gave up trying
to make the trees bear fruit.
Down in the corner of the orchard there was one small
tree that longed for fruit, but it had never been strong enough.
"Perhaps some day I may bear just one bit of fruit," it said,
"and some hungry one may be fed."
One day when the sun shone hot on the great white road
a girl came by. She was weary, hungry and alone. When she
saw the words "FOR ALL" she eagerly entered the open gate.
"Oh what a beautiful tree," she said, seeing the white blossoms
just within the orchard gate. But the sun was so hot that she
quickly ^sought the cool shade of the larger tree. "I can rest
here ami be undisturbed," she thought. Then she saw the tall
tree nearby. "I am so hungry! Surely a tree so old and tall
must have fruit?" Her eyes searched the lower branches and
then the higher ones, but she could see no fruit. Her hunger
would not let her rest until she searched eagerly through, the
whole orchard. From tree to tree she wandered, but found no
fruit. At last she wearily dropped to the ground at the foot
657
of the smallest tree. The little tree swayed back and forth,
making a cool breeze^ until she fell asleep.
On this same day there came running- down the road a little
girl, much younger than the other. She was laughing gaily,
and chasing butterflies. She did not see the wall, not even
the words over the gate; but the butterfly flew in and she
merrily followed. She did not see the beautiful tree, nor the
one which made such wonderful shade, nor even the one which
grew so tall, for her eyes were fastened on the butterfly and
its elusive flight. She ran on and on until at last the butterfly
few over the wall and was gone. "How tired I am," she said,
and just then she saw the other girl asleep. She went up to
her and shaking her gently she said, "Girl, why are you here?"
The older girl rose wearily and said, "I came into the orchard
to rest. Then I was hungry and searched for fruit, but there
is no fruit here." "Why I am hungry too/7 said the little girl
and she began to cry. While the older girl talked to her they
heard a soft step on the orchard path, and looking up they
saw a stranger drawing near. "Why are ye here?" he said.
"We are hungry," said the older girl, "but there is no fruit
here." The, stranger looked sadly at the trees and tenderly
placing his hand on the head of the younger girl, he said,
"There is beauty and strength in the orchard, but no fruit that
giveth life." Then he touched the smallest tree and it bore
fruit. They ate and went away satisfied.
BIBLIOGRAPHY.
A list of books, magazines and pamphlets recommended
for reading by secretaries and advisers in the Girls' Work
Departments of local Young Women's Christian Associations.
This bibliography has been arranged with the thought that
in it advisers and secretaries would find resources for an under-
standing of the principles underlying Girl Reserve work. It is
in no sense of the word a "study course." It is a guide.
Any one of the following books may be criticized for pre-
658
senting only one viewpoint. They are to be considered, there-
fore, as stimulating', rather than as conclusive.
A girls' work committee will find in the list books which form
a substantial basis for committee reading. For instance, the fol-
lowing volumes might be selected as the nucleus for a ever-
growing library, which every girls7 work department should
own:
Pictures in Religious Education. — Beard.
What Men Live By.— -Cabot.
Religious Education in the Family. — Cope.
Community Amusements — Edwards.
The Use of the Story in Religious Education. — Eggleston.
Girlhood and Character. — Moxcey.
The Girl and Her Religion. — Slattery.
The Girl in Her Teens.— Slattery.
Games for Home, School and Playground. — Bancroft,
(Much material on all phases of Girls' Work is to be found
in current magazines. "The American Readers' Guide," found
in any library will serve as a guide for any such magazine ma-
terial, .
General Reading:
Abbott, Edith. — Women in Industry.
Adams, Charlotte. — Things Which Cannot Be Shaken.
Addams, Jane. — The Spirit of Youth and the City Streets.
Alsop, Gulielma. — My Chinese Days.
Bacheller, Irving. — A Man for the Ages.
Blackweil, Alice Stone. — The Little Grandmother of the
Russian Revolution.
Brawley, B. G. — Short History of the American Negro.
Brawley, B. G.-^-The Negro in Literature and Art.
Brawley, B. G. — Women of Achievement.
Brawley, B. G. — Tour Negro Neighbor.
Brent, Bishop Charles H. — The Mount of Vision.
Burton, Margaret E. — Comrades in Service. "
Byington, Margaret F. — What Social Workers Should Know
659
About Their Community.
Cabot, Richard C. — What Men Live By.
Cheley, F. H. — Stories for Talks to Boys.
Cluett, — Every Day with the Master.
Division of Negro Economics .
(Issued by U. S. Department of Labor. I
The Negro at Work During the World War and During Re-
construction,
Negro Migration in 1916-1917,
The Negro Year Book, 1912-1919.
Douglas, Frederick. — Life and Times of Frederick Douglas.
Drinkwater, John. — Abraham Lincoln (a play).
Ferris, Helen J. — Girls' Olubs — Their Organization and Man-
agement.
Ferris, Helen J. — Producing Amateur Entertainments.
Fleming, J. Daniel. — The Marks of a World Christian.
Fosdick, Harry Emerson. — The Meaning of Faith.
Fosdiek, Harry Emerson. — The Meaning of Prayer.
Fosdick, Harry Emerson. — The Meaning of Service.
Glover, T. R. — The Jesus of History.
Greeley, Hugh P. and Floretta. — Work and Play in the Gren-
fall Mission.
Henry, Alice. — Trade Union Woman.
Holt, Arthur. — The Bible as a Community Book.
Johnson, F. Ernest. — The New Spirit in Industry.
Kerlin, Robert T. — The Voice of the Negro.
Kirkland, Winifred. — The New Death.
Knott. Laura E. — Vest>er Talks to Girl^
Marot, Helen. — The Creative Impulse in Industry.
Moore, Annie Carroll. — Roads to Childhood.
Molon, Robert R. — Finding a Way Out.
Moxcey, Mary E. — Good Times for Girls.
Moxeey, Mary E. — Leadership of Girls' Activities.
Moxcey, Mary E.— Physical Health and Recreation for Girls.
Orchard, W. E.— The Necessity for Christ.
Pritchard, Myron T. and Ovington, Mary White. — The Up-
ward Path.
660
Rauschenbusch, Walter.— Prayers of the Social Awakening.
Eeed, Amy. — Junior Wage Earners.
Scott, J. Emmett, and Stowe, Lyman B.— Booker T. Wash-
ington.
Slattery, Margaret. — Talks with the Training Class.
Slattery, Margaret. — The American Girl and Her Com-
munity.
Slattery, Margaret.— The Charm of the Impossible.
Slattery, Margaret.-— The Highway to Leadership.
Slattery, Margaret. — The Second Line of Defence.
Soper. — Faiths of Mankind.
Speer, Robert E. — The New Opportunity of the Church.
Stern, E. G.— My Mother and I.
Streeter, Canon B. H., and Others. — Concerning Prayer.
Streeter, Canon B* H., and Others — Immortality.
Streeter, Canon B. H., and Others.-— The Spirit.
Ward, Harry. — The Opportunity for Religion.
Washington, Booker T.— Story of My Life and Work.
Washington, Booker T. — Up From Slavery.
Woods, Edward S. — Modern Discipleship.
Woodson, Carter G. — A Century of Negro Migration.
Poems and Stories:
Crow, Martha Foote. — Christ in the Poetry of To-day.
Dunbar, Paul Laurence. — Complete Poems.
Eggleston, Margaret W.— Fireside Stories for Girls in Their
Teens.
Grahame, Kenneth.— The Wind in the Willows.
Johnson, James Wedden.— Fifty Years and Other Poems.
Kilmer, Joj/ce. — Poems, Essays and Letters.
Morgan, Angela. — Forward March,
Morley, Christopher — Parnassus on Wheels.
Oxenham, John. — Bees in Amber.
Richards, Mrs. Waldo E. — High Tide.
Richards, Mrs. .Waldo E. — Star Points.
Richards, Mrs. Waldo E. — The Melody of Earth.
661
Rittenhouse, Jessie.— The Little Book of Modem Verse,
"Rittenhouse, Jessie. — The Second Book of Verse.
Slack, Elvira.— A Canticle for the Year.
Snider, Fairmont. — The Lovely Garden.
Psychology:
Daniel, Harriet McD. — The Girl and Her Chance.
Espey, Clara E. — Leaders of Girls.
•Gibson, H. W. — Boyology.
Hartshorne, Hugh. — Childhood and Character.
Kidd, Benjamin. — The Science of Power.
Kirtley, James S.— That Boy of Yours.
Lay, Wilfred. — The Child's Unconscious Mind.
Lay, Wilfred. — Man's Unconscious Conflict.
Moxcey, Mary E. — Girlhood and Character.
Slattery, Margaret. — The Girl and Her Beligion.
Slattery, Margaret. — The Girl in Her Teens.
Tracy, Frederick. — Psychology of Adolescence.
Keligious Education;
See bibliography. — Section V, Chapter I.
Magazines:
American Child, The. — Published by The National Child
Labor Committee, quarterly, 105 E. 22d St., N. Y. City.
American Girl, The. — Published monthly by the National
Headquarters, Girl Scouts, 189 Lexington Ave., N. Y.
City.
American Youth. — Published by the International Committee,
Young Men's Christian Assn., 347 Madison Ave., N. Y.
City.
A magazine for leaders of boys.
Brownies Book, The. — Published monthly by DuBois and
Dill, 2 W. 13th St., N. Y. City. A magazine for colored
girls.
Church School, The. — Published monthly by The Congrega-
tional Publishing Society, 14 Beacon St., Boston, Mass.
662
Competitor, The. — Published by the Continental Publishing
Co., 518 Fourth Ave., Pittsburg, Pa. A magazine de-
voted to the interests of colored people.
Every Girl. — Published monthly by the Camp Fire Girls,
31 E. 17th St., N. Y. City,
Journal of Negro History, The. — Published quarterly by Car-
ter G. Woodson, 1216 U St., N. W., Washington, D. C.
Life and Labor. — Published by the Women's Trade Union
League, 1437 West Ohio St., Chicago, 111.
Religious Education. — Published bi-monthly by The Reli-
gious Education Assn., 1440 E. 57th St., Chicago, 111.
St. Nicholas. — Published monthly by The Century Company,
353 Fourth Ave., N. Y. City. A magazine to keep one re-
minded of adolescents' interests.
School Life. — Bureau of Education, Department of the In-
terior, Washington, D. C.
School Review. — Published monthly except July and August.
Univ. of Ohicago Press, Chicago, 111.
Southern Workman, The. — (Published monthly by Hampton
Institute, Hampton, Va.
Survey, The. — A weekly magazine on constructive Social
Work, 112 E. 19th St., N. Y. City.
Totem Board, The. — A magazine published monthly by the
Wood-craft League of America, 13 W. 29th St., N. Y.
City.
Pamphlets :
Pamphlets issued by Children's Bureau, Washington, D. C.
(Write for list of publications.)
The following are particularly good:
Advising Children in Their Choice of Occupation and Super-
vising the Working Child — leaflet No. 10.
Back to School Drive — leaflet No. 7.
Industrial Instability of Child Workers.
Scholarships for Children — leaflet No. 9.
663
The Employment Certificate System — leaflet No. 12.
The Visiting Teacher — leaflet No. 11.
Handbooks of Allied Organizations:
Boy Scout Handbook. — Boy Scouts of America, 200 Fifth
Ave., N. Y. City.
Christian Citizenship Training Program.
Handbook for Comrades. — (Boys fifteen to seventeen years
of age). The International Committee of the Y. M. C. A.,
347 Madison Ave., N. Y. City.
Handbook for Pioneers. — (Boys twelve to fourteen years of
age). The International Committee of the Young Men's
Christian Association, 347 Madison Ave., N. Y. City.
Manual for Leaders, Comrades. — The International Com-
mittee of the Young Men's Christian Association, 347
Madison Ave., N. Y. City.
Manual for Leaders, Pioneers. — The International Commit-
tee of the Young Men's Christian Assn., 347 Madison
Ave., N. Y. City.
Scouting for Girls. — The Girl Scouts, Inc., 189 Lexington
Ave., N. Y. City.
The Book of the Camp Fire Girls.-— The Camp Fire Girls,
31 E. 17th St., N. Y. City.
The Woodcraft Manual for Girls.— The Wood Craft League
of America, Inc., 13 W. 29th St., N. Y. City.
National Organizations, with which to be in touch:
Children's Bureau, Washington, D. C.
National Child Labor Committee, 105 E. 22d St., N. Y. City.
National Education Association, 1400 Massachusetts Ave.,
Washington, D. C.
National Vocational Guidance Association. — Dr. John M.
^Brewer, Harvard University Educational Division.
The International Sunday School, 1516 Mailers Bldg., Chi-
cago, 111.
664
Section VIL
MATERIAL FOR PROGRAM BUILDING.
I. Books and Reading.
II. Cabinet or Council Study, Suggestions for
III. Child Labor Day.
IV. Citizenship.
V. Code Interpretation.
VI. Cycle of a Year's Work in a GirPs Work Department.
VII. Discussions.
VIII. Divisional Meeting's of Grade School Girl Reserves.
IX. Earning1 Money.
X. Girl Reserve Rings for High School Girls.
XL Girls' Week.
XII. Hobbies.
XIII. Honors.
XIV. Legislation.
XV. Mother and Daughter Week.
XVI. Moving Pictures.
XVII. Nature Lore.
XVIII. Opening Service for Girls' Clubs.
XIX. Outdoor Activities, Suggestions for
XX. Plays.
XXL Poems and Stories and Material for Talks.
XXII. Posture.
XXIII. Promotion Ceremony for Use with Girl Reserves.
XXIV. Standards for Club Girls.
XXV. -Summer Programs.
XXVI. Talent List.
665
XXWL Thrift.
XXIX. Week-end House Party for Advisers to Plan the Year's
Work.
XXVIII. Women of the Bible and Women To-day.
BOOKS AND READING.
Book Friends.
The following material, which has been used successfully in
a local Young Women's Christian Association, may be sugges-
tive to secretaries and advisers who are helping the Program
Committee to present discussion topics, such as "What Should
Be on a Girl's Five-Foot Shelf"? or "What's in Your Sweater
Pocket"? The number of books which are presented may vary
but it is wise to select at least ten so that attention may be
focussed upon the desired points in the discussion.
The stage setting should be very simple, designed as a back-
ground to bring out the color combinations. If it is possible, a
plain dark curtain should be used to cover the wall unless it is
dark colored. The selection of costumes should be carefully
worked out. Authenticity should be encouraged; for example,
see the production notes in the play, "The Blue Bird/' by
Maeterlinck, for the correct costumes for Tyltyl and Mytyl. In-
stead of leaving the decision to the individual girls who are
representing the books, the responsibility for correct costumes
might be carried by members of the club appointed to serve on
special committees appointed to make this a successful club
meeting.
The girl who serves as Chronicler must have an attractive
personality and a good speaking voice. She enters and speaks
the following prologue:
Suppose that you were sent away
To a foreign land, far, far from here,
4 And were allowed to take with you
Just a five-foot shelf of books that cheer;
Those that you choose were the only ones
666
That you wonld see your whole stay there.
What kind of books would you choose,
While far away breathing that foreign air?
Now that is hard to say at once,
For of course you'd want the best;
So we have ten to suggest to you.
And let you choose the rest.
Now some must have a humorous strain,
And some be classic, some quite new,
And others have a mysterious vein,
Now let me bring forth my fine ten.
(She crosses to the left of the stage and stands there with
profile to the audience).
(From the right there enters a girl dressed as a dashing
pirate, with red satin bloomers, an overskirt of red georgette,
black satin sash, white silk blouse, and a bandana of red
georgette. Huge earrings, a book, and a dagger complete her
equipment. She comes forward to the center of the stage).
Chronicler:
This dashing man will make things "hum."
He likes to seek for treasures rich.
Yo — ho — ho — ho and a bottle of rum!
(The Pirate announces the book as Stevenson's "Treasure
Island*' and she reads a brief but dramatic selection. The
Pirate then steps back to a bench at the rear of the stage to
make room for a second girl, who, dressed in a quaint many
ruffled skirt, enters and steps to the center of the stage).
Chronicler:
The second in my list for you
Is Dora, the child wife, so demure,
Who loves her David with a love
That is trusting, sweet and pure.
667
(Dora states the title of the book, "David Copperfield/' and
reads the scene which occurs just before the death of Little
Dora. She then joins the Pirate and her place is taken by a
girl who is dressed as an immigrant. She wears a bright col-
ored, full skirt, a white blouse, a velvet bodice laced in the
front. She has a shawl on her head, and carries a large bundle
which probably contains clothing and some simple treasure).
Chronicler:
This next, a girl from a foreign land,
Who sought America with hopes so high —
What did she find when she reached her goal?
Did conditions make her ideals fly?
(The title o£ the book, "The Promised Land," by Mary
Antin, is announced by the girl and a short description of the
arrival at the dingy tenement, which was the first home in
America, is given. She takes her place on the bench at the rear
of the stage and the Chronicler speaks).
Chronicler:
Tyltyl and Mytyl, bless their hearts,
With their sugar loaf clutched in their small chubby hands,
As they start lor their search for the Happy Blue Bird,
Through strange, bewildering and unusual lands.
(Two small girls who have entered and come forward to the
center of the stage while the Chronicler speaks, present most
of the first scene of the first act of Maeterlinck's play, "The
Blue Bird." When they have finished, they join the other books
at the rear of the stage, and there enters a girl, dressed in an
attractive afternoon dress of silk. She should wear fancy hose
and extremely fashionable shoes.
(She reads from Mary Roberts Rinehart's "Bab, a Sub-Deb/*
and retires to the rear of the stage, joining the other "books/')
(The next choice in the list of ten is Shakespeare's "Romeo
668
and Juliet." She may be attired in a long white robe, with a
girdle of blue, and she acts in pantomime the balcony scene.)
Chronicler:
Romance, and true love, and a maid,
And a lover who swears by the moon,
The tragic mistake that poor Juliet made,
And young lives by the grim Reaper hewn.
When she has announced her title, she is succeeded by a girl
who is dressed in long dark green Turkish trousers, and a red
waist. She has a white veil covering all of her face save her
eyes).
Chronicler:
Just three little inches of wisdom,
All bound up in nine little books,
That discuss such a lot of subjects,
From prayers for every day to "looks."
(The girl representing the Inch Library recites part of the
story of Elif, the little Mohammedan girl from the Third Inch
of the Inch Library. Elif joins the other girls at the rear of
the stage).
(The next book on the shelf is Louise Hasbrouck's "The
Hall with Doors" and the girl representing it enters and comes
to the center of the stage. She is dressed in school clothes.)
Chronicler:
Allow me to introduce to you
Dorothy who will tell you a tale
Of her girl friends* splendid careers,
You must read her book without fail.
(Dorothy tells of the Vocation-Vacation Club, formed by six
High School girls for the purpose of learning by study what
669
vocations they might choose. She retires to the "shelf ' and is
followed by a girl who is quaintly dressed in an old-fashioned
costume. She wears a poke bonnet and has spectacles on her
nose as the finishing touches. She represents GaskilFs Gran-
ford and chooses to read that part of the description which tells
of the rolling of a ball under the bed every night to see whether
there were burglars there. This simple expedient is effective
for the reason that if there were a burglar the ball could not
come out on the other side. She, too, retires to the "shelf"
after her reading which follows the Chronicler's introduction).
Chronicler:
Quaint little Cranford, town without men,
Can you imagine a more terrible plight!
This is Miss Mattie, so fearful of them,
She looks under her bed for burglars every night.
(The girl representing the Bible enters and comes to the
center of the stage. She is dressed in a flowing white robe,
with a veil over her head. When the Chronicler finishes speak-
ing, this book character tells, by quotations, of wars, laws, and
love, using to illustrate the latter, the scene from the Book of
Ruth where Naomi and Ruth pledge their loyalty).
Chronicler:
This is a girl from the Book of books,
That records every emotion,
Which tells of wars, of laws, of love,
And our Saviour's tender devotion.
Follow this brief presentation by a talk on "Other Books
Which Should Be on the Shelf," and have an informal discus-
sion on the place of reading in a girPs life.
It is suggested that part of the preparation for this meeting
should be the writing of the rhymes. These are included only
as examples.
670
CABINET OK COUNCIL STUDY SUGGESTIONS.
September.
1. Reorganization — Presentation of committee work by
chairman.
2. Freshmen Parties.
October.
1. Conference Echo.
2. First Discussional — Blazing the Trail.
3. Discussion of the fundamental qualities of leadership.
November.
1. Discussional — Cross Roads.
This should be a meeting on citizenship and should in-
clude a presentation of close relationship of all people
of the community; our need of knowing life other than
our own. Industrial standards and talk on working con-
ditions, housing, recreational facilities for leisure hours
and all related topics should be discussed.
2. Thanksgiving meeting.
In charge of service committee. One club might devote
one meeting to Big Sisters, who in turn present Little
.Sisters as responsible for entertainment for the' after-
noon. Then a chance should be given to both "Bigs" and
"Littles" to tell what the whole thing of having a "Big"
and "Little" respectively had meant to them.
December.
1. The Level Highway (Discussional on Sense of Proportion
or Balanced Living ; opportunity to bring in a number of
things which are always being used as weights in one's
scale of values).
January.
1. Discussional — The Rugged Road.
Meeting defeats and disappointments.
2. Annual Council Meeting — secure an outside speaker who
will present some engrossing subject.
671
February.
1. Discussional — Great Road Makers.
Take women who stand for the various thing's which
have been made outstanding roads to leaderships, i. e..
Rugged Roads — Gathering Breshkovsky.
Cross Roads (Citizenship) — Jane Addams.
Level Highway — Grace Dodge,
The Second Mile — Some great missionary.
2. Open Date — Chance to bring in some of the many things
which have not been presented.
March.
1. Discussional — The Road Ahead.
Not so much discussion as talks by various professional
and business people presenting their particular vocation,
it's call, it's disadvantages, requirements.
2. World Citizenship.
April.
1. Annual Meetings — Election of officers.
Discussional — The Second Mile. (See booklet by Harry
Fosdick.)
2. Installation and Senior Farewell.
May.
1. Meeting of new cabinet with old.
Have a week-end party at camp and make it a real train-
ing course, and plan for the next year,
2. Annual Banquet.
CHILD LABOR DAY.
The year 1919 marked the passage of the Federal Child
Labor Law which places a ten per cent tax on the net profits of
establishments employing children under fourteen years of age
in factories, mills, canneries and manufacturing establishments,
of children under sixteen years in mines and quarries, and of
children between fourteen and sixteen for more than eight hours
672
a day, six days a week or at night. The great value of the
Federal Law lies not so much in the number of children it af-
fects, for they are a small proportion of all the children em-
ployed, but in the fact that it makes uniform the laws of forty-
eight states and sets an example for the states to follow in the
industries which are not reached by the Federal Law. Because
it does not apply to the vast number of children regularly em-
ployed in agriculture, nor to those working in street trades, in
department stores, grocery stores, laundries, amusement places,
hotels, restaurants, in the messenger service and other trades,
it is still necessary to push Child Labor reform. The National
Child Labor Committee, 105 East Twenty-second Street, New
York City, has issued for several years a nation-wide call for
an observance of Child Labor Day by all churches and organi-
zations interested in the welfare of the youth of the Nation.
The day has been observed usually during the month of Janu-
ary and, in the words of Jane Addams, is a day set aside for
the discussion of the needs of children, viewing the subject in its
highest moral aspects and urging a furtherance of child wel-
fare as a religious duty.
Material for the observance of this day may be obtained
from the National Labor Committee and plans for including it in
the several programs of every girls' work department should
be made early.
CITIZENSHIP.
The Girls' Work Secretary and the Foreign Girl.
There is no more certain method of approach to the heart
of the foreign girl with whom the girls' work secretary comes
in touch than through the best the girl has to give — through
her music and song, her art and handicraft, her folklore and
tradition. It is impossible for the secretary to find a common
point of contact with the foreign girl until, in some respects at
least, she has achieved an appreciation of the rich cultural
background from which the foreigner has sprung.
673
Plays, pageants and entertainments based on foreign
folktales, holiday customs and nursery rhymes^ may
easily become a part of citizenship training* for American
born girls as well as for girls with a foreign background.
A. iSources of Material.
1. Folktales.
Many of the simple folktales have great dramatic
possibilities and can be successfully dramatized by
the foreign girls who will delight in presenting
something strictly their own.
2. Holiday Customs.
Harvest, Wedding and Christmas customs for exam-
ple, present endless entertainment possibilities. Cos-
tumes should be made by the girls themselves, under
the direction of the girls* work secretary and the
advisers.
3. Nursery Rhymes.
Younger groups, particularly, will love to dramatize
the old-world nursery rhymes, which are simple and
abound in native grace and charm.
*•
B. Importance of this Method of Entertainment.
By bringing together girls of different nationalities
on one plane of mutual help and understanding, all
feeling of the material and trivial is obviated, and each
girl is knit more closely to her neighbor by reason of the
end to be accomplished together.
C. Value: A Mutual Contribution.
1. Contribution of the American adviser or secretary.
a. Help in organization.
b. A chance for self expression is given to the
foreign girl.
c. A chance for everyone to share her best with
everyone else.
674
2. Contribution of the Foreign Girl.
a. Richness of traditional background.
b. Tremendous religious impulse and deep consecra-
tion.
c. Innate grace, beauty and ability.
D. Headquarters Resources.
1. National Costume Book of Slavic Peoples.
2. Three hundred colored prints which can be borrowed
from the Division on Work for Foreign Born Women.
These prints illustrate national backgrounds, customs,
etc. They are suggestive for:
a. 'Grouping.
b. Customing.
c. Coloring.
d. Setting.
and can be used in connection with:
a. Pageants.
b. Plays.
c. Folk dances.
d. Tableaux.
3. The assistance of the Folklore 'Secretary of the
Division on Work for Foreign Born Women, who
will be glad to furnish research material on folktales,
nursery rhymes, national customs, holidays and
festivals.
Americanization : A game of twenty questions on "Ameri-
canization," for use by High School Girl Reserves and High
School Associations.*
* This material was prepared by the Bureau for "Work with Younger
Girls in collaboration with the Division for Work with Foreign-Born
Women in April, 1920.
675
FOREWORD.
"Americanization" — there is probably no other term which is
receiving1 more attention from the American people at the pres-
ent time. Courses of various kinds are being* given to Ameican
citizens by many organizations so that they will have an Intelli-
gent understanding of what is involved in the process of absorb-
ing many people from many countries into our national ilfe. It
would seem that our younger girls should be put in touch with
the general outlines of such plans and so this set of twenty in-
formal questions has been devised.
The material may be used in various ways. It may be made
a real game by writing the questions and answers on separate
cards and proceeding as in a game of Authors. The questions
may be used to stimulate discussion following upon an informal
presentation of "Americanization" or it would be possible to
answer graphically almost every one of them, and to exhibit the
posters as one way of stimulating community interest.
In some communities it may be possible to interest school
teachers and principals in such questions, and theme and dis-
cussion work might be centered about these questions. Care
should be taken not to duplicate in any way work undertaken
by the schools or the community in general.
The answers given to the questions are by no means all-
inclusive nor are they the only ones to be accepted as final in
interpreting thought.
Additional material is included. It is hoped tha.t it will prove
helpful. The following sources of information are recom-
mended :
"Americanization" — a monthly bulletin published by the
Bureau of Education, Washington, D. C.
"Americanization" — First Campaign — Address requests to
H. W. Wheaton, Bureau of Education, Washington, D. C.
"An American in the Making" — M. E. Ravage. Harper and
Brothers. $1.90.
676
"The Woman Citizen" — all current issues. Published by The
Woman Citizen Corporation, 171 Madison Avenue, New
York City.
"The Survey" — all current issues. Published weekly by Sur-
vey Associates, Inc., 112 East Nineteenth Street, New
York City.
"Foreign-Born" — all current issues. A monthly international
service bulletin published by The Committee on Work for
Foreign-Born Women, National Board, Young Women's
Christian Association, 600 Lexington Avenue, New York
City, $1.50.
Dr. Edward A. Steiner has written many helpful, fascinating
books which will be of absorbing interest to older high school
girls.
1. What is meant by the word "Americanization"?
Do you think "Americanization" is the best term possible to
express this?
2. Is the person who has taken out naturalization papers nec-
essarily Americanized ?
3. How do people become naturalized ?
4. What foreign people are living in your community?
5. What valuable contributions do foreign peoples make to
our community life in the way of music, art, handicraft,
courtesy and folk-lore?
6. What are some slang names which are applied to certain
groups of foreign-speaking people, and how can you help
to abolish them?
7. What is the difference between emigration and immigra-
tion?
8. What are the two largest ports of entry in the United
States and where are they located?
9. How does the government safeguard our country from the
entrance of undesirable immigrants?
10. From what nations on the continent are most of the immi-
grants coming?
11. To what part of our country do most of the Japanese come ?
677
12. What is meant by the term "Japanese picture brides"?
13. What new nations have developed out of the World War?
14. Where is Ukrainia? Armenia? Serbia?
15. What agencies in this country are doing Americanization
work?
16. How are some great industrial plants attempting to
"Americanize" their employees?
17. What per cent of the population of your state is foreign-
born? Does it live in separate groups?
18. How many national anthems "of other countries do you
know? How many folk dances? How many folk stories
and legends?
19. What does "America" offer to these foreign-born peoples?
20. What is your community doing to make their dream come
true?
