Skip to main content

Full text of "The industrial training of the girl"

See other formats 


THE 


OP 


WILLIA?  i  A. 
MCKEEVER 


THE  LIBRARY 

The  Ontario  Institute 
for  Studies  in  Education 

Toronto,  Canada 


£  L 


"me  nn 


J 


o,  nm 


6  in 


THE  INDUSTRIAL  TRAINING 
OF  THE   GIRL 


^n^^ 


THE  MACMILLAN  COMPANY 

NEW  YORK    •    BOSTON  •    CHICAGO  •    DALLAS 
ATXANTA   •    SAN   FRANCISCO 

MACMILLAN  &  CO.,  Limited 

LONDON  •  BOMBAY  •  CALCUTTA 
MELBOURNE 

THE  MACMILLAN  CO.  OF  CANADA,  Ltd. 

TORONTO 


THE  INDUSTRIAL  TRAINING 
OF  THE  GIRL 


BY 


WILLIAM  A.  McKEEVER 


PROFESSOR   OF  CHILD    WELFARE    IN   THE   UNIVERSITY 

OF   KANSAS.      AUTHOR   OF    "TRAINING   THE 

GIRL,"    "training   THE   BOY," 

"farm   boys   and 

QlBia,"  ETC. 


NeiD  gorft 


OOPTBIQHT,    1914, 

By  the  MACMILLAN  COMPANY. 


TO  MY   ESTIMABLE   NIECE 

EDITH  MARIE  J 

THIS  LITTLE  VOLUME  IS  AFFECTIONATELY 
DEDICATED 


\, 


PREFACE 

In  the  ideal  state  of  society  Labor  and  Love  and  Life 
would  be  regarded  as  three  ways  of  characterizing  the 
same  thing ;  namely,  a  complete  human  existence.  This 
larger,  richer  personality  is  to  me  an  enticing  goal  of 
training,  especially  because  of  my  belief  that  its  means 
of  attainment  exist  potentially  in  the  nature  of  every 
ordinary  child.  Now,  it  is  the  dominant  note  of  this 
little  volume  that  industry  —  when  properly  related  to 
the  growth  and  the  training  of  the  young  —  is  cultural 
and  ennobling.  Slowly  yet  unmistakably,  from  the  age- 
old  superstitions  about  her  sex,  there  is  emerging  a  type 
of  woman  which,  as  I  believe,  will  be  known  as  distinc- 
tively American  —  a  type  which  is  being  created  out  of 
our  plain,  substantial,  composite  stock.  And  during  all 
the  years  of  her  development  this  coming  American 
woman  will  be  guided  first  of  all  by  the  secret  whisper- 
ings of  her  own  true  feminine  nature.  From  the  time 
when  she  first  extends  her  tiny  hands  to  grasp  eagerly 
the  baby  doll,  to  the  day  when  she  bids  adieu  her  first- 
born departing  for  college  —  during  all  these  years  she 
will  continue  to  attain  unto  higher  perfection  and  beauty 
of  character. 

To  nlflv  and  wnrlc  and  Invft  and   5w>rve  and  wnrshin  — 


Vlll 


Preface 


volume  treats  of  the  industrial  training  alone,  but 
other  forms  are  implied  and  have  been  considered 
where.  It  is  the  humble  wish  of  the  author  that  e 
parents  and  other  girl  trainers  may  be  led  by  this  ! 
to  see  the  way  whereby  they  may  add  genuine  cl 
and  dignity  and  spiritual  worth  to  the  character  of 
growing  girl  through  a  carefully  adapted  course  of  ir 
trial  training. 

The  text  of  this  volume  is  constituted  of  Part  Oi 
the  larger  one  entitled  "  Training  the  Girl,"  and  thj 
accordance  with  a  preconceived  plan. 

WILLIAM  A.  McKEEVE 

University  of  Kansas. 


CONTENTS 


THE  INDUSTRIAL  TRAINING  OF  THE  GIRL 

OHAPTBB  PAG 

I.    The  Small  Beginnings 

An  Unusual  "  House  of  Childhood  "       .         .         .         . 

Home  Industry  is  Culture 

Love  will  Lead  the  Way         ...... 

Home  Mindedness  Inculcated 

The  Tedious  Beginnings 

The  Secret  of  Success 1 

II.    The  Kindergarten  Training 

A  Constructive  Plan  of  Development     .... 

The  Kindergarten  Method 

A  Concrete  Illustration 

Much  Work  to  Perform 

The  Spirit  of  Co-operation 

Another  Important  Appointment 2 

Indulging  the  Creative  Spirit 2 

The  Duty  of  the  Mother 2 

III.    Attending  the  Public  School 2 

Work  Distinguished  from  Play 2 

Beware  of  Contests 2 

The  Reconstructive  Method 2 

Condemning  the  Teacher 3 

Mastering  the  Lessons 3 

How  Much  Home  Study 3 

What  of  the  Child's  Health 3 


X  Contents 

CHAPTBE 

How  to  Conduct  the  Club 
Getting  the  Point  of  View 
Topics  for  the  Program 

Home  Study    . 

The  Schoolground  Discipline 

Morals  on  the  Playgroimd 

Home  Industry 
A  New  Method  of  Grading    . 
Work  Must  Receive  Recognition 

V.    The  High-School  Girl 

The  Danger  of  Confusion 

Is  this  Description  True  ? 

What  is  the  Remedy  ?    . 

Choice  of  a  High-School  Course 

What  of  Domestic  Mindedness 

The  Course  in  Household  Science  and  Art 

Common-Sense  Instruction    . 

The  Vocation  not  Overlooked 

The  High  School  may  not  Fit 

Democracy  in  the  High  School 

The  Spirit  of  Democracy 

The  Discipline  in  One  Home  . 

The  High-School  Secret  Society 

Keep  the  Daughter  Out  of  It 

The  High-School  Girl's  Clothes 

VI.    Sending  the  Daughter  to  College 

Choosing  the  Right  Institution 
Selecting  the  Course  of  Study 
A  Danger  Period  at  College  . 
A  Change  in  Attitude  of  Mind 
Playing  Fair  with  the  Freshman  Girl 
The  College  Home  for  Girls  . 


LIST  OF  ILLUSTRATIONS 

On  the  way  to  happy  womanhood    .         .        Frontispieci 

FACING   PAG] 

Where  love  leads  the  way          .         .         .         .         .  J 

In  the  school  of  life ^ 

A  kindergarten  in  **  God's  Great  Out  of  Doors  "       .  IJ 

Love  and  life  and  labor  may  be  made  one         .         .  2J 

A  "  Little  Mother  "  at  her  best         .         .         .         .  2J 

"  Once  upon  a  time  a  good  little  girl "       .         .Si 

A  home  theatre  —  and  these  sisters  are  better  for  it  4^ 

She  is  just  as  much  at  home  in  the  classroom  or  at 

the  piano •         .         .       5i 

A  familiar  May  pole  scene  at  college         .        .        .      7( 


THE  INDUSTRIAL  TRAINING 
OF  THE  GIRL 


THE  INDUSTRIAL  TRAINING 
OF  THE  GIRL 

CHAPTER  I 
TEE  SMALL  BEGINNINGS 

If,  on  the  day  these  Hnes  were  written,  the  reader  coul( 
have  stepped  into  the  large  attic  of  a  certain  modes 
suburban  home,  the  attractiveness  of  the  scene  witnessec 
there  would  have  doubly  repaid  the  effort  expended  ii 
climbing  the  two  flights  of  stairs  leading  thereto.  Thii 
attic  room  was  perhaps  24  x  30  feet  in  dimensions,  anc 
all  of  its  commodious  space  was  taken  up  by  a  remarkabl;) 
complete  equipment  for  the  training  of  two  little  girl 
aged  respectively  four  and  six  years.  "How  much  do  yoi 
want  for  these  girls  .'^"  the  parents  were  banteringly  askec 
by  a  caller,  before  the  presence  of  the  room  above  had  beei 
made  known.  "Oh,  they  are  not  for  sale,  they  are  wortl 
too  much,"  quickly  replied  the  mother.  "We  are  no1 
placing  any  wealth  in  their  hands  but  we  are  trying  tc 
put  all  the  riches  possible  into  their  characters." 

What  an  object  lesson  that  well-equipped  attic  room 
would  furnish  for  the  parents  of  America  could  they  see  i1 
as  it  was  and  become  acquainted  with  all  its  interesting 
details  of  arrangement!  There  were  displayed  in  minia- 
ture form  practically  all  the  belongings,  the  furnishings, 
the  means  of  industry,  play  and  the  other  activities  neces- 


4  Training  the  Girl 

recipient  of  what  you  would  call  a  very  ordinary  ir 
The  mother  was  a  well-poised,  yet  vivacious  young  v 
who  seemed  to  possess  every  characteristic  of  who! 
motherhood  as  well  as  much  fondness  for  the  hon 
over  which  she  presided.  It  was  plain  to  be  seen  th 
thought  of  these  two  happy  parents  was  very  mu( 
sorbed  in  the  conduct  and  development  of  their  ch: 
A  description  of  this  interesting  "house  of  child] 
will  serve  to  make  clear  their  remarkable  course  of 
training  and  their  complete  plan  for  the  bringing  up 
little  daughters.    The  description  follows. 

An  Unusual  "House  of  Childhood" 

Through  wise  foresight  in  planning  the  house  the  p 
of  the  two  little  girls  referred  to  above  had  specifie 
the  roof  should  be  high  and  steep,  thus  allowing 
large  amount  of  open  space  in  the  attic  room.  Tl: 
gable  ends  of  this  upper  apartment  were  practica 
filled  up  with  the  window  space,  admitting  a  max 
supply  of  light  and  air.  At  one  end  there  was  a 
leading  out  to  a  small  open  balcony  with  high  raili 
protection.  But  the  arrangements  of  the  room  ^ 
were  particularly  complete  and  attractive  as  th< 
eluded  practically  all  the  materials  so  dear  to  the  hei 
little  girls.  The  thoughtful  parents  had  made  use  o 
light  lattice  strips  in  framing  up  partitions  which 
rated  the  large  room  into  many  small  comparti 
This  light  frame  work,  which  was  little  more  than 
high  to  the  girls,  was  covered  with  strips  of  wall  ] 
thus  giving  much  of  the  appearance  of  the  partiti< 


The  Small  Beginnings  5 

ordinary  home,  and  in  this  were  many  pieces  of  toy 
furniture — a  miniature  stove,  dishes,  cooking  utensils, 
and  the  like,  all  arranged  in  first-class  order.  Next  to  the 
kitchen  was  the  little  dining  room  with  its  table  with 
dainty  cloth,  and  on  that  were  such  furnishings  as  you 
might  expect  the  little  girls  mentioned  above  to  provide. 
There  were  tiny  dining-room  chairs,  some  pretty  pictures 
on  the  walls,  and  other  appropriate  materials.  Adjoining 
the  dining  room  was  a  living  room  where  sweet-faced  little 
dolls  served  as  the  occupants.  A  diminutive  couch,  rock- 
ing chairs,  a  toy  piano,  a  few  baby  books,  a  small  carpet 
on  the  floor,  some  Perry  pictures  which  the  girls  had 
framed,  and  other  appropriate  materials  too  numerous 
to  mention — ^these  made  up  the  furnishings  of  the  living 
room.  And  then  there  was  a  bed  chamber  with  two  little 
white  beds  and  a  dolly  peacefully  sleeping  in  each.  This 
well-arranged  bedroom  quite  equalled  the  other  apart- 
ments of  the  child-house  in  point  of  attractiveness.  Bath 
room  and  closets  had  not  been  overlooked  in  this  complete 
little  home  and  at  one  side  there  still  remained  space  for 
what  the  children  called  their  play-house.  For,  please 
mark  the  attitude  of  mind  of  the  two  little  women,  this 
other  was  not  to  them  a  play-house.  It  was  a  home  and  it 
received  the  same  serious  consideration  which  the  model 
homemaker  gives  to  the  place  in  which  she  reigns. 

Home  Industry  is  Culture 

The  well-ordered  and  complete  equipment  of  the  child 
home  described  above  impressed  the  author  with  the 
thought  of  its  peculiar  meaning  and  significance.  And 
esneciallv  the  idea  that  this  attractive  place  was  to  the 


6  Training  the  Girl 

Upon  this  foundation  will  I  erect  a  superstructure 
beautiful  ideal  character  for  womanhood! 

It  may  at  first  prove  well-nigh  a  shock  to  the 
bilities  of  some  of  our  readers  if  we  propose  to  pla< 
dinary  work  and  industry  as  a  foundation  stone  for 
great  life,  including  a  life  of  well-poised  woman 
This  we  now  do.  But  we  feel  sure  that  as  the  discui 
develop  we  shall  have  an  increasing  proportion  o 
readers  as  friends  and  supporters  of  our  plan.  Aft( 
perhaps  there  is  no  good  life  save  that  life  whicl 
learned  mastery  over  the  self  and  has  acquired  supre 
over  something  worthy  of  being  done.  And  so,  in 
structing  a  plan  for  the  ideal  career  of  woman,  we  s' 
begin  with  the  child,  and  by  giving  the  tiny  little  1 
some  baby  task  to  perform,  and  we  should  see  that  sh( 
formed  the  appointed  duty  so  successfully  and  so  well 
make  it  bring  its  certain  reward  of  joy  in  the  mere  c 
At  the  same  time  we  should  be  careful  not  to  lay  o 
delicate  little  form  a  single  duty  that  might  be  regard 
the  child  herself  as  in  any  sense  burdensome.  The  ch 
instinct,  created  and  ordained  by  Mother  Nature  he 
and  coming  to  expression  in  the  life  of  the  little  o 
this  should  be  our  first  guide  to  the  selection  of  the 
And  the  childish  spontaneity  and  enthusiasm,  as  it 
and  waned,  should  assist  us  in  determining  the  amoi 
the  appointed  industry  and  the  length  of  time  during  ^ 
the  little  one  should  continue  in  its  pursuit. 

There  is  something  very  sweet  and  sacred  in  the  n 
capacity  of  the  unspoiled  little  girl  for  love  and  symp 
Oh,  how  we  wish  for  more  ability  to  understand  this 


The  Small  Beginnings 

color  every  future  deed  in  its  performance,  but  we  see  i 
other  certain  avenue  of  approach  to  the  successful  attaii 
ment  of  these  attributes  save  that  of  training  the  your 
life  in  the  performance  and  the  mastery  of  plain  everyda 
work  and  industry.  Be  it  known,  however,  that  we  ai 
not  thinking  merely  of  the  girl  who  must  spend  her  adu 
life  in  some  industrial  pursuit.  We  are  thinking  quite  i 
earnestly  of  the  little  one  who  may  have  been  born  in 
home  of  wealth  and  refinement,  and  who, — so  far  as  ecc 
nomic  reasons  are  concerned, — will  most  probably  nev( 
actually  need  to  turn  her  hand  to  the  performance  of 
single  self-supporting  task. 

Now,  if  we  take  these  two  extreme  cases,  namely,  th 
little  girl  whose  entire  way  of  life  seems  to  promise  to  b 
one  of  heavy  work  and  industry;  and  the  other  little  gii 
whose  promise  for  the  future  seems  to  be  that  of  attainin 
a  position  of  ease  and  affluence,  we  shall  perhaps  be  ab] 
to  make  our  plan  of  ideal  womanly  development  mor 
easily  understood.  In  part  it  is  this:  We  sincerely  desir 
and  hope  that  the  girl  destined  to  a  life  of  industry  an 
the  other  one  destined  to  a  life  of  affluence  shall  alway 
know  each  other  through  and  through;  that  they  sha 
be  prepared  to  dwell  in  the  same  community  with  th 
highest  possible  degree  of  mutual  sympathy  and  goo^ 
fellowship.  We  desire  also  that  the  girl  of  industrial  lif 
shall  be  so  masterful  in  her  place  as  to  receive  a  large  in 
crement  of  joy  and  satisfaction  from  her  work,  and  as  to  b 
not  altogether  envious  of  her  sister  of  the  so-called  uppe 
ranks.  And  we  desire  that  the  other  one  shall  have  bee: 
made  so  intimately  acquainted  with  ordinary  girlhoo< 


8  Training  the  Girl 

Love  Will  Lead  the  Way 

Wherever  love  leads  along  the  way  labor  is  transfor 
into  a  delightful  occupation.  So,  in  easting  about  f 
tiny  industrial  duty  for  the  baby  girl  we  should  ques 
the  affectionate  yearning  of  her  own  little  heart.  Ju5 
the  moment  of  our  approaching  her,  what  is  she  most : 
of  trying  to  do.^^  Having  obtained  an  answer  to  this  q 
tion  we  should  then  regard  the  response  as  the  unfa 
pulse  of  nature  throbbing  in  the  little  life;  and  we  sh 
immediately  do  our  part  in  furnishing  the  opportu 
and  the  equipment  necessary  for  much  practice  in 
performance  of  the  chosen  task.  Such  in  short  seeme 
be  the  method  of  the  good  mother  described  above, 
presided  so  ably  over  her  entire  household  and  who 
fected  such  a  beautiful  plan  for  the  development  of 
two  little  girls.  We  must  go  back  to  her  methods 
follow  them  in  detail  supplementing  them  where  ne 
sary  with  the  helpful  methods  of  other  good  homemal 

Home  Mindedness  Inculcated 

In  watching  for  the  mottoes  of  development  which  seei 
to  pervade  all  the  efforts  of  this  good  house  mother  i] 
far  as  they  are  related  to  the  conduct  of  her  daughl 
we  came  upon  the  suggestion  of  the  apt  phrase  "h< 
mindedness."  From  the  very  first  day  and  continuoi 
throughout  the  use  of  her  home-training  plan  there 
clearly  being  inculcated  into  the  minds  of  the  little  c 
this  most  praiseworthy  sentiment  about  the  home 
Let  the  reader  mark  carefully  again  the  fact  that  tl 


The  Small  Beginnings 

other  hand,  they  were  taught  to  regard  the  small  apai 
ment  called  their  play  room  as  the  place  for  the  play  a 
tivities.  While  in  that  part  of  the  attic  home  they  play< 
and  romped  and  threw  things  about  capriciously.  Not 
ing  there  was  done  with  necessary  seriousness  of  purpos 
Blockhouses  were  built  up  only  to  be  knocked  down.  T] 
swings,  see-saws,  and  other  equipments  were  for  purpos 
of  mere  sport.  Any  play  activity  might  be  begun  ai 
then  abandoned  the  next  moment.  But  in  the  oth 
departments,  those  of  the  real  household,  the  childr< 
were  taught  at  all  times  to  assume  a  different  attitud 
While  there,  as  in  their  play  room,  the  attitude  of  spo 
taneity  led  the  way:  but  the  task  once  begun  must 
necessity  be  carried  through  to  its  completion.  Sometim 
the  eagerness  of  the  children  would  lead  them  to  wish 
undertake  too  large  a  household  duty,  but  just  here  tl 
splendid  forethought  and  counsel  of  the  mother  guid< 
the  childish  effort.  So,  in  case  of  all  chosen  tasks — lij 
that  of  making  up  beds,  preparing  a  meal  for  the  dollie 
scrubbing  out  the  kitchen,  or  otherwise  putting  the  hous 
hold  in  order — the  children  were  always  required  to  car 
the  performance  through  to  its  completion.  And  they  we 
even  given  time  after  its  performance  to  pause  for  a  m 
ment  and  contemplate  with  satisfaction  the  work  of  tht 
hands. 