Twenty Answers to Twenty Questions on Americanization for
Use by High School Girl Reserves and High
School Associations.
1. -Some people have felt that the term "Americanization" is
not the one to be used. The following material is sugges-
tive of what some people feel is to be accomplished if the
thing we have been terming "Americanization" h to hap-
pen:
"Americanization" requires :
1. The understanding of our language and the ability to
use it.
2. The understanding of our social, political, and industrial
ideas and ideals.
3. The acceptance of these ideas.
4. The acceptance of this country as a home.
5. Willingness to sacrifice for America's ideals.
"To learn to understand the institutions which guar-
antee our freedom and rights, and enable us to work to-
gether for the common good, to resolve to forget all
purely selfish means for the sake of the highest welfare
678
of our country and of the world is to become American-
ized. To give to the foreign-born population in the
United States the fullest and freest opportunity for this,
is what we in the Bureau of Education mean by Ameri-
canization."
P. P. CLAXTON, ex-Commissioner of Education.
2. See answer to question 8 and note how a person with prac-
tically no American ideals can be naturalized and become
a citizen.
3. An alien of either sex may make application for naturali-
zation if over eighteen years of age, and if a resident of the
district in which application is made. There are three steps
in the naturalization procedure:
(a) Applicant must file, in the court authorized to natural-
ize aliens in his district a "first paper" called a Declar-
ation of Intention. This is his statement under oath
that he intends to become a citizen of the United
States and will renounce his foreign allegiances. It
also contains such information as age, occupation, per-
sonal description, birthplace, last foreign residence,
date of arrival, name of vessel on which he came and
present residence.
(b) The second paper "Petition for Naturalization" must be
filed not less than two years nor more than seven
after filing the first paper. He must have lived in the
state where he files it at leas^ one year preceding the
filing. This paper contains very much the same declar-
ation and information as the first paper. The second
paper must be verified by two citizens of the United
States, who must testify that they have known the ap-
plicant to have been a resident in the United States
for five years and in the state one year, continuously.
Also that he is qualified to become a citizen.
(c) Not less than ninety days after filing his petition, the
applicant is examined as to his qualifications for citi-
679
zenship by the court. He must declare on oath that
he will support the constitution of the United States.
Two witnesses are required at this procedure to verify
statements made as to residence, etc.
The applicant then is given a certificate of natural-
ization and is admitted to citizenship in the United
States.
A child under eighteen years of age, born out of
the iJnited States becomes a citizen when his father is
naturalized if living within the United States at the
time of naturalization.
A child born out of the United States is entitled
to citizenship, if his father was a citizen at the time
of the child's Kirfh. But a child is not entitled to citi-
zenship if his father, though a citizen, never resided
within the United States.
4. Answered locally.
5. Answered locally.
6. "Dago, Dutchy, Froggie, Guinea, Greaser, Heinie, Kike,
Mick, Sheenie, Spaghetti, Bohunk, Wop."
THINGS THAT STING.
Chink and Nigger and Sheeny,
Euss and Hunky and Jap,
Doing the work the rest of us shirk,
Filling our labor gap.
Nigger, Sheeny and Chink—-
Men that differ from us.
Made from the stuff for us all too rough,
Jap and Hunky and Russ.
Dago, Nigger and Jap,
Lower than we, you think?
Of you and me sort of parody,
Euss and Hunky and Chink.
680
Hunky, Sheeny and Russ,
Feeding our factories,
Doing1 their best with their souls unguessedj
Are we better than these?
Nigger and Dag-o and Jap —
Parts of our social plan.
Is it right for you (I do it, too)
To hold them less than a man?
Black and yellow and brown
In the painter's gallery.
Are colors bright inferior to white?
What if they ceased to be?
God in His world above.
Loves them more than we think —
When he calls the rolls of human souls,
It isn't "Wop" or "Chink."
White man, stop in your pride,
To think sometimes of us —
Where would you be and your luxury,
Without the "Sheeny" and "Kuss"?
7. A person leaving his native country is an "emigrant." A
person entering another country is an "immigrant/1 (For
girls who are having Latin, the distinction can be very
easily made.)
8. Ellis Island — New York Harbor.
Ang-el Island — San Francisco, California.
9. Soon after the United States entered the war it was dis-
covered that there were in this country very many foreign
spies and anarchists, whose number was constantly being
added to through immigration. In 1917 and 1918, there-
fore, Congress passed two very stringent immigration laws,
excluding and deporting all persons who were anarchists
or likely to be dangerous to this country.
681
But In order to make sure that all undesirable aliens
should be excluded, the United States Government has es-
tablished several other methods of controlling immigration.
1. All in-coming immigrants are carefully examined before
landing, and no one is admitted who is judged to be
either physically, mentally or morally unfit.
2. Since 1917 every immigrant must prove that he can
read his language. By excluding illiterate persons
the United States Government feels that it is helping to
protect itself against dangerous and ignorant persons.
3. Since this country entered the war it has been necessary
for every alien coming to the United States to ob-
tain a passport in his home country. Very careful in-
vestigations are made of all intending emigrants and4
many undesirable ones are prevented from embarking.
4. No employer in the United States may employ for-
eigners for contract labor without the permission of the
Secretary of Labor. This helps to keep the working con-
ditions fair and prevents overcrowding of workers,
which always results in great poverty among certain
groups of workers. In addition, the United States tries
to prevent evil conditions by refusing to allow any per-
sons to enter the country who are destitute and therefore
likely to become a public charge. This evil is partly
guarded against by the rule which compels every person
who enters the country to pay a tax of $8.00.
5. In order to protect this country against the "yellow
peril" only very few Orientals are allowed to enter. A
limited number of Japanese may come into the country,
but all Chinese and East Indians of the working classes
are excluded.
10. Southern Europe. See Ooman's Industrial History of the
United States for the ''Waves" of immigration. Make a
graphic representation of these waves of immigration on
682
a map of the world showing through the use of national
colors, the states to which they come in our country.
11. Pacific Coast — especially California.
12. A Japanese girl cannot come to the United States unless
she is a student, traveler or a wife, mother or sister of
some onj3 already here. So when a Japanese man in
America wishes a wife, he cannot have his fiancee come
here to be married. She must be married before coming
to this country. Thus a procedure is followed very much
as if in Japan, All arrangements are made through a
third person, a chosen friend. Photographs are exchanged
and if these are satisfactory to both girl and man, the
arrangements continue. The families of the bride and
groom must approve of the match. When all is settled,
a dinner is given, and the girl's name is transferred from
her father's record to the book of her new husband's
family. This is the legal ceremony, and after that the
Japanese consider her married. When she arrives in this
country, the photograph on her passport must match the
one her husband has. They then must be married accord-
ing to America's custom.
IS. Lithuania, Czecho-Slovakia, Jugo-Slavia, Greater Rou-
mania, Poland, Ukrainia, Esthonia, Latvia, Finland.
14. Locate on some good map. Be sure to secure one of the
latest maps of Europe.
15. Government agencies — such as
The Department of Interior.
The Department of Labor.
The Committee on Public Information.
The Council of National Defence.
The Bureaus of Immigration in New York, Massa-
chusetts and California.
State Organizations.
Voluntary agencies — such as
683
Universities.
Public Schools.
Kindergartens.
Local welfare agencies.
The Young Women's Christian Association.
16. Through foreign language welfare workers; better housing
conditions, health work, and classes in English.
17. Answered locally.
18. Answered locally.
19. Best information for answering this can be found in the
following books:
My Mother and I — Stern.
Our Slavic-Fellow 'Citizens — Emily Balch.
Sons of Italy — Mangano.
Promised Land — Mary Antin.
They Who Knock at Our Gates — Mary Antin.
(High School girls would enjoy reading any of these books).
20. Answered locally.
Additional Material.
Precepts of Americanism.
Worthy of more than passing notice, are the governing
precepts of the public and private life of Theodore Roosevelt,
one of the biggest and truest of Americans. They are given
in his own words.
I believe in honesty, sincerity, and a square deal, in making
up one's mind what to do — and doing it.
I believe in fearing God and taking one's own part.
I believe in hitting the line hard when you are rigiit.
I believe in speaking softly and carrying a big stick.
I believe in a sane mind in a sane body.
I believe we have room for but one soul loyalty, and that is
loyalty to the American people. ,
684
America is an inspiration.
America is a spirit.
America is something mystical which lives in the heavens.
It is the constant and continuous searching of the human
heart for the thing that is better.
— Franklin K. Lane.
An Ideal City.
"A city, sanitary, convenient, substantial;
Where the houses of the rich and poor are alike — comfortable
and beautiful;
Where the streets are clean and the sky line is clear as coun-
try air;
Where the architectural excellence of its buildings adds beauty
and dignity to its street;
Where parks and playgrounds are within reach of every child;
Where living is pleasant, toil honorable, and recreation plentiful;
Where capital is respected, but not worshipped;
Where commerce in goods is great, but no greater than the
interchange of ideas;
Where industry thrives and brings prosperity alike to employer
and employed ;
Where education and art have a place in every home;
Where worth and not wealth gives standing to men;
Where the power of character lifts men to leadership;
Where interest in public affairs is a test of citizenship, and
devotion to the public weal is a badge of honor;
Where government is always honest and efficient and the prin-
ciples of democracy find their fullest and truest ex-
pression;
Where the people of all the earth can come to be blended
into one community life, and where each generation
will vie with the past to transmit to the next a city
greater, better and more beautiful than the last."
685
The Appeal of the Immigrant.
"I am the immigrant,
Since the dawn of creation my restless feet have beaten
new paths across the earth.
My uneasy bark has tossed on all seas.
My wanderlust was born, of the craving1 for more liberty
and a better wage for the sweat of my face.
I looked toward the United States with eyes kindled by the
fire of ambition and heart quickened with new born hope.
I approached its gates with great expectation.
I entered in with fine hope.
I have shouldered my burden as the American man of all
work.
I contribute 85 per cent, of all the labor in the slaughtering
and meat packing industries.
I do 7-10 of the bituminous coal mining.
I do 78 per cent, of all the work in the woolen mills.
I contribute 9-10 of all the labor in the cotton mills.
I make 19-20 of all the clothing.
I manufacture more than half the shoes.
I build 4-5 of all the furniture.
I make 1-2 of the collars, cuffs and shirts.
I turn out 4-5 of all the leather.
I make 1-2 of the gloves.
I refine nearly 9-20 of the sugar.
I make half the tobacco and the cigars.
And yet I am the GREAT AMERICAN PROBLEM.
When I pour out my blood on your altar of labor and lay
down my life as a sacrifice to your God of toil, men
make no more comment than at the fall of a sparrow.
But my brawn is woven in the warp and woof of the fabric
of your national being.
686
My children shall be your children and your land shall be
my* land because my sweat and my blood will cement
the foundations of the America of to-morrow.
If I can be fused into the body politic, the melting* pot will
have stood the supreme test."
World Service at Home.
The Girl Reserves of the United States of America may
help the many immigration workers in the Young' Women's
Christian Association, or in other organizations by making
lesson posters which may be used either in the actual class
work or in the homes of the foreign speaking people. A num-
ber of these posters, which have been sent to an International
Institute, may become the foundation of a Traveling Library
of Home Lessons.
Directions for Making English Lesson Posters.
Paper:
Use oak-tag or heavy manila, or secure heavy brown
wrapping paper, which sometimes can be bought for
three cents a yard. The paper should be cut into sheets
twenty-four inches wide and thirty inches long.
Lettering:
The capitals which are used should be at least one and
one-half inch if possible; the small letters, which should
be in proportion, should be an inch high. If a rubber
stamp outfit is not available, black paper letters may
be used. They may be secured from the Dennison Manu-
facturing Company, Fifth Avenue and 26th Street, New
York City, or 62 East Randolph Street, Chicago, Illinois.
These letters are, prepared in six sizes, ten letters to
an envelope; they are four inch, two and three-quarter
inch, one and five-eighths inch, one inch, one-half inch
and one-quarter inch in block letter style. They are
gummed and have a shiny black surface. The prices per
687
envelope are as follows, in the order named above;
twelve cents, eight cents, four cents, three cents, two
and one-half cents. The Dennison Company also prints
alphabet sheets, in which the letters run in height from
the quarter inch ones to two inch ones. The sheets
cost ten cents apiece, and the small letters are printed
six alphabets to a sheet.
Margins:
Left margin, three inches, indenting the first word
two inches. The right margin should be two inches.
Spacing:
Place the picture two inches down from the top and
begin printing three inches below the picture if possible.
The printing should begin not more than thirteen inches
from the top of the paper, as this will allow six lines
with one inch space between and about three inches
margin at the bottom. The lesson will be about twenty
or twenty-five words.
Lesson:
Choose from magazine covers or advertisements a
picture showing every day activities. In making the
selection think of the following things: Is the vocabu-
lary useful or interesting to the family; are the shoes,
clothes, -and ideas suggested sensible; are the coloring
and arrangement artistic; are the objects or figures
clear qut; is the picture pleasing and cheerful? There
need be no repetition of words as in a reader, for the
lesson will remain a long time. Because of this, it is
desirable to have a definite plan so that each poster
will do several things — i. e. teach English, art, simple
and practical facts, and give new aspirations and long-
ings. For example, take any advertisement of bread
which has a clean, bright faced baby in his high chair,
eating a piece of bread. Beside him is a mug of milk,
in front of him are several slices of delicious-looking
688
bread. Such sentences as "My baby is well and happy,"
"I give him bread and milk," "I do not give him beans
and coffee/' teach ideas as well as words.
These posters are to be used in homes and will be
left for some time. One poster may serve only one
family but even then, it is giving real service. The
mother and father and children will study out the words
together. The children will show 'the baby the picture,
pointing out objects and giving him his first English
lesson.
When the poster is finished, write the maker's name,
club name, and address in the lower right hand corner.
The adviser should roll all of the posters in one paste-
board tube and mail them to the nearest International
Institute; perhaps there is one in the community. If
not, the people in any community who are engaged in
teaching English to non-English speaking women will
be glad to receive them as aids in their work.
For further information send letters of inquiry to the
Secretary for Educational Interests, Division on Work
for Foreign Born Women, National Board of the Young
Womens Christian Association, 600 Lexington Avenue,
New York City.
Bibliography.
Patriotism :
Woodcraft Manual for Girls — Page 153.
This section of the Woodcraft Manual contains much
that is fine in the way of interpreting what it means to
be a lover of country and to prepare for citizenship by
observing certain rules in everyday living. These rules
naturally become the principles of true citizenship when
the girl is ready for it.
Manual for Leaders — Pioneers.
The comment is good.
689
Some of the data contained in the "required test" is
particularly fine.
Handbook for Pioneers— Chapter XX.
This chapter contains fine material. Some of the head-
ing's are:
Biographical statements of Washing-ton and Lincoln.
Democracy.
State Governments.
Citizenship.
Americanism.
My Part.
The American Flag-.
Songs of Our Country.
Handbook for Comrades— Chapter XX.
This chapter contains splendid material; it is treated in
a very different way from the chapter in Pioneers, but
it will be helpful.
Your Vote and How to Use It: Mrs. Raymond Brown,
Chapters 6, 7, 8, 9, are very valuable. The material in
the other chapters is very frequently confined to the
State of New York, but the book is full of valuable
information.
CODE INTERPRETATION.
A Symbolic Interpretation of the Code.
Girls love symbolism and dramatic expression ; therefore
lessons taught through such means are often more thoroughly
learned and remembered than those taught by other methods.
The following is a symbolic interpretation of the code which
the girls may act out. It requires very little preparation and
the simplest possible costuming. While it is given as an indoor
candle service, it is easily adapted to the out of doors, the
Camp fire symbolizing the spirit of the code— the Girl Reserve
arm bands, reversed and lettered, replacing the suggested
headbands.
690
Producing Notes:
The Girls should be dressed in long white robes (easily
draped from cheese cloth) and should wear their hair flowing,
bound by white ribbon bands, on each of which, one of the
following letters— C, G-I-R-L R-E-S-E-R-V-E-S—is embroidered
stenciled, or painted in gold. All of them except "C'J carry
white candles unlighted. "CJJ should have a little more elaborate
costume than the others — a golden girdle may be added to
make it so. "C" enters and comes forward to the center of
the stage. The yellow candle which she carries is lighted.
This candle should be much larger than the white ones carried
by the other girls and should be placed on an improvised altar
in the center of the room. As soon as she enters, "C" stands
behind the lighted candle and speaks: (A table covered with
a sheet makes an effective altar.)
To -Girl Reserves, I am a friend
And to them all my influence lend,
Through me they find and give the best
And, facing life squarely, meet every test;
For in my heart I've much of the gold
That the hearts of all true girls must hold,
And deep down in the heart of me
The Spirit of Christ shines full and free.
I strive to show His love each day
And speak His message in symbolic way.
I AM THE CODE. IN HIS SPIRIT I SPEAK.
(The other girls enter, their white candles unlighted; six
come from the right of the stage and six from left. They
cross in the center in front of the altar and form semi-circle
with C as center. As each speaks in turn, she steps within the
circle and stands in such a position as to have the word GIRL
at the left of 0 and the word RESERVES at her right just
before time to make the exit.
G steps forward, lights her candle from the one on the
altar, faces audience and speaks:
691
G. GRACIOUS IN MANNER, polite and true,
Cordial, courteous, and kindly, too
Doing: and saying in thoughtful way,
Gracious in manner every day.
L IMPARTIAL IN JUDGMENT, knowing well
That some times truth is hard to tell,
Yet striving always to be most just,
Responsive and true to the highest trust.
R. READY FOR SERVICE, with purpose strong
To find the needy and right the wrong,
To live and love, and laugh and lift
Believing Service God's richest gift.
L. LOYAL TO FRIENDS and friendship's call,
Knowing that Christ is the Friend of all.
Being a friend to girl and to boy
Making fine fellowship an endless joy.
R. REACHING TOWARD THE BEST— we never rest
Making Christ's standards our life test,
His love the limit, eternity its bound;
With God our goal the best is found.
E. EARNEST IN PURPOSE, steady in aim,
Doggedly sticking, just being "game."
Doing a duty without thought of the gain.
Earnest in purpose, though earnestness pain,
S. SEEING THE BEAUTIFUL— the heart of the King,
The snow-storm of winter, the spray of the spring,
The beauty in freedom, in friendship, and "frill,"
The beauty in bondage, in climbing a hill.
E. EAGER FOR KNOWLEDGE— of earth, sea, and skies—
An eagerness for attainment that nothing denies;
Plus steadiness of purpose that can not deceive
Gives adequate education which all may achieve,
692
K. REVERENT TO GOD in spirit and troth
Knowing the wonder of reverential youth.
In work and worship, in home, school, and play,
Recognizing Christ as the Light and the Way.
V. VICTORIOUS OVER SELF— Our continual strife—
The conquering of self is the winning of life —
Making mind and body so clean and so well
That the Spirit of Life within them can dwell.
E. EVER DEPENDABLE, trustworthy and true,
Beginning a task and seeing it through,
"Carrying on steadily," forgetful of fame
Making promise and deed quite one and the same.
S. -SINCERE AT ALL TIMES— in life and in soul—
With sincerity of motive permeating the whole,
And adding its glory to the common-place load,
Cherishing for ever the GIRL RESERVE CODE.
(G,I,R, and L repeat together — )
G-I-R-L — together spell
The word that the "Y" loves so well.
The Girl is the heart of all that is done —
By her many battles are fought, many won.
(R,E,S,E,R,V,E,S repeat together—)
R-E-S-E-R-V-E-S Give to the girl the place she deserves
For Y. W. C. A.'s strength she surely preserves;
What if that place be a "place in the Sun?"
By her many battles are fought, many won.
(All join hands and repeat, or sing, tune, "Just As 1
Am Without One Plea.")
.Just as we are strong, young and free
To be the best that we can be
And share that best in love for Thee
Lord of our Life, we come, we come.
(C steps into center of circle and speaks: — )
If any would make me her own
She should be her best in school, and home.
693
CODE — Lending a hand to those who ask
A sister's help in a needed task,
And always wearing in honor true
The Girl Reserve Triangle Blue.
(They exit as they entered, the girls 'Crossing in front of
"C"; C is the last to leave.)
CYCLE OF A YEAR'S WORK IN A GIRL'S WORK DEPARTMENT
There is little question that all work which is well organized
falls into a cycle. In work with younger girls each season of
the year brings certain activities which should be incorporated
in the planning of a Girls' Work 'Committee. These activities
are not always accomplished in the same way; to do that would
be to fall into a rut, but the content and method of doing them
need careful consideration. Therefore this outline is included
with the hope that it may be suggestive of still further growth.
I. September, October and November.
A. The organization or reorganization of the Girls7 Work
Committee in an Association:
1. The formation of a policy for work.
2. Consideration of the budget for the ensuing year;
this is necessary because most fiscal years run
from January first to January first.
3. Community relationships.
4. Advisers' house party.
5. A training course for advisers.
B. The organization or re-organization of groups of
girls.
C. Program planning.
1. Fellowship emphasis; usually the World's Week of
Prayer is observed in the Association during
November.
2. Service activities: Thanksgiving.
3. Social activities: Hallowe'en and Thanksgiving, as
well as parties for new club members and some-
times for new girls in school.
694
4. Reports from the delegates to the summer con-
ferences and camps.
D. Cooperation with the other departments of the As-
sociation, so that the work of the whole Association
may be forwarded.
II. December, January and February.
A. The usual regular committee work, both of the girls'
groups and the advisers' group or the girls* work
committee.
B. Preparation for the annual meeting of the Associa-
tion.
C. Program planning.
1. Christmas Pageant or Vesper Service in charge
of the Girls' Work Department.
2. Service activities: Christmas baskets and parties.
3. Mid-year promotions and graduations result in:
a. Entertainment of new freshman girls.
b. Parties for the seniors.
4. Election of new officers for the grade school corps.
5. Vocational work may be emphasized through regu-
lar club programs, a vocational conference, or per-
sonal appointments with representatives of the
vocations in which girls are interested.
6. Divisional or community rally for all Girl Re-
serves.
III. March, April and May.
A. The usual committee work.
B. Planning to share in any spring demonstration of
work, through exhibit or pageant or May Breakfast
which the Association may present to the public.
C. Plans and work of the year presented to the board
of directors before their regular meetings cease,
695
D. Program Planning:
1. 'Service activities: An Easter service for shut-ins;
sending of Easter cards or bulbs which have been
grown by the club or corps flower huntj, with
bouquets sent to hospitals, etc.
2. Mother and Daughter Week observed, in coopera-
tion with any other community group such as
the Sunday School Association.
3. Cabinet or council training for high school clubs.
4. A spring house party for advisers to plan work for
the summer and fall.
5. Election of high school club officers.
6. Senior farewells.
7. Summer conferences plans: earning money, choos-
ing delegates ; work on the commissions*
8. Plans for the local Y. W. CX A. camp; this may
be an Association camp where the girls' work
department is allowed a block of time. It may be
a girls' camp, with all of the many details ot
providing an adequate program and a correct
"set-up."
IV. June, July and August.
A. Attendance at summer conferences.
B. Summer camp for as many girls as can go.
C. Program planning:
1. Large group activities: Tournaments (tennis and
field days unless the weather prevents).
2. Service activities: Helping to make the Associa-
tion, churches and hospitals attractive by pro-
viding flowers, books, magazines, and asking girls
to be hostesses occasionally at the building,
3. .Some use of an honor system for younger girls
(see the Suggestions in the Section on "Material
for Program Building," page 769) .
696
DISCUSSIONS.
THE GIRL AND HER SCHOOL.
Any organization or group in a school makes a contribu-
tion, good, bad or indifferent to the school spirit depending
upon the mark it sets for itself and the faithfulness of each
member in working to attain that mark. Membership in a
girls club should mean an expression of belief in its purpose,
which challenges its members to take a definite part in setting
the standards of Brightness" in their school which would make
ior the finest kind of school spirit.
1. School Spirit.
A. What is it?
B. Is boosting or rooting at games school spirit?
C. Does it mean, being proud of and loyal to our school
because of what it stands for, such as democracy,
friendliness, high standards?
II. What should be changed in our school to make the spirit
better?
A. Is the spirit one of snobbishness or friendliness?
(Try to think in terms of all the girls.)
E. Do any new girls find it hard to make friends? Why?
C. Do cliques help or hinder school spirit?
D. 'Can we be proud of the attitude of our school towaid
standards of honor.
1. In athletics?
2. In giving or accepting help in examinations?
3. In the use of "ponies?"
E. What is the attitude of the girls toward vulgar
stories ?
F. What standards have we in regard to simplicity and
carefulness in dress?
G. What reputation would we honestly like our school
to have in regard to these things?
III. Who is responsible for the spirit and conditions in the
schools ?
697
A. Are we inclined to shift some of our responsibility
by blaming the faculty for things that are not right?
IV. What can we do, as a club and as individuals?
A. To make the spirit of the school more democratic
and friendly?
How many girls do we know outside the crowd with
which we go?
How many could we know?
B. To set high standards in such things as the kind
of stories which are told, in regard to dress, cheating,
etc?
THE GIKL AND HER FAMILY.
The group to which each of us belongs most intimately is
that group of people which makes up our family.
I. Do we as girls have a personal responsibility for making
our families as happy as possible ?
II. What are some ways in which we can take our share of
the responsibility?
A. Should we be as careful about being at our best at
home as we are away from home, in cheerfulness,
courtesy, neatness, and personal appearance?
B. In what ways do we sometimes add to our mothers'
work?
C. What difference does it make whether or not we
habitually get up pleasantly when we are first called
in the morning?
D. What effects does shirking our work have on family
happiness ?
E. Does mother wait on you or do you wait on mother?
F. In what ways could we surprise our mothers by
relieving them of some of their regular work?
G. Do you see to it that mother has some leisure time
to do the things for herself that she would like to do ?
How could you do this ?
698
EL Do we ever spend more than our share of the family
income? If we do, who denies himself that we may
have more? Is it fair?
I. What other "pet sins" have we in relation to our
homes that we should face squarely and strive to
overcome ?
III. How can we be better friends with our families?
A. Do we share with our parents enough of the things
that we care most about — such as good times, our
friends, etc?
B. Do we give them a chance to share their interests
with us? Do we know mother's favorite book, her
friends, and her special kind of candy? Are we as
familiar as we might be with the things in which
father is interested?
C. Do we get "even with" little brothers and sisters for
"tagging" or are we real friends with them?
D. How do surprises, family parties and celebrations of
birthdays, etc. add to family friendship and happi-
ness?
IV. Do you think that a girl of real worth can fail to take
her fullest responsibility in her home?
A GIRL'S GIFTS AND THE USES SHE MAKES OF THEM.
In the girls' council hours in several summer conferences,
one of the questions that has been eagerly discussed is the use
a girl makes of her time and her money. In some instances
the discussion has been widened in its range under the caption,
"Our resources and our gifts and how we use them," defining
resources as wnat we have to use for ourselves, for our com-
munity and for the world, listing them as health, ability, per-
sonality, time and money. The following recommendation
might be called composite in the sense that it is the combined
thinking of several groups.
1. That they try to create the right attitude toward health,
699
which is: that health is the normal and natural state and that
sickness is unnecessary, and that the health program as out-
lined by the Social Education Department be an important
part of the program for the year.
2. That every girl is responsible for the right use of what-
ever ability she has, and that she should go into work in club,
school, home and church with enthusiasm.
8. "Personality is that quality which dominates a person's
disposition and most affects those with whom she comes in
contact"- it was realized that everything she does and thinks
has its effect on her personality and consequently its effect
on people with whom she comes in contact.
4. Time was considered a very important resource, and it
was recommended that every girl consider very carefully how
she spends her time; she should keep account of how she spends
her twenty-four hours, and that some discussion be given in
club meetings on "How to Live on Twenty-Four Hours a Day."
5. It was recommended that every girl keep a systematic
and careful account of how she spends her money — realizing
that some girls have regular allowances, some have none, some
have allowances that include cercaln necessary articles of cloth-
ing, car-fare, etc., while others are luxuries only a^id that sucli
information be used in the preparation of a model budget for
girls.
If a large enough number of girls would keep as accurately
as possible an account of how they spend both their time and
their money over a period of weeks, it would help girls to
re-alize how large a share of their time is being spent to little
or no purpose, and how much of their money is being spent
on themselves and for unnecessary purposes; it would help
them to come to some conclusions about the right use of time
#nd money; girls have been very much astonished to find out
how much money they spent in the aggregate for such things
£g movies, candy, sodas, etc. and how little for things worth
while.
700
The following questionnaires are suggestive:
1. How much time in one week do you spend in school?
2. How much time in study out of school hours?
3. How much time on reading other than required?
4. How much time in recreation?
Athletics? Movies? Entertaining? Theater? Hear-
ing of good music? Friends?
5. How much time in help in your home?
6. How much time in service for others outside the home?
7. How much in church?
8. How much in study of music or other art?
Money:
1. Do you have a regular allowance? If so, does it
include amount for necessaries or only pin money?
2. Do you earn any money?
3. What proportion of your allowance (or that which is
given you to spend, even though not a regular allow-
ance) do you spend for necessary living expenses?
4. What for entertaining of friends?
5. What for your own pleasure?
6. What for service for others, church, missions, etc.
GAMES AND THEIR SIGNIFICANCE.
I. The Significance of Games.
What games do you know? List them. Why do yoti
play them? For fun, skill, prowess, strength, physical
efficiency? Discuss the several games and classify them
according to their purposes. How well can you play
each one? Why do you like them all? Which do you
like best and why?
II. Illustration of Various Types.
Play several — learn some new games. For suggestions
consult "Games for the Playground, Home, School and
Gymnasium/' by Jessie H. Bancrott, $1.50; "Athletic
701
Badge Test for Girls/' "Playground and Recreation As-
sociation of America/' 5 cents.
More complete Bibliography in the Chapter on Recrea-
tion, page 372.
III. Types of Games and the Spirit of Play.
A. Is there a distinction between social and athletic
games V What is it? What are some of the games
suitable for family gatherings or similar groups?
For mixed groups? Why is there any necessity for
more formal relations, particularly in the spirit of
participation whe^n playing in the mixed group?
How may self respect and mutual respect be deep-
ened? How are they destroyed? What makes a
good loser? A poor loser? What does team work
mean?
B. The spirit of play. What type of game should always
be avoided and omitted because it breaks down
both self and mutual respect? What type of game
ought to be encouraged? Demonstrate by such games
as "three deep/' "duck on a rock/' "musical chairs,"
"charades/' "relay races," "tennis/' "hockey," "basket
ball," when girls' rules are observed.
HEALTH AS IT AFFECTS LOOKS, APPEARANCES AND
REAL ATTRACTIVENESS.
I. Characteristics of a Healthy, Fine-Looking Girl.
Describe your ideal of a healthy, fine-looking girl. What
gives her these attractive qualities? Hours of sleep,
regular meals, etc? Are there any articles of diet you
would be better without? Any that you need that you
do not take? What effect has digestion upon one's
appearance and disposition? How many hours of sleep
do you get each night? Which hours are they?
702
II, Care of Skin, Hair5 Hands, Eyess Feet.
How should each of the above be cared for? By what
means are they disfigured? Describe proper habits of
bathing, right use of soap and powder. How does the
use of perfume and chewing gum mark any girl who uses
them?
III. Genuineness in Character, in Clothes and Appearance.
Is it true that "actions speak louder than words"?
When you see a girl and note her appearance how far
can you tell her character? What do you think of a girl
who deliberately attracts attention to herself by loud
dressing or actions. Have you ever been tempted to do
it? What are the infallible marks of a true woman?
Can you have those qualities? •
PHYSICAL EXERCISE IN ITS RELATION TO BEAUTY, HEALTH AND
SOCIAL ATTRACTIVENESS.
I. The Place of Exercise in a GirPs Life.
(a) How far is daily exercise essential to health and
happiness? What is meant by the expression "an all-
round girl"? What influence upon spiritual, moral, intel-
lectual and social life has physical efficiency? Discuss
each separately. How can every girl keep physically fit ?
What are some of the facts to remember in order to ac-
complish these results? How much exercise in the open
air do you take each day? How far can you walk and
enjoy it?
(b) Learn some simple setting-up drill or other simple
exercise appropriate for individual as well as group
exercise.
SOCIAL USAGE.
I. Customs of Polite Society. Why "Polite"?
(a) What is the origin and significance of the most
usual practices which we habitually expect; e.g., "Ladies
first/' or the order as given in times of disaster at sea,
703
"Women and children first"; touching or lifting the hat
(if you understand its meaning are you worthy to accept
the tribute?); giving an older person a seat; rising in
the presence of superiors or at the approach of those
whom we would honor; saluting an officer?
(b) Accepted Forms of Greeting. How should one in-
troduce persons who are going to speak at a meeting, in
order to establish a right relationship between the audi-
ence and speaker? Give various forms of introduction.
Are introductions necessary? Practice right forms in
small groups. Ann at some variety in expression. Why
is it not wise to speak to strangers?
II, The Art of Conversation.
Is it an art? Hpw may one acquire such ability? How
may our conversational powers be developed? Is gossip
conversation? How do the books we read influence our
thinking? What relation is there between our thinking
and our speech? Our thinking and our expression?
What are proper subjects for table discussion?
III. Conduct in Public Places.
Why should one not talk in church or at a concert?
Discuss whether genteel manners may be a safeguard
in traveling. How do you regard the eating of fruit
and nuts in public conveyances? What responsibility
has one for the condition in which one leaves the dress-
ing room when traveling? What do you think of girls
who tramp" through the trains, talking and laughing
noisily? Do you ever think of their mothers? What
do you think about them? What is the difference be-
tween a friendly, cordial greeting and ill-bred intimacy?
What do you think of a girl who deliberately seeks at-
tention from those whom she does not know.
IV. Private Entertainments and Social Gatherings.
What are one's obligations to one's host or hostess?
What are the accepted forms of "acceptance*' and
704
"declination"? Write out an illustration of each.
What should be the character of a guest's greetings
upon arrival? Upon departure?
What is an "appropriate dress"?
What share should each guest take in making a gather-
ing a social success?
MISSION PROGRAMS.
Introduction.
This is a year above all others when the school girls of
America should gain a wider world vision. The time has come
for international thinking. While we are working for those
who are sorrowing and in need in the nations, which have been
at war, we must also turn our thoughts to those lands where
the women and girls have never yet had the opportunities for
the development which freedom and Christianity gives. Many
of the girls of the Orient are having a new freedom thrust
upon them and they are even less prepared than the girls of
America for civic and social responsibilities. Let us, through
these simple programs, strive to think of the girls of other
lands as being as human in their needs and desires as we are
ourselves. By understanding better their gifts may we be all
the more ready to fulfill the Master's command, "Go ye into all
the world."
Each program is divided into two sections: 1. The presen-
tation of the subject; 2. A method of converting thought into
action.
I
CUSTOMS OP ORIENTAL COUNTRIES AS CONTRASTED WITH THOSE
OF OUR OWN COUNTRY.
(Select Japan, China, India. Choose the country to which
your gifts are contributed).
L Arrange Scenes in Japan to Illustrate.
(a) Greetings — eating and drinking.
(b) Parting — Walking on the streets.
705
(c) Dress — doing of hair, care of body.
(d) Entertaining and letter writing.
(e) Recreation.
Write to Missionary Education Movement, 156 Fifth Ave-
nue, New York City, for printed matter and costumes.
II. Contrast with Siimilar Customs in Our Own Country.
Emphasize for one week some one custom of our own
wherein the Oriental girl surpasses us. Wherein have
we a right to consider our ways superior?
II
CONTRASTS IN COMMUNITY LIFE.
I. Organized Life and Institutions in Every Community in
the United States.
How many churches, schools, playgrounds, hospitals,
asylums, amusement houses are there in your town? In
a city in India or China? What forms of protection are
there, such as police, fire department, pure milk and
sanitation regulations, campaigns against flies, "Better
Babies" contests, etc.?
II. Each Girl Plan Definitely to- Give Some Service in Civic
Betterment at Home.
How are these needs to be met for Oriental girls in their
home towns?
Ill
FLAGS OF ALL NATIONS— A STUDY OF NATIONAL STANDARDS.
I. Arrange an Exhibit of Flags of Various Nations.
(If they cannot be borrowed nor bought, make them of
paper and color with crayon, using colored plates of the
dictionary as guides).
Give history of use of flags (see encyclopedia articles).
What are the first uses of standards? Origin and mean-
ing of any special group of three or four flags ? Have a
girl personify each flag and tell its story.
706
The United States Flag. Its history and meaning. Its
care and significance when hung in various ways. Study
law concerning the use of the American flag. Give the
salute to the flag.
Under what banners can all nations unite? Show the
Peace Flag, Red Cross Flag, and the Christian Standard.
II. Have the Girls Make American iFIags.
How many of these small flags do the Japanese girls
make each year?
Make the Christian Standard or collect money to buy and
send it to Associations in Oriental lands.
IV
HOUSES THE WORLD AROUND.
I. Architecture.
Material, size, location of houses in India, Japan or
China. Contrast with United States. Home decorations.
Contrast Japanese and American homes as to simplicity,
artistic value, etc. Contrast the homes of the rich and
poor in the Orient and in our own country.
II. Collect and Prepare Pictures to Send to Missionaries and
Foreign Secretaries:
Showing American houses and home life, scenery, etc.
Use various methods of preparation in artistic and ap-
propriate ways. Request exchange.
GAMES OF ALL NATIONS.
I. Games in India, China, Japan, Turkey.
Dress in foreign costume and demonstrate these games.
How have these nations contributed to our recreational
life? What American games are of foreign origin?
Test them.
II. Collect and Send Suitable Games for Use Among Foreign
Girls to Missionaries and Foreign Secretaries.
707
VI
THE BEST SCHOOL LIFE IN ALL THE WORLD. HOW CAN
IT BE SHARED?
I. Show By Illustration the Best in the School Life of an
American Girl.
How many girls in Japan or India have or can have it
too? Dramatize an Oriental school or class in recitation
or study. What do Oriental girls miss in study, play and
companionship which American girls have?
II. Write Letters to School Girls in Foreign Associations:
Telling of your school life, Association meetings and your
interest in theirs, asking for replies. Be very careful
that your English will help to teach them to speak and
write it correctly.
VII
A MOTHER IS A MOTHER THE WORLD OVER.
L Invite All the Mothers to Attend the Meeting*
which should be addressed by someone giving the story
and picture of the life of Oriental mothers and their
daughters. Compare with life in the United States. Are
the conditions in all countries ideal? What may they
become and how?
II. Refreshments Served by Daughters.
Use fruits, nuts, cakes and sweets of other lands.
VIII
THE WOMEN'S AND GIRLS' PART IN NON-CHRISTIAN RELIGIONS, AS
COMPARED WITH THEIR PART IN THE CHRISTIAN FAITH.
L Illustrate the girFs or woman's part In worship in India,
China, Japan, Turkey.
II. The Christian girl's church life, activities and obligations.
What should a girl do to help Oriental girls enjoy Chris-
tian life and worship? How far are all your members
helping girls of other lands? Can they do even more?
How can girls understand prayers of other religions?
708
BIBLIOGRAPHY.
India:
Indian Life in Town and Country. — Crompton.
Pandita Ramabai. — Helen S. Dyer.
The Wrongs of Indian Womanhood. — Mrs. M. Fulton,
India, Its Life and Thought. — John P. Jones.
India Awakening. — Sherwood Eddy.
Mosaics From India. — Denning.
Chundra Lela (In Comrades in Service). — Burton.
Japan.
The Evolution of the Japanese. — Gulick.
Japanese Girls and Women. — Bacon.
Japanese Life in Town and Country. — Knox.
All About Japan. — 'Bain.
Handbook of Modern Japan. — Clement.
Japan To-day. — Gulick.
China.
Chinese Characteristics. — Arthur J. Smith.
Village Life in China. — Arthur J. Smith.
Things Chinese.— J. D. Ball.
The Real Chinaman. — Chester Holcombe.
Intimate China. — Mrs. Archibald Little.
Women of the Middle Kingdom. — McNabb.
Notable Women of Modern China. — Burton.
China. — An Interpretation. — Bashford.
DIVISIONAL MEETINGS OF GRADE SCHOOL GIRL RESERVES— TEN
SUGGESTIONS.
A year's program for a Division of Girl Reserves should
work splendidly if so planned that the work is brought to a
climax by a divisional meeting every three months. Divide the
year of work as seems best. Much will be gained by such con-
sistent effort. The following suggestions may prove helpful to
advisers and secretaries who are planning such meetings.
1. Reports for each Corps. Select some one other than the
Corps Scout or president to give the report.
709
2. Carry out some big idea.
Stunt Party.
Patriotic Program — Historical Play.
Tree Day — Tree Planting.
Christmas Carols.
3. Award honors.
4. Every Corps should take part in some way.
5. Each Corps should sit in space especially reserved. Use
banners and pennants. Arrange them according to
schools or grade, or corps.
6. Give ample time for a good "sing." *
7. Plan to have at least fifteen minutes for a frolic at the
close of the meeting.
8. Exhibit secretaries' and treasurers' books, handicraft,
posters. Anything which has been done in regular pro-
gram work of the corps in the preceding weeks should be
shown.
9. Invite mothers, teachers, or Boy Scouts, as guests and
arrange special program.
10. Every Girl Reserve should wear her arm band. (See that
the armbands are accurate, showing rank to date.)
EARNING MONEY.
The following suggestions are offered as a possible means
for earning money:
A. Garden Party.
Have club girls dressed in light dresses. Make caps of
tissue paper to look like flowers. If it is strawberry time,
sell strawberry ice. Have program including music, and
possibly a folk dance and a May pole. Have a tiny bouquet
ready in a basket for each guest to -wear. Provide single
flowers for men's buttonholes. Have group singing. A small
admission fee should be charged. See "Folk Dancing and
Singing Games." Elizabeth Burchenal. $1.50.
710
B. Japanese Garden Party.
Have this in the evening on lawn. Use Japanese lan-
terns. Have club girls dressed in Japanese kimonos with
flowers in their hair. Plan it as the old-fashioned ice cream
socials were planned with games, a program, and refresh-
ments for sale.
C. Food Sale.
Have a sale of foods with the recipe attached to each
article. This sale may be held in connection with a pro-
gram or community entertainment. Sometimes a food sale
needs an added attraction. "Coal bin" is a good side show
for a lawn party. Have a black bin, have packages wrapped
in cloth taken from bin by tongs. Sell attractive bouquets of
flowers.
D. Mother Goose and Statuary Entertainment.
This can be given very effectively by younger girls. The
Mother Goose characters are dressed in costumes suggested
by any Mother 'Goose book. They pose or go through mo-
tions while Mother Goose in traditional costume reads the
appropriate rhyme. It is effective to have some of the
verses sung behind the scenes if music can be secured.
.Statuary effect is given by dressing the actors all in
white and powdering their faces, arms and hands.
Suggestions for statuary:
(a) May Pole Dance:
1. Tall pole, wound with white.
2. White streamers (crepe paper, two inches wide, pulled
to make it soft).
3. Twelve little girls in white. The children should be
placed in two circles about the pole, the inner circle
facing one way and the outer circle the other. Pose
them as "lightly" as possible.
(b) Bedtime:
1. Three little girls in white nightdresses.
711
2. Two candles and candlesticks.
The first girl should hold her candlestick in her right
hand and reach back to the second girl with her left
hand clasping the middle girl's left hand. The second
girl is yawning and reaching back her right hand to
the third girl. The last girl carries her candlestick
in her left hand. For a background a green curtain
should be used. Red light should be played on the
actors. If the color is not strong enough, cover the
footlights with red tissue paper.
An Indoor Field Meet:
Group the audience by using college pennants to mark
their places. Choose captains who will select people to rep-
resent their groups in the following events:
(a) Peanut Race:
Contestants to carry peanuts the length of the room on
a knife blade.
(b) Foot Race:
Count the number of steps it takes each contestant to
cover the length of the room, placing the left foot im-
mediately in front of the right, heel to toe, and then
the right immediately in front of the left, heel to toe.
Of course the person with the longest foot wins, be-
cause it takes fewer steps to cover the required dis-
tance.
(c)- Obstacle Race:
Place a suitcase with clothes in it for each competitor
at the far end of the room, marking the goal in this
way ; each suitcase contains clothing, usually a coat,
hat, gloves, umbrella; the contestants must start from
first goal, race to second, put on clothing, raise umbrella,
and carrying the suitcase, race back to starting point,
there remove the extra garments, pack them in the suit-
case and close it ; winner is the one who finishes first.
(d) Cracker Race:
Have entries run from one goal to the second where are
712
crackers in a bowl; have them each eat one and see
who can whistle first.
(e) Bean Bag Eace:
A group contest; have the people in two parallel lines,
pass bean bags along the line from hand to hand; only
one hand may be used in passing the bean bag.
(f) Spelling Race.
Have twenty-six competitors on each side; each has a
big letter painted on cardboard and as a word is called
the side arranging itself most quickly to form word
wins ; if there are not twenty-six on each side make up a
list of words and only give out letters enough to make
those words; the side that wins the largest number of
points should be awarded blue ribbons. It helps the
* 'manager " of the meeting to have a toy megaphone and
a whistle. There should be a big score card or black-
board.
Charge admission and sell refreshments.
GIRL RESERVE RINGS FOR HIGH SCHOOL GIRLS.
Suggested Requirements for Earning the Girl Reserve Ring.
A Girl Reserve regards the triangle as a symbol of the full-
ness of life which she may find through right relationships to
people when she tries to live as a Christian of her age should.
She tries to advance in her thoughts and actions along the
three kinds of development suggested by the three sides of the
triangle: health, knowledge and spirit. A girl who wears the
Girl Reserve ring wishes to feel that she has attained to a cer-
tain degree the ideals of health, and knowledge, and spirit.
Therefore, the following requirements are proposed for earning
a Girl Reserve ring:
I. Health.
A girFs health should be advanced over a period of six
months and the gain can be shown by grading her on posture
and lung expansion, at the beginning and the end of this time,
etc. A general advance in these two tests means a gain in gen-
713
eral health. The tests should be made at stated times and a
physical director should be supplied by the Y. W. C. A. for the
work. (A physical director may do it at school.)
II, Knowledge.
A girl's average for two consecutive school semesters should
be A or its equivalent.
III. Spirit.
A girl who is considered by the Ring Committee must be good
in general school deportment, faithful in club attendance, reliable
in any task given her to do in connection with school or club,
ready for service work, showing a general spirit of helpfulness
and respect for school standards in her school life.
There should be a ring committee in every club; it may be
composed of faculty members and club members in whatever
proportion seems wise. Tests one and two are simple, but the
decision of test three is left to the discretion of the Committee;
that is, if a girl passes tests one and two the Committee must
decide whether they think her eligible for the third test.
Should a school decide to award the rings at a certain time, such
as the end of the junior year, the test could be applied to any
part of the school life of the girl up to that time.
Note: Lest it should seem unwise to have girls on the Ring
Committee because they might award rings to themselves, it is
suggested that the girls on the Ring Committee be girls from
the council or cabinet. By virtue of their loyalty to the club
through their positions they would qualify probably on the third
test and the first two tests being more or less definite, there
would be no feeling in the matter. Just because the girls on the
council have more chance to qualify on the third test than the
others, the committee should consider very carefully this test
for all girls interested in securing the ring", taking school spirit
and faithfulness and loyalty into consideration along with defi-
nite service work.
These standards have been submitted by the high school
Girl Reserves of Chicago, Illinois.
714
GIRLS' WEEK.
Suggestions for Observing "A Girls' Week."
One of the objects of Girl Reserve work is to create in every
girl a sense of community responsibility and to create in every
community a sense of responsibility for the lives of its girls.
The following plan of observing a Girls' Week is suggested as
one which gives every opportunity to stress both of the points
mentioned above. Girls everywhere are preparing to take upon
themselves a larger share of the pressing problems of com-
munity life. There must be found adequate answers for two
questions:
What does the American girl owe her community?
What does a community owe its girl citizens?
Because teen-age girls like to do things, a church service,
in which they may share both as individuals and as groups, is
a splendid way to open a Girls' Week; all plans should be
founded on the idea of a service "with girls" and not a service
"for girls."
I. Suggestions for Girls' Week Sunday:
(a) Ask girls to decorate the church with flowers and
greens.
(b) Arrange for a girls' choir — at least twenty-five girls
dressed in white.
(c) Use girl ushers.
(d) A processional, carefully carried out, will be very im-
pressive.
(e) If a special speaker is secured for this particular Sun-
day, a service of worship led by a girl will offer a most
attractive way to open the meeting. She may also in-
troduce speaker and direct the order of service.
Talks on the following subjects may be used to lead
girls to see their real place in modern life and feel their
responsibility for the "other girl" — whether she be in in-
dustry or a new sister in far away Czechoslovakia:
715
1. Every Girl a Good Citizen.
2. Angles of tiae Blue Triangle.
3. Girls the World Around.
4. Making Friends with a World of Girls.
5. The Girl Who Measures Up.
6. John 10:10 (Association Motto): "I came that they
may have life and have it more abundantly."
7. The purpose of the Association often can be used ad-
vantageously: "The purpose of this Association
shall be to associate young women in personal loyalty
to Jesus Christ as Saviour and Lord; to promote
growth in Christian character, and service through
physical, social, mental, and spiritual training, and
to become a social force for the extension of the
Kingdom of God."
(f) Where girls themselves are ready to lead, a girls' ves-
per service in the late afternoon — four or five o'clock —
will prove worth while.
Suggestions for Vesper Service.
Subject 1. "The Various Angles of the Triangle/' or "Tri-
angle Tales," or "Angles of the Blue Triangle."
The following verses may be read to open the meeting or
used as a response. The girl leader may close the devotional
service with a word concerning the motto and purpose of the
Young Women's Christian Association in the world to-day.
Response:
"The Day-Spring from on high hath visited us, to
give light to them that sit in darkness and in the
shadow of death, to guide our feet into the way of
peace." (Luke, 1:78, 79.) "
"In Him was life, and the life was the light of men.
I am come that they may have life and have it more
abundantly." (John, XII :46.)
716
"For God, who commandeth the light to shine out
of darkness, hath shined in our hearts, to give the light
of the knowledge of the glory of God in the face of
Jesus Christ." (2 Cor., IX:6.)
Girls in national costume may represent girls the world
around:
Nurse, factory worker, American school girl (Girl Reserve),
non-English-speaking girl, college girl, young business woman,
girls of other lands — China, Japan, France, Poland, Argentina,
Czeeho-Slovakia, Belgium, etc.
They may make very short informal talks, using the first
person, telling what the Y. W. C. A. means to them.
An example is the following, used by a younger girl in light-
ing her candle:
"I am Kojima. I live near Yokohama in Japan.
Very soon I am going to the United States to be with
my husband. I will visit my friends in the Y. W. O. A.
in Yokohama before I leave Japan. There I will learn
many things about foreign clothes and food. I will see
an American house, and perhaps will sleep in an Ameri-
can bed before I go to America. I am happy to know
that other friends in the Y. "W. C. A. will meet me when
I reach San Francisco."
Arrange a board (beaver or bristol board) in a slanting po-
sition in such a way that it may be seen easily by all. Small
nails driven through the board will make a firm base for candles,
which when placed will spell "Y. W, C. A." As each speaker
closes her remark, she lights a candle on the board by carrying
a light from a large central candle representing the spirit of the
Association. A very pretty effect can be obtained by using
candles in Association colors — blue, white and yellow.
The following creed is suggested for a response at the close
of the vesper service:
The American Girl's Creed:
I am an American Girl.
717
I was born in a land of opportunity.
I was born in a land where girls are educated.
I was born, in a land where girls and women are be-
ginning to feel that they are all sisters and therefore
responsible one for the other.
I was born in a land where I may have Jesus
Christ for my Saviour and Friend if I desire.
I must be a good citizen, for to me much has been
given.
Prayer for Closing:
"I pray each day for the girls and women all around
the world, asking God to unite the lives of all of us
as we are entering the new days of a new world; that
as our hearts and hands are busy re-furnishing our
world, we may make its furnishings rich with beauty
and friendliness and love and right-living.
*'I pray for the girls and women in my own com-
munity— for those who work with me and play with me,
for those whom I only pass in the street, and for those
whom I never see, but who are a part of the life about
me. I pray that we may be sensitive to the unspoken
need of each other, that we may be quick to help, and
that our united lives may be an expression of all that is
highest and noblest and best.
"And I pray, too, that God will help me fashion my
own life after the simple beauty and strength of the
life of Jesus Christ; that, like his, my life be straight
and strong and true; that it may be a light shining out
into the restlessness and confusion and darkness all
about; that it may stretch out around the world and
beyond the world — out into the Infinite with God."
II. Suggested Program for Girls' Week.
Sunday: Girls?rDay in the Churches.
Monday: Special Day in a School.
Tuesday: Girls' Work Committee Day.
718
Wednesday: Girls' Work Day in the Community: A presen-
tation of Girls' Work to a group of interested club
women or a Chamber of Commerce or a Rotary Club or
a Parent Teachers Association.
Thursday: Mother and Daughter Banquet.
Friday: Girls' Club Rally.
Saturday: Community Service Day.
Sunday: Girls' Vesper Service.
HOBBIES.
A "hobby" is an activity which a girl undertakes for the
sheer joy of doing it — not because she expects to gain money
from it, or skill, or because "everybody's doing it." To have a
hobby, or rather to recognize that she has a hobby, is not so
usual among girls as among boys. And yet the advantages are
very plain to be seen if the choice of a hobby is well made. It
would seem possible to include in the program planning of
nearly every club this emphasis for many girls. It would
broaden their interests if it were expected that each girl had
a hobby, such as photography, nature study, arts and crafts
work, pet animals, collecting of stamps and coins. There are
other hobbies, but these are typical. Occasional ten-minute
talks at regular club meeting about what valuable thing a girl
has learned from her art or craft or hobby will help to give
a girl an understanding of the importance of her "hobby."
Hobby is one way of saying a vocation.
Girls to-day need to be trained in the fine art of having pos-
sessions which cannot be taken away. Power of observation
should be increased, too. Girls have it, but they manifest it
so much less than boys. Much training in observation results
from having a hobby, for a person's attention is always directed
to a possible addition to one's collection or craft book. There-
fore it is mentioned in this connection, and it is desirable that
through trailing (using blazes or trail signs), the use of the
observation method in discussion and games, the girls' interest
will be focused upon this desirable characteristic.
719
HONORS.
Suggestions for Sustaining Interest In Honors.
Stepping Stones.
This is a very suggestive name which may be given by ad-
visers and secretaries to any devices which they find helpful in
maintaining a constructive interest in the earning of honors by
grade school and junor high school girls. There is one thing
only to be kept in mind: If the device serves as a means of
interpreting the value of the honor and its place in a girFs life,
then it has been successful. The results from accomplishing
the honor represent the goal, and each honor should be so in-
terpreted.
1. Girl Eeserve pin when the first twenty honors have been
won.
2. A Chart containing the names of the various corps (the
number enrolled is placed after each corps name) is placed
conspicuously on wall of club room. A star is placed
after the name of a corps when every member of that
corps has won five honors. Eight stars after a corps5
name means that every member of the corps is ready
for the first chevron.
3. Certificates (printed with Girl Reserve Triangle in cor-
ner and place left blank where the name can be filled
in) are presented to members upon the winning of every
fifteen honors.
4. Interest in working for honors has been stimulated by a
chart for each corps like the following:
Name
Health
Knowledge
Service
Spirit
4
»
720
Inserts are made after the name of girl in each honor
space. These inserts contain the number of honors won
to date.
5. A part of the formal opening: ceremony at club meetings
is used to distinguish girls who have won twenty honors.
Attractive club colors are worn during the meeting by
these girls. These colors are returned at the end of the
meeting, for fear that constant wear might cheapen
them. A clever song written by the club members is
sung to each person allowed to wear the colors.
Many secretaries and advisers have found it very helpful in
their work with Girl Eeserves who have been recently initiated
to give to each girl an abridged honor list, with ten honors
under each of the four headings: Health, Knowledge, Service
and Spirit. The Girl Reserve is allotted six weeks in which to
complete the first list given to her. When this time has passed
another list of forty honors which requires more skill and
greater understandng is supplied her and she is given ten weeks
to complete these honors. A third list, containing forty more
honors may then be selected and a period of fourteen weeks
given for the accomplishment. The fourth list should contain
forty more honors and should be made to cover about eighteen
weeks. In this way, a working period of forty-eight weeks is
covered. It will be needful to keep in mind several points:
First, the honors chosen to make up these lists should not all be
individual honors; i. e., especially adapted to accomplishment by
one person all alone, for fear the girl loses her group sense;
second, in program planning it will be very necessary to base
the weekly work upon group honors (those which can be done
by the whole group) so that the individual girl will feel that at-
tendance at corps meetings is essential lest she miss some op-
portunity to accomplish her honors.
The greatest point of danger in such a plan, unless guarded,
is that the matter becomes one of earning honors only and the
girl sees no relation between her every day living and the points
for which she is working.'
721
LEGISLATION.
Information Regarding Legislation on National Educational
Standards and Child Labor.
I. Smith-Hughes Act, 1918.
The Smith-Hughes Act provides a scheme of cooperation be-
tween the federal government and the states for the promotion
of vocational education in the 'fields of agriculture, trade, home
economics, and industry.
Under this act the federal government does not propose to
undertake the organization and immediate direction of voca-
tional training in the states, but does agree to pay from year to
year an amount equal to the amount apportioned by each state
for such purposes.
This cooperation of the states with the federal government
is based upon four fundamental ideas: First, that vocational
education being essential to the national welfare, it is a func-
tion of the national government to stimulate the states to un-
dertake this new and needed form of service; second, that fed-
eral funds are necessary in order to equalize the burden of car-
rying on the work among the states; third, that since the fed-
eral government is vitally interested in the success of vocational
education, it should, so to speak, purchase a degree of partici-
pation in this work; and, fourth, that only by creating such a
relationship between the central and the local governments can
proper standards of educational efficiency be set up.
The machinery established by the act is devised to secure
effective , cooperation in promoting vocational education. The
law provides for the appointment by the President of a repre-
sentative Federal Board for Vocational Education. The mem-
bers of this board are the Secretary of Agriculture, the Secre-
tary of Commerce, the Secretary of Labor, and the Commis-
sioner of Education, together with three citizens who represent,
respectively, the manufacturing and commercial, the agricul-
tural, and the labor interests of the nation. One member is
elected annually by the board as chairman. To provide agencies
722
representing the states, the act requires that state boards of
not less than three members shall be created by act of legisla-
ture. Each state board is to work in cooperation with the fed-
eral board for carrying out the provisions of the act.