The  Tedious  Beginnings 

A  little  year-old  girl  sat  in  her  crib  with  a  small  fru 
basket  half  full  of  clothes-pins  on  one  side  of  her  and 
quart  milk  bottle  on  the  other.    The  tiny  one  was  slow 


10  Training  the  Girl 

energy,  if  we  compare  the  amount  of  effort  with  the  resi 
Some  of  the  clothes-pins  were  dropped  on  the  outi 
others  were  thrown  through  error  out  upon  the  floor, 
still  others  fell  back  into  the  basket;  but  the  child 
learning.  Slowly  and  tediously  she  acquired  the  nc 
sary  movements  and  was  enabled  to  do  the  little 
which  she  sought  to  perform.  We  observed  in  cas 
this  baby's  effort  more  than  a  mere  trial  and  error  att< 
ing  the  little  exercise.  We  witnessed,  for  example, 
interference  of  habit  with  the  attempt  to  do  a  new  th 
The  child  had  already  acquired  the  habit  of  putting  s 
objects  as  clothes-pins  directly  into  her  mouth.  So  a: 
and  again  would  the  little  hand  go  up  and  bend  toY 
the  mouth,  then  outward  toward  the  bottle,  insteat 
taking  the  direct  course  from  the  basket.  However,  p 
tice  slowly  brought  its  expected  improvement,  an( 
the  course  of  a  half  hour  or  more  the  movements  of 
little  hand  and  arm  were  brought  more  definitely  ui 
control. 

The  mother  of  this  baby  girl  seemed  to  understand  '" 
well  indeed  her  combined  relation  of  mother  and  teac 
She  repeatedly  assisted  the  child  in  economizing  the 
penditure  of  the  energy.  Several  times  she  directed 
movement  of  the  little  fingers  in  grasping  and  holding 
object.  The  baby  learner  seemed  to  understand 
appreciate  much  of  the  meaning  of  it  all.  It  was 
suggested  that  the  mother  try  teaching  the  child  to  in 
the  clothes-pins  into  the  bottle  all  in  one  manner;  tha 
with  the  heads  all  downward.  Perhaps  five  mini 
time  was  consumed  in  this  effort  before  the  child  see: 


The  Small  Beginnings  ] 

The  Secret  of  Success 

Now,  in  this  instance  of  the  child  playing  with  clothe 
pins  we  have  revealed  the  secret  key  which  unlocks  tl 
door  leading  into  the  house  of  knowledge.  Two  or  thr( 
terms  stand  out  with  special  prominence  in  so  far  as  tl 
duty  of  the  teacher  is  concerned:  patience  and  definitene 
are  the  rules  of  training  here.  Then  add  to  these  mere 
the  understanding  of  how  the  child  nature  learns  throng 
native  experience,  and  you  have  the  entire  program 
condensed  form:  Patience,  definiteness  and  insight — the; 
are  the  three  mottoes  of  instruction.  Now,  recall  tl 
fact  that  at  the  moment  when  the  little  child  fir 
understood  what  was  desired  of  her  by  way  of  arran; 
ing  the  clothes-pins  in  her  little  hands  so  that  th( 
would  go  into  the  bottle  head  first, — recall,  if  you  wl 
this  joy  of  achievement,  and  you  have  additional  insigl 
into  what  it  means  to  be  the  real  teacher  of  a  real  learne 

So,  in  the  task  of  instructing  the  little  girl  in  tl 
performance  of  any  ordinary  task,  no  matter  how  sme 
that  may  be,  patience,  definiteness  and  methodical  a 
rangement  for  repeated  trials  and  errors  are  necessary- 
all  to  the  end  that  the  child  may  finally  catch  the  purpo; 
intended  and  perform  the  act  by  means  of  her  own  sel 
directed  effort.  This  is  the  ideal  mode  of  procedure  ai 
in  practically  all  such  cases  the  expression  of  joy  upc 
the  radiant  face  of  the  little  one  will  amply  reward  tl 
effort  in  her  behalf.  She  is  learning  to  do  by  doing;  she 
acquiring  a  mastery  over  the  movements  of  her  bod, 
She  is  acquiring  a  deftness  in  the  use  of  her  hands  ar 


12  Training  the  Girl 

Wherefore,  the  mother  who  comes  to  you  complai 
of  her  child,  "I  haven't  time  to  bother  teaching  my  '. 
girl  to  help  me.  She  is  more  trouble  than  she  is  w< 
She  gets  under  my  feet  and  hinders  my  work,"  and  so  < 
this  mother  has  failed  both  to  understand  her  dut 
her  child  and  to  appreciate  the  method  whereby  the  : 
tery  of  life  is  attained.  Was  there  really  ever  a 
growing  girl  who  was  "worth  her  salt"  while  learnir 
help  about  the  household.'^  Did  it  not  in  every  inst 
cost  tenfold  more  of  time  and  patience  and  energy 
was  paid  for  by  all  of  the  fruits  of  her  little  labors  ?  Inc 
one  of  the  first  essentials  for  the  mother-teacher  is 
of  looking  for  the  reward  in  the  slowly  emerging  chart 
of  the  young  learner.  The  training  must  be  thougl 
as  a  mode  of  bringing  the  inherent  qualities  out  ol 
young  life.  With  all  her  inability  to  do  anything  hel 
with  all  her  economic  uselessness,  the  little  dau^ 
may  be  thought  of  as  a  veritable  gold-mine  of  h 
riches.  But  the  wealth  hidden  there  can  be  got  at 
assurance  only  by  means  of  patient  toil  and  labor  in  ] 
ing  the  child  through  a  systematic  course  of  discip 

In  the  chapters  to  follow,  we  shall  take  up  one  hy 
the  small  disciplinary  home  tasks  suitable  for  trai 
and  developing  the  growing  girl.  And  we  shall  att( 
to  be  very  concrete  and  definite  in  the  setting  forth 
method  of  instruction. 

LITERATURE  ON  THE  SMALL  BEGINNINGS 

Home  Problems  from  a  New  Standpoint.    Caroline  L.  Hunt.     CI 
III,  "  More  Life  for  All."  145  pp.     Whitcomb  &  Barrows,  Bost< 


The  Small  Beginnings  1 

A  Mother's   Ideals.    Andrea  Hofer  Proudfoot.    Chapter   VII,   "T] 

Radiant  Mother."  282  pp.    A.  Flanagan  Co.,  Chicago. 
An  Introduction  to  Child  Study.    W.  B.  Drummond.    Chapter  \ 

"How  to  Study  a  Baby."    348  pp.    Longmans,  Greene  &  C< 

N.  Y. 
The  Child.    A  Study  in  The  Evolution  of  Man.    A.  F.  Chamberlai 

Chapter  IV,  "The  Periods  of  Childhood."     495  pp.     Chas.  Scri 

ner's  Sons,  N.  Y. 
Increasing  Home  Efficiency.    Martha  B.  and  Robert  W.  Bniere.     Cha 

ter  XII,  "Launching  the  Child."    318  pp.    The  Macmillan  G 

N.Y. 
The  Individual  in  The  Making.     E.  A.  Kirkpatrick.      Chapter  1 

"Interest."  339  pp.    Houghton,  Mifflin  Co.,  N.  Y. 
Youth.     G.  Stanley  Hall.     Chapter  I,   "  Pre- Adolescence."    379  p 

D.  Appleton  &  Co.,  N.  Y. 
Each  for  All  and  All  for  Each.    John  Parsons.    Chapter  II,  "Indivi 

ual  Initiative."  390  pp.    Sturgis  Walton  Co.,  N.  Y. 
Fireside  Child  Study.      Patterson  Du  Bois.     Chapter  V,  "Where 

Begin."  159  pp.     Dodd,  Mead  &  Co.,  N.  Y. 
The  Education  of  Women.    Marian  Talbot.    Chapter  I,  "The  Industr 

and  Commercial  Change."    252  pp.    University  of  Chicago  Pre 

Chicago. 
Psyschology  of  Childhood.     Frederick  Tracy.     Chapter  VI,  "^sthet 

Moral,  and  Religious  Ideas".    216  pp.    D.  C.  Heath  &  Co.,  Bostc 
Childhood.     Mrs.  Theodore  W.  Birney.     Chapter  VI,  "Obedience  ai 

Punishment."   254  pp.     Frederick  A.  Stokes  &  Co.,  N.  Y. 
A  Guide  to  the  Montessori  Method.     Ellen  Yale  Stevens.     Chapl 

III,  "Self-Discipline  through  Obedience."    240  pp.     Frederick 

Stokes  &  Co.,  N.  Y. 


CHAPTER  II 
TEE  KINDERGARTEN  TRAINING 

We  are  thinking  of  the  time  when  the  Httle  daug 
will  have  become  a  full  grown  woman,  and  wonde 
what  to  do  in  order  to  make  her  character  an  ideal 
We  observe  about  us  so  many  attractive  appearing  yc 
women  whose  lives  do  not  bear  the  test  of  a  full  and  c 
plete  analysis.  Some  are  mere  butterflies,  others 
parasites,  still  others  seem  to  have  a  bone  of  conten 
to  pick  with  society.  The  last  named  class  is  one  of 
largest.  One  who  knows  how  to  make  an  inquiry  aboul 
matter  and  who  does  so  will  be  surprised  at  the  1 
number  of  young  women  there  are  among  us  to-day 
harbor  a  kind  of  secret  spite  at  society  and  at  thing 
they  are.    Something  is  the  matter. 

Whatever  else  may  be  lacking  in  the  character  of 
member  of  the  classes  of  young  women  named  abo\ 
may  be  said  that  practically  not  one  of  these  is  engj 
regularly  in  doing  any  work  which  her  instinctive  na 
longs  to  perform.  And  how  soon  all  these  must  pei 
for  the  butterfly  is  always  short-lived,  the  parasite 
an  uncertain  and  unenviable  career,  and  the  spiteful 
envious  creature  quickly  consumes  his  own  heart. 

A  Constructive  Plan  of  Development 


The  Kindergarten  Training  1 

and  to  bring  perennial  joy  to  its  possessor,  somethir 
very  definite  must  be  done  to  make  the  child  ultimate] 
a  producer.  She  may  be  very  happy  during  childhoc 
with  all  play  and  no  work;  she  may  flit  about  with  jc 
during  maidenhood,  sipping  only  the  sweets,  and  avoi( 
ing  all  assigned  and  irksome  duties.  But  the  day  wi 
certainly  come  when  the  full  grown  young  woman  wi 
begin  to  measure  herself  by  a  standard  of  intrinsic  valu 
And  from  that  time  on,  her  joy  and  satisfaction  in  li: 
will  be  dependent  upon  whether  or  not  she  finds  herse 
really  worthy  within.  Not  mere  getting,  enjoying  ar 
consuming  the  fruits  of  others'  labor;  but  giving,  pr( 
ducing,  and  contributing  to  the  well-being  of  society- 
this  is  suggestive  of  the  balanced  program  of  training  ar 
development  necessary  for  rounding  out  the  life  of 
growing  child.  Teach  the  little  daughter  to  use  her  hea< 
her  heart,  and  her  hands  with  equal  facility;  give  her  litt 
problems  of  her  own  to  think  out;  give  her  little  occasioi 
for  pouring  out  her  heart's  love  where  it  is  needed  ar 
appreciated;  give  her  opportunities  again  and  again 
train  her  hands  to  perform  the  thousand-and-one  work- 
day tasks  that  constitute  a  part  of  the  life  occupations 
every  good  woman — give  your  daughter  all  these  forn 
of  discipline,  and  the  day  will  surely  come  when  she  w 
rise  up  and  bless  your  memory  because  of  her  very  gre; 
worth  to  the  world. 

The  Kindergarten  Method 

Would  that  every  little  girl  could  have  the  valuab 
benefits  of  the  kindergarten  training !    If  this  most  helpf 


16  Training  the  Girl 

attic  room  and  its  equipment  described  in  chapter  or 
this  volume.  The  kindergarten  is  a  school  which  ( 
bines  the  work  and  play  of  childhood.  Spontaneity  c 
acterizes  everything.  The  little  learners  in  this  scho( 
life  are  engaged  in  doing  such  baby  tasks  as  will  c 
bine  at  once  the  largest  amount  of  childish  interest 
the  largest  amount  of  structural  training.  In  the  "^ 
conducted  kindergarten  class  the  children  acquire 
methods  of  doing  things  and  of  gaining  a  definite  coi 
over  their  own  movements. 

In  order  that  the  ordinary  mother  may  be  assiste 
understanding  the  meaning  of  the  kindergarten  a 
applies  to  the  development  of  her  baby  daughter,  le 
describe  some  of  the  valuable  lessons  that  were  acti 
given  in  a  kindergarten  class  of  fifteen  little  boys 
girls  ranging  in  age  from  four  to  six  years. 

A  Concrete  Illustration 

These  little  learners  assembled  in  the  back  parloi 
the  Congregational  church  of  Manhattan,  Kansas,  w 
they  came  under  the  able  instruction  of  Miss  Anna  ] 
man,  a  trained  kindergartner.  Here  were  tables,  ch 
sand-boxes,  work  tools,  and  all  the  other  apparatus 
essary  for  the  training.  The  floor  was  marked  oi 
circles  and  squares  for  the  practice  movements, 
children  were  taught  to  regard  the  place  as  their  kir 
garten  home,  and  to  believe  that  each  one  was  ther 
do  his  little  part  in  rendering  the  situation  a  happy 
and  in  making  the  hour  profitable  for  all.  The  tea 
herself  was  most  happy  in  her  work,  and  this  joy 


The  Kindergarten  Training  1 

First  of  all,  there  were  the  songs.  Children  live  in 
world  of  things  and  activities,  and  to  the  common  littl 
child  practically  every  perceivable  object  is  both  alive  an 
sentient.  It  is  not  merely  a  world  of  make-believe,  bu 
for  the  tiny  consciousness  it  is  a  world  of  real  belief.  S 
the  best  kindergarten  songs  speak  plainly  and  directly  c 
thoughts  and  deeds. 

"Little  Bluebirds,  tell  us,  tell  us. 

Do  the  south  winds  bring 
Any  news  of  happy  springtime, 

Happy,  happy  spring?" 

Thus  through  the  medium  of  the  songs  in  which  a 
joined,  the  little  ones  in  Miss  Fairman's  class  kept  up 
happy  communication  with  the  things  of  nature.  Th 
robins  sang  and  hurried  busily  about  the  place  expressin 
their  little  bits  of  sentiment  as  to  the  building  of  thei 
nests,  the  care  of  their  eggs,  and  the  love  and  tender  re 
gard  for  their  young.  The  violets  and  morning  glorie 
came  with  their  peculiar  messages  of  sweetness  and  ligh 
and  thought  of  the  seed  time  and  harvest.  Indeed,  to  thi 
happy  and  well-taught  little  class  the  world  was  a  veritabl 
fairy-land  and  everything  in  it  was  alive  with  interest  an( 
activity  and  sentiment  for  the  child  mind. 

Yes,  you  say,  but  this  is  a  fictitious  life,  the  child  can 
not  go  prancing  through  the  world  of  fact  as  if  it  wer 
only  one  of  fairies  and  dreams,  not  known  at  its  actus 
worth  and  by  its  real  meaning.  This  life  is  full  of  han 
toils  and  heavy  tribulations  which  the  young  must  lear; 
to  meet.    Correct,  indeed,  we  answer.     In  so  far  as  th 


18  Training  the  Girl 

little  one  of  the  kindergarten  age  to  pass  happily 
this  fairy-land  of  his  own  creation,  give  him  the  m< 
apparatus  and  the  opportunities  to  deal  with  ol 
if  they  were  all  animate,  as  if  they  all  knew  and  un* 
him,  and  behaved  in  thought  of  him — do  this  ^ 
little  child,  we  urge,  and  he  will  slowly  come  on 
dream  land  into  the  one  of  adult  reality,  so-calle( 
the  better  prepared  to  deal  with  the  sterner  situf 
life.  We  challenge  any  one  who  is  thoughtful  j 
dious  with  reference  to  the  meanings  of  childl 
show  that  it  is  not  both  reasonable  and  helpful  tc 
the  child  in  his  natural,  animistic  attitude  towarc 

Much  Work  to  Perform 

But  aside  from  the  songs  and  other  concert  mo 

Miss  Fairman  gave  her  little  ones  much  of  a  cons 

nature  to  perform.     The  little  girls  brought  th 

with  them  and  were  furnished  the  materials  for 

simple  doll  clothes.     How  awkward  and  unski 

tiny  hands  were  at  first!     Some  mothers  won 

given  up  in  despair  and  made  the  doll  clothes  the 

but  that  method  would  not  have  served  the  aim 

structiveness  as  thought  of  in  this  little  kind 

school.    Each  girl  was  to  have  the  enjoyment  of 

doll  rightly  adorned  with  garments,  and  in  additio 

joy  the  further  pleasure  of  having  made  each  littl 

herself.    So  there  were  the  slow  going  processes  ^ 

ing — of  how  to  thread  the  needle;  how  to  hold 

terials  in  the  hands;  how  to  make  the  stitches;  an( 

assemble  the  parts  of  the  little  dress.  Some  of  t 
,^^,.^»^^^4-„  i,„j   4-„  u^ i„ 1   ^^ 


JHK 

'^'nH 

,'  ''*%.^^ 

.« 

^ 

\ 

urn 

^Ti^Hl^m      ** 

m 

^KT             ''  "'^S  ' 

'*% 

^^3 

R.       „. 

•  *' 

ail 

«2VHB 

The  Kindergarten  Training  II 

have  brightened  the  faces  of  the  mothers  themselve 
could  they  have  been  there  and  witnessed  the  progress  o 
their  baby  daughters,  as  now  this  one  and  now  that  hel 
up  a  Httle  piece  of  the  doll  garment  to  receive  a  word  c 
approval  or  a  suggestion  as  to  the  next  part  of  the  task! 