The staff, appointed by the federal board, consists of a direc-
tor, who is the executive officer, four assistant directors — one
for agriculture, one for industrial education, one for home eco-
nomics, and one for research — and regional and other agents
reporting immediately to the assistant directors.
Before this machinery can fully operate in a state, the legis-
lature must create a 'State Board for Vocational Education to
cooperate with the Federal Board. After the appointment or
designation of such board, any state may accept the benefits of
the appropriations made under the law.
The scheme of education proposed contemplates that each
state shall submit to the Federal Board a plan outlining the
method by which it proposes to conduct its vocational educa-
tion activities. These plans the Federal Board must carefully
examine, and if it finds them to be in conformity with the spirit
and purpose of the act, it is authorized to direct that the
moneys apportioned to the various states be paid. In other
words, partly by the act itself, partly by the Federal Board,
and partly by the state board in cooperation with the Federal
Boards, standards of vocational education are established, meet-
ing- the approbation of both the state and federal governments.
Each supreme in its own field, the State Board and the Federal
Board, in order to function at all, must come together on the
ground thus briefly described.
For purposes of administration and inspection under the
Smith-Hughes Act the Federal Board has divided the country
into five sections or regions:
1. North Atlantic: Maine, New Hampshire, Vermont, Mas-
sachussetts, Connecticut, Rhode Island, New York, Penn-
sylvania, Delaware and Maryland, Headquarters to be in
New York City.
723
2. Southern: Virginia, North Carolina, South Carolina,
Georgia, Florida, Tennessee, Mississippi, Alabama, Ark-
ansas, Louisiana and Texas. Headquarters in Atlanta.
3. North Central: Michigan, Ohio, West Virginia, Indiana,
Kentucky, Wisconsin, Illinois, Minnesota, Iowa and Mis-
souri. Headquarters in Indianapolis.
4. West Central: North Dakota, South Dakota, Nebraska,
Kansas, Oklahoma, Montana, Wyoming, Colorado and
New Mexico. Headquarters in Kansas City.
5. Pacific: Idaho, Utah, Arizona, Nevada, Washington, Or-
egon and California. Headquarters in San Francisco.
An agent of the federal board for the fields of agriculture,
trade and industrial subjects to be assigned to each region ; the
agents for home economics remain in Washington. These fed-
eral agents are, in general, to act as administrative representa-
tives of the federal board in the field, to gather information
regarding methods adopted by the several state boards for the
administration of the act, and to inspect the work of the state
boards in so far as it has to do with the requirements of the
law, with the decisions and policies of the federal board, and
with the approved plans for the states.
II. Federal Education Bill.
The Sterling-Towner Bill, S. 1252 and H. R. 7, was proposed
originally as the Smith-Towner Bill by a committee of the Na-
tional Education Association, and has had many changes since
it was first introduced. It provided for a Department of Edu-
cation, equal to the other executive departments with a secre-
tary of cabinet rank, for the appropriation of funds for the
conduct of the department and for the encouragement of effort
in specific fields of education. A dollar for dollar cooperation
by the Federal government with the states is provided in the
bill in order to promote education within their borders. In ad-
dition to this cooperative plan it is stated that the new depart-
ment:
"shall conduct studies and investigations in the field of
education and report thereon in (a) illiteracy; (b) im-
724
migrant education; (c) public school education, in-
cluding health education, recreation and sanitation,
preparation and supply of competent teachers for the *
public schools, and (f) higher education, and in such
other fields as in the judgment of the Secretary may re-
quire attention and study.'
The Federal Education Bill was first introduced in May,
1919, during the first session of the 66th Congress and was re-
ported favorably from committee in both the House and the
Senate. However, it did not come up for vote before adjourn-
ment. It was reintroduced in the new Congress in 1921 by
Horace M. Towner In the House of Representatives, and Thomas
Sterling in the Senate.*
III. Federal Child Labor Law.
Title 12 of the Revenue Act of 1918, approved February 26,
1919, provides an excise tax on the employment of child labor.
Sec. 1200:
That every person other than a bona fide boys' and girls'
canning club recognized by the Agricultural Department of a
State and of the United States, operating (a) any mine or
quarry situated in the United States in which children under the
age of sixteen years have been employed or permitted to work
during any portion of the taxable year ; or (b) any mill, can-
nery, workshop, factory, or manufacturing establishment situ-
ated in the United States in which children under the age of
fourteen years have been employed or permitted to work, or
children between the ages of 14 and 16 have been employed
or permitted to work more than eight hours in any day or
more than six days in any week, or after the hour of seven
o'clock post meridian, or before the hour of six o'clock ante
meridian, during any portion of the taxable year, shall pay for
each year, in addition to all other taxes imposed by law,, an ex-
* The Sterling-Towner Bill Is pending at the time this Manual goes to
press (May, 1921). Every girls' work secretary or adviser who is interested
in girls' work in its educational aspects will find it worth while to follow
this bill's further history.
725
else tax equivalent to ten per cent of the entire net profits re-
ceived or accrued for such year from the sale or disposition of
the products of such mine, quarry, mill, cannery, workshop,
factory, or manufacturing1 establishment.
History of Federal Child Labor Legislation:
Attempts every year since 1906 to secure federal protection
against child labor met with failure until 1917 when the Keat-
ing-Owen bill (making the distribution of child made goods in
interstate commerce, illegal) became a law. It was shortly de-
clared unconstitutional and a new solution was demanded. In
April, 1919, the present child labor law became effective and,
though declared unconstitutional in one case, is being generally
applied. The decision as to its constitutionality was presented
before the Supreme Court in the fall of 1920.
MOTHER AND DAUGHTER WEEK.
Suggestions for Mother and Daughter Week.
What It Is.
For several years there has been a national movement to
have some time during the year a week or a day called
"Mothers' and Daughters' Week7' or "Mothers' and Daughters'
Day." One thought underlying such a week or day is the need
among girls for a constantly growing appreciation of their
mothers and an understanding on the part of mothers of the
needs, desires and visions of girls. The Church and the Asso-
ciation have served always as channels for the expression of
these principles and so whenever possible the observance of
Mother and Daughter Week or Day should be a cooperative
effort including Church and -Sunday School, Mothers' Clubs and
the Association. The ultimate object should be the realization on
the part of the mothers and daughters of the part which the
organized church can play in the life of the girls of to-day.
When It Is.
There seems to be a choice of times when Mothers' and
Daughters' Week may be observed. Many parts of the country
726
have taken the same week in February heretofore chosen by
the Young Men's Christian Association for the observance of
"Father and Son Week." Others have found it difficult to
observe both ideas the same week and have often chosen for
Mothers' and Daughters' Week the week following "Father
and Son Week." Still other parts of the country have chosen
the week in May preceding "Mothers' Day," which is always the
second Sunday in May. Whatever time is chosen for Mothers'
and Daughters' Week, it is a splendid opportunity to inform
the community of the work for and the needs of its girls.
Sometimes it is possible to combine Mothers' and Daughters'
Week with Girls' Week, and through cooperation with Churches,
Clubs, .Sunday-Schools and Parent-Teachers' Associations make
the community aware of its girls.
How It Can Be Observed,
(a) Organization.
The organization necessary for making a Mother and
Daughter Week successful will depend upon whether it
is a community or an Association affair. If it is the
former, there should be an Executive Committee com-
posed of representatives from all of the cooperating
agencies. If the latter, the personnel of the committee
should include members of the Girls' Work Committee
and representative girls from the various clubs in the
department. Sub-committees should be in charge of the
work on invitations, program for the dinner or banquet,
and publicity.
Good posters, notices in the daily papers and in the
church calendars will help. Secure the cooperation of
the officers of the local Mothers' Clubs, Parent Teachers'
Association, and the Federation of Women's Clubs.
A proclamation or message from the Mayor is another
good form of publicity. It should be released at least
eight or ten days before the dates set for the Mother
and Daughter Week.
727
(b) A possible program for Mothers' and Daughters* Week
might be worked out with the following topics as the
points of emphasis for each day. Such a week will be
more vivid if each girl keeps a Mother and Daughter
Memory Book in which could be placed on the page for
each day, poems, stories, pictures and thoughts appro-
priate to each topic. Covers for such books can be made
by the girls and so offer opportunity for each girl's
individuality to express itself.
Another way to make the week mean more vital
unselfish thinking and giving on the part of girls would
be a discussion on the real meaning of a Mother and
Daughter Week at club meetings two weeks in advance;
have every girl prepare during that week to do at least
one thing for her mother which has taken thought and
possibly sacrifice to accomplish; any previous prepara-
tion will do much to make "Mothers' and Daughters'
Week" of permanent value to all girls.
For Each Girl to Think About During the Entire Week.
"I will pray each day, remembering the girls and
women all around the world, asking God to unite the
lives of all of us as we are entering the new days of a
new world; that as our hearts and hands are busy refur-
nishing our world, we may make its furnishings rich with
beauty and friendliness and love and right-living."
Monday — Pilgrim Mothers.
Through pantomime, talks or a tableau, emphasize the
contribution of the Pilgrim Mothers to our present day living,
i. e,, personal qualities, arts and crafts, spiritual gifts. The
material on the Pilgrim Tercentenary and good histories will
give data on thisr
Bible Eeading: Genesis 12: 1-3.
Can you imagine the courage that it took for the wives
and sisters of "Pilgrim Fathers" to go out with them to
the "land that I will show thee"?
728
Prayer:
0 God whose spirit led our fathers and our fathers'
fathers into this land where we may learn to serve
Thee in loving each the others, we thank Thee for the
courage of all the women who through the centuries
have pushed along new trails by the side of their hus-
bands and fathers. Give to all women and girls to-day,
we pray Thee, the fearlessness to follow Thy purpose
wherever it may lead. Amen.
Tuesday — Pioneer Mothers.
This could be worked out as a pantomime or in a dramatic
way, taking the famous pioneer women of a given section of
the country and finding out something of their work and lives.
Clubs might unite in observing these two days and invite their
mothers.
Bible Beading: Euth 1: 1-18.
Where will you pioneer to-day — in China, in your own
town?
Prayer:
Our Father, we thank Thee for all those pioneer women
who have made themselves a part of this great world of
ours. For their hope, their faith, and their perseverance
we thank Thee, And we ask Thee to help us remember
in the every day round of our lives to hold high and
to keep pure the torch of love and of right living whicR
they have passed on to us. In the name of Thy Son
who came to help us all everywhere to live as Thou
wouldst have us, we do ask it. Amen.
Wednesday — Mothers in the Homes of To-day.
This could be a discussion if a club meets on that day, or
it could be the day during the week to be called "A Thought
for Mother's Day." Every girl should be careful to think of
what she can do for her mother on that day; she will be sure
aiso that she does something.
729
Bible Reading: I Cor. 1: 1-13.
Give an interpretation of Paul's ideas of love.
Prayer:
Grant, 0 Lord, that what we say with our lips, we may
believe with our hearts and practice in our lives. Make
tis citizens of Thy Friendly Kingdom this day and all
other days. We do ask it in the name of Thy Son who
was a Friend to all and a citizen of this Kingdom. Amen.
Thursday — Mothers in Our School Life, Our Sports, Our
Friendships.
1. Make this a discussion if a club meets on this day.
2. See that Mother knows your friends.
3. Each Mother and Daughter should try to go somewhere
together or do something together.
4. Read something about some woman like Anna Howard
Shaw, where a mother strove so hard for the education
of her children and who herself was so determined to
have a real education. (See "The Story of a Pioneer,"
by Anna Howard Shaw.)
Bible Reading: Luke 2: 41-52.
What made Jesus an "all-round'* boy?
Prayer:
"Oh, may I be "strong and brave to-day,
Oh, may I be kind and true;
May I meet all men in a gracious way
With frank good cheer in the things I say,
And love in the things I do.
May the simple heart of a child be mine
And the grace of a rose in bloom.
May I fill the day with a hope divine
And turn my face to the sky's glad shine
With never a cloud of gloom.
With the golden levers of Love and Light
I would lift the world, and when,
730
Through a path with kindly deeds made bright
I come to the calm of a starlit night,
Let me rest in peace! Amen."
Friday — Mothers in Our Work-a-Day Lives .
1. What work have our Mothers and we in common?
2. Does our Mother follow us out to our business or our
school with her spirit?
„ 3. Do you know any stories of mothers who have suc-
ceeded in their work-a-day world for their daughters'
sake?
4. What do we mean by "Mother Love."
Bible Beading: Luke 6: 47-49.
Think of all the years that Jesus worked as a master-
builder. How was His work done?
Prayer:
"The day returns and brings us the petty round of irri-
tating concerns and duties. Help us to perform them
with laughter and kind faces; let cheerfulness abound
with industry. Give us to go blithely on our business
all this day, bring us to our homes at nightfall content
and undishonored, joyful at the thought of those who
are waiting for us there, and grant us throughout this
day Thy Peace and Love," — R. L. S.
Saturday — Mothers and Daughters — Both Citizens.
1. Mother and Daughter Banquet.
Bible Eeading: Rev. 21: 2-14.
What does my city need to make it like this one?
What can my Mother and I help to accomplish?
Prayer:
This day I will pray for all those who help to make
my city more like the "City of God" — for those who
serve us all, the milkman, the postman, the car conduc-
tor; for those who govern that they may be honest and
fearless and just; for all teachers, ministers and thinkers;
731
for all who work with hands and brains; for all the
others who, I know, are helping.
Sunday — Mothers and Daughters in the Church.
Make this a day for Church attendance.
Ask the ministers to take as the topic for one service in
their churches on this Sunday something which is in harmony
with such topics, "Mothers and Daughters"; "Christian Citi-
zens" or ''When Mothers and Daughters work Together." -
Special music in the churches by girl choirs.
Special decorations also might be obtained by the girls.
Bible Reading: John 15:1-14.
What is Jesus' ideal for the family of His friends which
we call the Church?
Prayer:
"Our Father I pray Thee to help me fashion my own
life after the simple beauty and strength of the life of
Jesus the Christ, that my life may grow straight and
strong and true ; that it may be a light shining out into
the restlessness and confusion and darkness all about;
that it may stretch out around the world till all the
children are my friends." Amen.
Special Suggestions for a Mothers' and Daughters* Banquet
or Dinner.
The price of the dinner should be as moderate as possible.
It is a good plan to have one ticket admit both mother and
daughter. On the back of the ticket may be a place for the
name and address of the mother and daughter and the age of
the girl. This data may be helpful in future work. Careful
plans should be made for the providing of guests for those girls
whose mothers cannot come or who have no mothers. These
guests may be school superintendents, employers, school prin-
cipals, committee and board members who have no daughters
or whose daughters are away at school. It is a good plan
732
to have the toast mistress a girl who is alert and full of "pep"
— caution her not to spend too much time in introducing1 the
speakers. Have plenty of good music — an orchestra, If possible
composed of girls in the club. A good song leader is essential.
Secure the cooperation of the business colleges and the com-
mercial departments of the high schools in the preparation of
copies of the old familiar songs, some popular modern ones,
and songs which have been used at local or field camps and
conference. Attractive menu cards should be prepared by a
committee of girls and women. These cards are always treas-
ured for memory books. The program should be brief and
full of life. Several toasts made by girls, one or two by
Fiothers, together with a twenty-minute talk by some one who
can bring to the group the real meaning of citizenship to-day,
are the essential elements of such a program. Special demon-
stration or "stunts" by clubs or groups of girls may be features
of the program if desired.
The following program is suggested as one which Is very
usable if a "Mothers' and Daughters' Week" is being attempted
for the first time and the work of the Girls' Department in the
Association is new:
Sunday:
"Women and Girls in the Church of To-day."
Ask the ministers to take this or a similar topic for one
service in their churches that day. Encourage the girls
to go to church with their mothers.
Monday:
Meeting of all committees concerned in the preparation
for the Mother and Daughter Week.
Tuesday:
"Gift day for Mothers."
A day when every girl gives her mother either some
material gift which she has made with her own hands
or bought in some shop — one which Is symbolic of her
real devotion — or else a "gift of the spirit."
733
Wednesday:
"Our Mothers' Dower Chests": It is suggested that this
be used as a discussion topic at meetings of all clubs
during this week, whether they happen to fall on this
day or not. The thought back of this topic is the need
to bring to the minds of the present girl-generation an
appreciation of the gifts (often disregarded) which
mothers have brought to their daughters, their dreams
and aspirations for their daughters, and an understand-
ing of the real values hidden away because "now-a-days
we do things so differently."
Thursday:
A day when the girls bring to their homes their school
friends and have a very informal good time, with their
mothers there as real hostesses and "play-fellows" or
companions. There are difficulties in carrying out such
a plan, for there may be girls and homes where the
idea would be accepted as a plan for a formal party.
The thought is that an informal friendly gathering would
offer an opportunity for the mother and daughter later
in the day to share their impressions of the fun, and
their standards of value in an easier, freer way than
just to suggest that on Thursday the mothers and
daughters should talk about certain set subjects.
Friday:
Mother and Daughter Dinner or Banquet.
Saturday:
"Frolic Day" — a day when mothers and daughters have
good times together.
Suggested Topics for Toasts.
I. "When Mother and Daughter Pull Together."
1. In the home — by a Mother.
2. In the school — by a Daughter.
3. In the Church — by a Teacher.
734
4. In the Community — by a Girl.
5. In the Social Life — by a Girl.
II, "Mother O'Mine"— by a Girl.
III. "Daughter O'Mine— by a Mother.
IV. "What it means to have a daughter — by a Mother.
V. "My Mother's Job and Mine" — by a Daughter.
VL "Chums, Daughter and I"— by a Mother.
VII. "Chums, Mother and I" — by a Daughter.
VIII. "Home, Mother and I"— by a Daughter.
IX. "Work and Play"— By a Mother.
X. "My Mother as I see Her" — by a Daughter.
XI. "My Daughter as I see Her" — by a Mother.
XII. "The Girl Citizen in Her Home, Her School, Her Church"
— by a special speaker.
XIII. "Joyous Kesponsibility" — by a special speaker.
Games may be used just before the banquet and during it,
if the "ice needs to be broken." (See "Ice-Breakers" or other
well-known Game Books.)
The following poem might be used at the banquet or at
some event during the week.
What Does My Daughter Look Like to Me?
What does my daughter look like to me?
She looks, — she looks, — let me see
A kaleidescope comes into my mind
Filled with small bits of many a kind: —
Translucent all, of various hue,
Some fiery red, some heavenly blue,
And some of the tender green of spring,
When birds in the trees and hedges sing.
There, bits of gold from a darksome mine
Sparkle and glint like stars that shine,
Here and there too the quieter shade
735
Of purple that haunts the shadowed glade.
And there's many a bit of purest white
Contrasting with all the color bright,
While a touch, too, of black I see, here and there
Relieves what would otherwise be quite too fair.
Now take the kaleidescope and shake
And see the fine Pattern that garments make!
And over and over behold it change
With ceaseless motion and endless range!
So does my daughter look to me,
So, too, do yours, I think you'll agree!
— B. B. Ailing.
Suggestive Scripture Reading to be Read at Opening of Club
Meetings During "Mothers' and Daughters' Week."
"And the man called his wife's name Eve; because she was
mother of all living."
"She openeth her mouth with wisdom.
And the law of kindness is on her tongue.
She looketh well to the ways of her household.
And eateth not the bread of idleness.
Her children rise up and call her blessed."
"My Son forsake not the law of thy mother.
It shall be a chaplet of grace unto thy head,
And chains about thy neck.
For the commandment is a lamp; and the law is light.
Bind them continually about thy heart.
Tie them about thy neck."
"Children, obey your parents in the Lord; for this is right.
Honor thy father and thy mother, which is the first
commandment."
"A foolish son is the heaviness of his mother.
Despise not thy mother when she is old."
"When Jesus saw his mother, and the disciple standing by
whom he loved he said unto his mother, Woman, behold
736
thy 'Son. Then said he to the disciple, Behold thy
Mother. And from that hour the disciple took her into
his own home."
"As one whom his mother comforteth, so will I comfort
you/'
Tributes to Mothers.
(These may be read at corps or club meetings and given to
the girls for their memory books.)
"Let France have good mothers and she will have good
sons." — Napoleon.
"Unhappy is the man to whom his mother has not made
all other mothers venerable." — Richter.
"If I had all the mothers I ever saw to choose from I would
have chosen you." — Carlyle.
"In memory she stands apart from all others, purer, doing
more and living better than any other woman." — Alice
Gary.
"All I am my mother made me." — John Quincy Adams.
"All that I am, or hope to be, I owe to my angel mother."
— Lincoln.
Mother's Day.
By Edgar A. Guest.
Copyright, 1921, by The Reilly & Leo Company, publishers.
Reprinted by permission.
Let every day be Mother's Day!
Make roses grow along her way
And beauty everywhere.
Oh, never let her eyes be wet
With tears of sorrow or regret
And never cease to care!
Come, grown up children, and rejoice
That you can hear your mother's voice!
A day for her! For you she gave
Long years of love and service brave,
737
For you her youth was spent;
There was no weight of hurt or care
Too heavy for her strength to bear,
She followed where you went;
Her courage and her love sublime
You could depend on all the time.
MOVING PICTURES.
The following material is re-printed from the March, 1919,
Book Shelf of the Bureau for Work with Younger Girls, because
it seemed to contain material and suggestions which will be
helpful to secretaries and advisers everywhere, at all times, if
adapted to local conditions.
The Girl, the Movie, and You.
A. The adviser's responsibility for educating a girl's taste
for the "Movies."
Perhaps you are a "movie fan/' perhaps you are just a
casual attendant who goes to be amused for an hour or so by
some thrilling story and to get, in pre-digested form, the news
of the week, or perhaps, as a worker with girls you feel that
you should go to some of the current "movie" attractions, at
least, so that you will be in touch with the thoughts of your
girls.
To whichever class you belong, has it ever occured to you
that in this realm of the silver screen whose romance and
mystery hold the thought and attention of a majority of girls
for an incalculable part of their waking hours is an art, a
beauty, an understanding of life which you as a worker with-
girls can make of concrete value if you will.
Possibly you have already worked out for yourself ways
and means by which the "movie" can be something more than
a somewhat purposeless pastime for your girls. However that
may be, the editors of the Book Shelf wish to call to your
attention some facts and fancies which can no longer be
neglected in work with growing girls.
738
First and Foremost: The time is long since past when we
could look upon the "movie" as a neglible factor in American
life, something to be regarded as a "hoodlum toy." We might
as well face the fact that aside from the home, church and
school, there is no greater influence in the lives of growing
girls and boys than the moving picture. It has an almost
unlimited power for good or evil. We must, as up-to-date
live wokers with girls, understand the moving picture and learn
how to make use of it. How much do any of us know about
moving pictures as an art, an educational art? How many
of us know any of the interesting facts connected with the
making of moving pictures? How many of us have at some
time heard our girls say something of this sort: "These are
such dull magazines! I wish you would have some with some-
thing about the movies in them." And how many of us, because
we have never looked beyond the cover of some of the moving
picture magazines, have felt a slight shudder and wondered how
we could best counteract such taste? Do we know the names
of the good moving picture magazines and the kind of articles
they run? Do we know what the better Photoplay League is
and what it is trying to do? Do we realize that the majority
of the moving picture stars are girls between sixteen and
eighteen — the very age of the girls with whom we are working ?
Do we know of the work being done by the Young Women's
Christian Association at the Studio Club at Hollywood, Cali-
fornia, one of the greatest moving picture communities in the
world? Have we ever tried to analyze why we liked or disliked
a picture and discussed the question with our girls ? These are
questions asked at random, but ones which it seems must be
answered by workers with girls. The Book Shelf editors can
k>y no claim to expert knowledge on movies, but because they
have observed certain things and claim some slight under-
standing- of girl psychology, they venture to suggest the fol-
lowing course* of action for a girls' work secretary and her
advisers who want to keep up with their girls, and to instill In
them a love of the fine and beautiful:
739
First: Make yourselves really intelligent about the movies!
To do this, read some of the "movie" magazines, for
instance, "Photoplay" and "The Motion Picture Maga-
zine." These are monthly publications and contain excel-
lent articles on the real developments of the motion
picture world. Read carefully the "Question and
Answers" pages entitled, "Why Do They Do It." These
pages give a good idea of what girls are asking and how
they are being answered. Read also in the January,
1919, number of Harper's, an article by Harrison Rhodes,
entitled "The Majestic Movies." Interesting books on
the art of the motion picture may be obtained at any
public library.
Second: Understand the Purpose and Work of the Better
Photoplay League.
iSee the article in the February, 1919, Photoplay Maga-
zine, entitled, "The Better Photoplay League and Indus-
try/' and write James R. Quirk, President of the League,
350 North Clark Street, Chicago, Illinois, for further
information. The following quotations from the articles
mentioned above, give some idea of the spirit of the
League:
"Selection rather than censorship — exhibitors and manu-
facturers are our friends — cooperate."
"If you want better, cleaner pictures in your town, start
a branch league at once. Don't merely complain. AOT."
Third: Discuss with your girls certain elements in the pic-
tures you know they are going to see, and in many cases
go with them to see the pictures. Questions as to how
true to life and nature they think certain films are, will
gradually lead to the building up in your girls of a better
picture taste. Would a girl have acted in real life as
So-and-So did in that picture? Would she have worn
such clothes? What about the setting of the picture —
the lighting effects, the nature pictures? All these
740
details are part of the real art of the motion picture
and if we can cultivate an appreciation of what is real
art in a picture in the minds of the young girls of to-day y
we shall do much toward eventually bringing about better
pictures. The comic element in a picture is another point
which can bear discussion. Why did they laugh, anyway,
at that particular situation?
Fourth: Encourage your girls to write scenarios of club
happenings. A Girl Reserve "movie" would be excellent.
The code, the Honor system and other features of the
program could be worked into the "movie." Scenarios
of popular books or stories serve as splendid material
to show the girls wnat it means to produce a good picture
and how easy it is to cheapen your work if you wish
to do so. Prepare these scenarios for discussion at the
club meetings.
Fifth: Make whatever use you can of the following article:
"To a Young Girl Going to a Photoplay." This was
taken from the February Photoplay Magazine and in-
cludes excellent advice and much material for discussion.
That it was written by the motion picture people may
mean something to a girl.
Some of you, after reading this, may feel that we want to
encourage the ''movie" craze among girls. NOT AT ALL — we
simply recognize the fact that girls are thinking in terms of
:he things brought to them by the motion picture and that
if we are to make results for them constructive and not
iestructive we must understand. Remember that the girls
n these "movies" are teen age girls — our problem — and remem-
:,er that our teen age girls are living in their imaginations the
same adventures and experiences as these screen teen age girls.
To borrow the words of the Photoplay Magazine: It is time
for us workers with girls to stop complaining and ACT.
741
B. To a Young- Girl Going to a Photoplay.
Taken from "The Photoplay Magazine."
February, 1919.
"If it were not for you the photoplay would not exist,
There might be motion pictures of events and industries, but
there would be no romance. Romance is what the photoplay
is made of, and you are the finest half of romance, which
always burns with fire of youth or glows in youth's reflection:
recollection.
You are hatted and coated and furred; one hand swings
your heavy marching order of powder puff and small handker-
chief, your other hand firmly clutches your admission-plus-
war-tax — yet wait a moment; why are you going to the photo-
play?
To idle away an hour?
To escape the dinner dishes?
To be one with the heroine in your paradise of happy-for-
ever-after ?
To dream over your ideal hero — so grandly different from
all the men you know?
Here is something to remember; the only art which ever
did anyone any good was an art which was honest. An honest
art is one which bears a true relation to real life. Real life, not
a dream about life, is what each of us has to live.
Photoplays which call up that frank healthy laugh of yours;
one which makes you want to do something worthwhile in the
world ; one which touches your sympathies and makes you feel
kindly toward people; one which bares to you the tenderness
and strength, the helplessness and power of a real man's Jove
— photoplays like these are more than mere entertainment.
They will actually help you in realizing the vital and splendid
womanhood which lies at the end of every American girTs
rainbow of youth.
Avoid the photoplay that makes you ashamed of your father
742
and mother; and the one that makes you sorry for yourself;
and the one that makes you envious of "rich girls"; and the
one that makes you look down on Jimmy because he hasn't
a "dress suit"; and the nearly naughty story that ends sud-
denly in a perfectly proper marriage.
Also remember this: there aren't any screen "vampires" in
real life, but if there were, men wouldn't fear them; they'd
laugh at them. And you wouldn't wish a man to laugh at you.
— you'd rather he'd hate you.
Now pass in and observe your photoplay.
C. The balance between the "Movies" and good literature as
defined by Mr. James Forbes:
Mr. James Forbes once said to the New York Drama
League: "It is a very good thing to have your children like
Mary Pickford, but is there any reason why they shouldn't
like Dickens? If you cultivate a love for good literature in
the home you will cultivate a love for good drama in the
theater. You should not only know the sort of play your
children are going to see, but you should discuss it with them
afterward. The next time they come home from the play, do
not be content with having them say: 'Yes it was a good
show!' Take the time to find out why they thought it was
good. Do not say *Run along, children, mother has to go to
hear Professor Gump lecture on the Himalayan Drama. . . '
I am dismayed, almost horrified at times, at the lack of modesty
and good manners in our youth to-day. I sometimes think it is
lesponsible for some of the lack of it on our stage. If you
tolerate bad manners and immodesty in your children, what
right have you to object to them on the stage?"