Then,  there  were  doll  houses,  beds,  chairs,  and  othe 
equipments  to  make;  and  the  little  girls  created  all  thes 
things  so  willingly  with  their  own  baby  hands. 

The  Spirit  of  Co-operation 

What  a  delightful  thing  it  is  for  the  individual  of  what 
ever  age  to  realize  that  he  is  living  and  moving  in  a  worl 
of  real  persons;  that  others,  too,  have  tasks  and  problems 
and  perplexities;  that  others  need  one's  assistance  an 
co-operation,  while  at  the  same  time  they  are  pleasei 
to  render  such  things  in  return!  So  as  will  be  explaine 
presently,  the  little  girls  in  this  well-conducted  kinder 
garten  school  learned  the  lessons  of  co-operation  and  ic 
terdependence. 

But  first  let  us  describe  the  making  of  the  doll  house  an 
furnishings.  Shoe  boxes  and  ordinary  paste  board  cu 
into  strips,  some  waste  pieces  of  wall  paper,  paste,  brust 
scissors,  and  the  like,  constituted  the  raw  materials.  Th 
thought  of  each  little  girl  was  upon  the  work  being  undei 
taken.  Their  teacher  continued  to  talk  to  them  abou 
what  they  were  planning  to  do,  how  each  piece  was  to  b 
used,  how  the  doll  houses  were  to  be  finished,  and  so  or 
While  all  worked  in  accordance  with  the  same  plans  an 
specifications,  each  little  one  was  permitted  to  manifes 
her  individuality  in  the  work  being  done.     There  wa 

crkTYiA  r»r»r»r»rtiinitAr  fnr  tViA  fYProisP  of  nprsonal  t.ast.ft  in  tn 


20  Training  the  Girl 

tinued  and  increased  in  complexity  there  was  disj 
more  and  more  the  personal  taste  of  each  of  the 
workers.  Now,  let  the  reader  mark  well  the  peculiar 
of  the  instruction  just  sketched.  It  was  indeed  p 
the  most  enticing  sort,  but  in  addition  to  that  every 
little  mind  was  acquiring  knowledge  of  a  very  definit 
and  every  little  hand  was  increasing  its  degree  of  f ; 
of  use.  Moreover,  and  above  all  things  else,  each 
was  learning  to  construct  something  that  prepare 
and  signified  the  more  serious  business  of  the  yej 
come. 

Now  for  the  spirit  of  co-operation.  It  happenec 
on  one  occasion  a  certain  little  girl  member  of  the 
was  ill  and  could  not  be  present  at  the  kindergarten  s 
The  teacher  referred  affectionately  to  the  absent  on 
asked  the  other  members  what  might  be  done  as  a  si 
kindliness  and  remembrance.  Various  things  were  qi 
suggested,  and  out  of  it  all  there  was  soon  evolve 
purpose  to  build  the  doll  house  with  all  of  its  furnii 
and  send  these  things  to  the  little  ailing  one.  How  ej 
all  hands  went  to  work !  A  division  of  labor  was  arra 
Some  were  cutting  out  the  pieces,  others  pasting 
others  assembling  the  parts,  and  so  on.  The  insti 
had  noticed  from  their  own  house-building  what 
one  seemed  most  apt  at  doing,  so  in  the  division  of 
she  tried  to  give  each  little  girl  that  particular  pi 
perform.  The  work  was  quickly  done.  "Why!" 
one  of  the  twelve  who  had  co-operated  in  making  th 
house  for  the  little  sick  friend,  "We  made  this  hoi 
just  a  little  while.    It  took  us  about  three  days  to 


The  Kindergarten  Training  2 

given  piece  of  work,  done  in  such  a  way.  And  in  ordt 
to  make  the  lesson  complete  in  all  of  its  meanings,  th 
baby  workers  were  appointed  to  carry  the  doll  house  an 
its  equipments  to  their  little  sick  friend  where  they  migli 
have  the  pleasure  of  witnessing  her  joy  in  its  possession. 

Another  Important  Appointment 

Children  are  naturally  fond  of  the  plastic  art.  If  ther 
be  nothing  better  available  they  will  go  directly  into  th 
mud  and  work  with  that,  molding  it  into  mud  "pies, 
water  dams,  and  the  like.  So  the  kindergarten  takes  ac 
count  of  all  this  instinctive  disposition  of  the  child  t 
create  out  of  plastic  material  its  own  imagined  forms 
and  it  furnishes  an  artist's  clay  therefor.  Girls  as  well  a 
boys  are  exceedingly  fond  of  this  sort  of  activity.  I] 
conducting  the  work  in  molding  in  her  kindergarten  school 
Miss  Fairman  kept  in  mind  the  natural  animism  of  child 
hood.  So  the  forms  which  her  little  ones  molded  out  o 
clay  were  not  dead  and  inert  things,  but  to  them  they  wer 
creatures  of  life  and  thought  and  activity.  In  so  far  a 
conditions  would  allow,  the  models  were  formed  by  th 
children  in  imitation  of  living  patterns.  The  dog,  th 
horse,  the  cat,  and  the  chicken  were  observed  rather  thai 
models  of  these,  and  thus  there  was  combined  with  th( 
lesson  of  molding,  an  additional  lesson  in  close  observa 
tion  of  the  forms  of  living  things.  In  order  to  deepen  th( 
interest  and  to  inculcate  wholesome  sentiment  abou 
domestic  animals.  Miss  Fairman  always  adheres  to  th< 
practice  of  talking  much  to  the  children  about  the  animal; 
which  they  are  creating  out  of  clay.    When  through  witl 


.11  4.1,:, 


22  Training  the  Girl 

and  the  dog — these  came  in  for  their  share  of  the  the 
ful  attention  and  sympathy  on  the  part  of  the  childre 
We  must  not  minimize  the  value  of  this  lesson  ; 
the  care  and  sympathy  for  dumb  animals.  It  is  not  a 
men  but  it  is  sometimes  thoughtless  and  heartless  w 
who  mistreat  these  dumb  friends  and  servants  of 
But  such  mistreatment  as  we  have  often  observed 
accorded  a  dumb  creature  by  some  apparently  intel 
woman — such  treatment  is  not  a  matter  of  wantonn^ 
intended  cruelty.  It  is  most  usually  an  affair  of  ignoi 
in  case  of  one  whose  thought  has  never  been  definite 
adequately  brought  to  the  consideration  of  the  natur 
the  rights  of  domestic  animals.  Thus  this  crude  p 
art,  introduced  in  time  of  mere  childhood,  trains  th 
to  create  through  the  use  of  her  deft  little  fingers,  : 
that  to  her  are  living  and  sentient.  And  thus  there  s 
emerges  out  of  this  beautiful  kindergarten  lessoi 
character-forming  ideals  in  respect  to  the  nature  of  < 
animals  and  their  service  to  mankind.  Thus  again, 
accrues  to  the  baby  learner  a  sense  of  inner  wortl 
ability;  for  with  her  own  hands  she  is  constructing 
which  she  in  part  has  created  out  of  the  activities  c 
imaginative  mind. 

Indulging  the  Creative  Instinct 

It  will  be  noticed  that  Miss  Fairman's  work  ii 
kindergarten  school  as  described  above  tended  to 
expression  to  the  creative  instinct  of  the  child.  Tl: 
dinary  child  has  very  little  inventive  ability.  There 
always  be  suggestion  and  rough  guidance.    It  is  betl 


The  Kindergarten  Training  2 

to  the  work  of  making  doll  houses,  for  example,  they  wei 
encouraged  to  express  their  peculiar  tastes  and  individual 
ties.  Thus  the  charm  and  the  enticement  of  the  task  wei 
much  increased.  Indeed,  so  great  is  the  interest  that  tl 
little  girl  of  the  kindergarten  age  will  often  remain  i 
her  self-chosen  piece  of  work  even  longer  than  her  bab 
strength  and  the  condition  of  her  health  would  warrant. 

So  we  cannot  be  too  insistent  that  the  kindergarte 
girl  be  given  some  constructive  work  to  perform,  somi 
thing  that  she  loves  to  do  and  something  that  will  slow] 
give  her  a  sense  of  security  and  responsibility  in  her  ligl 
endeavors.  Miss  Fairman's  method  of  building  up  th 
creative  ability  in  the  little  girls  of  her  class  is  so  con 
mendable  as  to  deserve  a  further  description.  For  exampl 
she  planned  some  very  interesting  raphia  work,  that  i 
the  manufacture  of  some  little  rugs  for  the  doll  house 
For  the  construction  of  these  rugs  it  was  necessary  1 
make  looms,  and  this  she  arranged  to  have  the  childre 
do,  using  the  toy  carpenter's  tools  and  the  lathe  material 
Work  baskets  were  likewise  planned  and  constructed.  Tl 
first  ones  were  satisfactory  in  every  way  excepting  fc 
lack  of  lids  to  keep  out  the  dust.  So  these  were  afterwarc 
re-constructed  with  a  cover  attached,  and  with  handle 
and  other  parts  suitable  for  their  chosen  purpose  an 
suggestive  of  the  real  work  baskets  used  by  women. 

We  may  note  in  passing  the  suggestion  that  the  coi 
structive  work  of  children  should  not  always  be  con 
pletely  planned,  that  they  should  be  allowed  to  do  son 
work — like  that  just  described  above — which  proves  c 
trial  to  be  unsatisfactory.    The  value  of  that  sort  of  lesso 


24  Training  the  Girl 

necessary  in  tearing  down  and  rebuilding  a  piece  of 
after  it  has  once  been  begun. 

The  Duty  of  the  Mother 

We  have  described,  at  considerable  length,  the  ki: 
garten  work  as  conducted  by  Miss  Fairman  and  in  doi 
have  been  guided  by  the  belief  that  the  ordinary  m< 
can  conduct  much  of  this  work  in  her  own  home  ai 
behalf  of  her  own  little  girl.  While  we  recommend 
strongly  urge  that  the  child  be  sent  to  a  good  kinderg; 
school,  we  find  this  in  the  great  majority  of  cases  i 
impracticable;  for,  unfortunately  the  kindergarten  s< 
is  not  as  yet  available  for  the  masses  of  the  childr 
the  country. 

In  closing  the  chapter  we  feel  inclined  to  insist  i 
that  the  mother  reader  do  not  overlook  the  point  of  g 
her  baby  daughter  the  industrial  discipline  as  sugg 
above,  and  that  during  the  very  earliest  years.  How 
let  us  understand  once  for  all,  that  this  discipline  i 
thought  of  in  terms  of  mere  preparation  for  maki 
living  and  for  earning  wages,  important  as  these  t 
are.  It  is  thought  of  and  urged  here  because  of  its 
great  service  in  building  up  a  beautiful,  aggressive 
yet  well-poised  character  in  the  life  of  the  growing 
In  short,  this  industrial  discipline  is  recommendec 
cause  of  its  worth  as  an  agency  in  slowly  placing  ii 
hands  of  any  ordinary  girl  a  mastery  over  the  plain  s 
tions  of  life,  and  ultimately  a  mastery  over  her  own 

LITERATURE  ON  THE  KINDERGARTEN  TRAININ 


The  Kindergarten  Training  2 

A  Study  of  Child  Nature.     Elizabeth  Harrison.     Chapter  I,   "TI 

Instinct  of  Activity";  Chapter  II,  "The  Instinct  of  Investigation 

207  pp.    The  Chicago  Kindergarten  College,  Chicago. 
A  Montessori  Mother.    Dorothy  Canfield  Fisher.     Chapter  VI,  "Tl 

Montessori  Apparatus  in  the  American  Home."      283  pp.  Hem 

Holt  &  Co.,  N.  Y. 
The  Montessori  Method.    Maria  Montessori.    Chapter  V,  "Discipline 

377  pp.    Frederick  A.  Stokes  Co.,  N.  Y. 
The    Kindergarten    Review.      Monthly,    $1.50    per    year.     SpringfieL 

Mass. 
Outline  of  a  Practical  Course  in  Child  Rearing.    31  pp.    10c.    Woman 

City  Club,  Chicago. 
Kindergarten  in  a  Nutshell.     Nora  A.  Smith.     134  pp.     Doubleda; 

Page  &  Co.,  Garden  City,  N.  Y. 
The  Kindergarten  Magazine.    Monthly.      Manistee,  Mich. 
The  Mothers'  Magazine.    Monthly.    Elgin,  111. 
Disciplining  Children.    Maria  Montessori.     McClure's  Magazine.     Vc 

39,  p.  95. 
The  Home-Made  Kindergarten.    Nora  A.  Smith.    Entire  text.    117  p 

Houghton,  Mifflin  Co.,  N.  Y. 
We  and  Our  Children.     Woods  Hutchinson.      Chapter  II,  "Babies  i 

Bulbs."    371  pp.    Doubleday,  Page  &  Co.,  N.  Y. 
Stories  to  Tell.     Julia  Darrow  Cowles.     Entire  text.      124  pp.     ^ 

Flanagan  Co.,  Chicago. 
A  Year  with  the  Mother  Play.    Andrea  Hofer  Proudfoot.    Entire  tex 

182  pp.    A.  Flanagan  Co.,  N.  Y. 
Love  and  Law  in  Child  Training.    Emilie  Poulsson.    Chapter  III,    "Tl 

Application  of  Kindergarten  Principles  in  the  Child's  Home  Life 

235  pp.    Milton  Bradley  Co.,  Springfield,  Mass. 


mm 


CHAPTER  III 

ATTENDING  THE  PUBLIC  SCHOOL 

On  first  thought  it  might  seem  to  the  reader  that 
public  school  attendance  is  not  rightly  considered 
part  of  the  industrial  training.  However,  it  is  our  pur 
here  so  to  regard  it.  The  best  definition  of  work  anc 
dustry  makes  little  or  no  distinction  between  using 
head  and  using  the  hands.  Its  substantial  meanin 
that  of  the  attitude  of  the  individual  toward  the 
before  him.  So  we  should  regard  the  public  school  ti 
ing  which  the  growing  girl  receives  as  first  of  all  an  a 
of  industrial  discipline;  and  we  should  have  her  lear 
regard  her  school  lessons  as  plain  work-a-day  tasks  w 
call  for  the  best  of  her  painstaking  effort  and  patience 

Work  Distinguished  from   Play 

If  parents  and  teachers  will  all  carefully  draw  a  He 
distinction  between  the  work  assignments  and  the  ] 
activities  of  the  child,  a  point  of  progress  in  training 
thereby  be  gained.  Perhaps  there  was  really  some  ji 
fication  in  labelling  everything  in  the  kindergarten  sc' 
as  play.  But  if  the  kindergarten  training  of  the  gi 
now  arrived  at  school  age — has  been  rightly  conduc 
she  has  been  impressed  gradually  with  the  idea  of  ■ 
necessity  which  attaches  itself  to  all  good  work.    At 


Attending  the  Public  School 

should  be  impressed  with  the  thought  that  the  lessc 
are  prescribed,  that  certain  standards  of  excellence  i 
to  be  met,  and  that  her  promotions  are  to  be  earned 
her  own  efforts. 

Of  course,  there  is  always  a  possibility  of  making  t 
little  school  girl  feel  that  she  has  been  driven  to  her  1< 
sons,  but  such  a  thing  is  far  from  our  purpose  here.  ^ 
while  imbuing  her  with  the  thought  that  the  work  is  seric 
and  something  that  is  carefully  prescribed,  we  shoi 
also  say  much  to  give  her  self-confidence  and  good  cht 
in  undertaking  to  bring  up  her  assignments.  Upon  t] 
point  it  might  be  well  to  quote  substantially  the  stal 
ment  of  a  good  foster-mother  who  revealed  a  commendal 
method  of  dealing  with  her  eight-year-old  adopted  chi! 
Her  statement  follows : — 

"My  little  Edith  is  eight  years  old  and  she  is  just 
dear  to  me  as  if  she  were  my  own  flesh  and  blood.    Y( 
I  am  teaching  her  to  work  as  well  as  to  play.    We  ts 
about  her  school  lessons  every  day  and  I  try  to  help  h 
to  understand  various  little  matters  that  come  up 
relation  to  her  studies.     I  try  above  everything  else 
make  her  fond  of  her  school  and  its  requirements.    I  ta 
to  her  much  about  the  time  when  she  will  be  a  big  g 
and  a  young  woman  and  tell  her  how  glad  she  will  th 
be  that  the  early  lessons  were  well  learned.    I  remind  h 
again  and  again  that  her  play  will  be  so  much  happier 
case  she  has  been  faithful  in  her  school  work.    I  tell  h 
that  it  makes  it  so  much  easier  for  her  teacher  and  mysi 
and  the  other  school  children  to  like  her  when  she  is  reat 
and  faithful  in  her  lesson  getting.     Edith  has  been 
school  one  year  and  is  now  starting  on  her  second.    S 


28  Training  the  Girl 

and  it  especially  encourages  me  to  know  that  she  i 
of  her  school  lessons,  but  I  have  never  tried  for  a  m 
to  make  her  believe  that  the  school  work  is  play." 

Beware  of  Contests 

We,  who  have  studied  school  matters  long  and  ser: 
would  forewarn  parents  against  encouraging  their  c 
ters  to  participate  in  educational  contests  againsi 
schoolmates.  There  might  possibly  be  some  justifi 
in  setting  up  individual  contests  for  prizes  in  athleti 
in  mere  games  of  sport.  But  we  cannot  endori 
thought  of  using  such  means  as  a  plan  of  inducing 
girls  to  study  their  lessons.  Do  you  wish  to  trair 
little  daughter  to  match  herself  point  by  point  a 
other  girls  .f^  Do  you  wish  her  to  look  for  weakness^ 
shortcomings  in  the  others?  Do  you  wish  her  to 
practice  in  gossiping  meanly  about  the  characters 
schoolmates?  Then,  this  personal,  school-prize  con 
this  method  of  matching  girl  against  girl — will  en^ 
all  these  mean  dispositions. 

Look  forward  to  the  time  when  your  daughter  t 
a  full  grown  woman,  think  of  her  matured  life  in  tei 
its  love  and  sympathy  and  good  will  for  others  an 
will  be  the  more  inclined  to  emphasize  during  her 
hood  days  in  school,  those  practices  which  help  ] 
find  and  think  about  and  talk  about  the  very  best 
is  in  the  characters  of  her  schoolmates.  It  is  quite  a 
to  match  your  little  daughter's  best  self  against  her 
self;  to  have  her  compare  her  attainments  to-day 
those  of  yesterday;  to  help  her  average  up  her  gra 


Attending  the  Public  School  ! 

overcoming.  In  short,  you  do  not  wish  your  daughter 
struggle  for  supremacy  over  the  Httle  friends  with  whc 
she  is  associated  in  the  class.  You  rather  desire  her 
strive  for  supremacy  over  herself;  and  you  add  much  m 
joy  and  inspiration  to  her  young  life  in  proportion  as  y 
assist  her  in  attaining  such  a  position  of  superiority. 

The  Reconstructive  Method 

The  author  of  this  book  has  in  mind  all  the  while  t 
thought  of  a  slow-going  re-construction  of  human  societ 
It  is  his  most  ardent  wish  that  we  all  might  dwell  togeth 
in  a  closer  bond  of  sympathy  and  good  fellowship,  ai 
he  believes  that  the  public  school,  assisted  by  thoughtf 
and  conscientious  home  training,  holds  the  key  to  tJ 
door  of  this  larger  and  closer  social  unity.  So  the  litl 
daughter  in  school  must  be  repeatedly  counseled  wi 
about  the  appointed  duties  and  the  everyday  experienc 
therein.  Again  and  again  the  little  one  will  run  hoc 
with  a  quickly-made-up  judgment  about  her  schoolmat 
or  her  teacher:  as,  "Nellie  didn't  recite  half  as  well  as 
did  and  she  got  a  better  grade";  or  "Miss  Blank  (tl 
teacher)  made  me  stay  in  for  missing  my  spelling  and  si 
let  others  go  who  missed  as  many  words  as  I  did.'*  The 
little  tales  of  disappointment,  childish  and  imperfe 
judgments  of  what  actually  happened,  are  all  regulj 
occurrences  in  the  ordinary  home  where  there  are  childn 
of  school  age.  Such  small  matters  of  school  gossip  furnij 
the  wise  and  thoughtful  parent  many  an  opportunity  f< 
re-directing  the  effort  of  the  child  toward  more  desirab 
ends.  In  such  cases  the  parent  is  slow  to  condemn  tl 
daughter's  supposedly  favored  classmate  and  still  le 


30  Training  the  Girl 

mistreatment  in  the  school.  It  is  well  to  turn  at  one 
a  discussion  of  her  own  conduct.  "It  does  not  mi 
so  much  what  Nellie  or  any  other  girl  did,  my  child, 
what  did  you  do.^^  If  Nellie  has  faults  she  must  coi 
them  or  at  some  future  time  they  will  seriously  hurt 
Are  you  certain  you  know  all  about  how  she  did  in 
recitation?  Were  you  watching  her  all  the  time.?* 
if  you  were,  was  that  studying  your  lesson  .^^  Did 
really  do  your  part  in  preparing  for  the  recitation  .^^  C 
you  not  easily  do  better  another  time.^^  How  could 
study  better?  And  now  about  Miss  Blank,  your  teac 
Do  you  know  all  about  what  she  is  doing  and  think 
How  do  you  find  time  to  watch  her  so  much?  Perhaps 
does  many  things  and  better  things  that  you  do  not 
while  you  are  studying." 

So,  as  described  above,  th*^  parent  will  seem  to  de 
the  little  girl's  schoolmates  and  her  teacher  and  to  tl 
the  blame  for  the  dissatisfaction  partly  upon  the  prec 
daughter  herself.  The  parent  who  actually  understj 
school  situations  will  be  very  slow  indeed  to  allow 
child  to  hear  him  speak  a  word  of  condemnation  of 
teacher.  He  may  think  ill  of  the  teacher,  questio 
seriously  her  methods  and  ability;  but  if  these  matters 
deserving  of  discussion  such  consideration  should  be  tj 
up  with  the  teacher  herself,  or  with  the  principal  or 
superintendent  of  the  schools.  In  a  great  majority  of  c 
a  father  or  mother  who  goes  to  the  school  to  blame 
complain  of  the  teacher  will  go  back  with  the  head  be 
partly  in  shame  and  partly  in  humility. 


Attending  the  Public  School  .  J 

those  schools  somewhat  extensively  before  deciding 
give  expression  to  his  condemnation;  and  in  about  90 
of  the  cases  he  will  leave  the  words  of  disapproval  unsai 
Now,  if  your  little  daughter  comes  home  with  a  story  th 
seems  to  reflect  discredit  upon  the  teacher,  withhold  yo 
blame  and  your  ill  will  for  the  time  and  go  direct  to  tJ 
school  for  further  and  definite  information.     Go  less 
the  spirit  of  criticism  and  rather  more  in  the  attitude 
one  who  is  trying  to  learn  and  to  assist,  than  is  usual 
done.    Most  probably  you  will  be  surprised  to  find  in  tl 
personality  of  your  child's  teacher  a  devoted  and  swee 
spirited  young  woman,  one  who  is  more  or  less  ove 
weighted  with  the  many  perplexities  common  to  the  c 
dinary  schoolroom;  one  who  is  expending  more  ener| 
in  behalf  of  the  well-being  of  that  school  than  justice 
herself  would  demand;  and  one  who  is  far  more  desiroi 
of  having  the  school  deal  fairly,  justly  and  sympathetical 
with  all  the  children  than  you  are.    Yes,  if  you  want 
hang  your  head  in  shame  because  of  that  wicked  litt 
rebuking  note  which  you  hastily  wrote  the  teacher 
your  child,  spend  a  half  day  visiting  the  school  and  o 
serving  the  many  trials  and  perplexities  arising  thei 
It  may  be  said  with  certainty  that  in  the  great  majority 
instances  the  fault-finding  school  parent  is   largely  i 
norant  of  the  actual  condition  of  affairs  in  the  school. 

So,  in  case  of  a  disagreement  between  the  parent  ai 
the  teacher,  an  honest  board  of  arbitration  will  usual 
decide  in  favor  of  the  latter.  The  fair-minded  pare] 
himself  will  be  inclined  to  go  to  the  furthest  limit  in  spea' 
ing  approvingly  of  the  teacher  in  the  hearing  of  the  chi 
and  in  attempting  to  adjust  the  child's  difficulties  in  a 


32  Training  the  Girl 

make  the  little  daughter  thoroughly  fond  of  her  teai 
and  happy  in  the  performance  of  her  lesson  tasks. 

Mastering  the  Lessons 

It  may  appear  singular  that  we  should  delay  a  discus 
of  the  lesson-getting  tasks  so  long,  but  we  have  been 
more  interested  in  the  school  girl's  general  behavior, 
especially  in  her  attitude  toward  her  teacher  and  sch 
mates.  We  may  feel  assured  that  the  matter  of  prepa 
the  lessons  will  tend  to  take  care  of  itself,  provided 
little  student  be  fond  of  her  school  and  enter  enthusia; 
ally  into  all  of  its  vitalizing  movements. 

Pupils  ranging  below  the  seventh  and  eighth  grj 
should  be  required  to  do  no  studying  at  home.  For  tl 
grades  the  parents'  duty  in  respect  to  the  lesson  prep 
tion  will  consist  largely  of  informal  talks.  It  will  be  ne 
sary  in  this  connection  to  keep  in  touch  with  the  gen 
progress  of  each  study  pursued  and  to  see  that  the  c 
keeps  up  with  the  average  member  of  her  class.  A  di 
question  or  two  put  to  the  pupil  herself  will  be  the  m( 
of  discovering  her  attitude  of  mind  toward  any  g\ 
lesson  topic.  Is  she  attempting  to  do  the  assigned  w< 
Is  she  desirous  of  keeping  up  with  her  mates  .^^  Is 
anxious  to  please  her  teacher.'^  An  affirmative  answe 
the  foregoing  questions  will  most  probably  satisfy 
inquiring  parent  that  good  progress  is  being  made. 

Throughout  all  the  inquiry,  the  suggestion  and  dis( 
sion  concerning  the  assigned  schoolroom  duties,  the  h< 
trainer  should  have  no  thought  of  placing  the  dai 
ter  in  an  attitude  of  envy  and  rivalry  toward  her  sch 


Attending  the  Public  School  3 

the  first  fruits  of  the  hand-to-hand  fight  that  goes  und( 
the  name  of  a  prize  contest.  You  do  not  desire  to  ha\ 
your  little  daughter  stand  above  her  mates,  but  rathe 
to  rank  high  along  with  them,  and  to  be  strong  and  nobL 
partly  by  virtue  of  the  fact  that  she  is  working  in  harmon 
and  good  fellowship  with  them. 

How  Much  Home  Study 

As  stated  above  there  should  be  only  irregular  horn 
study  on  the  part  of  the  seventh-grade  school  girls.  . 
half  hour  one  or  two  evenings  per  week  spent  in  bringin 
up  some  rather  unusual  task  will  be  the  maximum.  An 
even  in  the  eighth  grade  the  assignments  should  be  sue 
as  not  to  require  more  than  an  average  of  thirty  minute; 
study  during  the  five  school-day  evenings  at  home.  I 
therefore,  the  instructor  of  your  daughter  should  impos 
heavy  assignments  requiring  much  fatiguing  home  worl 
radical  steps  should  be  taken  to  inquire  into  the  mattei 
It  is  worth  more  to  all  concerned  for  the  growing  girl  t 
continue  in  an  attitude  of  buoyancy  and  good  will  towar 
the  school  than  to  have  her  to  settle  down  into  a  habit  c 
hurry  and  worry  in  an  attempt  to  become  a  brilliaii 
scholar.  For,  remember,  the  pupil  is  not  for  the  schoo 
but  the  school  exists  for  the  sake  of  the  child  and  hi 
character  unfoldment.  If  the  teacher  seems  to  be  drivin 
the  young  pupils  overmuch — if  his  ambition  appears  t 
be  that  of  covering  so  much  book  work,  rather  than  tha 
of  developing  so  much  character  in  the  pupil — then,  ca 
him  to  task,  remonstrating  with  him  first,  and  afterward; 
if  need  be,  with  the  superior  officers. 


34  Training  the  Girl 

for  satisfactory  school  progress.  The  child  which  i 
fering  from  some  physical  ailment  may  keep  up  wi 
classmates,  and  at  times  he  may  even  lead  them  all 
matter  of  reciting  and  earning  grades.  But  if  the  cj 
suffering  from  ill  health  all  this  brilliant  school  w 
bought  at  the  expense  of  too  much  nerve  strain 
some  future  time  will  exact  a  heavy  toll  of  interest 
the  debt.  It  is  not  a  difficult  matter  for  the  consciei 
parent  to  determine  whether  or  not  his  little  daugl 
physically  sound  and  well  enough  to  pursue  the  i 
lessons.  For  example.  What  about  the  child's  eyes? 
she  see  reasonably  well  and  enjoy  the  benefit  of  ; 
light  while  working  in  her  seat.^*  Do  her  eyes  evei 
her.^  Has  she  ever  complained  of  headache?  Doc 
ever  remark  that  the  "letters  run  together"  while 
reading?  If  there  proves  to  be  even  the  suggestion  c 
eye  defect,  consult  a  specialist  and  bring  about  a  s] 
remedy — this  is  the  only  reasonable  rule. 

Then,  How  about  the  child's  hearing.  Is  it  norma 
careful  test  of  the  hearing  ability  of  all  the  childrei 
schoolroom  will  show  a  wide  variation.  A  slight  c 
of  deafness  means  that  a  certain  percentage  of  the  ^ 
uttered  by  others  are  not  heard  and  therefore  not  u 
stood.  Let  the  adult  perform  the  following  experii 
Pick  up  a  page  of  typewritten  manuscript  of,  say 
words.  Let  somebody  erase  at  random  one  or  two  ^ 
out  of  each  sentence  and  then  attempt  to  get  the  me 
from  one  reading.  This  test  will  indicate  in  some  me 
the  great  disadvantage  in  which  the  slightly  deaf  s 
child  is  placed.    But  suppose  it  were  not  merely  one 


Attending  the  Public  School  ', 

not  listening,  and  thus  he  loses  the  chief  benefits  of  t 
oral  recitations  in  the  school. 

Other  possible  physical  defects  of  the  little  daught 
at  school  are  those  which  interfere  with  the  respirati< 
and  thus  lower  the  vitality  and  mentality.  Adenoids  a 
first  thought  of  in  this  connection.  If  the  child  breath 
through  the  mouth  such  is  a  very  direct  indication  of  t 
presence  of  adenoids;  and  so  the  case  might  as  well  i 
taken  at  once  to  a  specialist  for  examination  and  tres 
ment.  As  a  rule,  the  child  suffering  from  adenoids 
dull  and  slow  to  learn.  There  is  apparently  for  him  i 
obstructed  flow  of  the  purified  blood  to  the  brain  centei 
He  seems  to  be  more  or  less  low  in  vitality,  to  secu 
imperfect  recuperation  from  his  sleep,  and  frequently 
show  a  listlessness  in  respect  to  practically  all  the  juv 
nile  activities.  The  removal  of  adenoids  has  improv* 
the  mentality  of  many  a  child  twenty-five  per  cent, 
more. 

A  further  warning  in  respect  to  the  health  of  the  scho 
girl  is  that  touching  her  tendency  towards  nervousnej 
One  cannot  be  too  careful  to  see  that  the  child  has  a  we 
regulated  life  during  the  school  period,  which  is  an  exc( 
lent  means  of  keeping  the  growing  nervous  system 
order.     Wholesome  food  suited  to  the  child's  age;  tl 
avoidance   of  many   sweetmeats,   or   irregular   meals; 
regular  time  for  going  to  bed  and  rising:  a  maximum 
outdoor    exercise    and    invigorating    activity — these    a 
some  of  the  matters  that  suggest  an  evenly  balanc( 
physical  life  for  the  school  girl  and  a  reasonable  safegua] 
against  nervous  irritability. 

T  Tr¥>T:<-r»  i  rr«TT-r>-rr     i-vxT      *  mrn-oxTTvTXT/^i     rnTTr^     T>TTT»T  T^^     Ci/~fTTr\r\T 


36  Training  the  Girl 

Psychology  as  Applied  to  Education.     P.  M.  Magnusson.     Chap 

"Child  Study."    345  pp.    Silver,  Burdett  &  Co.,  Boston. 
The  School  Journal.    Monthly.    $1.25  per  year.    School  Journal  I 

ing  Co.,  N.  Y. 
Health  Pamphlet  for  Schools.     Ernest  B.  Hoag,  M.  D.     Whit 

Ray-Wiggin  Co.,  San  Francisco. 
Vocational  Education  in  the  Boston  Public  Schools.    Frank  M.  I 

Vocational  Education.    Vol.  I,  p.  316. 
The  New  Child-Labor  Movement.     Wm.  A.  McKeever.     Jou 

Home  Economics.  Vol.  V,  No.  2. 
Growth  and  Education.    John  Mason  Tyler.    Chapter  XI,  "Th 

Entering  School."    270  pp.    Houghton,  Mifflin  Co.,  N.  Y. 
Some  Silent  Teachers.    Elizabeth  Harrison.    Chapter  III,  "  Duml 

and  Marble."    187  pp.    The  Sigma  Publishing  Co.,  Chicagc 
Stories  and  Story  Telling.    Edward  Porter  St.  John.    Chapter  ] 

Educational  Value  of  the  Story."     100  pp.     The  Pilgrim 

Chicago. 
The  Century  of  the  Child.     Ellen  Key.    Chapter  V,  "Soul  Mi: 

the  Schools."    339  pp.     G.  P.  Putnam's  Sons,  N.  Y. 
The  Montessori  Method.    Maria  Montessori.    Chapter  XVI,  "I 

tual  Education."    377  pp.    Frederick  A.  Stokes  Co.,  N.  Y. 
The  Modern  Mother.    Dr.  H.  Lang  Gordon.    Chapter  XX,  "I 

in  Early  Childhood,"  270  pp.    R.  F.  Fenno  &  Co.,  N.  Y. 