If we agree that what Mr. Forbes says is true, must we
not ask ourselves such questions as these: Are we doing any-
thing to make the parents of our girls realize the need of the
kind of thing of which Mr. Forbes speaks. Are we helping
parents indirectly by the kind of work we are doing with their
743
daughters in their clubs? Are your Girl Reserves learning to
love just Mary Pickford and not Dickens? Are you tolerating
"bad manners and immodesty'5 in your Girl Eeserves? The
time has come, as the Walrus said, to think on many things,
and one of the many is — how far can the Girl Reserve move-
ment be truthfully said to be training girls for Christian citi-
zenship? Are we measuring up to the highest standards of
religious education in its broadest sense — that is, including
the whole cycle of a girl's activities so that every Girl Reserve
will have within her that reserve power and resourcefulness
that will enable her to "Face life squarely?" If we are not,
v/hy are we not?
D. "Movies" to be pantomimed at club meetings:
"THE GIRL WHO'D LIKE TO MAKE HER OWN CLOTHES."
A Movie to be Used as a Shadow Play or a Regular Pantomime.
1. Letter-graph.
(The following should be printed on large pieces of card
board and exhibited to the audience by being posted in some
conspicuous place or held before audience by two girls.)
"Garments to be beautiful, need not be expensive, but must
be appropriate and well made."
"Every girl likes to be well dressed."
"If a girl can sew, she can make her own clothes at half
the cost of ready-made garments."
"One may sit and dream while her fingers fly.'7
2. The Work-Box.
(This picture may be exaggerated and cause much merri-
ment.)
Use a girl for the model who will throw herself into the
part.
Have a spokesman to announce necessary information.
Use large pasteboard models of the following essentials:
a. Thimble.
b. Needle (Spokesman says as needle appears "one package
five to ten Sharps.")
744
c. Pin (Spokesman says as pin appears "one paper num-
ber BB.")
d. Shears (Spokesman says as shears appear "a pair of
sharp shears with not less than three-inch cutting blade.")
e. Tape line (Spokesman says as tape line appears "-SO
inches long, with numbers on both sides.)
3. At work (Spokesman needed while a second girl does the
action — much of the success of this depends upon the
actress.)
Spokesman says —
a. "Sit with both feet on the floor."
b. "See that the light falls over the left shoulder/'
c. "Do not pin your work to the table or to your clothing. '
d. "Bring the work to your eyes, not your eyes to the
work."
e. "Do not bite the thread; it may crack the enamel on your
teeth, soil your work, or spread disease germs."
f. "Make all permanent stitches small and even, and have
the wrong side when finished as neat as possible."
g. "Use a short thread for sewing; it may be as long as the
distance from shoulder to shoulder, or from finger tip
to elbow. Basting thread may be used."
h. "To prevent kinking, thread the needle before breaking
the thread from the spool."
i. "Wash your hands before beginning to sew."
j. "Always wear a thimble that fits the second finger of the
right hand."
k. "Wear a sewing apron."
1. ^When you stop sewing, put the needle in the case, fold
your work neatly and put it in a sewing bag."
m. "Handle the work as little as possible, if light goods;
if your hands perspire dust them lightly with cornstarch
or talcum."
4. Fashion Show.
(This may be a "take off' ' on good and bad taste in dress,)
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Two or more girls dressed In various kinds of clothes; the
spokesman draws attention to such points as length of
skirt, kind of shoes, color scheme, size of hat, etc.
One girl dressed simply and stylishly represents girl who
makes her own clothes.
5. Informal Discussion at club meeting on dress —
Often this should follow the above "movie."
Have a qualified person discuss the possibility of training-
oneself to make one's own garments. This discussion might
work easily into a contest in stitches (outline, chain, feather,
coral catch, cat, cross, blanket, satin, hemstitching) and
eyelets, well calculated to discover limitations of girls
This may stimulate interest in a dressmaking class.
"WHEN I GO TRAVELING."
.A. A Movie to be Used as a Shadow Play or Pantomime.
Reel 1. Packing My Suit Case.
Have a girl put in the necessary articles, dresses, and
underwear for a week-end visit or for a week's visit.
Two scenes may be made of this; perhaps the correct
way of packing a trunk could be illustrated.
Reel 2. Buying My Ticket
Scene in the railroad station. Illustrate the correct way
to ask for* a ticket — explain about script mileage — the
use of a parlor car and how to secure ticket for it or a
pullman or a chair car — have sample tickets.
Reel 3. Traveling.
Picture the inside of a railroad coach. Show a group of
girls making a nuisance of themselves by being too loud
and boisterous. Show girls reading magazines — make
this an opportunity to show the kind of magazines to
buy for reading on the train. If possible picture a
dining car — showing the girls how to order and how to
tip. Show the girl who always talks to strangers.
A second scene which might be presented under this
746
heading is the correct and incorrect use of the dressing
room of a Pullman car. Too often people are very
selfish when traveling, although some of them may be
exceedingly unconscious of it. The girls might act out
the use of such a room and the way in which the lava-
tories should be left for the next person who is going to
use them.
B. Letter-graph.
Reel 1, (The following should be printed on large pieces
of cardboard and exhibited to the audience by being
posted in some prominent place or held by two of the
club girls).
"(My Suit case is a silent picture of me."
"As I pack it, so I am."
"Carefully folded and tissue wrapped garments are not
mussy-looking when unpacked."
Reel 2. "If I ask for my ticket correctly I will save time
for the next person who is waiting."
"Money invested in mileage is safe — it is not easily
lost."
"When in a Pullman remember the other people who
may want to sleep even though you are restless and
would like to talk to your best chum."
Reel 3. "Actions speak louder than words,"
"Order a well balanced meal and do it quickly."
NATURE LORE.
How to Make Blue Prints of the Season's Flowers:
"The really woods is the place to be
With all out doors and you and me."
Why not begin early to make blue prints of the season's
flowers as they come to visit us. It is good fun and is a happy
way to learn the names and addresses (habitat) of our flower
friends. It is very easy to take printing frames and paper
on a hike and make prints by the side of some small stream.
747
Running water makes a splendid picture bath. Try it some-
time. Prints, when clear cut, are very interesting and make
most attractive poster exhibits or pages for club memory
books. A printing frame with giass 3 1-2x5 inches is a good
size for most printing. It can be obtained at any photographic
supply store. Blue print paper is carried by book shops along
with architects' supplies. Flowers or leaves should be fresh
to insure- success.
Remove back of printing frame, place flower in as artistic
a way as possible on the glass, remembering that the least
mark on glass prints. Place print paper — green side to glass
— over flower. Replace back of frame. Expose to bright sun-
light a few seconds, wash in clear cold water until all chemical
is removed. Dry prints in shade.
Roots, leaves, and blossoms may be printed at the same
time if fleshy portions are carefully arranged or removed.
Write name and habitat on outside of glass with special draw-
ing pencil — the words will print very clearly. India ink used
on tissue paper inside of glass will act much the same.
A copy of Reed's Wild Flower Guide might be offered to the
first Girl Reserve who brings a wild flower to her adviser.
The flower must be found outside the city or town limits, a
requirement which makes the hunt more difficult and interest-
ing. A Bird Chart could be posted in the Association club
rooms and the Oorps members might report to the girls' work
secretary new birds as they see them. Keen competition
between the different corps results from the members' efforts
to have their corps names on the chart first. A Wild Flower
Chart could be posted, also.
OPENING SERVICES FOR CLUB MEETINGS OF GIRL RESERVES.
These services may be used at the opening of regular club
meetings, and should be conducted by the girls themselves.
The hymns suggested are selected from Fellowship Hymns.
748
THE BEAUTY OF THE WORLD.
Theme:
Gratitude to the Lord for His Gift to Us.
"For the comforting warmth of the sun that my body
embraces.
For the cool of the waters that run through the shadowy
places,
For the balm of the breezes that brush rny face with their
fingers,
For the vesper hymn of the thrush when the twilight lingers,
For the long breath, the deep breath, the breath of a heart
without care.
I will give thanks and adore thee, God of the Open air!"
Hymn— 311.
Bible Reading— Psalm 24: 1-4. Psalm 95: 1-7.
Prayer:
Our Father, we thank thee for the beauty of thy
world; may our eyes be open to every wonderful thing
about us; the blue of the sky; the brightness of the sun-
shine and the lovely stars of night. Birds and flowers
are gifts from Thee. May they remind us of thy loving care.
Dear Father, we pray that no word or act of ours may
make the world less beautiful, but may many kindnesses
fill the days with beauty for others.
In the name of Jesus who loved the out-of-doors,
Amen.
Theme : Our Country.
America.
I love thine inland seas —
Thy groves of giant trees,
Thy rolling plains,
Thy rivers mighty sweep —
Thy mystic canyons deep ;
Thy mountains wild and steep
All Thy domains.
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Thy silver Eastern strands
Thy Golden Gate that stands wide in the west:
Thy flowery Southland fair, —
Thy sweet and crystal air —
0 land beyond compare,
Thee I love best.
Hymn 269 or 266.
Bible Reading* — Psalm 67.
Prayer:
We thank Thee, Our Father, for this land of ours.
We thank thee for its beauty, but most of all, we thank
Thee, Father, for the liberty and justice for which it
stands. May we realize that by being" honest and true
and by doing our work as well as we can, we serve our
country best. We thank Thee for all the noble people
who have helped to make our nation great and we thank
Thee for the humble folk who help to keep its ideals
true.
God bless our President and all who lead; bless every
one who calls this land his home.
We pray for girls who have come from other lands.
We thank Thee for many beautiful thoughts and ideals
which they have brought us. May we, by many kind-
nesses, make them glad that they are here. Amen.
Theme: Our Homes.
"I read within a poet's book
A word that starred the page
'Stone walls do not a prison make
Nor iron bars a cage.'
Yes, that is true and something more;
You'll find, where'er you roam,
That marble floors and gilded walls
Can never make a home.
But every house where love abides,
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And friendship is a guest,
Is surely home, and home sweet home
For there the heart can rest.
Hymn 309, 1, 2 and 4.
Bible Beading:— Matt. 12: 46-50. Psalm 127.
Prayer:
Father of all we thank Thee for our homes. Make
us more grateful for our daily bread and the common
things of every day. Bless all the dear ones whom Thy
love has given us. We thank Thee for the untiring love
of our Mothers. Many times they make great sacrifices
for us and we accept them as our due. Forgive us if
we are thoughtless or unkind in our homes and help us
to be as courteous there as we are in other places.
May we know, Our Father, that in the humble ser-
vice that our homes require, we may serve thee. For
all girls who are- without homes, we pray. May they
know Thee as their Father, loving* and tender. Since
Thou art Father of us all, teach us to think of all girls
as our sisters and may we learn to share with others
some of the happiness our homes have brought us.
In the name of our Elder Brother, Jesus Christ, we
ask these things. Amen.
OUTDOOR ACTIVITIES.
,1. Hiking and Trailing.
A. Hikes. Walking seems stupid, but "hikes" at sunrise, or
for all day with a picnic lunch or supper with games and
fun en route are a different proposition. "Stunts" to do
en route:
1. Traveling Whist, or Far and Near. Divide girls into
two patrols, each taking a side of the road. Let each
patrol keep track of all living thing's seen; a black
cat in a window or a doorway counts 25 points, other
things 1 point. At the end of the walk count up
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points and see which side has won. Flowers may
also be included.
2. Heel and Toe Match. Divide girls into two sides;
take any distance between 20 and 100 yards and let
them walk heel and toe. Try the same competition
backwards.
3. Simple drilling.
4. Singing. Competition in song writing.
B. Trailing. This develops alertness and observation. It is
managed thus: One girl is the deer. She is given one
hundred beans, thirty slices of potato, and ten minutes'
start. She has to lay a track as crooked as she pleases,
dropping a bean every three or four yards and a slice
of potato every twenty yards. After ten minutes' run,
the deer has to hide. The trailers follow her, picking up
the beans and potato slices. Each bean counts one point,
each slice of potato two points. The one who finds the
. deer scores ten points.
C. Camp cooking and fire building. Many useful and inter-
esting facts about cooking can be given to the girls when
supper is prepared outdoors. Helpful information about
camp cookery can be found in the "Woodcraft Manual for
Girls." See also the "Book of Camping and Woodcraft,"
by Horace Kephart, and cooking recipes in the "Boy
Scout Manual. "
PLAYS.
Girl Reserves.*
Girl Reserves.
Time: /Seven minutes.
Cast of Characters:
Junior High >School Girl.
Purpose.
* This playlet was written by Clare Connor, Girls* Work Secretary at
Little Rock, Arkansas, and is indicative of the kind of dramatic presenta-
tion of the Girl Reserve movement to younger girls which will catch and
hold their attention. It might be used to show the mothers what the actual
group work means.
752
Slogan.
Code: Twelve girls, each with a big letter swung from
a cord around her neck. The letters spell Girl Re-
serves, of course.
Health.
Service.
Knowledge.
Spirit.
The entire cast is dressed in middies and skirts. Health
carries a tennis racket, Service some knitting, Knowledge
a bird book, and -Spirit a Bible. No scenery is necessary ex-
cept a table for the letter. Have it well toward back of the
stage.
Junior High School Girl. (Comes in room, takes off hat
and coat and spies letter on table). Oh here is a letter for
me. Wonder who it's from? (Turns it over and over.)
All decorated with blue triangles with G. R. inside. Looks
interesting. (Opens and reads) :
Bear Junior High School Girl: We have a wonderful
new club that we want you to join. Oh, it's the best club.
Its name is Girl Reserves. (Aside — Girl Reserves, Girl
Reserves. I like the sound of that. It's so different from
most clubs7 names.) There are over 100,000 members in
the United States and we want you and all your sisters
in Little Rock to join. Yours in the sign of the Blue
Triangle, the Girl Reserves. Well, but why should I join?
(Purpose strolls in). What's the purpose? Have they
a song? What do they do? Why — why — why, who are
you?
Purpose: I'm the purpose of the Girl Reserves.
Junior High School Girl: You're the Purpose? Why, how
funny. Well, what are you then?
Purpose: To find and give the best.
Junior High School Girl: To-find-and-give-the-best. That's
wonderful. I like that.
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(-Song is heard. Slogan strolls in, singing the Girl Re-
serve song).
Junior High School Girl: Still they come. That's interest-
ing. And who are you?
Slogan: I'm the slogan of the Girl Reserves.
Junior High School Girl: Oh, how funny. My questions are
coming true as if they had been wishes, and fairies were
answering them. What is your slogan? "It floats'7? or
"There's a reason"?
Slogan: (In a hurt tone.) You're making fun of me.
Junior High School Girl: (Runs over and puts arm around
Slogan.) Please forgive me.
Junior High School Girl: Surely, what are you?
Slogan: To face life squarely. (Slowly and distinctly).
(Code comes in skipping and singing the Girl Reserve
Song).
Junior High School Girl. I'm beginning to like this Girl
Reserve business. There's so much to it. What are you
girls singing?
Code: (in unison) The Girl Reserve Song.
Junior High School Girl: A song and everything?
Code: (nods vigorously) Want to hear it?
(Junior High School Girl: I should say so. I mean yes, in-
deed.
(Code sings first stanza and chorus).
Junior High School Girl : 0-oooooh, G-i-r-l~R~e-s~e-r-v-e s.
(Goes down the line touching each letter as she calls its
name). What's behind all those letters? Purpose got
me interested, and Slogan made me more interested and
the song carried me way on, and now I'm so cu-ree-us.
Code: We're the code. (They repeat "As a Girl Reserve I
754
will be" together, then repeat code one by one according
to the letter each holds).
Junior High School Girl: But don't you do anything?
(Laughing and talking is heard and Health, Service,
Spirit and Knowledge rush in and take their places in front
of the code who have formed in a semi-circle with Purpose
at one end and Slogan at the other).
Health: Do we do? Do we? We do, and a lot of it.
Hikes? Oh, wonderful hikes. Through meadows, cross
streams, through forests and then — camp-fire! Bacon!
Marshmallows! Stories! Songs. Oh, yes, we do.
Spirit: And we learn the most beautiful hymns and psalms,
and we read from the Inch Library. Do you know what
that is? They are the cutest little books with the most
interesting stories in them, and it takes nine little books
to be an inch thick. Oh, and we have plays to raise
money to help poor little Chinese and Japanese girls
have a good time in the way we do, play games like we
do, and dress like we do and have Sunday School like
we do.
Service: And we help poor people. Why we found a little
child without any coat, and that's why I'm knitting this
sweater. Oh, and we make scrapbooks and dress dolls
for little children in hospitals. And we work for honors.
That's more fun. We get a little book with all the
things in it that we have to do. For instance, walk thirty
miles in ten days, and cook a meal, and plan how to
make a dress, and furnish a room, and sleep with our
windows open and build a camp fire, and the fun is see-
ing who can get the most honors first and win the Girl
Reserve ring.
Knowledge: Oh, yes we DO. Do you like parties, and dress-
ing up in costume and reading good books, and hearing
good stories, and learning about girls in far off lands,
and learning about birds on our hikes? Well, we do all
755
those things and a whole lot more than I can even think
of this minute.
All Four: Do you like our club? Do you want to join?
Junior High School Girl: Do I? I wouldn't miss it!
(Runs and takes her place in the midst of the four.
Everyone joins hands and sways forward on right foot, at
the same time beginning to sing the chorus of the Girl Re-
serve song. They repeat the song and file off singing).
Producing Note:
Before the play give a short talk about the Girl Reserve
Movement and then announce the play, after explaining the
terms, and personalities of the characters, because the girls of
Junior High age sometimes do not know the meaning of slogan
and code. And too, having- no programs to consult, the audience
might not know the significance of Purpose, Health, Knowledge,
Service and Spirit.
PARABLE OF THE WISE AND FOOLISH VIRGINS
Dramatized by Marjory Lacey-Baker.
Off stage a deep-toned gong is struck three times. The
Story-Teller, turbaned and in Oriental robes, comes through
the curtains and stands before the audience. In his hand he
holds a parchment scroll. He bows in Oriental fashion to the
audience, and in the simplest manner, as one tells a story to
children he begins:
The Story-Teller.
I come to tell you the story of the Wise and Foolish Vir-
gins. "Hear ye, therefore."
'Then shall the kingdom of heaven be likened unto ten vir-
gins, which took their lamps, and went forth to meet the bride-
.groom. And five of them were wise and five were foolish.
They that were foolish took their lamps and took no oil with
them, but the wise took oil in their vessels with their lamps.
While the bridegroom tarried, they all slumbered and slept. "
756
The Story-Teller, with a slight inclination of his head to
the audience, turns and crosses to the right of the stage, where
he sits cross-legged upon the ground to watch the unfolding
of the story. He claps his hands three times and the curtains
are slowly drawn open, revealing the simple setting. The back
#nd sides of the stage are hung* with curtains of some neutral
shade. There is a long low bench at the left. There are steps
from the floor to the stage at the center or right side. The
curtains are so arranged as to admit of an entrance at the cen-
ter, with whatever is necessary of backing so that the curtains
may be held open for the bridegroom and his party to go
through in a dignified manner. A staff, such as might be used
by an old man, is lying upon the bench.
(Note: Throughout the play, right and left refer to the
players' viewpoint).
SCENE ONE.
The clapping of the Story-Teller's hands is also the signal
for the music to begin. After a moment the ten virgins enter
from the left of the audience, and passing through the audience
go up the steps onto the stage. They all carry lamps. The
wise virgins may be distinguished from the foolish because
they are carrying little oil vessels. The oil vessel holds just
enough oil to replenish one lamp. The attitude of all the vir-
gins is expressive of great expectancy and eagerness, but they
are worn and tired, as though Having waited a long while. At
first some stand restlessly or stolidly, others wander a little,
aimlessly, others sink down upon the bench, others upon the
floor and lean against the bench. After a little they all sleep.
The lamps of one or two of the foolish virgins have gone out,
the others are burning low. There is a brief pause. The cur-
tains come slowly together to indicate the passing of a few
hours.
SCENE TWO.
Almost immediately the curtains are opened again. The
virgins are still asleep. Suddenly, from a great distance, a
757
voice is heard crying1, "Behold, the bridegroom cometh!" The
cry is taken up by other voices nearer at hand. "Behold the
bridegroom cometh; go ye out to meet him!" until the virgins
themselves, roused from their sleep, cry exultantly to one
another, "Behold, the bridegroom cometh!"
Their immediate thought is to trim their lamps, and the
foolish virgins discover that theirs have gone out. They hold
a whispered conversation among themselves (they are grouped
at the right of the stage) and finally one goes forward to the
wise virgins, who are sitting or standing near the bench, their
lamps burning brightly, joyously awaiting the bridegroom's
coming.
First Foolish Virgin: "Our lamps have gone out."
Second Foolish Virgin: "Give us of your oil."
Third Foolish Virgin: "Give us of your oil, our lamps are
gone out."
First Wise Virgin (turning away): "Not so. ... "
Second Wise Virgin (interrupting) : "Not so, lest there be
not enough for us and you."
Third Wise Virgin: "Go ye rather to them that sell, and
buy for yourselves,"
Fourth Wise Virgin (in response to pantomimed pleadings
of Fourth and Fifth Foolish Virgins who have crossed to her) :
"Not so, not so, go and buy for yourselves."
In great disorder and haste the foolish virgins go out
through the audience to the left. The wise virgins, an eager
and expectant group, are awaiting the bridegroom.
SCENE THREE.
When the foolish virgins have gone the Story-Teller con-
tinues his parable. (He does not rise.)
Story-Teller (raising his hand): "Hear ye!" (A pause.)
"And while they went to buy the bridegroom canie, and they
that were ready went in with him to the marriage and the
door was shut."
758
As he ceases, from the end of the hall the bridegroom and
the wedding party enter. They go slowly up the center aisle
and onto the stage. There the wise virgins are greeted by the
bridegroom and they all go out through the curtains at the
center of the stage. There is a slight pause.
SCENE POUR.
The foolish virgins re-enter, their lamps burning brightly.
They go quickly on the stage and are dismayed to find that the
other virgins are not there. From within comes softly the
sound of singing and rejoicing. One of the virgins picks up
the staff which has been lying on (or near) the bench and
knocks upon the floor with it, calling:
First Foolish Virgin: "Open to us! Open to us!"
Second Foolish Virgin: "Lord! Lord!"
Third Foolish Virgin: "Lord! Lord! Open to us!"
Fourth Foolish Virgin: "Open to us! Open to us!"
Fifth Foolish Virgin: "Lord! Lord!"
(Note: The above speeches are spoken almost simulta-
neously). Within there is a sudden cessation of the music and
merrymaking and in the silence the voice of the bridegroom
is heard.
Bridegroom: "Verily I say unto you, I know you not."
There is a little pause, and then again the music and sounds
of rejoicing are heard. These increase in intensity as the scene
comes to an end. With cries of "Lord! Lord!" and with angry
protests the foolish virgins turn from the door, stricken with
the realization of their failure. One sinks upon the bench,
another on the floor beside her, two remain standing disconso-
late (at the right). The first foolish virgin leans upon the staff
close to the curtained entrance, her head bowed in her arnis.
The curtains come slowly together.
Story-Teller (rises and crosses to center) : "Watch, there-
fore, for ye know neither the day nor the hour wherein the
Son of man cometh."
759
Bowing in Oriental fashion, he turns and goes slowly
through the curtains.
THE PRAYERS OF THE GIRLS AROUND THE WORLD.
A World Fellowship Program for Girl Reserves.
By Dorothy Powell.
CHARACTERS.
Africa. France. Italy. Rio de Janiero.
Canada. Great Britain. Japan. Russia.
Csecho-Slovakia. India. Near East.
United States.
I. Reader:
"In the land, where, years agx>, Jesus Himself walked on
earth, girls are wearing the Blue Triangle and seeking to bring
the light of Christianity into their country's life. Hear the
prayers of the girl from the Near East." Enter the girl of the
Near East.
"I see my sisters released from their ancient bondage by a
new day — my prayer goes up to the Great God that more light
be sent, more courage, more wisdom, that the Spirit of Him
they call the Christ may lead my sisters to the joy of freedom
in His service." (She stands with hands stretched out as she
speaks, head and eyes lifted toward the sky. "When she has
finished speaking she steps to the left.)
II. Reader:
"From Africa another voice is heard."
Enter girl of Africa.
"Dark it has been, a long, long time. But light is coming;
tl'e day is growing brighter. My prayer is for more light,
more help, that my people may take their place in the Chris-
tian world." (Steps to the left with first girl.)
III. Reader:
"The wall of China has been broken down, many Chinese
760
Christians help to bring the Great Republic to the place of
world influence and service it should take. Hear from the
Chinese Student Girl."
Enter Chinese Student.
"From the feet of Chinese women the bindings have been
removed ; from their minds the fetters of ignorance are being
Iff ted; from their hearts goes up a great prayer of praise
for deliverance, of entreaty for more help that their nation,
so dear to them, shall indeed belong to the Kingdom of God/8
(Carries a book and speaks simply and directly to her audience.)
IV. Reader:
"And from the caste bound people of India, hear the cry — "
Enter Indian Girl.
"Centuries of drooping shoulders, of eyes turned to the
ground, of misery, hopelessness and fear. To-day — (she raises
her eyes and her whole body becomes straight and uplifted.)
Hope! Light from His star out of the East! India's women are
awake, India's people will be saved! India's prayer is for
strength and courage and increased opportunity — India yet
•will live!'7 (Stands by Chinese.)
V. Reader:
"The, land of flowers and misery — Japan — where untold suf-
fering dwells in the shadow of beautiful mountains, hear the
prayer that goes up from there." (Enter Japanese Y. W. C.
A. worker leading little girls from silk factory*)
"You who have much, plenty to eat, more than plenty to
\vear, fun and freedom — do you know the price of your silk
dress? This little sister of mine helped to make your dress —
your happiness. She worked twelve hours a day and slept in
a bed another had just crept out of, and her Japanese factory
master paid her only enough to buy a little rice for her three
meals. For me there is Christianity — for her, not yet — soon,
we hope. For her factory master, pray, pray that he, too, -may
become Christian. If he does not my little sister — your little
sister, must die/' (She stands aside.)
*
761
Vi. Reader:
"From the countries of Europe, where many have forgotten
the Christ that Africa and Asia are but beginning to know,
come these voices — let us hear them."
Enter Russia (she speaks passionately).
"•My prayer is for education, for educated leaders, for
Christian educators, that my Russia may learn to rule herself.
My people, they are good — only so dark, so ignorant. Send
us teachers, send us money for our schools. Russia will yet
be an honor to herself and to the world."
Enter France.
"The spirit of France is not dead — it is alive and burning
brightly. She who lives for France needs sympathy and
encouragement, and Christian help — she will bring her France
to the glorious achievement of a peaceful, happy, Christian
member of the world family."
Enter Czecho -Slovakia.
"My people starve! They starve for want of bread, for
want of sympathy, for want of friendship. Will you remember
IAS, the crushed and broken? Pray for us — we will yet justify
your faith in us!"
Enter Italy.
"Confusion, unrest, doubt — all lie in wait to tear my country
apart. Her women worked bravely to win the war — they ask
to be remembered now, that the Spirit of Christ may enter the
lives of their daughters and bring peace to their dear Italia."
Enter Great Britain.
"Land of many lands, with strength and plenty everywhere
Great Britain prays that her daughters may feel the desire,
may hear the call to stretch a hand of help and love to their
suffering sisters around the world."
W. Reader.
"From the America far to the South comes a dark-eyed
girl with an eager plea."
Enter girl from Rio de Janiero.
762
"From the hands of North American women has come the
help that has given me my chance. Always will I be grateful
— but pray for me, that I may help my sisters in South America
to see, and hear and understand the new life that is come to
them. The Blue Triangle has brightened already many a heart
in my great country. Let the light of your lives so shine that
we may take heart and live!"
VIII. Reader.
"From the North, another brings her prayer!"
Enter Canada.
"With abundant health, and unlimited resources, Canada
offers great things to her girls — her prayer is that they shall
so use their opportunities that the world will better be because
they have lived.
IX. Reader:
"From the 'Land of Promise/ from the United States, what
prayer g-oes to God?"
Enter Columbia.
"Amid vice and greed and selfishness, with wealth and power
and all good things, oh, women of Columbia, let us pray for
more of Christ's love in our hearts; more desire to grow in
Kis likeness; more courage to stand for His law; more deter-
mination to make our lives full of strength to bring- His King-
dom in our dear, dear land! Let us pray to-day for our gov-
ernment and the men at its head, let us pray to-day for our
women and the use they will make of their lives, let us pray
and not grow weary — let us lift our very souls to God in sup-
plication for His blessing on our Christian work! Pray for
our Blue Triangle! Pray for strength that our lives square
•with its high purpose, let us spread its influence to all cmr
girls and women!"
X. Reader:
"For God hath made of one blood all nations of msn for to
dwell on all the face of the earth."
763
Prayer.
Let us sing "From the World of Weary Nations."
"From the World of Weary Nations. "
From the world of weary nations,
From the lands both far and near
Eyes are turned to yon, Columbia,
Turned to-day for hope and cheer!
Your's to lift the standard higher
Your's to live the pure, the true —
Will you, loving, serve your sister
While she asks for help from you?
Not alone our gold she prizeth
Not the things our gold can buy
But the faith that we are living,
True to God, in purity.
Cruel wrong has long oppressed her
Beauty's self for her been slain
Will you help her rise, and give her
Faith, that her life be not vain?