CHAPTER  IV 
HOME  AND  SCHOOL  CO-OPERATION 

One  of  the  most  cheering  signs  of  the  better  times 
come  and  of  the  higher  level  toward  which  our  mode: 
society  is  tending  is  witnessed  in  the  many  co-operati' 
activities  in  which  the  school  and  the  home  are  now  pa 
ticipating.    Indeed,  the  day  is  well-nigh  at  hand  wh< 
it  will  be  considered  a  mark  of  low  breeding  and  unwortl: 
ness  for  the  parent  having  a  child  in  the  public  school 
neglect  all  active  participation  in  the  life  and  progress 
that  school.     So,  in  order  that  the  well-wishing  pare: 
may  if  possible  have  presented  to  him  some  specific  ai 
feasible  suggestions  for  his  becoming  a  vital  factor  in  t] 
school  progress,  we  shall  now  indicate  a  few  lines  of  hoc 
and  school  co-operation. 

The  Parent-Teacher  Association 

One  of  the  greatest  public-school  movements  of  mode 
times  is  that  which  has  been  organized  under  some  su( 
title  as  the  one  above.  In  effect  this  organization  is 
plan  for  linking  the  best  thought  of  the  parent  with  tl 
best  thought  of  the  teacher  in  a  forward  movement 
behalf  of  the  child  in  which  they  are  both  interested.  TJ 
old-fashioned  way  was  to  ignore  the  school  until  it  g 
into  trouble  with  the  child,  and  then  to  engage  in  a  mo 
or  less  bitter  contention  with  the  teacher  and  the  schc 


38  Training  the  Girl 

the  home  is  being  rapidly  transformed  into  one 
operation  and  yoke-fellowship.  In  every  part  of  t 
tion,  and  especially  in  many  of  the  eastern  cities, 
are  now  well-organized  parent-teacher  association 
in  some  of  these  places  the  father  or  mother  of  the 
child  is  considered  an  ex-officio  member. 

What  an  opportunity  for  the  parent  who  loves  h 
child  and  earnestly  and  anxiously  desires  to  hav 
child  make  good  progress  in  the  school!  If  such  a 
or  mother  will  unite  with  an  active  parent-teacher  a 
tion  it  may  be  said  that  he  will  learn  more  during  tl 
year  of  active  interest  in  this  new  movement  thi 
child  himself  will  learn  in  the  school.  Indeed,  to  b 
parent  this  is  the  first  and  greatest  opportunity  f 
discovery  of  what  child  life  really  means. 

*'0h,"  you  say,  "I  know  all  about  my  child! 
after  her  health  and  her  clothing,  send  her  to  sch 
time,  see  that  she  keeps  up  with  her  class,  and  al 
Now,  is  not  that  my  full  part.^*"  No,  we  answer;  it 
You  do  not  know  your  child  through  and  througl 
you  have  come  into  contact  with  many  other  ch 
those  who  have  been  born  and  reared  under  many 
ent  circumstances.  All  this  first  hand  observation 
activities  of  other  children  will  send  you  back  to  yoi 
child  with  a  new  flood  of  light  upon  the  problem 
relate  to  his  progress  and  development. 

Is  the  work  in  the  home  too  heavy  for  you.  Good  M 
and  for  that  reason  can  you  not  afford  to  go  in 
home-and-school   association?     Then,   we   answer 
that  participation  in  this  out-of-home  club  will  1 


^B 


i 


Home  and  School  Co-operation  39 

There  is  danger  that  even  the  thoroughly  good  and  well- 
meaning  mother  may  become  an  irritable  slave  to  the 
routine  duties  of  her  household,  largely  because  of  the 
fact  that  she  stays  too  closely  at  her  post.  So  we  recom- 
mend that  she  become  an  active  member  of  the  local 
parent-teacher  association;  and  if  there  be  no  such  or- 
ganization, we  earnestly  urge  that  she  take  the  initiative 
in  the  matter  of  bringing  one  about. 

How  TO  Organize  a  School  and  Home  Club 

Let  us  keep  to  our  subject  and  think  largely  in  terms 
of  the  problems  that  center  in  the  life  of  the  common 
school  girl.  Just  how  may  the  well-meaning  mother  pro- 
ceed to  bring  about  the  organization  of  the  parent-teacher 
club.''  Interest,  enthusiasm  and  agitation — a  little  of 
these  put  into  active  use  and  they  begin  at  once  to  grow. 
Then  more  of  the  same  thing  and  the  problem  begins  to 
take  hold  of  one's  whole  being  and  to  pull  him  along  to- 
ward success.  Go  to  the  school  once  or  twice  per  week, 
talk  to  the  teacher  sympathetically  about  the  school  and 
home  relationships.  Ask  her  what  you  can  do,  not  so  much 
in  behalf  of  your  own  child's  progress,  but  rather  as  a 
means  of  making  that  child  contribute  more  worthily  to 
the  success  of  the  entire  school.  Ask  the  teacher  con- 
cerning her  best  ideals  for  bringing  home  and  school  life 
together.  Then  go  to  the  neighbors  who  likewise  have 
children  in  school,  and  inquire  as  to  their  methods  of 
dealing  with  their  children's  school  affairs.  What  criti- 
cisms have  they  upon  the  teacher's  methods,  upon  the 
conduct  of  the  general  school  work,  and  upon  the  policies 


._! 1    J.1 ri*._f) 


40  Training  the  Girl 

be  a  very  informal  affair.  It  may  consist  of  two  oi 
good  mothers  and  the  teachers  of  the  building  c 
together  for  a  brief  discussion  of  matters  that  have 
out  of  the  school  work  of  the  day.  Questions  and 
here  go  around  spontaneously,  and  out  of  this  in 
meeting  there  will  easily  come  the  beginnings  of 
manent  organization.  It  may  be  that  you  have  tal^ 
precaution  to  write  for  literature  on  the  parent-t 
club  movement.  The  National  Congress  of  M< 
Philadelphia,  The  Public  School  Association  of  Nev 
City,  or  the  National  Institute  of  Child  Life,  also  at 
delphia,  will  give  much  definite  help  and  inforn 
Before  joining  the  new  movement  of  the  kind  ) 
recommending,  the  parents  naturally  wish  to  have  a 
of  the  progress  already  attained  elsewhere.  It  will 
a  great  stimulus  to  action,  if  you  can  report  £ 
amount  of  such  activities  already  under  way  in 
places. 

How  TO  Conduct  the  Club 

So,  we  urge  again,  if  you  wish  to  do  the  very  be: 
sible  in  thought  of  the  unfoldment  of  the  latent  1 
resident  in  your  little  daughter  now  at  school,  thj 
should  participate  in  this  home  and  school  assoc 
But  although  you  have  presumably  been  the  most 
in  perfecting  the  new  society,  it  may  be  well  to  se 
others  are  elected  to  the  honor  of  holding  positions  tl 
As  a  rule,  one  of  the  teachers  should  be  selected  as 
dent  of  the  club — ^probably  some  young  woman  wh 
sesses  tact,  enthusiasm  and  good  judgment. 


Home  and  School  Co-operation 

mere  theories  and  generalities.  Even  enthusiasm  v 
die  quickly  unless  it  has  something  definite  to  do.  So 
making  out  a  list  of  topics,  two  matters  in  particular  v 
guide  the  members  of  the  committee:  (1)  Select  oi 
topics  that  are  simple,  definite  and  concrete;  (2)  In 
far  as  it  is  possible,  select  speakers  who  know  from  acti 
experience  something  about  the  topics  assigned.  1 
sources  of  information  referred  to  above  will  be  glad 
furnish  outlines,  plans,  small  programs,  methods  of  cc 
ducting  the  work,  and  the  like. 

Another  excellent  means  of  making  the  program  a  si 
cess  will  be  that  of  supplying  each  participant  with  d 
inite  literary  helps  or  with  at  least  references  there 
This  last-named  service  is  performed  by  the  well-ma 
syllabus.  But  if  such  an  outline  be  not  available,  th 
some  member  who  knows  most  about  the  home  libra 
and  its  contents  may  render  the  service.  The  Natioi 
Institute  of  Child  Life,  of  Philadelphia,  publishes  montl 
a  little  pamphlet  giving  a  resum6  of  the  child-welfare  j 
tides  in  the  magazines,  and  this  valuable  document  m 
be  had  at  a  very  trifling  cost. 

The  program  committee  must  be  cautioned  about  i 
suming  that  the  ordinary  well-meaning,  enthusias 
mother  naturally  knows  enough  about  the  topic  assign 
her,  to  discuss  it  helpfully.  On  the  other  hand  it  may 
reasonably  assumed  that  she  cannot  give  a  good,  stirc 
lating  discussion  of  her  topic  without  some  study  a 
reference  reading.  In  the  case  of  one  small  club  of  t 
kind  here  mentioned,  a  certain  mother  possesses  a  lai 
number  of  fresh,  new  volumes  treating  the  child-welff 
subjects.    This  good  mother  lends  out  her  private  libra 


42  Training  the  Girl 

Getting  the  Point  of  View 

We  are  so  deeply  concerned  about  this  mattei 
parent-teacher  club  in  connection  with  every  schoc 
we  shall  now  go  more  definitely  into  the  discussion 
program  topics.  Our  thought  in  doing  this  is  not  i 
that  of  improving  the  work  of  the  school;  it  is  not  i 
that  of  assisting  the  mother  in  the  problem  of  b 
her  daughter  well  up  with  the  progress  of  the  s 
Our  purpose  is  largely  that  of  the  better  communi 
which  is  certain  to  grow  out  of  all  this  co-operati 
tivity.  The  community  must  be  thought  of  as  or 
not  many.  Classes,  castes,  factions,  cliques,  an 
like,  are  all  more  or  less  obscured  in  the  wholesome 
munity  where  there  is  aggressive  team  work  ar 
operation.  Now  the  school  is  not  for  the  sake  of  tl 
cipline;  it  is  not  for  the  sake  of  the  lessons,  the  g 
and  the  promotions;  it  is  not  for  the  sake  of  the  teac 
the  board  of  education;  it  is  not  even  for  the  sake 
individual  child.  The  best  justification  of  the  co 
school  is  this:  It  makes  for  a  united  community; 
culcates  sympathy,  good  will,  co-operation,  persons 
reliance,  and  loyalty  to  the  best  interests  of  the  wt 
humanity.  If  we  can  but  draw  the  central  thoui 
the  common  parent  away  from  the  idea  that  his  c] 
to  be  trained  to  enter  into  combat  with  the  world,  t: 
to  secure  the  good  things  of  life  through  shrew( 
cunning  activities  intended  to  wrest  such  things 
somebody  else — if  we  can  get  this  erroneous  point  Oj 
out  of  the  mind  of  the  parent  and  induce  him  to  th 


Home  and  School  Co-operation 

and  the  nation — then,  we  shall  have  gained  a  strong  poi 
of  vantage  in  behalf  of  human  welfare.  And  righl 
thought  of  and  organized,  the  new  parent-teacher  mo^ 
ment  will  contribute  toward  this  higher  and  better  co: 
munity  life. 

Topics  for  the  Program 

In  order  to  show  how  the  discussions  of  the  parei 
teacher  club  might  well  go  on,  we  shall  now  name  a  f( 
topics  and  suggest  methods  of  treating  them. 

Home  Study.  We  raised  the  question  above  as  to  h( 
much  the  child  should  study  at  home.  Your  daug 
ter  is  growing  larger  and  stronger  each  day.  She  is  pa; 
ing  up  through  the  grades.  The  lesson  tasks  are  slow 
growing  heavier  and  more  numerous.  How  much  shou 
she  study  at  home.^^  This  topic,  treated  generally, 
sufficiently  important  to  occupy  one  entire  period 
the  club  meeting.  What  is  especially  desired  is  a  fi 
exchange  of  ideas  among  the  parents  and  teachers  presei 
and  a  full  statement  of  the  situation  in  which  each  o 
works.  If  it  is  desired  that  the  topic  be  subdivided  ^ 
suggest  the  following  for  the  afternoon  program: 

How  Much  Home  Study  for  Pupils. 

1.  Boys,  seventh  grade  and  below. 

2.  Girls,  seventh  grade  and  below. 

3.  Girls,  eighth  grade  and  above. 

4.  Boys,  eighth  grade  and  above. 

One  parent  and  one  teacher  may  be  assigned  to  ea 
topic,  the  one  to  offer  a  well-prepared  ten-minute  pap* 
and  the  other  a  five-minute  discussion  of  the  paper. 

The  Schoolground  Discipline.     While  the  author  cc 


44  Training  the  Girl 

regular,  hired  school  playground  leader.  Usual! 
teacher's  full  strength  is  required  to  conduct  the  c 
and  maintain  good  order  within.  Therefore,  she  c 
only  occasionally  upon  the  schoolground  during  the 
period.  And  yet,  much  of  the  most  definite  and  impc 
learning  of  the  whole  school  comes  from  the  playg 
activities.  The  children  are  acquiring  good  or  ill  pra 
there  quite  as  actively  as  they  are  in  the  class 
Under  present  circumstances,  how  can  this  situati 
reasonably  well  dealt  with?  The  parent-teacher  clul 
well  consume  another  hour  in  the  discussion  of  this  ; 
The  following  program  is  suggested: — 
Morals  on  the  Playground. 

1.  What  my  boy  hears  and  sees  on  the  playground 

2.  What  my  girl  hears  and  sees  on  the  playground 

3.  Directing  the  playground  activities  of  the  girl. 

4.  Directing  the  playground  activities  of  the  boy. 
One  or  two  parents  may  discuss  each  of  the  firs 

topics  and  one  or  two  teachers  each  of  the  second  two. 
of  it  all  the  teachers  should  learn,  first,  what  good  c 
lessons  are  being  derived  from  the  playground  acti'^ 
second,  what  re-direction  may  appear  to  be  feasible  f< 
same  activities.  Then,  the  parents  may  receive 
suggestions  as  to  how  the  home  can  co-operate  in  th 
provement  of  the  playground  morals. 

Home  Industry.  The  problem  of  requiring  the  s 
child  to  help  with  the  home  work  is  always  a  vita 
and  it  is  especially  an  important  one  for  the  parent 
teachers  to  discuss  together.  A  survey  of  the  situ 
will  show  that  some  children  are  doing  heavy  home  c 


Home  and  School  Co-operation  4 

the  other  was  not  even  dressing  herself  without  assistanc 
Yet,  both  were  expected  to  do  the  same  amount  < 
schoolroom  work.  The  free  and  frank  discussions  ar 
reports  of  the  members  of  the  club  cannot  help  bi 
bring  out  startling  revelations  of  irregularity  and  ui 
evenness  relative  to  the  home  industries  of  the  childre 
The  following  topical  outline  is  suggested  to  guide  tl 
discussion: — 

Home  Industry  for  the  School  Child, 

1.  What  and  how  much  work  my  pre-adolescent  be 
does  at  home. 

2.  What  and  how  much  work  my  pre-adolescent  gi 
does  at  home. 

3.  What  and  how  much  work  my  adolescent  boy  do 
at  home. 

4.  What  and  how  much  work  my  adolescent  girl  do 
at  home. 

This  program  implies  a  clear  subdivision  of  the  topic  ai 
that  each  participant  is  to  discuss  a  concrete  case,  namii 
the  age  and  grade  of  the  child  and  including  a  defini 
statement  as  to  the  kind,  nature  and  amount  of  the  wor 
After  this  discussion  the  parents  will  nearly  all  natural 
possess  a  fuller  understanding  of  the  whole  problem 
home  industry  for  the  school  child,  and  many  will  doub 
less  be  ready  to  make  the  necessary  re-adjustments.  T] 
mother  whose  little  daughter  does  absolutely  no  hor 
tasks  will  be  placed  in  quite  as  unenviable  a  light  as  tl 
other  one  whose  child  is  required  to  perform  an  ov€ 
amount  of  such  work. 


46  Training  the  Girl 

in  thought  of  this  fact  we  wish  to  remind  the  reade 
new  and  very  promising  condition  that  is  now  aris 
the  most  progressive  public  schools.  It  is  this:  Th 
now  a  disposition  on  the  part  of  the  most  thoughtfi 
modern  school  officials  to  test  the  pupil  in  respect  to 
possible  type  of  ability  and  to  give  credit  for  every  w 
thing  the  pupil  may  be  able  to  do.  The  old  schoo 
rowed  the  child  down  to  a  few  book  subjects  and  g 
him  high  or  low  in  accordance  with  his  ability  to  p 
those  subjects,  while  it  gave  little  or  no  heed  to  a 
that  lay  outside  of  the  school  course.  But  the  new  m 
calls  for  a  much  wider  schedule  of  tests,  and  for  a  g 
evaluation  of  the  pupil's  home  work  as  well  as  that  < 
school  work.  The  girl  who  makes  an  average  gra 
95  in  her  several  text-book  subjects,  and  yet  who 
performs  a  single  home  duty  is  too  often  exalted  abo'' 
true  place  in  the  school  society.  Some  other  girl 
happens  to  make  a  very  low  average  in  her  class 
subjects,  and  who  at  the  same  time  proves  to  be  a  spl 
home  helper,  is  usually  rated  far  too  low  in  the  ord 
school.  In  order  to  put  a  check  upon  this  false  anc 
sided  classification  and  ranking  of  pupils  there  is  n( 
interesting  and  very  commendable  method  of  gr 
in  home  work  as  well  as  in  school  work. 

Let  the  parent  turn  over  the  monthly  report  card 
it  comes  from  the  teacher,  showing  the  grades  made 
several  subjects,  and  write  on  the  back  the  grad< 
the  course  of  home  discipline  offered  below.  Of  c 
the  child  will  not  be  doing  all  these  home  tasks  a 
time.    And  then,  let  there  be  made  an  average  of  the 


Home  and  School  Co-operation 


4 


let  him  assume  that  E  represents  90  to  100;  G,  80  to  9i 
F,  70  to  80;  and  C,  below  70. 


The  Home  Grade  Card 

1.  Washing  dishes 

2.  Sweeping  and  dusting 

3.  Bed-chamber  work 

4.  Preparing  meals 

5.  Waiting  on  table 

6.  Darning  and  mending 

7.  Plain  sewing. 

8.  Fancy  sewing 

9.  Household  management 

10.  Taking  care  of  room 

11.  Tending  the  baby 

12.  Personal  hygiene 


Note,  Grade  as  follows- 
E  =  Excellent 
F=Fair 
G  =  Good 


P=Poor 
C= Condition 


Work  Must  Receive  Recognition 

There  are  two  distinctive  services  to  society  to  be  d( 
rived  from  this  new  method  of  grading  school  pupils  o 
their  home  duties.  The  first  very  desirable  result  is  thij 
Common  industry  will  become  more  and  more  respectabl 
as  an  occupation;  it  will  become  a  topic  of  schoolroor 
gossip;  its  various  detailed  aspects  will  receive  though tfi 
consideration;  the  teacher  will  fall  into  the  habit  of  com 
mending  the  various  types  of  home  industry;  and  the  chi] 


lrf»n  xei      rkfrtnrTYi  en  oh  Tfnri 


\f\i  r»rf»rlit       T\\r  si 


\r  s  n-w 


48  Training  the  Girl 

Thus  the  epithets,  "slow,"  "backward,"  "dull,' 
the  like  may  be  made  to  apply  to  the  child  who  i 
mastering  his  home  work  as  well  as  to  the  child  v 
not  mastering  his  school  work. 

Parents  may  as  well  get  ready  for  this  new  ore 
things.  We  have  long  been  regarding  the  schoo 
instruction  as  a  matter  of  course  and  necessity.  1 
authorities  have  prescribed  the  work  there.  'Nov 
same  systematic  mode  of  treatment  is  about  to  be  a] 
to  the  home  industries  suitable  for  the  educatioi 
training  of  children.  We  have  long  been  requirin 
girl  to  pass  in  reading,  grammar,  arithmetic,  history 
the  other  book  subjects.  We  are  now  about  to  r( 
her  to  pass  in  dishwashing,  dining-room  work,  plair 
ing,  and  baby  tending.  And  when  we  have  careful 
signed  this  full  course  of  study  to  all  common  schoo 
and  have  required  them  to  make  a  creditable 
ing  in  all  the  subjects  of  the  new  course — then,  we 
have  performed  a  distinctive  service  for  society  at 
Thus  the  personality  of  the  ordinary  young  woman  < 
future  will  have  been  made  rich  and  deep  in  sym 
and  service,  full  and  strong  in  force  and  magnani 
serene  and  poised  through  the  inclusion  of  the  1 
things  of  the  spirit. 

LITERATURE  ON  HOME  AND  SCHOOL  C0-0PERA1 

Literature  of  the  Public  School  League  of  Philadelphia.    Address 

intendent  of  Schools. 
Montessori  Methods.    A.  E.  Winship.    Journal  of  Education.    ^ 

p.  399.    Boston. 


Home  and  School  Co-operation  4 

The  Home  and  Social  Efficiency.    Eva  W.  White.    Journal  of  Hon 

Economics.    Vol.  V,  No.  2. 
Euthenics;  Better  Environment  for  the  Human  Race.    Ellen  H.  Rid 

ards.    Chapter  II,  "Individual  Effort  Needed  to  Improve  Indivi< 

ual  Conditions."    162  pp.     Whitcomb  &  Barrows.    Boston. 
Human  Efficiency.     Horatio  Dresser.     Chapter  XIII,   "The  Law  ( 

Love."    383  pp.     G.  P.  Putnam's  Sons.    N.  Y. 
Progress    in  the  Household.     Lucy   Maynard  Salmon.     Chapter  I 

"Education  in  the  Household."     198  pp.     Houghton,  Mifflin  Cc 

N.Y. 
Moral  Instruction  of  Children.    Felix  Adler.  Chapter  V,  "The  Mor 

Outfit  of  Children  on  Entering  School."     270  pp.     D.  Appleton 

Co.,  N.  Y. 
Child  Nature  and  Child  Nurture.    Edward  Porter  St.  John.  Chapter  I"^ 

"How  to  Deal  with  the  Child's  Fears."     105  pp.     The  Pilgrii 

Press,  Chicago. 
The  Century  of  the  Child.    Ellen  Key.    Chapter  VI,  "The  School  of  tl 

Future."    339  pp.    G.  Putnam's  Sons,  N.  Y. 
The  Way  to  Win  the  Heart  of  the  Pupil.    Dr.  Hermann  Weimer.    Cha] 

ter  IX,  "School  and  Home."    178  pp.    The  Macmillan  Co.,  N.  1 
The  Delinquent  Child  and  the  Home.    Sophonisba  P.  Breckinridge  an 

Edith  Abbott.    Chapter  VII,  "The  Child  from  the  Crowded  Hom 

The  Problem  of  Confusion."    250  pp.    The  Survey  Associates,  N.  1 
The  Home  School.    Ada  Wilson  Trowbridge.    Monograph.    Houghtoi 

Mifflin  Co.,  N.  Y. 
Suggestions  for  Handwork  in  School  and  Home.    Jane  L.  Hoxie.  Entii 

text.    222  pp.    Milton  Bradley  Co.,  Springfield,  Mass. 
Messages  to  Mothers.    Herman  Partsch,  M.  D.  Chapter  VII,  "Son 

Failures  at  School."    165  pp.    Paul  Elder  &  Co.,  N.  Y. 
Home  and  School,  Monthly  magazine.    Philadelphia,  Pa. 


CHAPTER  V 

TEE  HIGH-SCHOOL  GIRL 

The  ideal  young  girl  just  entering  high  school  is 
fourteen  years  of  age.  She  is  sound  in  her  physique 
in  her  quality  of  mind,  and  buoyant  in  her  thought 
future.  She  is  radiant  through  and  through  and  al 
with  a  life  that  is  just  now  in  process  of  unfolding  ii 
and  most  beautiful  latent  energies.  She  is  at  thij 
distinctively  social  in  her  thought  and  disposition, 
is  the  period  of  the  young  love  dreams  of  the  girl, 
time  when  her  personality,  her  point  of  view,  her  at 
toward  life  and  things  should  be  respected  and  de 
to  more  than  ever  before.  If  we  can  induce  the  rea 
appreciate  the  great  significance  of  the  fact  ihi 
fourteen-year-old  girl  is  undergoing  a  rapid  transi 
tion;  that  she  is  stepping  into  a  social  world,  new,  si 
and  very  enticing  to  her;  that  everything  she  thinl 
says  and  does  has  some  reference  to  this  new-found 
of  society — then  we  shall  all  stand  together  in  a  pc 
of  great  advantage  in  our  serious  attempts  to  giv 
young  high-school  girl  fair  counsel  and  guidance. 

The  Danger  op  Confusion 

A  freshman  high-school  girl  is  in  the  act  of  em 
from  a  period  of  mere  giggling  girlhood,  and  there  is 


The  High-School  Girl  5. 

the  new  requirements  suited  to  the  high-school  age.  As  ( 
result  of  it  all,  not  a  little  confusion  and  unfairness  ma;; 
obtain.  Over-work  and  over-speeding  too  often  mark  thi 
first  period  of  young  womanhood  in  the  case  of  the  high 
school  girl. 

Dr.  Wm.  P.  Northrup  of  New  York  University,  i; 
quoted  at  length  by  the  Literary  Digest  (Volume  32 
Number  11),  upon  this  subject  of  over-working  schoo 
girls.  He  asserts  that  in  one  month  the  New  York  clinic 
for  diseases  of  children  and  for  the  diseases  of  the  nervou 
system  "received  a  crop  of  worn-out  school-girl  neuras 
thenics,"  and  by  way  of  example  on  this  subject  he  de 
scribes  a  typical  case  of  the  ambitious  student  who  is  s< 
often  the  victim  of  the  strenuous  school  life: — 

"She  hurries  home  from  school,  is  never  late,  takes  i 
few  minutes  of  outdoor  play  because  some  one  else  ha 
prescribed  it,  runs  home,  curls  up,  and  studies  hard  til 
the  evening  meal.  This  meal  she  engulfs  in  the  shortes 
possible  time,  slips  off  her  chair,  and  is  at  her  book  again 
She  is  the  conscientious  pupil,  and  studies  until  some  on 
insists  on  her  going  to  bed.  .  .  .  This  audience  cai 
easily  imagine  several  physiological  functions  impairec 
by  worry  and  haste,  and  some  daily  needs  possibly  post 
poned  till  Saturday  and  Sunday.  They  will  wonder  wher< 
the  dweller  in  crowded  districts  may,  in  such  strenuou 
life,  snatch  a  few  hours  of  tranquil,  daily  recreation  in  out 
door  sunlight.  They  may  wonder  how  the  nerves  in  thi 
strenuous  existence  are  to  be  daily  completely  nourishec 
and  rested.  Alas!  such  nerves  are  neither  rested  no 
nourished,  and  they  fall  daily  further  into  arrears.  The^ 
mav  drasr  on  till  earlv  sorins  accounting.     In  March  i 


52  Training  the  Girl 

of  age  is  undergoing.  She  is  manufacturing  rapid! 
cells;  she  is  building  great  additions  in  bone,  muscl 
glands;  she  is  developing,  training  and  disciplinir 
cerebrospinal  and  sympathetic  systems;  she  is  ch{ 
her  milk  teeth  for  tearers  and  grinders,  preparii 
heartier  food.  The  adolescent  girl  is  further  deve 
a  new  function;  is  passing  from  infant  life  to  matui 
experiencing  a  change  of  such  critical  magnitude  tl 
nature  appeals  to  the  generous  impulses  of  humai 
tectors  to  lighten  her  burdens,  to  safeguard  the  b( 
terests  of  the  budding  woman  and  future  mother.'* 

Is  This  Description  True.? 

In  the  article  cited  above.  Dr.  Northrup  has  des( 
so  ably  and  fittingly  the  neurasthenic  high-schoc 
that  we  feel  justified  in  continuing  the  quotation  at  g 
length.    He  says: — 

"Do  not  put  the  subject  away  with  the  thought  th 
story  of  the  overworked  and  under-nourished  growii 
belongs  only  to  a  big  city,  to  the  tenements,  and  1 
ignorant.  Would  it  were  limited  to  the  last  name 
they  are  most  teachable  and  quick  to  reform.  If  yoi 
to  your  choicest  families  you  will  often  find  them  g 
up  late,  that  breakfast  is  late,  that  the  father  rul 
swollen  eyes  and  scolds  between  his  morning  paper  a 
coffee  because  of  this  disagreeable  rush  and  haste.  H 
night's  nerves  are  disturbed  by  his  child's  early  mc 
start.  You  will  agree  with  me  that  in  many  of  youi 
intelligent  families  the  child's  life  and  duties  are  nc 


The  High-School  Girl  53 

a-tingle.    If  this  be  the  case  with  our  best  families,  hovp 
much  more  is  it  true  of  the  crowded  tenements?" 

What  is  the  Remedy? 

Finally,  after  a  further  description  of  how  the  over- 
strenuous  school-girl  brings  on  her  alarming  case  of  ner- 
vous excitement.  Dr.  Northrup  suggests  a  number  of  very 
sensible  remedies  in  the  following  paragraphs : — 

"Not  one  physician  here  present  but  can  easily  recall 
cases  in  which  the  girl,  after  six  hours  of  school,  practices 
one  or  two  hours  on  the  piano,  goes  to  dancing-school 
twice  a  week,  has  some  added  lesson  at  intervals.  On 
Saturdays  there  are  children's  parties,  matinees,  and 
often  children's  excursions  for  concerted  studies  of  this 
or  that.  All  these  are  well  enough,  but  they  leave  the 
girl  scarcely  any  time  for  relaxation  and  outdoor  loitering 
or  light  exercise.  From  the  first  days  of  the  term  she  has 
insufficient  sleep,  becomes  deeper  and  deeper  in  debt  to 
it,  as  a  consequence  of  becoming  more  and  more  nervous, 
more  intense,  irritable,  impatient.  .  .  . 

"The  subject  of  school  hygiene  is  large,  and  I  have  pur- 
posely refrained  from  attacking  it  as  a  whole.  Much  is 
being  thought  out  in  the  line  of  ventilation,  air  space  for 
each  pupil,  and  the  like.  My  special  interest  is  that  of 
providing  roof-gardens,  where  the  children  can  play 
games  in  an  upper  air  comparatively  free  from  dust,  from 
dangers  of  collision  and  accident  of  the  street,  and  from 
the  contact  of  vicious  and  unclean  passers;  or  worse,  those 
who  do  not  pass — loafers. 

"The  subject  of  dividing  the  time,  so  that  the  youngest 
children  shall  have  short  consecutive  hours  and  frequent 


54  Training  the  Girl 

small  children  frequently  and  briefly  than  to  lea^v 
to  roll  in  tenement  halls  or  play  under  feet  in  c 
and  squalid  thoroughfares.  .  .  . 

"  In  many  families  there  is  a  habit  of  sitting  up  la1 
Children  either  sit  up  with  the  adults;  or,  if  the; 
bed,  their  early  sleep  is  disturbed  because  of  brigh 
noise  and  confusion.  The  family  physician,  in  fat 
the  causes  of  failing  health,  may  well  inquire  am 
details  of  daily  life  for  explanation.  .  .  .  Furthei 
of  worry  to  the  child  are  the  indiscreet  conversa 
the  parents.  At  breakfast  the  disgruntled  father  i 
chance  remark  that  the  family  is  rapidly  near 
poorhouse,  that  all  is  lost.  Having  uttered  it,  he  ^ 
into  the  open  air,  humming  *  Annie  Rooney,'  an 
forgets  w^hat  he  has  said.  Not  so  his  little  girl.  [ 
meaning  remark  sinks  into  her  mind,  she  broods 
her  breakfast  does  not  digest,  she  furtively  weeps, 
night  sobs  herself  to  sleep.  This  needless  appre 
arises  from  a  thoughtless  remark  which  adults  wc 
tirely  understand.'* 

Choice  of  a  High-School  Course 

The  last  few  years  have  witnessed  marked  chan 
differentiations  in  the  high-school  course  of  stu( 
the  beginning  of  the  twentieth  century  there  was  a 
only  one  secondary  course  of  study  available  foi 
people,  and  that  consisted  of  a  traditional  arrange: 
Latin,  mathematics,  literature,  and  a  smattering 
stract  science.  But  the  new  high  school  is  sue 
more  and  more  each  year  in  making  itself  what 


The  High-School  Girl  51 

In  consideration  of  what  has  just  been  stated  the  pareni 
cannot  reasonably  be  satisfied  with  having  merely  seni 
his  daughter  to  be  enrolled  in  the  high  school.  He  musi 
help  her  decide  what  course  to  pursue,  and  in  doing  thij 
he  must  consult  first  her  individual  taste  and  disposition, 
and  second,  her  probable  destiny  as  a  full  grown  woman, 
No  matter  how  attractive  the  place,  how  able  the  instruc- 
tor, and  how  well-equipped  the  school,  the  young  womar 
will  not  make  satisfactory  advancement  in  her  classes 
unless  she  be  allowed  to  pursue  some  course  that  appeals 
enticingly  to  her  inherent  interests  and  desires. 

What  of  Domestic  Mindedness? 

It  is  probably  a  very  serious  error  to  assume  that  every 
healthy  minded  young  woman  is  instinctively  desirous  oi 
taking  up  a  course  leading  toward  domestic  life.  Although 
probably  the  great  majority  of  them  incline  more  or  less 
strongly  and  even  fondly  toward  some  phase  of  the  home- 
making  occupation,  it  has  been  proved  beyond  a  doubt 
that  a  considerable  number  are  not  instinctively  so  domes- 
tic minded.  In  his  survey  of  the  question  of  a  prospective 
vocation  for  young  women,  the  author  has  had  occasion 
to  question  in  a  systematic  way  several  hundred  girls. 
A  small  number  of  these,  perhaps  five  per  cent,  have  given 
assurance  that  their  inherent  tastes  never  have  been  of  a 
domestic  type;  and  yet  these  girls  have  always  been 
sound  and  well  physically  and  mentally.  A  typical  case 
of  the  type  of  young  woman  here  under  consideration  was 
that  of  a  twenty-year-old  college  sophomore  girl  who 
thus  far  had  resisted  all  the  persuasive  efforts  of  her  par- 

pnt«  Jinri  friAnrlc  trk  inr>linA  Vif»r  trninincr  r»nnrsA  trnxTflrH  ctrtp 


56  Training  the  Girl 

force  such  a  girl  to  take  up  the  home  Hfe  would  b 
short  of  calamitous;  and  also  very  probably  the  a 
out  of  her  native  bent  and  determination  was  th 
certain  means  of  making  her  life  a  happy  and  sue 
one. 

The  Course  in  Household  Science  and  A; 

Notwithstanding  what  we  have  stated  imme 
above,  every  normal  girl  should  most  probably  h 
opportunity  to  perfect  herself  in  household  scien< 
art.  A  wide  and  careful  observation  of  growing  ^ 
all  ages  brings  conclusive  evidence  that  the  grej 
jority  of  them  begin  in  early  childhood  to  show 
herent  interest  in  the  affairs  of  the  household.  If 
loose  and  allowed  to  follow  their  own  inclinations 
play  and  make-believe  activities  nearly  always  c 
this  statement. 

But  when  confronted  with  the  taking  up  of  a  high 
course  in  domestic  science,  the  young  girl  may  si: 
adverse  disposition  which  has  its  history,  not  in  ] 
herent  nature  but  in  the  fact  that  she  has  been  n 
less  spoiled.  If  at  fourteen  years  of  age  the  girl  hi 
far  never  been  trained  in  the  simplest  household 
if  she  has  always  been  surrounded  by  servants  and 
who  have  been  ever  ready  to  baby  her  and  satis 
whims;  if  she  has  been  taught  to  believe  that  hou 
industry  is  degrading  and  beneath  one  of  her  sts 
in  case  of  one  or  all  of  these  acquired  dispositio] 
school  girl  may  assume  a  very  firm  adverse  attiti 
ward  the  course  in  home  economy. 