So we upward move, and onward
Age succeeding age in might
God o'er all, our King and Father
Sisters we to stand for Eight!
Sing for gladness, all ye Nations!
Hark! from hill and plain and wood
Swells the glad triumphant chorus
Of our glorious Sisterhood!
Tune: "Hark the Voice of Jesus Calling."
POEMS, STORIES AND MATERIAL FOR TALKS.
^The "Creed of a Country Girl" and "The Appeal of the
Immigrant'' (see Citizenship), which are included in this sec-
tion Express ideals of friendliness and cooperation which should
be incorporated in all Girl Reserve work and should be used by
an adviser when interpreting plans for, Americanization and
community service.
764
The Creed of a Country Girl.
I am glad that I live in the country. I love its beauty and
its spirit. I rejoice in the things I can do as a country girl
tor my home and my neighborhood.
I believe I can share in the beauty around me, — in the
fragrance of the orchards in spring, in the bending wheat at
harvest time, in the morning song of birds and in the glow of
the sunset on the far horizon. I want to express this beauty
in my own life as naturally and happily as the wild rose blooms
by the roadside.
I believe I can have a part in the courageous spirit of the
country. This spirit has entered into the brook in our pasture.
The stones placed in its way call forth its strength and add to
its strength a song. It dwells in the tender plants as they
burst the seed cases that imprison them and push through the
dark earth to the light. It sounds in the nesting notes of the
meadow lark. With this courageous spirit, I, too, can face the
hard things of life with gladness.
I believe there is much I can do in my country home.
Through studying the best way to do my everyday work I can
find joy in common tasks well done. Through loving comrade-
ship I can help bring into my home the happiness and peace
that are always so near us in God's out-of-door world. Through
such a home I can help make real to all who pass that way their
highest ideals of country life.
I believe my love and loyalty for my country home should
reach out in service to that larger home that we call our
neighborhood. I would join with the people who live there in
true friendliness. I would whole-heartedly give my best to
further what is being done for a better community. I would
have all that I think and say and do help to unite country
people near and far in that great Kingdom of Love for Neigh-
bors which the Master came to establish, — the Master who
knew and cared for country ways and country folk.
—Jessie Field.
765
Verses for Opening Ceremony.
The following poem may be used by the adviser in planning
the opening ceremony:
A bit of a laugh and a helping hand,
A bit of blue sky through the grey —
A friendly word in a lonesome time,
That's the Blue Triangle way.
A comrade's boost on a stony road,
The gift of rest through play,
Kindly help with a tangled skein —
That's the Blue Triangle way.
An open house for the lonely one,
Good cheer for the darkest day,
A friend for a girl, whoe'er she be —
That's the Blue Triangle way.
Service here, or over the seas,
Let the place be what it may,
And all the girls linked in one bond of love —
That's the Blue Triangle way.
—P. F.
Shadows.
(A poem to be used in connection with Service Woi'k)
She came like a flash of sunshine,
The child from across the street,
Skipping around the corner
On trim little joyous feet;
I watched from my open window
The careless toss of her head,
And caught the sound of her pleading,
"Mother, a piece of bread!"
But swift in the wake of her sunshine,
"What was it that came behind?
Shadows and phantoms of shadows,
Crippled, and maimed, and blind,
And what was the hollow thunder
766
That echoed the words she said? —
Voices of starving* millions,
"Mother, a piece of bread I"
Little gray ghosts of children,
Waifs from across the sea —
Armenia, Greece and Syria —
Spoke through that child to me.
Her little plea of hunger
A ready response will find —
But what of those other children,
The shadows who came behind?
How we in our comfort forget things!
A wave of compassion and then
Back to our poor selfish interests,
Our own little troubles again.
Well bask if you can in your sunshine,
Oh you who are sheltered and fed;
But I, I am haunted by shadows —
"Mother, a piece of bread !"
(By permission of Near East Relief.)
Loyalty — A Girl Reserve Quality.
Several years have passed since our country, whose flag we
so proudly saluted a moment ago, declared war on a nation
that was determined to strike down the spirit of "liberty and
justice for all."
What American soldiers did over there we all know and
very justly are we proud of them. We have not heard so much
about girls, but one of the greatest generals has said that had
the girls of America or England or Prance stopped work for
just one day, the war would have been lost.
One of the first calls sent out was for Red Cross nurses
and they went by the hundreds to hardships and dangers and
loneliness which we cannot even guess.
Wherever there are girls and women, there the Young
767
Women's Christian Association belongs and immediately our
secretaries began to follow the nurses to try to make their
lives a little easier and to bring them a touch of home.
In order to get into the camps and hospitals it was neces-
sary that they wear some kind of special insignia so that
guards and every one might recognize them and know they
were Y. W. C. A. secretaries and had a right to be in the camps
and hospitals.
Insignia must be significant, — it must mean something, it
irust be appropriate to the organization adopting it, so the
British Young "Women's Christian Association chose the Blue
Triangle and through their courtesy we here in the United
States are using it, too. You already know the meaning of
the three sides; body, mind and spirit. There are three distinct
parts to each one of us; the body or the house in which we
live, the mind which keeps the house in order and guides it
in its actions and duties, and the real girl herself — the soul
or spirit.
During the Great War our workers dedicated all three of
these to the service of Jesus Christ and to the service of the
girls and women of America and France under the insignia of
the blue triangle, the blue of loyalty and courage.
As soon as our secretaries reached France they found much
to be done besides the work for nurses. They found young,
young girls and old, old grandmothers, women all ages work-
ing in munition plants, many of them busy with chemicals
which turned the hair and faces and clothes a bright canary
yellow, making them hideous to look at. Others were working
with chemicals whose fumes meant certain death in one or
two or three years at the most; they were doing it willingly,
too, that "liberty and justice for all" might be maintained.
They were working in the most desolate surroundings — great
high walls shut them in. They slept over the machinery; never
a bit of pleasure or happiness reached them, and in addition,
they had the anxiety of having fathers and brothers and sweet-
768
hearts, husbands and sons at the front, and each day wondered
if before night they would get word that some of these had
been killed in battle.
Children, too, who had seen so much of sorrow that they
had forgotten how to smile, were everywhere.
To all of these our workers ministered in mind and body and
spirit, and gave no thought to the hardships they themselves
endured. They had no heat for months and it rained con-
tinuously. They bathed in water so cold they had to break
the ice on the pitcher to get the water. There was no way of
heating it as they had no fire anywhere. They walked miles
through mud and rain in the cold and dark, amid dangers every
moment, so that they might be of service to some girl. They
nursed themselves through sickness, even attacks of pneumonia,
in their cold rooms with not a soul near who could speak a
word of English ; and the moment they were able to be out of
bed away they went on the job again.
Discouraged? Not they! Did they ever say it was too
hard and they were going to give up and come home? Not
one! They were a great and large host serving valiantly the
needs of the neediest.
The Girl Reserves are the reserve force of the Young
Women's Christian Association, in training to become the
future resource of that organization. We are honored by the
privilege of wearing the blue triangle which has meant so much
in other parts of the world. Is one of us going to be weak or
let a hint of dishonor or disloyalty come to it through her?
Not one! We are going to be the best reserve group possible
1o have.
Our bodies shall be as physically perfect as we can make
them, — clean, holy, fit temples for the most High God to dwell
in.
Our minds shall be keen and alert; our thoughts shall be
clean and pure and kind.
769
Our spirits shall be put in the care of our friend Jesus
Christ who will keep them lovely, and loving to Him and to
all His children everywhere.
These three in one, body, mind and spirit, we shall give to
the service of God and of our country and of the girls the
world over.
THE PATCH OF BLUE.
By Alice G. Moore.
Long, long ago, when candles and patch-work quilts had an
honored place in every home, and when the hands of little
children helped to make them, there lived a king and a queen
whom every one in the kingdom loved; but even more than
they loved the king and queen themselves, the children loved
the little golden-haired princess. The kingdom was not large,
so that the little princess often rode through the villages and
thus came to know the children by name. She laughed merrily
as she watched them at play and wished that she might join
them in their games, but this she could never do because one
day she would be their queen. The children brought her
flowers from the fields and the smoothest pebbles from the
brook and sang their loveliest songs as she rode away.
One day there came a messenger through the village with
sad, sad news. The little princess had been stricken with a
dreadful illness and she could not leave her bed. The court
physician said that she might live many years, but that only
a wonderful gift of love could ever make her well. The people
of the kingdom sent their most precious treasures; the children
wove flowers into garlands and sent them to the palace, but the
days went by and the princess grew no better.
Now the time for the princess7 birthday was drawing* near.
Always before, this had been a day of great rejoicing and
festivity, but on this day the children were to come to the
palace very quietly, leave their gifts and go away. Then the
queen thought of something very beautiful. "The love of the
770
children may make the princess well/' she thought. "They
shall make her a patch-work quilt to show their love and it
shall be their birthday gift to her."
So once again the messenger rode through the kingdom and
this time he carried a patch of silk to every child. The patches
were of varied shapes and many colors, and each child was
to embroider her name on her patch. How happily they worked
day after day because of their love for the princess!
Some of the children lived in very grand homes and some
in tiny cottages; some had teachers to show them beautiful
stitches and others had no one to show them how, but all
loved the princess and were glad to show their love.
One day as Alice (which really means princess, you know)
was working on her patch, she thought, "I must make my
patch very beautiful, indeed, because my name means princess."
Her patch was small and square, and as blue as the bachelor
buttons that grew in her grandmother's garden. Alice lived in
the cottage with her grandmother who was crippled with rheu-
matism. So many times she had to drop her patch to answer
her grandmother's call that the thread knotted again and again.
Sometimes the little patch fell in the dust and lay unnoticed
until she returned. But always she brushed off the dust, tied
the broken threads and made it look as well as possible, singing
as she worked.
One day she went on an errand to the great house on tlie
rill. As she passed by the rose-covered arbor she saw a girl
about her own age who was working* on a patch for the prin-
cess' quilt. It was much larger than her own and the stitches
were very, very beautiful. As Alice went home, she wished her
patch might have been larger, for her name would have looked
so much better on a large patch. Another day, as she went to
the well for water, she saw the girl next door embroidering a
patch of the loveliest crimson imaginable. The little blue patch
looked smaller and even less bright as she took it up again.
"How I would love to work on crimson!" Alice thought. Then
771
she smoothed the little blue patch tenderly. "I'll make you as
beautiful as I can," she said, "and the princess shall know how
much I love her." Just then her grandmother called and once
again she had to lay the patch aside, nor was she able to return
to it all that day.
Thus the days went by until three days before the princess'
birthday. Alice had worked many nights by candle light,
because she had so little time through the day. Then came the
king's messenger to gather up the patches. As he called
through the streets, "Children, bring your patches," Alice was
suddenly filled with shame as she looked at the little blue
patch which she had finished the night before. It looked so
small and dull and the stitches were so poor.
She remembered the wonderful stitches which she had seen
on the large patch and the brightness of the crimson one, and
she thought, "It is not lovely enough for the princess' quilt
and it is so small it will never be missed." So she hid it in her
cedar chest. When again the messenger passed by, Alice hid,
too, and quietly wept as she thought of her poor little patch
of blue.
Early on the morning of the princess' birthday, the children
gathered flowers even before the dew had left them and made
wieathes and garlands. The sun shone brightly and the chil-
dren sang as they passed by on their way to the palace. Alice
stood at the window of the tiny cottage and gazed sorrowfully
at the passing throng of children. Her grandmother was so
ill that day that she could not even go to the palace. Even
then she longed to rush out and send her patch, but when she
thought of the crimson one, she could not.
Afterward Alice heard that the princess loved the beautiful
quilt, but that she could not get well, for she was grieving over
a missing patch, small and square, which was needed to com-
plete the quilt. Day by day, the little princess seemed to grow
772
"worse, so early one morning" when her grandmother was feel-
ing well enougii to be left alone, Alice slipped away with the
blue patch in her apron pocket. Through the shade of the
wood, along the dusty road, across the fields, on and on she
went. The sun grew hotter every moment until her face was
scorched. The dust filled her eyes. It was long past noon
when the weary little figure reached the palace gate. Here she
was refused admission until she showed the blue patch, where-
upon the guard sent for one of the queen's ladies-in-waiting
who led her to the princess.
The princess lay on her couch and over her was spread the
wonderful quilt with every patch in place but one. The colors
blended into one marvelous harmony, but in the very center
of the quilt was a hole, small and square.
"Alice," said the princess stretching out her hand, "I know
you would come. I missed your name from among them, so
I knew you had the missing patch. Why did you not come
before?"
Alice hung her head. "I didn't think mine was as beautiful
as the others," she said.
"But see/' laughed the princess as she placed the blue patch
in the open space, "it is more beautiful than all the rest. In
my dream I saw you always helping your grandmother and
trying to make the blue patch beautiful in spite of difficulties.
It made me sad to have you hold back the best you had to give,
—-for love and service freely given are precious like gold."
And as Alice looked she gasped with surprise; for on the blue
patch she saw her name embroidered in gold and underneath
were the words, "A Princess."
Prom that day the princess grew better until once again
she rode through the villages while the children laughed more
happily than ever before. It was whispered among them thai:,
of all the children, the princess loved Alice best. They loved
her too, and were glad.
773
Grace Hoadley Dodge *
"Who Dreams Shall Live."
"Thoughtful people, looking back across the centuries, and
trying" to see who are worthy to be counted greatest, would at
once give the obvious answer that they are those who have dis-
cerned, more clearly than others, God's purposes for mankind,
and then have had the strength to let action and example follow
the vision."
"Our debt is great to any who have pointed the way, whether
they were prophets, priests, or kings, poets, soldiers, artists, or
philosophers. They are the ones who say, 'This is the way!
walk ye in it.' Our debt is greater to those who have seen the
will of God and then fearlessly and at all cost have gone forth to
do it. These enter the City of God among those of whom it is
said, 'They remembered his commandments to do them.' This
simple truth is the foundation of Christianity .
Judged by this searching standard, Grace Hoadley Dodge is
one of the foremost of his followers. Others have done great
things on segments of the circle of life. She, more than any
woman of the nation, saw life steadily and saw it whole, and has
left behind the greatest legacy of example and achievement."
Grace H. Dodge began very early to walk the Way of
Friendly Hearts. A girl just out of school, she claimed as
friends all other girls and poured out her friendship in most
abundant measure to those who needed her most. She was a
very young woman when she began to try to understand and
to help solve the problems of the girl in industry. Because It
was impossible for her to work in an impersonal way, she
*The material for this story of the life of Miss Grace H. Dodfee has
been arranged from articles which were written by Mrs. Robert E. Spger
and Miss Margaret E, Burton, and were published in the May 1921 Associa-
tion Monthly.
The Bureau for Work with Younger Girls is grateful for permission to
reprint this material so that many Girl Reserves will have opportunity to
know the beauty of her life.
Miss Dodire was born in 1856. in New York City, and died December
25,1914
774
became their friend and gathered a group of them into a "Club
for Working Girls," which met with her each week.
Nor did her interest stop there but it followed these club
members and friends of hers when they married and went into
their own homes. "The Domestic Circle" was formed for these
married girls and it still continues its active work. But it
needed no org*anization to keep these women close to their
friend; no girl who had known her friendship could drift away
from her. "What did she really do for you?" some one asked
a woman who had come into the club twenty years before.
"She made me," she answered. "Everything that I am is due
to her," these friends of Miss Dodge often say. More than
five thousand girls have been members of these clubs since
Miss Dodge started them thirty-five years ago.
Recognition of the needs of this great group of girls and
women meant in the life of Grace H. Dodge untiring effort to
meet the need and so there came into existence an association
or a group of women who believed with her that the use of
hands should be taught as well as the use of minds. Thus was
started a system of industrial education which has become
widespread to-day. The training of teachers who could do this
work adequately was the next step and she took it. When
Teachers' College became an established fact she was able to
say to a friend when they passed the buildings of this great
school: "I dreamed that."
Another college there was, thousands of miles away, but no
less close to the heart of Miss Dodge — The American College
for Girls in Constantinople. Miss Dodge accepted membership
on an advisory committee of this college in 1904, later she
became a trustee, then /ice president of the Board of Trustees,
and from April 1910, until the time of her death, she served
as President of the Board. These were trying days for the
college, for there were four wars in which Turkey was involved
and also a revolution. Steady growth both in equipment and in
the number of students marked the period of her service.
775
For eight years, Miss Dodge loved young women through
the Young Women's Christian Association. As President of
the National Board of the Young Women's Christian Associa-
tions of the United States, she poured the richness of her life
into the lives of city girls and country girls, high school girls
and college girls, immigrant girls and Indian girls, colored
girls and girls from far away countries of Asia and Europe.
It is literal truth to say that there was no young woman any-
where who was beyond the bounds of Miss Dodge's interest.
She was the friend of every girl from the Orient who had come
to study in an American college. Those of them who lived
near her knew well what a gracious hostess she was and those
in colleges farther away were sure of her Christmas greeting
each year.
It would be impossible even to name all the causes to which
Miss Dodge gave herself. "She was consulted about every
philanthropy in New York/' says one of her friends, "and had
a guiding hand in many national and international movements,"
The Working Girls' Clubs, the Girls' Athletic League, the
Public School Board, Teachers' College, the National Travelers'
Aid .Society, the Woman's Municipal League, the American
Hygiene Association, the Young Women's Christian Associa-
tion, the World's Student Christian Federation, the American
College for Girls in Constantinople, the Educational Commis-
sion of the Edinburgh Ecumenical Conference— such a list as
this is far from being a complete record of the causes which
claimed Miss Dodge, but serves simply to suggest the direction
in which her deepest interests lay. There is much variety in
the work of these different organizations, but all are alike in
that the fundamental reason for the existence of each one of
them is to bring, in one way or anothej, more abundant life.
And it was for this that Miss Dodge lived. All that she
had, all that she was, werq dedicated to this purpose. She
dedicated her time to it. "Who within our acquaintance so
rigidly economized and so wisely utilized this great talent?"
says one who worked with her. Few women, even among her
776
working girl friends, were such hard workers as Miss Dodge,
or had as little time to themselves. "Here was one who had
no time to waste upon herself," says one who watched her life
understandingly,, "The need of a world" constrained her, and
she could not waste time in which she might be serving. Yet
she never seemed hurried. Every hour of every day was care-
fully planned in advance that each might be used to the greatest
advantage; every appointment was so carefully kept that her
promptness was proverbial^ and none can remember that she
was ever even a little late for anything.
She dedicated her mind to the meeting of human needs.
Miss Dodge had wealth, but she might have had far greater
wealth had she given her attention to business interests, for
she had unusual business acumen. It is doubtful whether such
an idea ever occurred to her; her whole thought was service,
and the whole strength of her mind was devoted to the needs
and problems of those she sought to serve. For their sakes
she kept her mind big and free from prejudice. "Her great
work/7 some one has said, " was not only great because she
brought to it abundant means and great business energy, but
it was great because she came to everything with an absolutely
open mind." And it was a mind which thought deeply and
fearlessly and far. It was not enough for her to look ahead
five years or ten; she took, it has been said, "the hundred
year view."
Few people are as careful in the use of money as was Miss
Dodge. It did not take her long to decide to give many thou-
sands to promote a cause which would make life richer for
others, but she did not expend even a small sum for her own
use until careful thought had convinced her that it was a real
necessity. And gifts, big and little, to a great movement or to
a person, went with the simple words, "From a Friend."
Once a guest from a far-away land of bitter poverty was
troubled because of the money expended in making Miss Dodge's
homes in New York and Riverdale the places of beauty and
777
comfort that they are. But before she went away she under-
stood, for she had seen the way in which Miss Dodge's homes
were used. There were many large gatherings in both homes,
meetings and conferences, dinners and luncheons and week-end
gatherings innumerable, none of them purposeless, all of them
for the sake of helping. It would be interesting to have a
list of the organizations which had their origin at 262 Madison
Avenue. But Miss Dodge loved most to use her home to
rest and refresh and cheer. It was always open-doored to all
who had need of anything which she could give. Few people
have been so busy; few have been so absolutely accessible.
"Her visitors/* a friend says, "were young artists seeking*
engagements, brides who wanted her recommendation before
opening a household charge account, invalids who wanted a
change of climate, self-supporting women who had lent their
savings on poor security, heiresses who wanted advice about
charitable donations, lawyers who were drawing up their
client's wills, girls who wanted her to meet their fiances, early
schoolmates who loved to be in the mere presence of this
unselfish worker, representatives of ill-conceived or immature
projects, people with letters, salaried co-workers in the differ-
ent movements who forgot the official tie and loved the personal
acquaintance. She saw them all and thanked them for coming.
She shared her experiences and gave them courage to do the
next thing."
After all, Miss Dodge's best gift to each of the host who
claimed her as a friend was — herself. She could not have been
impersonal. Although writing was very painful because of a
form of writer's cramp from which she suffered for years, she
wrote hundreds of notes by hand that she might give herself
more completely in them. Her service through letters was un-
ceasing. Every Monday morning for twenty years at the door
of a little home where one of her "girls" lived, the postman
stopped with a friendly message from Miss Dodge. Another
one of these girls had had her weekly note for thirty years.
778
Several of them treasure warm afghans which Miss Dodge had
found time to crochet during the full years when an invalid
mother claimed her thought and care. She who ever carried
the burden of great organizations on her mind always had
time for "the little kindnesses which most leave undone or
despise." If she thought some one in a meeting which she
was attending looked tired, the weary one found a carriage
at the door to take her home. Her own automobile was busy
during such meetings taking an invalid or a group of children
for an airing. Children were a never-failing source of delight
to her. All the babies in her own family and the families of
her friends crept into her great warm heart and found it one
of the coziest, sunshiniest nooks in the big strange world into
which they had come.
Few people have given as lavishly as did Miss Dodge; and
few have been so unconscious of the greatness and the value
of their gifts. She who faced tremendous tasks with magni-
ficent courage often gave very timidly. She had a deep and
genuine humility which made her shrink from any kind of
publicity or acclaim, and which made her as some one has
said, "The most prominent, least known woman in America."
She was, as one who watched her pilgrimage with understand-
ing eyes put it, "of that company who in a strong light shrink
aside, yet walk in a radiance all their own, their faces alight
with the serenity we call divine, the plainest countenance among
them beautiful by inward peace. Of all who come into the
observer's view none are as fettered as these, none as little
free to go their own way, to live their lives at ease apart. Not
if great riches be theirs can they roam whereso'er they wish
to spend themselves as they please, for their hearts are no
longer theirs, nor even their hands; the first they have given
away to all mankind; the second serve others, but them no
longer. In their souls there has been kindled *the passionate
pity for the joyless'; for them the purest visions of youth
have not faded nor altered."
779
Such a one was Grace H. Dodge. Her life was like a house
with many mansions, and many weary found in her a rest.
God grant us wisdom in these coming days,
And eyes unsealed, that we clear visions see
Of that new world that He would have us build
To Life's ennoblement and his high ministry.
— John Oxenham.
POSTURE.
Ode to Posture:
Good Posture is an asset
Which very few possess;
Sad to relate, the favored ones
Seem to be growing less.
We see the folks around us
All slumped down in a heap,
And the way that people navigate
Is enough to make you weep.
Some elevate their shoulders,
Some hollow in their backs,
Some stiffen up their muscles,
And some just plain relax.
The one who walks with grace and poise
Is a spectacle so rare,
That even down on gay Broadway
The people turn and stare.
If you would cut a figure
In business, sport, or school,
Just mind the posture precepts,
Obey the Posture rule.
Don't thrust your head out turtlewise,
Don't hunch your shoulders so;
Don't sag, and drag yourself around;
No style to that, you know.
Get uplift in your bearing,
And strength and spring and vim ;
780
No matter what your worries,
To slouch won't alter them.
Just square your shoulders to the world,
You're not the sort to quit,
"It isn't the load that breaks us down,
Its the way we carry it."
Used by the kind permission of Miss Lilian C. Drew, Central Branch,
Y. W. C. A., New York City.
PROMOTION CEREMONY FOR USE WITH GIRL RESERVES.
The following outline of a promotion ceremony is sug-
gested because it seems very desirable that the close of each
school year should mark not only a graduation from one class
to another in school, but the same achievement in regular club
work among the several Association groups. It will need to
be adapted because, in many communities, the High School
Girl Reserves may not pass into membership in an Alumnae
Club, when they have finished their school work.
Producing notes:
(There are three speaking parts; one is taken by the girls'
work secretary or an adviser, one by a member of the alumnae
club and one by the president of the high school Girl Reserves.
The members of the alumnae club enter from rear of the stage
and come forward two abreast; they turn to their right, and
form a group at the left of the stage, along one side of a square
which has been marked out for their guidance. The high school
Girl Reserves enter from the rear of the stage and turn to
their left; they form a group along the other side of the square.
The members of the freshman company of the Girl Reserve
enter and take their position along the third side of the square,
facing the audience. Immediately behind them are the mem-
bers of the eighth grade corps. The secretary or adviser
enters and comes to the left side of the stage with her profile
to the audience; as she speaks, the Senior girls of the high
school Girl Reserves step to the front of their group to receive
her message.)
781
Secretary:
"Seniors of the high school Girl Reserve Club, you have
come to the end of your high school club life. As you go from
us, we, who have led you, rejoice to lead you further into a
place in the Alumnae Club. Carry with you as you go to this
wider field of service, the splendid spirit that has been yours
ir the years that are now done."
Member of Alumnae club:
(Coming forward to meet high school girls). "We welcome
you gladly into the fellowship of the alumnae club and pledge
ourselves to try to make its purpose a motive power in your
life." (The high school seniors move over and stand with
alumnae girls.) (The president shakes hands with each senior.)
Secretary:
"Members of freshman Girl Reserves, you are about to enter
the sophomore class in high school and must therefore leave
your freshman Girl Reserve Company, but you leave it only to
step into a bigger life in the membership of the high school
Girl Reserve Club. Take with you the enthusiasm of your
freshman days, the high ideals of your Girl Reserve Company,
£,nd a sincere desire to give to the club you are entering all
that each has of loyalty and service."
President of Friendship Club:
(Coming forward to meet the Girl Reserves). "We welcome
you gladly into the friendship of our club, and shall try to
make all of its pleasures and service yours.7' (The freshman
Girl Reserves step over and stand with high school club; the
President shakes hands with each girl.)
Secretary:
Eighth grade girls of Company , — Girl Reserves, you
fie about to enter high school. Your happy Company - — -
days will give way to happier days as members of Company
, in your freshman year. Hold high tre Banner of Com-
pany , live up to its traditions, and add to it honors, remem-
782
bering always in all things, "to find and give the best."
(Eighth grade girls step over and stand in the place where
the freshman company did stand.)
Secretary:
"And for you all I wish joy at the close of this year's work;
may you go forward under your common sign, the Triangle of
Blue — to finer and better things in the year that is to come,
faithfully to minister through body, mind and spirit the many
gifts from the Father of us all."
All Sing the Hymn of the Lights.
STANDARDS FOR CLUB GIRLS.
Report of the Findings Committee.
We as a group of high school girls recognize our influence
over younger girls in our schools as well as girls in the eighth
grade, and also realize that it is our responsibility to raise the
standards between boys and girls, — therefore your committee
recommends that the girls of the conference go on record as
standing for the following resolutions and trying as Y. W. C.
A. clubs to promote them.
1. That we strive to increase friendliness between girls and
lessen the clique spirit.
2. That we exert our influence to discourage undue freedom
between boys and girls.
3. That we stand for good taste in the matter of clothes,
simplicity in school dress and the combing of hair, and that we
will not wear extreme evening dress.
4. That we campaign against use of rouge and artificial
eyebrows.
5. That we refuse to take part in the wrong kind of dancing
and will learn how to organize other forms of recreation.
•6. That we express our friendly interest as American girls
in the girls of some mission school by sending a box to the
school.
783
A Measuring Rod for High School Clubs.
I. Make the purpose of the club, the purpose of each
member.
a. Regular, live Cabinet and Committee meetings that;
accomplish something.
b. Every member doing- at least one interesting
"job" for the club this year.
II. Think out "all round" meetings that >count, those that
provide for the physical, social, mental and spiritual
development of every member. Put on meetings which
are "different" — those that are dramatic, discussional,
inspirational (latter to include Installation and Recog-
nition Services).
III. Be Thrifty.
a. A club budget and carefully kept expense accounts.
b. Stewardship of both time and money assigned to
each member (as a vital responsibility).
c. Some participation in Government Thrift Campaign.
IV. Build for Health.
a. Incorporating in program through discussions
debates, exhibits or team organization the necessity
of good health habits.
V. Make the Bible Real.
a. Voluntary study classes of a few weeks' duration, or
b. Short special series of club meetings that show what
the Bible really is.
VI. Put your ideals for Christian Citizenship into action in
at least two ways.
a. Constructive service for community and school.
b. Supporting the "other girls7' of the Young Women's
Christian Associations in America and other coun-
tries by shouldering definite financial responsibility.
A Suggested Code for High School Girl Reserves.
This is only an outline and clubs using- it for a model will
desire to amplify it.
784
1. Cheating in Examinations.
a. That as cheating in examinations is contrary to the Girl
Reserve purpose and code, no girl can continue in good stand-
ing in a Girl Reserve corps or company or club and cheat in
examinations in High 'School.
b. Each Girl Reserve is on her honor and if she breaks this
honor system she is expected to report the same to the Staff
Representative of her corps. If she does not report, the corps
will take action in the matter.