IP 


57 

The  High-School  Girl 


■  w  tn  take  the  girl  to  a  school 
advisable  and  P^f^f^^^^^J^  is  emphasized  above 
where  this  particular  k'-^  o  *rf  ^^^  ^  eourse  will  be  the 
all  others  and  where  to^u^---  ^,^  has  had  her 
popular  thing  to  do.     Many      y  ^^  pl^^ 

:,tire  life  transformed  though  such        ^^^  ^^u.^electcd 
the  one  here  recommended     In  *  j  really  dis- 

school  of  domestic  tra,mn£hea<We^^^  ^^^  ^ 

rsreer£S:::LroonmakLoutanewandenUcmS 

ideal  for  her  future  life. 

Common-Sense  Instruction 

It  is  an  easy  matter  -  assemUe  ^^^^^^^^^^       J^^ 

winded"  and  '^"^^^^^""ff^nd  presiding  at  a  pink  tea. 
instructed  in  fudge  -^^mg  ^^^  ^ay  be  exceedingly 
Moreover,  these  forms  of  ^°™    .^^^yy  the  finishmg 
taportant,   but   they   a-   unque^-  J^  ^^  ^ 
rather  than  the  beg^-^^^.^P^fthe  serious-minded  parent 
economy.    But  we  take  it  th J  toe  ^^^ 

oi  the  adolescent  girl  is  ^™j^„^^i,old  duties.  Plam 
learn  first  of  all  the  Pl-"j  f^^'^f^g,  and  plain  everyday 
cooking,  plain  sewmg,  P^^^;^Jf;;„^'  bably  constitute  a 
li,;„g_these  ordinary  masters  ve^  P       ^^^^^^  ,,, 

fundamental  part  of  the  ^ept         ^^^  ^^^.^^^  ^^^  ^ 

nearly  all  young  f^'J^^^  ded  in  the  principles 

had  her  life  well  defined  and^^^  ^^^^^^^  ^^^  ^H  ,he 

oi  these  common  things  s  ^^^,. 

necessary  begmnmgs  of  a  beau  ^^^  j 

Yes,  there  is  ample  room  w  ^^^      ^  ^h< 

flowers  and  fudge  Pf  ^  ^^f pl^n,  ordinary  domes 
V,.,  been  trained  and  grounded  mp  j^^damenta 


58  Training  the  Girl 

such  a  feeling  of  poise  and  self-supremacy,  such  i 
means  of  detecting  and  knowing  and  recognizing  t 
worth  of  character  in  others,  that  her  entire  futui 
promise  of  becoming  one  of  great  joy  and  satisfact 

The  Vocation  not  Overlooked 

We  shall  not  overlook  the  very  important  ms 
directing  the  growing  girl  toward  the  best  availa 
occupation.     An  entire  division  of  this  volume  i; 
devoted  to  that  particular  matter.    Neither  have  w 
looked  those  other  important  affairs  that  grow  out 
instinctive  disposition  for  play  and  sociability, 
too,  will  have  ample  space  for  treatment.    For  the  p 
however,  our  interest  is  centered  upon  two  aspects 
high-school  girl's  training:  first,  the  directing  of 
periences  along  lines  suggested  by  her  instinctive 
and   dispositions;   and   second,   the   discussion   oj 
problems  which  arise  in  practically  all  the  high 
and  vex  and  perplex  both  parents  and  teachers. 

We  can  scarcely  over-emphasize  the  distinctive 
of  view  and  method  of  this  volume.  It  is  this:  ''. 
what  is  inherent  in  the  young  girl's  nature  at  ever; 
stage  of  her  development  and  to  direct  her  trainiuj 
the  ways  suggested  by  this  instinctive  type  of  pror 
The  author's  faith  in  the  ordinary  girl — and  that 
practically  all  of  the  girls — is  very  deep  and  a 
But  it  is  his  understanding  that  this  faith  in  the  ir 
sublimity  of  the  life  of  the  common  girl  can  be  act 
only  through  the  application  of  sane  and  well  thou| 


The  High-School  Girl  I 

great  because  of  the  significant  fact  that  they  are  expre 
sions  of  the  inherent  nature  of  the  human  individual.  S 
if  the  reader  will  bear  with  us  to  a  greater  length,  we  shs 
now  go  back  to  a  further  consideration  of  our  chapt 
topic. 

The  High  School  may  not  Fit 

A  careful  inquiry  into  the  whole  situation  may  satisi 
the  parent  that  it  is  inadvisable  to  send  the  daughter  i 
the  local  high  school  or  to  any  other  institution  of  i 
class.  But  such  a  decision  is  most  certainly  a  serious  oi 
and  perhaps  it  should  not  be  made  until  after  expe 
advice  has  been  consulted.  The  parent  who  is  serious] 
in  doubt  as  to  the  best  thing  to  do  next  in  the  trainir 
of  his  adolescent  daughter  might  receive  very  valuab 
counsel  if  he  should  write  a  brief  sketch  of  the  case  ar 
present  this  outline  to  such  a  high  authority  as  Dr.  ( 
Stanley  Hall,  and  ask  for  expert  opinion.  Many  hig] 
school  girls  dislike  some  part  of  the  prescribed  course  < 
study,  while  not  a  few  of  them  resent  certain  text-boc 
subjects  to  the  point  of  quitting  the  institution  as  a 
alternative  for  pursuing  such  courses.  Therefore,  it 
imperative  that  the  parent  and  teacher  co-operate  i 
bringing  about  a  pleasing  adjustment  of  the  girl  to  h( 
high-school  course.  Her  instincts  and  desires  are  now  s 
strong  as  not  safely  to  permit  of  any  violence  being  dor 
them  through  the  medium  of  an  artificial  and  enforce 
course  of  learning.  If  there  be  in  the  curriculum  man 
subjects  that  are  extremely  distasteful  to  the  adolescer 
girl,  probably  it  will  be  advisable  to  have  her  withdraw 
from  the  institution  and  pursue  a  short  course  in  som 


60  Training  the  Girl 

Democracy  in  the  High  School 

As  stated  above,  the  adolescent  period  of  the 
distinctively  one  of  social  awakening.  It  is  wl: 
author  has  called  the  first  "who's  who"  period  o: 
development.  The  inner,  secret  mind  activities 
girl  are  now  predominantly  social.  This  inhere] 
dency  toward  sociability  has  its  correlate  in  a  i 
of  most  significant  organic  changes.  The  girl  is 
ing  the  bright  bloom  of  womanhood.  The  sex 
are  assuming  their  full  mature  forms.  The  strong 
current  of  new  blood  is  coursing  through  the  org 
strong  psychic  feelings  now  pervade  the  entire 
many  of  the  thought  processes  are  now  such  as  m 
things  new.  These  are  all  parts  of  those  great  livin 
esses  which  constitute  a  most  interesting  epoch 
miracle  of  life.  Verily,  the  world  might  worship  '. 
this  great  shrine  of  the  adolescent  awakening;  foi 
its  song  and  its  poetry,  all  of  its  sorrow  and  its  ti 
all  of  its  beauty  and  its  sublimity  are  traceable 
directly  or  indirectly  to  this  one  mighty  divine  , 
So  let  us  go  reverently  as  we  proceed  to  give  the  ado 
girl  counsel  and  direction  for  passing  through  this 
rating  course  of  mystery  and  divinity.  Let  us  go 
rather  as  a  learner  and  interpreter,  than  as  one  who 
drive  and  compel  her.  Appreciating  then  as  we 
point  of  view  and  the  instinctive  nature  of  the  ado 
girl;  knowing  as  we  certainly  must  that  her  native  s 
spoiled  tendency  is  to  meet  all  on  a  common  level  o: 
bility,  let  us  see  what  might  be  done  to  preser 


The  High-School  Girl  6 

The  Spirit  of  Democracy 

In  the  last  paragraph  above,  use  was  made  of  the  wor 
"unspoiled."  Those  who  have  studied  human  life  at  i1 
fountain  source  are  inclined  more  and  more  to  the  belie 
that  children  are  thoroughly  democratic  in  their  firj 
social  tendencies.  They  are  instinctively  fond  of  plaj 
mates  but  naturally  give  little  or  no  heed  to  the  socij 
rank  of  the  other  children.  The  little  daughter  of  tt 
ruler  of  the  empire  or  of  the  money  king  will  play  fondl 
and  innocently  with  the  children  of  the  slums  and  allej 
until  the  distinctions  of  dress  and  manners  have  bee 
pointed  out  to  her.  One  by  one  the  flaws  and  impe: 
fections  in  the  character  and  adornment  of  her  playmate 
may  be  made  known  by  the  parents  and  at  length  si 
will  have  acquired  a  body  of  social  sentiment  making  h( 
conscious  of  her  particular  rank.  Social  distinctions  ai 
acquired  more  readily  by  some  than  by  others  but  prol 
ably  all  have  to  be  taught  how  to  make  them. 

Now,  it  is  not  the  purpose  of  the  author  to  urge  th? 
there  is  naturally  only  one  social  rank.  It  is  not  his  pu: 
pose  to  recommend  that  the  parents  try  to  make  the  grov 
ing  daughter  continue  to  be  a  free  and  open  associate  < 
all  ranks  and  classes  of  society.  Social  sympathy  an 
genuine  good  will  to  all  is  rather  the  goal  of  our  instru* 
tion  here.  So,  if  the  high-school  girl  has  thus  far  bee 
allowed  to  meet  and  greet  all  classes  freely;  if  she  has  bee 
taught  to  be  courteous  and  kind  to  all;  if  she  has  bee 
trained  and  disciplined  through  the  performance  of  tt 
ordinary  household  industry  best  suited  to  each  year  ( 
her  ase  thus  far:  if  she  has  been  tausht  to  understand  an 


62  Training  the  Girl 

So  the  beginnings  of  a  substantial  democratic  cha 
have  in  reality  already  been  made  before  the  high- 
period  is  reached,  and  the  process  of  training  fror 
period  on  consists  chiefly  in  giving  the  right  sort  of 
counsel.  The  home  problem  here  is  largely  one  of 
pretation.  The  daughter  comes  home  with  gossip 
her  school.  She  naturally  has  much  more  to  say 
the  social  conduct  in  the  school  than  she  has  abo 
lesson  topics.  The  parents'  chief  part  in  the  convei 
is  that  of  reminding  the  daughter — in  indirect  wf 
course — of  the  very  great  value  of  a  genuine  cha 
within.  For,  after  all,  it  is  not  so  much  the  mal 
what  other  girls  say  and  do  as  it  is  a  question  oi 
our  own  daughter  is  in  point  of  personal  worth. 

The  Discipline  in  One  Home 

In  the  restrictive  part  of  a  city  of  about  250,000 
there  stands  a  beautiful  residence  which  must  ha'v 
$40,000  or  more.    The  place  covers  half  a  city 
and  has  all  the  ideal  attractive  appointments;  as,  s 
lawn,   flower  gardens,   servants,   automobiles,   exp 
inside  furnishings,  and  the  like.     The  occupants  c 
home  consisted  recently  of  the  parents  and  three  dau^ 
two  of  the  latter  in  high  school  and  an  older  one  at  c 
The  eldest  child,  a  son,  was  married  and  gone.    Ir 
of  every  suggestion  of  wealth  and  refinement,  the 
and  mother  of  this  family  had  somehow  succeec 
inculcating  a  very  rare  spirit  of  democracy  amon^ 
children.    The  mother's  account  of  the  affair  is  su 
tially  as  follows: — 


The  High-School  Girl  6 

through  hard  work.  These  early-day  lessons  have  perhaj 
helped  us  very  much  in  the  training  of  our  own  childrei 
We  have  always  required  our  children  to  do  an  hone; 
amount  of  work.  Our  boy,  during  his  growing  year 
raised  a  garden  and  took  care  of  a  horse  and  a  cow.  W 
taught  him  to  buy  and  sell  and  how  to  save  a  part  of  h 
money  and  how  to  invest  a  part  in  his  own  affairs.  He 
now  succeeding  very  well  in  business. 

"The  girls  have  been  trained  in  practically  the  san 
way  as  the  boy.  They  have  had  instruction  in  every  pa; 
of  the  home  work,  from  plain  kitchen  scrubbing  to  fane 
dining-room  serving.  Any  one  of  the  three  can  prepare 
first-e^ass  meal  and  serve  it  to  any  kind  of  compan; 
Our  girls  have  never  been  oVer-dressed.  We  have  alwa^ 
believed  extravagant  dressing  to  be  wasteful  as  well  j 
ruinous  to  character.  We  do  not  allow  the  girls  to  thin 
of  wearing  anything  other  than  plain  and  simple  garmen 
at  school,  the  expense  of  which  could  be  met  by  any  pa 
ents  who  can  afford  to  send  their  daughters  to  high  scho 
at  all. 

"The  girls  have  never  given  us  much  trouble  aboi 
their  social  affairs  at  the  high  school.  We  desire  to  ha-^ 
them  mingle  with  all  of  their  classmates  on  equal  term 
and  to  make  their  social  distinction  not  on  the  basis  ( 
wealth  and  clothes,  but  merely  on  a  basis  of  personal  wort 
of  character.  One  of  the  chums  of  our  youngest  girl 
the  daughter  of  a  hardware  clerk  who  lives  in  a  fou 
room  rented  cottage.  The  next  older  daughter  has  cloi 
friendships  with  a  number  of  girls  of  about  the  san 
financial  rating.    It  has  always  been  my  personal  opinio 


64  Training  the  Girl 

The  High-School  Secret  Society 

The  secret  organization  has  become  such  a  perp 
problem  of  the  high  school  as  to  assume  the  dimens 
a  nation-wide  issue.  Just  now,  while  we  write,  thi: 
matter  is  seriously  disturbing  the  peace  of  a  middle-w 
city.  A  rule  of  the  school  board  forbids  members 
any  secret  society  on  the  part  of  the  high-school  \ 
A  large  number  of  the  boys  and  girls  of  the  schoo' 
just  been  found  guilty  of  violating  the  rule  and  hav< 
expelled.  The  affair  is  getting  into  the  courts, 
sums  are  being  asked  as  damages  for  defamation  of  c' 
ter.  And  so  the  merry  war  goes  on  in  this  city,  very 
as  has  been  the  case  in  other  cities  and  towns. 

Something  is  radically  wrong  here.  There  must  be 
understandable  cause  for  the  bitter  contention  thj 
been  growing  out  of  this  high-school  secret  society 
parts  of  the  country.  Many  of  the  states  have  ] 
legislative  acts  forbidding  such  societies.  A  very 
number  of  the  boards  of  education  of  the  cities  have  ] 
heavy  restrictions  and  penalties  upon  the  same  t;^ 
organization.  Again  and  again  the  matter  has  bee 
ried  into  the  courts;  and  in  every  case  known  to  the  s 
of  this  volume  the  decision  has  been  rendered  in  fa 
the  school  authorities,  and  against  the  contention  > 
high-school  pupils.  Worst  of  all,  the  good  name  ar 
efficiency  of  the  high  school  have  been  very  much 
ardized. 

Keep  the  Daughter  Out  of  It 


The  High-School  Girl  6 

advantages  to  be  derived  from  the  membership;  but  a 
things  considered,  the  disadvantages  are  unquestionabl 
much  greater. 

A  careful  examination  of  the  personnel  of  the  most  ac 
tive  leaders  in  the  high-school  secret  society  reveals  a 
interesting  situation.  These  leaders  are  very  often  coi 
stituted  of  the  boys  and  girls  who  have  had  much  leisui 
and  home  spoiling,  who  have  received  too  much  and  give 
too  little.  They  are  often  those  youths  who  have  not  bee 
taught  to  soil  their  hands  in  plain  work  and  industry 
and  who  have  been  made  to  believe  that  they  are  bein 
trained  away  from  earnest  toil  and  service  toward  place 
of  ease  and  supremacy.  Too  often  they  have  been  imbud 
with  the  thought  that  there  are  comparatively  few  attrac 
tive  people  in  the  world  and  that  these  belong  to  a  specia 
class;  that  this  class  has  a  kind  of  inherent  right  to  be  a 
the  top  and  to  rule  and  to  walk  over  the  rights  and  feeling 
of  the  common  people.  False  notions  concerning  not  onl; 
industry,  but  also  wealth,  clothes,  and  society  lie  at  th< 
bottom  of  this  unending  contention  over  the  high-schoc 
secret  society. 

The  parents  may  easily  train  their  daughter  to  experi 
ence  kindly  feelings  and  sympathy  for  all  classes  in  th 
high  school.  The  girl  may  have  her  chums  and  her  selec 
groups  for  this  and  that  affair,  and  yet,  meet  all  who  ar 
worthy  of  such  treatment  on  terms  of  a  common  level  o 
good  will  and  cordiality.  Thus  she  will  learn  to  believ* 
that  the  best  things  in  life  should  be  and  rightfully  ar 
common  property;  that  there  is  nothing  so  especially 
good  and  rare  that  needs  to  be  taken  secretly  into  the  pos 


66  Training  the  Girl 

teachers  and  the  board  of  education,  will  solve  it. 
inculcation  of  the  spirit  of  work  and  industry  ai 
the  spirit  of  plain,  wholesome  democracy,  and  all  t' 
the  school  of  home  training — such  will  prove  to  b 
method  of  success;  and  great,  indeed,  will  be  the  fina 
for  common  humanity. 

The  High-School  Girl's  Clothes 

Being  as  they  are  in  the  first  exuberant  social  per: 
life,  high-school  girls  are  naturally  very  sensitive  as  t 
kind  and  quality  of  their  personal  adornment.  I 
little  will  be  written  upon  the  question  of  the  girl's  we 
apparel  in  a  chapter  to  follow.  Suffice  it  to  say  hen 
the  rule  of  training  outlined  in  the  quotation  fror 
mother  mentioned  above  may  be  regarded  as  the 
sound  and  commendable  one. 