2. Loyal to All School Organizations.
a. That we live up to the simple form of dress such as
serge, gingham, middies, etc.
b. That silk hose and extreme heels are not forms of simple
cb ess ing.
3. Dancing.
a. That Girl Reserves do not dance cheek to cheek or in any
other objectionable position.
b. That we attempt to carry out this standard in all our
social dancing.
4. Attitude toward Boys.
a. That we as Girl Reserves, maintain a wholesome attitude
?t all times in our associations with boys, in regard to such
matters as chaperonage of groups, motor driving, dances,
picnics, etc., conduct on the street and public places.
5. Conduct in Public Places.
(Public places mean the confectionery stores, the street,
library and similar places.)
a. Nothing should be done to attract attention such as loud
laughter and loud talking.
Three Standards for Money Raising.
Do the means you use to make money come up to these
tests:
Y. W. C. A. money making events —
1. Should make a real contribution to the social life of the
school or community.
785
2, Should help to train more girls in constructive Y. W.
€. A. work.
3. Should dignify the Y. W. C. A. rather than cheapen it.
No matter how early or late the spring is every year, still
the spirit of camp is in the air. It is quite the thing to begin
saving money for the coming vacation, and sometimes attractive
stamp folders have been provided, each to hold six dollars
worth of five-cent stamps. The fold is four fold, and the fourth
part, which is torn off and kept on file, bears the purchaser's
signature and on one side small spaces where the purchase of
every stamp may be recorded. Such fun it is to watch the lit-
tle Blue Triangles printed on each stamp, spread over the sur-
face of that folder.
SUMMER PROGRAMS.
Summer offers an infinite number of possibilities for a con-
tinued piece of constructive work with girls. Heat, general
lassitude and summer vacation do not change the nature of i
girl; she is, as always, a reservoir of desires and longings —
but the need for careful planning is greater than ever.
It is possible, in communities where Girl Eeserve work is
developed in a large number of centers, to group the girls by
communities and to have arranged for each community group
every week tennis, swimming, baseball, hiking and other out-
door activities. Each community will "run off" its finals and
the first rank girls from each community can be entered in
the "Big Finals."
Parks and playgrounds may be made the centers for games,
field meets, picnics and imaginary trips. Rocks, trees, small
lakes and streams become, by the magic power of imagination,
the marvels and beauties in a landscape such as is offered by
a Niagara Palls or a Glacier Park.
Suggested List of Summer Honors.
Because it has seemed best to have the summer program
distinctly different from the winter one, it has been decided to
786
include in this Manual a list of honors peculiarly adapted to
summer work. This list of honors is in no sense a required
list, but if desired may be used by any local group during the
summer months, presumably July first to October first.
Since these honors are not a part of the regular list found
elsewhere in the Manual and perhaps will not be used by all
secretaries and advisers, it is further suggested that a special
award be given to girls who earn fifty honors. This award
is a small tree, conventionally designed. It Is to be made locally.
Green felt or some other suitable material should be used. It
n-ay be worn on the sleeve of a middy blouse or placed upon
the armband if desired. Designs for the tree could be made
by the girls in their art work at school.
This award may be explained by the following symbolism:
A tree typifies the beauty and spirit of the out-of-doors.
As it stretches ever upward, so shall the corps or company
members seek for that which is finest and best in their work
and play through the summer days. As the strength of a tree
comes from its roots, deeply embedded in Mother Earth, so does
the work already done as companies and corps, prepare their
members for keen enjoyment of the summer play-time, and
make them more ready and able to find a still greater joy in
their work when the autumn comes.
Joyce Kilmer's poem, "Trees," may be used by an adviser
to Interpret the beauty of trees.
TREES.
By Joyce Kilmer.
I think that I shall never see
A poem lovely as a tree;
A tree whose hungry mouth is prest
Against the earth's sweet flowing breast;
A tree that looks at God all day
And lifts her leafy arms to pray;
787
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain,
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
HONOR LIST.
Each honor counts for one point unless otherwise specified.
Local birds, flowers, etc., may be substituted for the ones sug-
gested here if desired. Fifty of these honors must be won to
secure the award.
1. Memorize "Trees" by Joyce Kilmer (2 honors).
2. Memorize "Ballad of The Trees and the Master" by
Sydney Lanier (2 honors).
3. Read "The Golden Windows" by Laura E. Richards (2
honors).
4. Learn to tell the story of "The Shet-Up Posy" from
Story-Tell Lib. by Annie Trunibull Slosson (2 honors)*
5. Read the story of "The First Christmas Tree" in "A
Little Book of Profitable Tales" by Eugene Field.
•6. Learn to tell the story, "The Patch of Blue" by Alice
G. Moore.
7. Read "The Land of the Blue Flower" by Frances
Hodgson Burnett.
8. Learn and understand the poem. "In Flanders Fields,
the Poppies Grow" by John McCrae (2 honors).
9. Read "Melody" by Laura E. Richards.
10. Read "Patsy" by Kate Douglas Wiggin.
11. Read "Amarilly of Clothesline Alley" by Belle Kanaris
Maniates.
12. Read "Water Babies" by Charles Kingsley.
13. Read "Helen's Babies" by John Habberton.
14. Know the difference between a squirrel and chip-
mank and how they build their houses.
788
15. With what does a prairie dog live?
16. uWhy does a rabbit put his hind feet down ahead of his
front ones"?
17. How does a mole make his house ?
18. Read "Freckles" by Gene Stratton Porter.
19. Read "The Girl of the Limberlost" by Gene Stratton
Porter.
20. Why are locusts called a pest?
21. Make a collection of ten butterflies and mount them.
22. Write an imaginary' nature story, not more than two
hundred words (5 honors).
23. Be able to identify five new birds by their calls.
24. Tell how the robin, the swallow, the oriole and the
meadow lark build their nests. Draw pictures of the
nests (4 honors).
25. Name one bird that does not build its own nest but
uses other birds' homes. Name one bird that destroys
the nests of other birds.
26. What trees in your vicinity are used in the making1 of
furniture and which for fuel?
27. Write a true or imaginary story of a great redwood
tree.
28. What is meant by conservation of our national for-
ests?
29. How does Uncle Sam guard his forests?
30. Tell the story of a pearl.
31. What is a sea anemone and where does it grow?
32. Learn to play either; tennis, croquet or learn how to
swim (3 honors for each or 10 honors for all three).
33. Describe the shearing and marketing of wool.
34. Distinguish between poison ivy and other varieties and
describe the effects of the former. Know a remedy (3
honors),
35. Describe four varieties of ferns and make a fernery in
your yard (1 honor for description^ 5 if fernery is also
made).
789
36. Make a fir-balsam, pine or milkweed pillow.
37. Find in the woods or meadows a Jack-in-the-pulpit, an
Indian pipe, a purple flag, a sand violet, and a fringed
gentian.
38. Find five different kinds of golden rod.
39. What is a boll weavil?
40. Tell how cotton grows and is marketed.
41. What is the difference between cane and beet sugar?
42. Describe the blossom of the sugar cane.
43. Tell the story of a grain of corn — how it grows.
44. How do pine apples grow? (1 honor). Where do they
grow? (1 honor).
45. Visit an ice-cream factory and tell how ice-cream is
made.
46. What does pasteurization mean?
47. If you live in a city, tell the story of a "block party."
What is its value to the neighborhood?
48. Name the parks in your city. How many have you
visited ?
49. Play three hours a week for four weeks at one of the
ciliy playgrounds.
50. For one month take care to observe the traffic rules in
driving an automobile.
51. Serve iced tea or lemonade at the Young Woniens
Christian Association or at a Community Center some
afternoon to any guests in the building.
52. Carry flowers once a week for four weeks to some shut-
in or hospital.
53. Help your corps or company to earn enough money by
having a country fair, a pageant or an ice-cream social
to support a French or Belgian or Near East orphan
(10 honors).
54. Sleep in the open air under canvas (if impossible to leave
home, use your back yard) for fourteen nights.
55. Make an out-door stove and cook a meal or roast ap-
ples and potatoes (5 honors).
790
56. Learn to wind the May-pole.
57. Do the family mending and darning for two weeks (5
honors).
58. Sweep the front porch or the door step every day for
two weeks.
Swat twenty-five flies a day for two weeks.
Know the care of milk and milk-bottles in hot weather,
This honor list is under three headings: Service, Outdoor
Lore, Story Book Lore, thus carrying out the idea of S. 0. S.,
cne of the principles of the grade school program.
Service:
1. Keep fresh flowers in the dining room for one week
(1 point).
2. Plant a flower garden with at least three kinds of an-
nuals in it and care for the garden for one month (5
points).
3. Get someone else to plant three kinds of annuals.
4. Write a club song and a club cheer (3 points).
5. Keep in good health all through the summer. (This
means the right proportion of sleep, exercise, food,
work and play.) (5 points).
6. Do garden or farmerette work (3 points for each fif-
teen hours).
7. Can four jars of vegetables. (This may be done by
"cold pack" method.)
8. Can eight jars of fruit (1 point for each can).
9. Can four glasses of conserve or four jars of relish
of some kind (1 point for each kind).
10. Carry a delicacy to some shut-in or a person in a
hospital (1 point).
Outdoor Lore — Nature:
1. Make a collection of the following, carefully pressed,
mounted and labeled:
(a) wild flowers (1 point for 10 kinds).
791
(b) leaves of trees (1 point for 10 kinds).
(c) ferns (1 point for 5 kinds).
2. Make a collection of ten butterflies or moths, and
mount them (5 points).
3. Make a list of birds seen, giving- date and place (3
points for 10 kinds),
4. Draw as graphically as possible a picture of how
the robin, the swallow the oriole, the meadow lark,
and the ovenbird build their nests (5 points).
5. Distinguish between poison ivy and other varieties
of ivy, and describe the effects of the former. Know
a remedy (3 points).
6. Name the parks of your community giving the loca-
tion and telling1 the parks which you have visited (1
point) or name nearby places suitable for picnics.
7. Destroy 100 cocoons of the tussock or gypsy moth
(1 point).
8. Know the different members of the swallow family
(3 points).
9. Know the diiferent members of the blackbird family
(3 points).
10. Know the different members of the thrush family (3
points).
11. Know the different members of the woodpecker
family (3 points).
12. Know the different members of the vireo family (')
points).
13. Know the different members of the fly catching fam-
ily (3 points).
14. How did the cow bird get its name?
15. Name the different kinds of crabs (1 point).
16. How do crabs see? (1 point).
17. How is the shell of a crab different from that of a
oyster? (3 points).
792
How often does a crab get a new shell?
18. If you are near a beach pick up on the beach ten
common shells and identify them (2 points).
19. Do those of us who live inland derive any benefit
from such shells? Have they any connection with
any kind of food products? From what are buttons
made sometimes? (1 point for each).
20. Know how to start seeds in flat boxes (2 points).
21. Know how to transplant seedlings and do it (3 points).
22. Tell in club meeting's the best way to cover up a back-
yard fence (3 points).
23. Plan a summer garden of annuals with thing's in
bloom from June to September. Plan with reference
to color also (5 points).
24. Make a list of trees alphabetically, as ash, beach,
etc. (3 points).
25. Build a good bonfire with material found out of
doors (3 points).
26. Build a fire in the rain with material found out of
doors. See Woodcraft League Manual for Girls (3
points).
27. Light fire without matches (1 point).
28. Make two different supports for a pail over an open
fire (3 points).
29. Make two different supports for a pan over an open
fire (3 points).
Outdoor Lore— Sports.
30. Ride horseback (in connect form) thirty miles in
two weeks (1 point).
31. Play tennis or a similar game not less than ten
hours in ten days (1 point).
32. Swim one-fourth mile (1 point).
33. Swim one-half mile (1 point).
793
34. Swim one mile (2 points).
35. Swim on back five minutes (1 point).
36. 'Swim under water forty-five feet (1 point).
37. Breathe rhythmically 25 times when over depth in
water (2 points).
88. Know the following standard strokes (1 point for
each:
Breast.
Australian Crawl.
Single overhand.
Double overhand.
•Side.
39. Hike fifty miles on schedule hikes (5 points).
40. Spend one week at camp.
41. Learn to follow a trail in the open, using trail signs.
Story Book Lore:
1. Read any of the following books or others which
meet approval of Girls' Work Secretary (1 point):
(a) The Golden Windows — Laura E. Richards.
(b) The First Christmas Tree — Eugene Field.
(c) The Land of the Blue Flower — Frances H. Bur-
nett.
(d) Melody—Laura E. Richards.
(e) Patsy — Kate Douglas Wig-gin.
(f) Amarilly of Clothesline Alley—Belle K. JVIaniates.
(g) Waterbabies— Charles Kingsley.
2. Memorize and understand any of the following (1
point for each):
(a) God of the Open Air — Henry Van Dyke.
(b) Book Friends — Ethel R. Peyser.
(c) Song for a Little House — Christopher Morley.
(d) Life Came to Me To-day.
794
SONG FOR A LITTLE HOUSE.*
By Christopher Morley.
I'm glad our house is a little house,
Not too tall nor too wide.
I'm glad the hovering butterflies
Feel free to come inside.
Our little house is a friendly house;
It is not shy or vain •
It gossips with the talking trees,
And makes friends with the rain.
And quick leaves cast a shimmer of green
Against our whiter walls,
And in the phlox the courteous bees
Are paying duty calls.
LIFE CAME TO ME TO-DAY.
This I entreat;
Flow in my hands, inform my lagging feet.
Shine in mine eyes, and smile upon my lips.
Oh, lift my spirit's flames from dull eclipse
And sing within my heart, that I may be
Life, in my turn, for those who look to me.
Any good nature book will give the necessary information
on birds, trees, flowers, etc.
THE TALENT LIST.
Some High School Clubs, where the membership is very
large, have found that the program committee is very much
aided by the "Talent List," It is nothing more than a record
cf the things which each girl does particularly well. .Such a
list is invaluable when a committee is engaged in the somewhat
difficult task of having a club which is 100 per cent strong in
having every member share in the club's work, play, worship
and service.
* Used by permission of author and publishers, George H. Doran & Co.,
r "Vfifle P.ifv
New York City.
795
THRIFT.
* Earning, Saving:, Spending.
(A) How may a girl learn thrift in the home?
(B) How early does a girl acquire habits of thrift? Would
you have a girl keep a personal expense account; if so,
at what age would you begin?
(C) Is it desirable to make a girl's allowance cover all
her personal expense, including clothes; if so, at what
age?
(D) How would you determine how much spending money
a girl should have?
(E) Should a girl be paid in cash for all the duties around
her home and secure her entire spending money in this
way?
(F) Should a girl be required to tell what becomes of her
own spending money, or should she be allowed to spend
this without direction?
(G) At what age should a girl begin to have a personal
bank account?
(H) Is it possible for the home to be so strict about money
matters that the girl becomes a natural spendthrift as
reaction when she gets away from home influence?
Supplementary Material.
This material is included with the hope that it will be sug-
gestive in its content, pointing the way to other material which
program committees may prepare to fit their own community
needs:
* The following questions were asked and answered in the January
(1921) number of "American Youth" by Leo Day Woodworth, and are used
by the kind permission of the Editor. "American Youth" is a magazine
devoted to the Christian leadership of boys. It is published by the Inter-
national Committee of the Young Men's Christian Association, 847 Madison
Avenue, New York City. Price $2.00 per year. The word "girl" has been
substituted for the word "boy" and it is hoped that the questions will be
helpful in the presentation of thrift.
796
W. S. S. stood for War Savings Stamps, not for "Whoopee—
spend some more."
Essential features for a thrift program:
1. Have a worthy aim to be attained by thrift.
2. Have and follow a plan for saving* which includes:
earning, elimination of waste and extravagance and
wise buying.
3. Make a budget and keep a personal expense account.
4. Have and follow a systematic plan of investing your
savings.
5. Study and practice thrift as one of the duties of a
good citizen.
MY TRUST FUND.
(A suggested outline for use by advisers and girls).
Aim.
To help girls from the attitude of "mine, to do what I like
with," towards the Christian attitude of "given me by my
heavenly Father to use/7 as applied specifically this time to
money, but to be carried on by the adviser in its application to
special talents and, if wise, to choice of a vocation.
1. Start by having* one girl write on the blackboard, as
other girls suggest them, all the things a girl calls
"hers" (or give out pencils and paper and have each
girl make her own list, limiting the time to one minute).
Ask the girl to:
Cheek those for which you care most.
Add others that you and other people "own" to-
gether.
(Note: Lead the girls to broaden out in their thinking*
to include not only possessions like clothes, but chances
for fun and school; also the things a group owns in
common, from basketball equipment to subways, etc.
2. Take some one thing that is yours — like your new party
frock. How many people helped to give it to you? (Trace
797
the silk back to Japan, perhaps, and through the making
of it to the girls.) How far have I a right to "do what I
like" with something that is given me by others? Does
paying money for it make it all right?
3. When a club wants to spend money whom do they elect
to do it for them? What rules does an honorable treas-
urer follow in spending money. (Here tell the girls, if
they do not know, about some trust fund like the Car-
negie Foundation and how the money must be spent for
a stated purpose.)
4. Of what funds am I treasurer?
Who gives the money for the schools?
(Have some girl ready to report how much it costs the
state for each high school girl each year).
How much does it cost for my food and clothes and fun ?
(Use average budgets.)
What am I doing toward my share of another's life ?
All these are part of my trust funds. What is the pur-
pose for which they are to be spent. (Try to get the
girls to gather up in their own words, the details into
one purpose like ''growing to be Christian citizens.")
How shall I plan as an honorable treasurer to use my
spending money and other trust funds?
WEEK-END HOUSE PARTY FOR ADVISERS TO FLAN THE YEAR'S
WORK.
A Program for an Adviser's House Party.
The Adviser's House Party, like the Council or Cabinet
Training Course, offers the opportunity to set before old and
new advisers the tentative plans for a year's work. Such a
house party may occur either in the spring or early in the fall
or if it seems desirable, there might be two of these group
meetings. Each should consider plans for a full year of work.
A spring house party should include plans for summer pro-
grams.
79'8
Theme— "On the Trail"
Saturday.
10:30 The Widening Horizon — Scope of the Year's Work.
11:00 Sign Posts- — special emphases.
12:30 Rest on the Trail.
1:00 Lunch.
2:00 Paraphernalia for the climb.
Adviser's tools.
Typical programs.
Building a project.
Organization of groups,
4:00 Zig Zags.
Advisers' meetings.
Advisers7 reports.
Advisers* notebooks.
Books.
4:30 Side trips.
In the surf or hike.
5:30 Bacon bat.
6:30 Around the camp fire.
Discussion about good stories to tell to girls.
Sunday.
9:00 Breakfast.
10:30 The Mountain Peak—The Worth Whiteness of the
Work.
1:00 Dinner.
2:00 One Last Look.
"WOMEN OP THE BIBLE AND WOMEN TO-BAY/*
Introduction.
Strictly speaking there is no such thing as a modern woman.
Certain traits and types have been known among women since
history began to be written. It is true that in each age some
one type has been most prominent and that type has always
been called "the new woman." But the qualities which we most
799
admire in women have persisted from age to age and (this after-
noon) we are to see how the women of the Bible, the women of
ancient Israel prove this statement.
1. (Sarah.
We in America are prond of our pioneers, the Pilgrim
Fathers, the men who pushed our frontiers westward against
great odds, the missionaries who have gone out into the hard-
est places to spread the knowledge of God. We should be
equally proud of the women who went with them, the wives
who faced any hardship to make a home in the wilderness for
the men they loved. So it was with Sarah, the wife of Abraham.
When her husband heard a call into a new and unknown coun-
try she went with him to make a home wherever he pitched his
tent.
Sarah the Steadfast Wife of a Pioneer.
Tableau — Sarah kneading bread in front of Arabian tent.
Bible Reading— Genesis 12:1, 5, 3. Genesis 18: 1, 2, 6.
2. Rebekah.
We all recognize at least three ways in which a girl may
meet a man. There is the shy and self-conscious attitude
which tends to shut out the possibilities of a natural friend-
ship because the girl does not meet it half way. There is the
overbold attitude of the girl flirt which cheapens and degrades
any relationship. But we all know and love the friendly girl,
the good comrade, who by her kindness and courtesy to all is
ready for friendship and for something deeper if God sends it,
as He sent it to Rebekah.
Rebekah the Friendly.
Tableau — Rebekah with pitcher on her shoulder,
Bible Reading — Genesis 24: 45-48.
3. The Women and Moses.
Most great men look back with gratitude to the influence of
some woman. Moses must have looked back to three, Pharoah's
daughter who educated him, his mother who nurtured and
800
trained him, and his sister Miriam who was his constant com-
panion. All three were present at this very early scene in his
life.
The Women who made Moses.
Tableau — Maiden presenting- basket with infant Moses
before Pharoah's daughter and Miriam bringing: the
mother as nurse.
Bible Reading — Exodus 2: 1-8.
4. Deborah.
We are hearing much of the fact that women are doing
men's work. Just let us remember that women have always
done it whenever it became necessary. In Deborah's case It
was on account of the inefficiency and weakness of the man
who should have been a leader.
Deborah the Woman who did a Man's Work.
Tableau — Deborah standing under a Palm tree.
Bible Reading — Judges 4: 4-5 and 4: 6-9.
5. Ruth.
We wonder at the courage and determination of the immi-
grant girl who breaks off the relationships of the "old country"
and comes to America with her own way to to make and new
strange ways and customs. Why does she come? Because she
has a dream — a vision of something better — a promised Land,
and she dares to follow that dream. iSuch a one was "Ruth
the Decided."
Tableau—Parting scene between Ruth, Orpah and Naomi.
Bible Reading— Ruth 1: 16-17.
6. Esther.
Once upon a time a girl became a Queen, quite suddenly.
Her friends thought her a very lucky girl and no doubt herself
was elated at the honor done her. But very soon she learned
that position means responsibility. Her people, the Jews, were
in danger of massacre. She alone could save them and only
at the risk of her own life. The challenge came from her
801
uncle: "Who knows but thou art come to the kingdom for
such as this?" And this was the answer of "Esther the Woman
Patriot."
Tableau — Esther before a curtain doorway about to enter
presence of the king.
Bible Reading—Esther 4: 10, 11, 16.
7. Mary and Martha.
Hospitality is one of the best of feminine traits and a home
which offers its warmth, not only to one's body in rest and
food but to one's soul in sympathy and appreciation, is a glimpse
of heaven. Such a home Jesus found at Bethany in the house
of Mary and Martha.
The Women who made a Home for Their Lord.
Tableau — Mary seated — a jar of ointment in her hand.
Martha standing — a tray of viands on her shoulder, look-
ing down at Mary.
Bible Reading— Luke 10: 38 and 39. John 12: 2 and 3.
8. Mary Magdalene.
Some women are remarkable for their single and unwavering
devotion. Through the darkest night of sorrow they are true
and in the morning, like Mary Magdalene, they are rewarded
by the appearance of their Lord.
Mary Magdalene the Devoted.
Tableau — Mary Magdalene at the door of the tomb in the
dim morning light.
Bible Reading— John 19: 25. John 20: 1, 11, 13.
9. Mary the Mother of Jesus.
No title by which a woman is called is so dear to her ears
or to ours as "Mother." That is because motherhood stands
for self-sacrfice and self-forget-fulness in creative love. And
these are the crowning traits of any true woman whether or
not she is a mother of children. The name of "Mother" is made
a thousand times more sacred to us since God set his seal upon
it in the birth at Bethlehem.
Mary the Mother of Jesus.
802
Tableau — Mary kneeling by the Manger.
Bible Reading— Luke 2: 10, 12, 16, 19.
Voices behind the scenes singing a Christmas Hymn, or the
story of The Holy Birth may be read.
Recessional Hymn: Sung by the audience while the char-
acters in the several tableaux pass down the central aisle.
Producing Notes:
In arranging the costumes for these tableaux it is well to
collect as much material as possible and discover the most
effective use of it by trying the costumes on the girls who are
to take part. The foundation of a draped costume may be a
straight untrixnmed white night gown or a plain colored velvet
or corduroy lounging robe. Several yards of any plain colored
material may be used as a draped "sari/' composing skirt,
shoulder drape and head veil. Old velvet or satin portiers, cur-
tains, piano covers, table scarfs, etc. can be used effectively for
trains of costumes. Auto veils, large square silk ties, squares
of cloth, bandeaux, etc. are all useful for headdresses. Th*
veils and squares should be arranged in as nearly authentic
ways as possible. Secure from the New York Sunday School
Commission (73 Fifth Avenue, New York City) the colored
reproductions of the Tissot Illustrations of Biblical scenes and
characters. (One cent each). Sandals can be borrowed or
improvised from pasteboard and ribbon. In many instances
the draperies cover the feet.
Colored lights add much to the effectiveness of the tableaux.
Slides can be made of colored sheets of gelatine (inexpensive)
which can be bought in small quantities from any moving pic-
ture supply house. The right color for each tableau will have
to be discovered by experiment. Red, purple and yellow are
apt to be most useful.
Gold bracelets and bandeaux may be made of gold paper.
803
Tableau I.
Tent made from striped portiers and blankets stretched
over a clothes horse to represent one end of a billowy Arabian
tent. (See old Biblical pictures.) Ordinary wooden chopping
bowl with meal for kneading — Sarah kneels on flat pillow hold-
ing bowl tipped with one hand. She should wear antique
earrings and heavy gold armbands. Red head veil and dark
draperies.
Tableau II.
Rebekah should wear a long veil pinned about the head
with long ends floating over her shoulders. Plain straight gown
with light colored panel hanging straight from neck to floor.
Earthenware pitcher or large plain vase held high on one
shoulder.
Tableau III.
Pharoah's daughter should be dressed in gorgeous materials
and heavy jewelry — long black braids over shoulders — maid
servant in dark blue and white draperies — bobbed or straight
hair, with band about forehead ; she kneels behind open basket.
For basket use picnic hamper or small clothes basket with
cloth lining trailing over side. — Miriam a child of seven or eight
— short simple dress — the mother in dark sari drawn loose over
head. She is very watchful, wondering about the fate of the
child.
Tableau IV.
Deborah should have a straight majestic figure; she stands
in an attitude of command. Palm set on pedestal, which
woman's figure hides, gives effect of trees.
Tableau V.
This tableau should be posed from the familiar picture
showing the parting of Naomi and Ruth and Orpah. Ruth
with her head thrown back, in entreaty, is attractive in a long
white veil. Naomi and Orpah should be clad in dark colored
garments.
804
Tableau VI.
Richest curtain obtainable should be used for a background
— low step and rug before it. Esther's hair should be in braids
— jeweled head band — straight robe with loose metal girdle
about hips and hanging down front of gown. A rich panel
should be hung from shoulders, forming a train — bracelets. She
stands in a dramatic attitude as though she were saying, "If I
perish, I perish/7
Tableau VII.
Mary is seated on a low bench. She should be a girl who
has large expressive eyes. Her draperies should be light col-
ored. She holds a small antique jar in her hands and Is most
contemplative. Martha's garments should be jdark red or
brown with a striped overdrape. Her head scarf should be
arranged in a semi-turban way. Her garments are well
girded up for she is ready for household tasks and she is look-
ing at Mary with "critical love" in her eyes. She should carry
a brass or wicker tray of fruits — held above her shoulder by
both hands.
Tableau VIII.
It is important that the girl who takes the part of Mary
Magdalene should have long, glossy hair. She stands at a
roughly outlined dark doorway suggestive of tomb hewn from
a rocky hillside. She is leaning slightly against its side with
her back to audience — white garments floating, hair streaming
down her back — no head veil — in attitude of despairing love.
Tableau IX.
No light except the light from manger. Electric light bulb
should be hidden deep among folds of manger lining. Light
should illumine face of Mary. The manger should be made of
a box suitable in size and covered and raised so that Mary may
kneel behind it with one arm stretched along edge of manger —
a white veil should be drawn over her head in simple folds.
Shoulders and breast covered with white and a touch of blue
over one shoulder.
805
Section VIII.
HISTORY OF THE GROWTH OF GIRLS' WORK IN THE
YOUNG WOMEN'S CHRISTIAN ASSOCIATION.
THE term Girls' Work may be a new one to many people,
but as early as 1881 the Young Women's Christian Asso-
ciation was beginning definite work with younger girls. The
following extracts from the pages of Elizabeth Wilson's book,
"Fifty Years of Association Work Among Young Women/' tell
the story.
"Little Girls' Christian Association." This comprehensive
title was the name which a company of children in Oakland,
California, were pleased to take thirty-five years ago. Their
desire to become an auxiliary of the Oakland Young Women's
Christian Association was granted, and though their Saturday
morning meetings did not continue for any length of time,
nor their charitable exertions in collecting clothes and dis-
tributing them to the poor families persist until all the deserv-
ing and undeserving of the town had been freshly clad, yet
the children were happy, did much good and were overjoyed
at the thought of being lawfully connected with an interna-
tional movement.
"More persistent has been the girls' branch in Poughkeepsie,
which claimed for many years to be the only definitely organ-
ized branch of its kind in the country. On March 80, 1886,
girls from ten to sixteen years of age formed a miniature As-
sociation and within a year counted one hundred and ten mem-
bers and a secretary of their own, Bertha Van Vliet. They had
raised money toward furnishing a reading room and a game
806
room. They had also a spacious hall for entertainments and
calisthenics, but were not content with this and found time
during the three afternoons of each week for cooking and
music classes. They chose their own members as leaders of
their Monday half -hour devotional meetings.
"Young girls were in evidence in most of the city Associa-
tions, sometimes welcomed as the women of to-morrow, some-
times unwelcomed, and sometimes considered a natural detri-
ment because older girls did not like 'to find the rooms full of
little girls' as the fact was sometimes hospitably stated. They
were always allowed in a Saturday morning gymnasium class,
however. In the '90's the Association tried to assemble all the
junior activities in some form of branch organization on the
segregation principle.
"But the girls were to have their day. As the self-governing
clubs made tjieir way along, young girls kept proving in them
their capacity for self-control and cooperation. They showed
that they could be on hand and not underfoot. In the rooms
or building, a line between children and girls of Association
age was drawn. Then the secretaries began confessing that
they needed to know more about girls before they could deal
justly and fairly and affectionately by individual girls, and they
took the topic of the Adolescent Girl for their Minneapolis
Conference in 1909. After that they 'stayed not for brake and
they stopped not for stone/ They besieged the National Board
for help and they took counsel with the active girls in their
own Associations, the high school students and grade girls, the
girls who had stopped school to go to work and for other rea-
sons. They put a plank in the platform of the County Associ-
ation. All the resources of the Associations were now opened
everywhere.
"Many local Associations and one Field Committee fol-
lowed the example of calling a secretary for the Girls' Depart-
ment. In four years the membership has increased eighty per
cent and the value of membership even more greatly.
807
"In 1915 two conferences were held for high school girls
alone. This was necessitated by the rapidly developing student
movement among secondary school girls manifested by clubs,
branches and Associations under city, county, and other student
leadership. In large cities where there are several high
schools, unions of these clubs have been effected by the organi-
zation of High School Councils, the last word in younger
student initiative."
By the time the Fourth Biennial Convention of the National
Young Women's Christian Associations was held at Richmond,
Virginia, April 9-15, 1918, work for younger girls had grown to
such an extent that it came up for consideration as one of the
most important matters before the convention. The following
excerpt from the Business of the Convention states the matter
most clearly:
"The Adolescent Girl.
"Realizing that in proportion as the problems of the adol-
escent girl are solved, the problems of later life are diminished,
and acknowledging that the Association Is answerable for the
debt it owes to the adolescent girl, it is recommended:
"(a) That the name 'Junior Department' be changed to
'Girls' Department/
"(b) That the aim of this department shall be to promote
activities of all kinds among girls of all classes be-
tween ten and fifteen years of age, inclusive,
"(c) That the Girls' Department shall receive the same em-
phasis accorded to the work for young women in point
of trained secretaries, suitable equipment, efficient
committee and the cooperation of all other depart-
ments in the Association.
"It was moved and seconded that the recommendation be
adopted,"
Between the time of the Richmond convention and the Fifth
Biennial Convention of the National Young Women's Christian
Associations, held at Los Angeles, May 5-11, 1915, the number
808
of Girls7 Work secretaries increased from fourteen to fifty-
four and the number of Associations doing* girls' work from
one hundred and forty-five to one hundred and ninety. In many
new building's special equipment was provided and older build-
ings were remodeled to furnish adequate facilities. The age
limit, previously from ten to sixteen years of age, was changed
to avoid an artificial cleavage during the school period and
girls from twelve to eighteen years were included in the ranks
of the Girls' Department. This extension of the age limit
naturally led to an increased demand for the extension of work
among high school girls. Plans were worked out for the joint
responsibility of the city and student departments in regrard
to high school work.
Councils and week-end conferences for high school girls
had been developed during the two years (1914-1915) just
passed.
Between the years 1908 and 1914 the Student Committee of
the Department of Method had made an intensive study of pri-
vate secondary schools and public high schools. The result of
this was the plan known as the Standard Student (Club plan,
which provided a program sufficiently mature for the upper
class girls and, through its plan of organization, was found to
be successful in many high schools where there was no Young
Women's Christian Association in the community.
In 1914, the first field girl's work secretary was placed in the
Pacific Coast Field. Between the years 1914-1918 there was
a slow but sure growth in local girls' work all over the coun-
try. Various club plans were used — among which were such
national movements as Camp Fire Girls, Girl Scouts, Girl Pio-
neers, and Hearth Fire Girls. Many others were plans which
originated among local secretaries. Chief among these were
Girl Guardians, Girl Aides, Silver Link, and the Rainbow club
plan. This great variety of club plans had its disadvantages
and its advantages. The obvious disadvantages were lack of
unity and lack of standardization. The great advantage was
809
the opportunity to learn through experimentation and research
that the principles which the Association has always stood for;
i. e., Health, Knowledge, Service, Spirit, were fundamental to
Girls5 Work and that power would result from a unified pro-
gram.
In 1918, the much desired unity resulted from the divising
and the promotion of a new plan for younger girls, called The
Girl Reserves, the Blue Triangle Girls of the Young Women's
Christian Association.
The purpose of this movement is to unify all work for
younger girls within the Young Women's Christian Associa-
tion. It is in no sense a community movement to be developed
by individual groups in any community, as are the Girl Scouts,
Camp Fire Girls, and Woodcraft League. It does not preclude
the use of other plans for girls, such as the ones mentioned
above.
From one field girls' work secretary, in 1914, the number in-
creased to fourteen in 1919. The growth in the number of
local secretaries was proportionately great; the total was three
hundred and fifty, two hundred and fifty of whom were doing
work with younger girls exclusively. Work was carried on in
the three hundred and sixty-six Associations organized in
cities, towns and the open country.
The year 1919 saw the addition of a general assistant to
the staff of the Girls' Work Council in the Department of
Method. The Student Secretary for Secondary Schools was also
made a member of this staff for program work among high
school girls, the administration of such work in cities, towns
and counties where there is an organized Young Women's
Christian Association being carried by the Girl's Work Staff.
There were added to the National Staff specialists in the fol-
lowing types of work: Religious Education, Work for Girls
from 'Foreign-speaking Homes, Colored Work, Open Country,
and Conferences and Conventions.
810
Realizing the creative power released through the many
conferences planned in previous years for the older members
of the Young Women's Christian Association, the Department
of Conferences and Conventions through its representatives,
planned for twenty- two younger girls* conferences in 1919
which were held in various parts of the United States.
The year 1920 witnessed a much greater expansion of work
among younger girls. The number of secretaries for younger
girls on field staffs was increased until there are now seventeen
secretaries for younger girls work. In 1920 there were thirty-
three conferences with a total attendance of 4,500.
In 1921 the name Bureau for Work with Younger Girls was
given to the Committee of the Department of Research and
Method studying the needs of younger girls. This Bureau
was made responsible for all work with girls between twelve
and eighteen, whether in city, town or rural districts or in
student communities.
The Secretary for Secondary Schools who had been added
to the Bureau in 1919 for High School program planning was
made a full time member of the Bureau for Work with Younger
Girls.
A great impetus has been given to camping for girls, large-
ly due to the new conception of physical fitness and resource-
fulness demanded of women and girls everywhere to-day. To
meet this demand many local Associations have had camps.
The younger girl has come into her own. The fact is wit-
nessed by the great demands for trained secretaries, the at-
tractively furnished centers, the many courses for training vol-
unteer leaders, the plans for efficient committee work and the
cooperation of other departments in the Association. "They
who run may read:
"Life's in the loom —
Room for it — room."
811
MATERIAL FOR GIRL RESERVE WORK.
Attractive and sufficient material is essential for the pro-
motion of an adequate Girls' "Work program. Posters, dodgers,
stickers, book lists, various kinds of insignia, and memory
books are necessary for making graphic to girls a movement,
such as the Girl Reserves.
The material necessary to standardize the Girl Reserve
work, such as arm bands, official posters, pins and rings, has
been prepared at headquarters and must be secured from The
Womans Press, 600 Lexington Avenue, New York City. This
does not preclude the preparation by local secretaries and com-
mittee members of any additional material which they con-
sider necessary to meet local needs.
The Girl Reserve insignia, which are sold from headquarters,
are the arm bands, special honors for Knowledge, Service and
Spirit, and the Girl Reserve pin. The arm bands are purchased
by the girls. The special honor insignia, L e., owls, stars,
and Roman lamps, are awarded without cost to the girls by
the local Association. Orders for these insignia should be ac-
companied by a signed statement from the Girls' Work secre-
tary and the adviser. The Special Girl Reserve ring will be
sent direct from headquarters and is given to the girl who has
earned it through meeting required standards as indicated in
the Manual, pages 50, 53, 713.
Salable Material.
Guide for Every Loyal Blue Triangle Girl, 25 cents.
Ready for Service Blanks. Per 100 (plus 5 cents postage),
$1.00.
Younger Girls in Business and Industry,
School Girls.
Official Arm Band, 15 cents.
Girl Reserve Patch Sew-on Triangle- — for middy blouses,
coats, and hats — 5 cents.
Girl Reserve Brushaway Triangles — for ties—5 cents.
812
Girl Reserve Strips, 5 cents.
Girl Reserve pins, 25 cents.
Girl Reserve Honor Pads, for recording individual honors,
seventy-five sheets in a manila envelope, 10 cents.
Girl Reserve Triangle Stickers are now salable material
and may be ordered from the Womans Press. Prices
are as follows:
% inch 50 for 15 cents.
" 100 for 30 cents.
1000 for $2.25.
1*4 inch 50 for 20 cents.
" 100 for 40 cents.
1000 for $2.35.
Special series of ten posters: '"The A-l American Girl,"
made for Girl Reserves by The National Child Welfare
Association, 70 Fifth Avenue, New York City (order
direct), per set, $8.00.
Free Material.
Girl Reserve Book Mark.
Celluloid Tie-Ons, insignia for secretaries and committee
members.
Girl Reserve Pasteboard Triangles.
Girl Reserve Poster Stamp Stickers.
Girl Reserve Application Blanks.
Girl Reserve Code Poster.
Girl Reserve Official Posters.
Pasteboard Tie-Ons — insignia for secretaries and committee
members.
Treasure Trove — a limited number of copies is available
and Associations which do not have it on file in their
Girls' Work Department should send for it.
813
Northeastern 600 Lexington Avenue, .Connecticut, Maine,
Field New York Massachusetts, New
Hampshire, New Jer-
sey, New York, Rhode
Island.
East Central 630 Witherspoon .Bldg., Delaware, District of
Field Philadelphia, Pa. Columbia, Maryland,
Pennsylvania.
South Atlantic 1109 Virginia Railway Ploria, Georgia, North
Field & Power Building, Carolina, South
Richmond, Va. Carolina, Virginia.
Ohio and West 905 First National Bank Ohio,
Virginia Field Bldg., Cincinnati, Q. West Virginia
Central 17 North State Street, Illinois, Indiana,
Field Chicago, 111. Michigan, Wisconsin.
North Central 1030 Nicollet Avenue, Iowa, Minnesota,
Field Minneapolis, Minn. Nebraska, North
Dakota, South Dakota.
iSouth .Central 1342 Syndicate Trust Alabama, Arkansas,
Field Bldg., St. Louis, Mo. Kentucky, Louisiana,
Mississippi, Missouri,
Tennessee.
814
West Central 321 McClintock Bldg., Colorado, Kansas,
Field Denver, Colo. Utah, Wyoming.
Southwestern Sam Houston Bldg., New Mexico,
Field 1521 Commerce St., Oklahoma, Texas.
Dallas, Texas
Pacific Coast 800 California-Pacific Arizona, California,
Field Building", Nevada, Hawaii.
San Francisco, Cal.
Northwestern 3126 Arcade Building', Oregon, Washington,
Field Seattle, Wash. Montana, Idaho.
815
INDEX
Acknowledgements 7 Awarding Honors 255
Acting .
Songs
532
Activities
Camp 572
For Developing the Girl Citizen. 130
For Developing Christian Per-
sonality 2.95
Grop 361
Necessary to Meet the Needs of
Adolescent Girls 13 ff
Adolescence 11, 34 ff, 642
Advisors 70, 80, 85
Discussion for 640
Plan for Training, Certificate for 649
Reading List for 658
Standards of Work for 611
The Orchard, A Story for 656
Americanization
Association's Platform on 28
Twenty Questions and Answers on 675
Approach to Younger Girls in Bus-
iness and Industry 108 It
Application
For Registration 43
For Girl Reserve Ring 55
Armbands — See Insignia Also 76
Astronomy 375-382
Athletic 356
Awarding Girl Reserve Ring,
Ceremony for 57
Awards, Court of 76
Badges (see Insignia) 49
Ballots 64
Band, Arm 76
Benediction 303
Bible
Bible Study 297, 578, 784
Games for Younger Girls in Bus-
iness and Industry 232
Stories for Younger Girls 303
Women of the Bible 799
Bibliography
For Advisers 640
For Business Ideals 482
On Camps 580
Drama 400, 417
On Handicraft 388
Music for Girls 562 ft
On Nature Lore 384
On Patriotism 689
For Religious Education 315
Recreation 372
On Story Telling 393 ff
For Vacations 524
On World Fellowship Project... 126
Biography, Books of 521
Bird Study 386
Blue Prints, Making 747
Book List, Girl Reserve 485
Books
Books and Reading 666
In Life of a Girl 48;j
On Girls' Work 658
816
INDEX
Botany 383, 385
Boys, Relations with 783,785
Budgets
Club Budgets Necessary 612
For Girls' Work Department 537
Business
Bibliography on 482
Ideals, Principles, and Details . . 476
Terms Used in 479
Business Colleges
Cooperation with 108
Leadership of Girls in 115
Organization of Girls in 113
Young Girls in 25
Business and Industry
Organization of Girls in 100
The Girl at Work 109
Younger Girls in 22
Cabinet or Council Training 187
Cabinet or Council Training,
Work of 93
Calendar of Girls' Work 694
Camp 667
Activities 572
Buying for 585
Equipment 571
Food Program 581
Location 570
Problems of 569
Suggested Programs for 573
Value of 567
Carnival, Health S61
Center, Work at a 110
Ceremony Suggested for Awarding
Girl Reherve Ring 57
Character, Building 11 ff
Charts
Activities for Developing the
Girl Citizen 128
A Developing Personality 129
Budget 637
Girls' Work Committee. .618, 619, 620
Health Charts 324, 325
The Normal Development of
Girlhood 32
Organization of High School
Club 96
Standard Measurement 347
Child Labor Day 654
Choice of Life Work 504 if, 511
Choosing a Name 70, 81, 85, 114
Choosing a Vocation 603 ff
Christian, Girl 295
Christian Womanhood, Defined... 123
Church
Place of Church in Religious
Education or Training in
Christian Thinking and Living 295
The Use of the Girl Reserve Plan
in the Church, School or Sun-
day-School 663
Citizenship
(See also Typical Programs for
Groups of Girls, Section IV,
Chapter 2.)
Practice of 452
Suggestions for Citizenship
Practice 456
Twenty Questions on American-
ization 673
Reading List 455
Cities, Younger Girls in 13
Classes, Five of Girl Reserves 74
Closing the Club Meeting 613
817
INDEX
Club Standards 784
Code
Of Girl Reserves 44
The Meaning of the 46, 70
Symbolic Interpretations of the. 690
Colored Girl
Needs of 30
Eecreational Facilities for. ... 31
School Facilities for 31
Committees
Girls' Work 614
Of Grade School Corps 72
Of High School Club 89, 99
Of Junior High School Company 81
Necessary for Any Club 65
Of Younger Girls in Business
and Industry Groups 102
Commercial High School 108
Community
Relationships 632
Service 603 ff
Survey of Girl Life in 36
Unifying Girl Reserve Work in
the Community 59
Conferences 571
Planning for Conferences 93
Purpose of Conferences 591
Selection of Delegates 591 ff
Suggested Program for High
School Week-End 575
Suggested Program for Summer
Conference for High School
Girls 576
Constitution
Committee 63
For High School Club in City,
Town or County Y. W. C. A..87, 95
Secondary School Association 88, 94
Suggested Simple, for any Club 66
Content
Typical ol a High School Club
Program 169
Typical of a Program for Young-
er Girls in Business and In-
dustry 195
Continuation Schools 104
Cooperation with 105
Cooking, Program Suggestions and
Honors for 136, 137, 138,149
Corps, Scout 42
Corps Leader, How and Why
Elected 80, 81
Costumes
Design 220
Official , 50
Council
or Cabinet Duties 89 ff
or Cabinet Organization 93
or Cabinet Training 187
Of Girls* Agencies in Any
Community 651
Girl Reserve for Committee —
Wide Activities 69
Court of Awards, The 76
Counselor, in a Girls' Camp 571
Creed of a Country Girl 765
Cycle of a Year's Work in a Girls'
Work Department 694
Dances , 370
Departments, Cooperation with . 623 ft
Development, Normal Girlhood.... 34 ff
Devotions 302, 308, 748
Diet 381
Discussion
Content 429
818
INDEX
Method 425
The Place of in the Girl Re-
serve Movement 423
Suggested Discussions 697
Topics for Discussion for a Girls'
Work Committee 612
Typical Discussion, School-Girl
Ideals 431
Division, Girl Reserve 71
Divisional Meetings, Fundamen-
tals of 709
Dodge, Grace Hoadley 774
Drama
Bibliography 400, 417
Pageant 413
Pantomime 403
Place of in the Girl Reserve
Movement 399
Practical Suggestions for Dra-
matic Study 417
Dress
Standards for Club Girls... 783, 785
Suggestions Regarding Art
Principles in 220
Dues 72, 81, 87, 96
Education
(See Suggested Honors Under
Knowledge.)
Beading on Vocations and 524
Election oC Club Officers, How to
Proceed 63
Employed Girls (see Younger Girls
in Business and Industry).
Entertainments
Carefully Planned 361 ff
Standards for 01, 78B
Suggestions for 710 ff
Equipment
For Camp 571
Suggested Equipment for Club
Room (Music) 529
Examination
Health 344, 345
Health Inventory 322
Exhibits
Pictures in a Club Room 212
Poster (for Vocational Guidance) 518
Exercises, Physical, for Girl
Reserves 334
Federal Government, Boys' and
Girls' Club Work 18
Feet, How They Should be Dressed 327
Fellowship 20
Fiction 483
Field Offices, Y. W. C. A., List of 94
Fields of Vision, Chart 423,325
Flag
Ceremony for Raising 575
Flag Lore 465 ff
Flag Raising at Camp 575
Story of 460
Folk Dancing 370, 673
Food
For Camps 581
Fundamentals of Diet 331
Foreign Background
Needs of Girls with 26
Suggestions for Program for
Girls with 250
Foreword , 5
Friends
Boy and Girl Friends. . .301, 783, 785
Friendliness in School 697 ff
Friendships 320, 445
819
INDEX
fundamentals
At Conferences 60©
Religious Education — A Funda-
mental Thing 301
Future, "I Am the Future"— -poem 11
Games
Active 367
Quiet 369
Semi-active 369
Social 366
Girl
City 13
Colored 30
Country 16
Foreign Background 26
Indian 35
School 18
Town 14
Girl Characteristics 34 ff, 609
(See also chart, The Normal De-
velopment of Girlhood.)
Girl Reserves and the Church 295, 653
Girl Reserve Movement, Plan of... 41
Girl Reserve Ring 50, 75, 83
Girls' Council Elected t Summer
Conference 591
Girlhood and Character 35, 638, 659
Girlhood, Normal Development of. 35
Girls' Work 715
God, a Growing Understanding of 297
Government (see the Practice of
Citizenship).
Group
Music for 531, 550, 562 ff
Singing 527
Growth of Girls' Work Movement. 806
Guide — for Every Loyal Blue Tri-
angle Girl 812
Habits, Christian Habits, of E very-
Day Living 299
Handbook of Other Organizations,
Valuable 664
Handicraft 387
Health
Badge 74
Code 340
Education 316
Habits 341
Program Suggestions Concerning
150, 151, 178, 185. 196
Standard Measurements 347
Suggested Honors 259 ff, 280
High School, Technical and Com-
mercial Cooperation with 108
Hiking 751,357
History of Growth of Girls' Work. 806
Hobbies 719
Home- The Girl and Her Home
12, L>, 17, 20, 25, 28, 30, 34, 300,
313, 353, 359, 439, 441, 443", 448
Home Missions Council, Coopera-
tion with Rural Sections 18
Home Visitation 108
Honors
Adaptation to Needs of Foreign-
Born 251
Awarding of , 258
Health 2,7,)
Knowledge 269
Making International » 290
Sample Record Blank 294
Service 263
Special List for Younger Girls in
Business and Industry 280
Spirit 275
Suggestions for Sustaining
Interest 720
820
INDEX
Honor Cei titieate Blank 257
Honor System
Explained 255
List 259
Hostess 362
I low to Organize a Girl Reserve
Group ^42, 43
How to Secure Insignia 812
Hymns, for Girl Reserves ... 531, 548
Immigration 677, 681
Indian Girls, Needs of ;53
Industrial Committee, Coopera-
tion with 623
Initiation Service
Grade School Girls 155
Younger Girls in Business and
Industry 229
Insignia
General 73
Inspection, Daily at Camp 575
Official . „ 49
Special 74
Installation Service, for Officers
of a Hiurh School Club 193
Inter-Club Council 94
International Institute 27
Girl's Work in 28
Service for 687
•Junior High Schools 77 ff
Essential Points in Organizing., 79
K now ledge — P r< )grnm Suggestions
Concerning,, 133, 134, 135, 136, 137,
139, 140, 149, 152, 161, 164, 165, 167
Suggested Honors
Leadership, General 609
Camp 572
Conference 597
Legislation
Federal Educational 104
On National Educational Stand-
ards and Child Labor 722
Life, Expressions of 120
Lunches, Balanced
Need for 204
Suggestions for 331
Magazines
For Reading by Advisers 662
Helpful in Work with Business
College Girls 249
Manual, Girl Reserve for Advisers,
Purpose of 3
Measuring: Rod for a High School
Club 784
Meet, Athletic 364
Members, Old, 111, New 90
Menus, Suggested for Suppers 240
Membership
See Section II, or 43, 69, 80, 84
Eligible Members of Girl Reserves 43
Fees 43
Message to Leaders 5
Method, Content and, Defined 170
Meetings, Times of.. . 75, 83, 98, 103
(See also Organizations.)
Mission, Programs
Money Making, Standards for.... 785
Mother and Daughter Week 726
Moving Pictures* 738
Music
In Meetings 530
Place of in Girl Eeserve
Movement 526
Outline of History of 532
821
INDEX
Names
Business College Girls 114
Grade School Corps 70
High School Clubs 85
Junior High School Companies.. 81
National Organizations Helpful to
Advisers 664
Nature Lore 374
Stars, Studies of 375
Flowers, Ferns, Trees, Insects.. 385
Birds S86
Needs
Of Girls in Cities 13
Of Girls in Towns 14
Of Girls in Villages 16
Of School Girls 18
Of Younger Girls in Business
and Industry 22
Of Younger Business College
Girls 25
Of Girls with Foreign Back-
ground 26
Of Colored Girls 30
Of American Indian Girls 35
Object of Girls Reserve Movement 41
Officers (see Officers under Organ-
ization of Groups and Constitu-
tions).
Official Insignia 49
Arm Band 49
Badges 49
Triangles, Sew on 49
Patch 49
Brush-a-way 49
Opening Service, Ceremony for 157, 748
Orchard, The — A Story for
Advisers 638
Organization
Camps 571
First Meeting 131
Formal 102, 61
Grade School Corps 68
High School Clubs 83
Informal 61, 100
«Tuni®r High School or Fresh-
man Club 77
Of Groups of Girls
Principles of f>l
Simple Constitution 66
Younger Business College Girls. 113
Younger Girls in Business and
Industry . , t 1QO
Out of Door Activities 751
Outings and Innings 73
Pantomimes 403, 744 IT
Pageantry 413
Parable of the Wise and Foolish
Virgins 756
Parliamentary Law, Primer of... 64
Parties 351 ft
Patriotism 452, 689
Personal Devotion 302, 308, 748
Personality 117 ft, 700
Pins, Girl Reserve 49 or 50
Plays 752
Pledge
Girl Reserve to Fulfill Code 44
To American Flag-— and Chris-
tian Flag 57
Poetry 483, 766
Policy, Suggested for Girls' Work
Committee 617
Posture 329, 780
Prayers
Girl Reserve 157, 158, 750
Of Girls Around the World 760
Preface , , 3
822
INDEX
President 64, 67, 73, 81, 88
Private School Girl, Her Needs.,. 22
Programs
Five in Girl Reserve Movement. 42
For Girl Reserve Movement.... 42
For Groups of Girls 128
In Camp 573
Program Planning 117
Suggestions for Girls with For-
eign Background % . . 250
Suggested, for Junior High School
or Freshman High School Club 159
Suggestions for Younger Busi-
ness College Girls 145
Year's Program for Grade School
Corps 130 ff
Year's Program for High School
Club 169 ff
Year's Program for Younger
Girls in Business and Industry. 195 ff
Project, Typical in World Fellow-
ship 124
Promotion Ceremony
Psychology
Books on 662
Of Girlhood 34
Publicity
Girl Reserve 812 ff
Program or Pictorial Posters... 196
Purpose
High School Club
Of Girl Reserve Movement 41
Qualifications for Leadership 609
Questions, "Directing Discussions
by Rally 170
Reading (see Books).
Recognition Service for New Mem-
bers of a H. S, Club 190
Records
Citizenship in Camp 577
Honor, How to Keep It 258,294
Recreational Activities Among
Colored Peoples 31
Recreation 349
Community S24
Family 353
Individual 352
Noon 106
Recreational and Religious Edu-
cation 301
Special Suggestions for Unor-
ganized Groups of Younger
Girls in Business and Industry 240
Refreshments 363
Registration of Company or Corps
at Headquarters,. 43, 71, 81, 103,114
Relationships
Church, School or Sunday School,
Y. M. C. A 43, 90
Community 650
Relay Games 357, 368
Religion
An Expression of Life 117
Denned 295, 301
Meeting the Girls Need Through 21
Religious Education 295
Problems of Younger Girls 638
Rings, Girl Reserve 50
Application for 55
Correct Procedure for Securing
For Advisors 54
For Girls 53
Requirements for Winning 50
Suggested Ceremony for Award-
Ing 57
Suggested Standards 713
S. O. S 73, 82, 89, 102
Salute
Girl Reserve 47
Secretary ,
To American Flag
To Christian Flag
823
INDEX
School
Needs of School Girls 18
Relationship1 with 68, 77 ff, 83, 91, 92
Service for School 605
Scout Corps 73
Sealing Wax Craft 390
Secretary, Club or Corps ... 73, 82, 88
Service
Activities in Girl Reserve Move-
ment, Program Suggestions for
224, 312, 162, 166, 172, 174, 177, 299
Religious Education and Service
Activities, Suggested Honors
263 ff, 283
Setting-Up Exercises 334 ff
Shoes and Dress 783, 785
Slogan 44
Girl Reserve 44
Smith-Hughes Law 104, 722
Song
Girl Reserve, Kimball 47
Girl Reserve, Teasdale 528
Songs
Bibliography of 544 ff
Girl Reserve 520, 530
Hymns for Girl Reserves 531-548
Sources for Material... 665 ff, 812, 813
Spirit, Suggested Honors 275, 288
Sports (see Recreation).
Standards, Committee on 91
For Club Girls 766
Stories 656, 770
Story Telling 392
Books for 394, 399
Stewardship 699, 796
Stunts — Song Stunts 514
Summer Program 769
Sunday-Schools, Relationship with 653
Supervision 42, 43
Supplies S 12 it
Survey
Of Girl Life in a Community J5(>
Place of m Girh>' Work 6 to
Preliminary to Work with
Younger Girls in Business and
Industry . 2JJ
Symbolism, Section II
Girl Reserve 45
Talks, Material for 761
Team Spirit, Need for in Girls... ,°>r>f>
Technical High School 10$
Tents f>7 1
Tests of a Program 123, 129, 130
Thrift 468
Material on 475, 706
Place of Thrift in Girl Reserve
Programs 217
Towns, Younger Girls in 14
Trailing 751
Training, Cabinet or Council ..... 187
Advisers 640
Tramping , 751
Triangles 303
For Girl Reserves
Myself 309
Health 310
Knowledge 311
Service 312
Spirit 314
Treasurer 67, 73, 32, 89
Uniforms 50
(See Official Costumes.)
Unifying Girl Reserve Work in a
Community 50
Unit of Organization 42
624
INDEX
Usage, Social, Discussions Re-
garding 703
Vice-President, Duties of . . . 64, 88, 98
Villages, Younger Girl in 16
Visitation, Home Visitation by
Secretary 1018
Vocational Guidance 503
Biogiaphy foi 521
Bureaus of 520
Material on 519
Suggested Flans, Vocational
Conferences 513
Volunteer Leadership
Necessity for 609
Standards , . 611
Training: 640
Volunteer Reserves 74
Voting by Ballot or Acclamation.. 64
Water Sports 357
Weight 344
Wild Flowers 747
Work, an Expression of Life.... 117 If
On the Life of a School Girl... 20
World Fellowship
Material for Study 316
Prayers of Ghls Around the
World 760
Typical Project in 124
Worship
Suggested Mateiial for 302
The Place of Worship in a Girl's
Life 29G
Young Men's Christian Association,
Relationship with 652
Younger Girls in Business and In-
dustry
Needs of 22
Organization of 100
Program for 195
825
1 34 566