LITERATURE  ON  THE  QIRL  IN  THE  HIGH   SCHC 

What  Teachers  Can  Do  to  Aid  Industrial  Education.    John  L.  Ke 

Vocational  Education.    Vol.  I,  p.  344. 
Beginnings  of  Industrial  Education.    Paul  H.  Hanus.  Chapter  V, 

Industrial  Continuation  Schools  of  Munich."    199  pp.    Hou 

Mifflin  Co.,  Boston. 
Talks  to  Teachers  on  Psychology.    Wm.  James.    Chapter  VIII, 

Laws  of  Habit."    301pp.    Henry  Holt  &  Co.,  N.  Y. 
The  Spiritual  Life.    George  A.  Coe.    Chapter  I,  "A  Study  of  Re 

Awakening."    276  pp.    Eaton  &  Mains,  N.  Y. 
The  Spirit  of  Youth  and  the  City  Streets.    Jane  Addams.    Chapl 

"The  Thirst  for  Righteousness."    162  pp.    Macmillan  Co., 
The  Home  School.     Ada  Wilson  Trowbridge.    Entire  text.     ( 

Houghton,  Mifflin  Co.,  N.  Y. 
Ethics  for  Children.    Ella  Lyman  Cabot.    Sixth  Year.    254  pp.    1 

ton,  Mifflin  Co.,  N.  Y. 


The  High-School  Girl  67 

"Fact  and  Comment."    The  SchoolJournal.    Vol.  LXXX,  No.  9.    N.  Y. 

Women's  Health  and  How  to  Take  Care  of  It.  Florence  Stackpoolo. 
Entire  text.    159  pp.    William  R.  Jenkins  Co.,  N.  Y. 

The  Gospel  of  the  Kingdom.  Vol.  V,  No.  10.  "  Vocational  and  Moral 
Guidance  in  the  High  School."  Jesse  B.  Davis.  The  American 
Institute  of  Social  Service,  N.  Y. 

Bedrock.  Education  and  Employment  the  Foundation  of  the  Republic. 
Annie  L.  Diggs.  Entire  text.  70  pp.  The  Social  Center  Publish- 
ing Co.,  Detroit,  Mich. 

The  Woman  Citizen's  Library.  Shailer  Mathews,  editor.  12  volumes, 
illustrated.    The  Civics  Society,  Chicago. 


CHAPTER  VI 
SENDING  THE  DAUGHTER  TO  COLLEG 

With  an  overflowing  measure  of  physical  str 
with  a  radiant  hope  set  high  on  the  ideals  of  the  i 
with  a  secret  sense  of  the  charms  peculiar  to  the  fii 
bloom  of  womanhood,  the  typical  freshman  coUei 
ranks  in  a  class  by  herself.  Moreover,  we  might  i 
admit  that  the  college  girl  is  here  to  stay  and  th 
tribe  is  likely  to  go  on  steadily  increasing.  St£ 
widely  gathered  indicate  that  college  attendance 
necessarily  destructive  to  her  health,  that  such  expe 
while  it  tends  to  defer  the  day  of  her  marriage  i 
reduce  the  number  of  her  offspring,  greatly  increas 
opportunities  for  marrying  well.  Her  means  of 
pendent  self-support,  though  at  best  very  much  li 
are  also  much  enhanced  through  higher  education. 

Choosing  the  Right  Institution 

Of  the  many  present-day  forms  of  higher  instituti 
learning  which  admit  women  to  their  halls,  the  so 
co-educational  school  is  apparently  destined  to  a 
the  leading  place.  And  well  it  may;  for  the  scri 
saying  that  it  is  not  good  for  man  to  be  alone  applie 
equal  significance  to  young  women  at  college.  T 
to  say,  our  modern  society  is  inclining  more  and  m 


Sending  the  Daughter  to  College  69 

country  receive  the  two  sexes  on  equal  terms,  but  segre- 
gate them  in  a  number  of  the  classes,  giving  each  division 
the  forms  of  instruction  peculiar  to  its  needs.  While  a 
few  of  the  great  colleges  of  the  country — ^Harvard  being  a 
notable  example — are  still  closed  to  women,  the  great 
majority  of  these  institutions  now  provide  a  curriculum 
admitting  of  a  three-fold  arrangement  as  follows:  (1)  A 
large  number  of  general  and  cultural  courses  open  alike  to 
both  sexes  and  under  the  same  instruction;  (2)  technical 
and  special  courses  intended  to  prepare  men  for  their  ap- 
pointed vocations;  (3)  special  and  separate  courses  suited 
to  the  needs  and  natures  of  women.  In  an  institution  of 
this  sort  the  sexes  usually  mingle  on  free  and  open  terms 
of  sociability  and  friendship.  Now,  this  last  stated  fact 
counts  for  very  much  in  the  life  of  the  man  or  woman 
to  be,  as  we  shall  try  to  indicate. 

There  are  a  few  parents  who  so  misjudge  their  children 
as  to  believe  that  an  exclusive  school  for  young  women, 
in  some  isolated,  out  of  the  way  place,  will  cause  their 
daughter  to  forget  her  passionate  fondness  for  the  society 
of  young  men  and  to  settle  down  as  a  sober-minded  work- 
a-day  member  of  the  social  community.  But  in  the  opin- 
ion of  the  author  this  plan  is  a  very  poor  one  to  follow. 
A  reconstructed  and  safe-guarded  society  at  the  co- 
educational school  is  better  for  bringing  out  a  rightly 
balanced  personality  than  is  the  exclusive  institution.  So 
we  believe,  and  the  discussion  to  follow  will  give  sugges- 
tions for  the  social  direction  of  the  college  girl. 

Selecting  the  Course  of  Study 


70  Training  the  Girl 

Kansas  State  Agricultural  College  in  which  the 
seventy -five  women,  seventy  finished  the  course  ii 
tic  science  and  art,  and  five  the  course  in  general 
This  is  a  ratio  of  one  to  fourteen,  and  it  is  probab 
index  of  the  ratio  that  exists  in  other  instituti 
somewhat  careful  inquiry  into  the  motives  and  ] 
of  the  girls  who  pursue  the  general  science  course 
vinced  the  author  that  these  girls  are  not  at  all  € 
the  household  and  home-life  occupations.  They 
rule  more  or  less  interested  in  a  career  that  mi 
higher  scholarship  and  independent  self-suppoi 
these  are  only  exceptions  to  a  general  rule  amon^ 
women,  which  shows  an  instinctive  interest  in  tl 
life.  It  is  a  significant  fact  that  the  modern  course 
economics  is  preparing  so  many  young  women  f( 
tific  home  management,  and  the  parent  who  g 
daughter  the  advantage  of  such  a  course  should 
think  of  her,  not  as  one  destined  to  take  up  i 
fashioned  household  drudgery,  but  rather  as  c 
paring  for  a  place  of  mastery  and  supremacy  ov 
things. 

Presumably  the  freshman  girl  has  not  yet  exp* 
the  awakening  of  many  of  her  best  latent  disp* 
She  is  in  every  sense  a  girl,  but  is  by  no  means  a  c 
woman.  While  it  is  advisable  to  have  her  take  tl 
ing  in  domestic  science  and  art,  this  work  she 
constitute  all  of  the  course.  Many  of  the  insi 
offer  a  so-called  short  course  in  domestic  econoi 
this  is  intended  primarily  for  mature  women,  ^ 
either  occupying  home  positions  or  who  are  aboi 


Sending  the  Daughter  to  College  71 

training — these  subjects  are  all  properly  related  to  the 
ideal  college  course  for  young  women. 

If  your  daughter  does  not  seem  ready  or  willing  to  pur- 
sue the  course  in  homemaking,  then  make  careful  inquiry 
as  to  her  leading  aptitude  and  interest.  She  may  have  a 
very  strong  predilection  for  music,  painting,  journalism, 
mathematics,  physical  science,  or  teaching.  It  will  prove 
futile  to  try  to  make  her  what  she  does  not  instinctively 
desire  to  become.  Rather  seek  to  bring  out  and  develop 
to  a  higher  degree  her  best  inherent  abilities.  Therefore, 
choose  the  course  to  fit  your  daughter's  nature,  but  do 
not  turn  her  undirected  into  a  large  institution  and  expect 
her  naturally  to  find  her  way  successfully  through  the 
most  appropriate  course  of  training. 

The  Danger  Period  at  College 

After  admitting  that  we  are  gradually  finding  the  mod- 
ern college  course  a  better  way  to  the  solution  of  women's, 
as  well  as  men's  problems,  it  is  none  the  less  true  that 
this  way  is  still  attended  by  many  dangers  to  the  character 
of  the  student.  So  it  might  be  well  to  point  out  some  of 
the  possible  errors  into  which  the  college  girl  is  prone  to 
fall  and,  if  possible,  to  suggest  a  way  of  escape  therefrom. 

A  few  young  women  are  still  in  the  silly  age  when  they 
first  arrive  at  the  college  doors.  Indeed,  it  is  almost 
startling  to  observe  the  large  number  of  college  girls  who 
are  still  in  their  middle  teens  and  not  yet  through  with 
their  period  of  giggling  young  girlhood — too  much  unde- 
veloped to  judge  safely  as  to  what  were  good  to  do  in 
respect  to  their  mental,  moral,  and  physical  well-being. 


V 


72  Training  the  Girl 

eighteen  is  relatively  as  well  developed  menta 
physically  as  the  young  man  of  twenty-one.  Ai 
since  women's  opportunities  for  obtaining  suita 
work  are  much  more  limited  both  in  extent  and  tii 
are  man's,  there  is  apparent  necessity  for  some  1 
putting  the  young  woman  through  her  course  of 
training.  Seventeen  or  eighteen  is  probably  the  ic 
for  the  girl  to  enter  the  freshman  college  class,  as  1 
bring  her  out  at  about  the  age  of  twenty-one  or 
two. 

A  Change  in  Attitude  of  Mind 

It  is  exceedingly  important  that  especially  t 
year  of  the  young  woman's  life  in  college  should  b< 
much  thought  in  regard  to  her  future  place  in 
Indeed,  if  she  continues  to  be  a  mere  girl  during 
course  of  training  she  will  likely  leave  the  colle^ 
without  having  properly  assimilated  the  knowle< 
tained.  Not  infrequently  girls  who  receive  their 
degrees  at  the  age  of  nineteen  or  twenty  have  the  ] 
experience  of  awakening  a  year  or  two  latter  to  the  1 
of  what  it  was  all  about.  "I  wish  I  could  take  my 
course  again,"  said  one.  "If  I  could  go  back  for 
or  two  you  would  see  me  doing  differently,"  said  a 
The  foregoing  remarks  are  typical  of  thousands  w] 
graduated  before  they  became  real  women,  and 
their  thoughts  became  instinctively  directed  tow 
larger  problems  of  womanhood.  "  Home-mindedi 
the  significant  term  that  suggests  itself  here.  The 
woman  who  partly  forgets  the  mere  fun  and  froli( 


Sending  the  Daughter  to  College  Tc 

greatest  assistance  from  her  senior  year  in  the  institution 
Home-mindedness  is  therefore  the  watchword  for  the 
senior  girl.  We  commend  this  ideal  to  all  parents  wh< 
are  earnestly  engaging  in  the  attempt  to  assist  their  daugh 
ter  to  make  the  college  life  count  for  most  as  a  prepara 
tion  for  her  own  future. 

Playing  Fair  with  the  Freshman  Girl 

One  of  the  dangers  that  beset  the  more  or  less  giddj 
young  freshman  girl  is  this:  She  is  naturally  inclined  tc 
take  up  with  almost  any  well-dressed  young  man  whc 
will  indicate  a  desire  to  know  her.  Her  whole  being  \i 
so  aflame  with  the  onward  rush  of  physical  life  that  the 
regular  work  of  the  class  room  may  not  appear  to  her  as  i 
matter  of  serious  consequence.  Love  is  her  greatesi 
reality.  The  society  of  young  men — not  necessarily  verj 
choice  ones — is  her  greatest  delight.  And  at  this  time, 
if  ever  in  her  life,  she  needs  a  ruler,  a  kind  and  sympathetic, 
but  firm  and  unyielding  personality  to  direct  her  footsteps 
aright. 

How  many  good  and  elBScient  home  mothers  fail  in  theii 
efforts  at  long-distance  government  of  their  daughters  ai 
college !  So  if  the  absent  girl  in  such  a  case  be  young  and 
immature,  we  can  think  of  nothing  better  than  that  the 
parent  arrange  for  a  confidential  correspondence  witt 
some  one  of  wholesome  authority  and  influence,  whc 
knows  personally  of  the  daughter's  going  and  coming 
while  in  college.  Indeed  it  may  be  said  that  every  youn^ 
gii'l  living  away  from  home  is  in  need  of  a  foster-mother. 

Tt.  is  hnnfd    tli«t  tVif  Hn.v   is    not   far  rlistnnt   whpn  onllfO'f 


74  Training  the  Girl 

ties  and  receive  that  particular  advice  and  encourag 
which  any  case  may  require.  Such  a  woman  sho 
an  ex-teacher  and  a  mother  of  children  of  her  own. 

Probably  the  chief  diflSculty  in  selecting  the  "^ 
mother"  for  your  absent  daughter  is  that  of  fin 
woman  who  possesses  the  peculiar  marks  of  fitness 
the  younger  and  more  frivolous  your  daughter  m 
the  greater  the  need  of  an  associate  who  is  prepa 
give  sympathetic  counsel  and  advice  rather  tha 
who  is  ready  to  force  her  decisions  upon  the  cone 
the  young  girl.  In  suggesting  this  woman  adviser  J 
girl  we  would  not  forget  the  very  important  pr 
stated  in  the  beginning  of  this  volume  and  adhei 
we  hope,  thus  far — the  principle  that  the  inner  proi 
of  the  young  girl's  nature  is  to  be  the  guide  and  insp 
for  her  development.  Hence,  the  suitable  foster-i 
will  hang  every  desire,  new  motive  and  incentive 
where  upon  the  instinctive  cravings  of  the  girl  s 
under  her  protective  care.  This  good  adviser  will  n( 
demn  or  blame  or  otherwise  attempt  to  force  he 
sonality  directly  in  the  way  of  the  college  girl's  insti 
purpose.  Rather  she  will  use  mild  persuasion  and 
the  way  out  to  something  better  and  higher  than  the 
pursued  by  her  youthful  companion.  For  examp 
college  girl  is  often  inclined  to  be  out  too  much  at 
and  to  go  into  associations  that  are  not  highly  cred 
The  wrong  method  of  dealing  with  such  a  case  wo 
to  condemn  the  course  openly  and  to  write  an  ah 
letter  to  the  girl's  parents.  A  better  way  would 
reveal  to  the  erring  one  a  detailed  outline  of  the 
course  Dursued  bv  the  best  eirls  in  the  college.    Sho 


Sending  the  Daughter  to  College  7 

guarded  in  respect  to  the  choice  of  their  social  companion 
and  the  like. 

The  next  step  in  a  better  course  of  procedure  for  tl 
weak-willed  college  girl  toward  a  more  elevating  ai: 
stable  plane  of  conduct  would  be  to  assist  her  in  findir 
congenial  company  at  the  better  places  in  society, 
often  matters  much  as  to  how  the  young  student  ge 
started  in  his  social  experiences.  A  well-thought-out  pla 
for  bringing  such  a  student  into  social  groups  that  a] 
directed  by  the  church  and  the  young  people's  Christia 
organizations  is  a  most  commendable  affair. 

The  College  Home  for  Girls 

A  suitable  place  for  the  daughter  at  college  is  a  matt< 
of  extreme  importance.  The  dormitory  system  for  gir 
seems  to  be  coming  more  than  ever  into  use  of  late,  ar 
it  may  be  regarded  with  much  favor.  The  fact  that  tl 
youthful  freshman  girl  rooms  with  "one  of  the  best  famili< 
in  town'*  is  no  guarantee  that  this  good  home  environmei 
restrains  her  properly.  It  has  been  shown  beyond  a  doul 
that  these  "best  families"  usually  hesitate  to  exercis 
any  moral  supervision  over  the  girl  roomer  so  long  as  h< 
conduct  does  not  reflect  much  public  discredit  upon  the 
house. 

The  desirability  of  a  girl's  dormitory  depends  upon  ii 
management — ^whether  it  be  for  mere  revenue  or  for  tl 
well-being  of  the  whole  girl.  A  small,  sanitary  dormitory 
in  charge  of  a  competent,  motherly  matron,  and  regulate 
by  the  strict  enforcement  of  a  set  of  reasonable  rules, 
certainly  a  favorable  situation  for  the  frivolous  sort  < 
young  college  girl.    Unfortunately  the  parent  cannot  b 


76  Training  the  Girl 

ter.  As  a  means  of  emphasizing  what  was  said  al 
about  giving  the  girl  a  very  careful  beginning  in  her  < 
career — it  is  here  recommended  that  one  of  the  p 
accompany  the  daughter  to  the  school  and  assist  in 
ing  board  and  lodgings  under  the  most  desirable  con< 
possible.  It  is  a  beautiful  thing  to  witness,  that 
innocent  and  somewhat  unpretentious  seventeen-y< 
freshman  girl  appearing  about  the  campus  for  th 
few  days  with  her  mother  as  an  attendant.  Only  m 
can  know  the  anxiety  of  a  mother's  heart  at  this 
and  those  who  have  witnessed  the  spoiling  of  a  pro 
young  girlhood  through  careless  college  treatmei 
realize  the  full  measure  of  responsibility  that  rests 
all  concerned  in  such  a  case.  So  it  is  well,  indeed,  \ 
mother  to  go  to  the  college  with  her  daughter  an 
there  with  her  during  the  first  week.  Such  a  thin^ 
the  bond  of  intimacy  between  the  two,  and  furni 
common  basis  for  much  of  the  written  corresponde 
follow. 

The  Letters  from  Home 

Probably  there  is  no  more  beautiful  and  touching 
action  between  two  members  of  any  family  than 
in  case  of  the  correspondence  between  the  daugh 
college  and  the  parents  at  home.  More  frequent 
home  correspondent  is  the  mother,  but  there  is  n 
reason  why  the  father,  too,  should  not  particip; 
this  stimulating  love-letter  affair.  "Yes,  we  mi 
girl  very  much,  especially  evenings,  the  time  wh( 
is  always  at  her  brightest  and  best  among  the  J 
at  home.    But  you  should  read  some  of  the  beautif 


Sending  the  Daughter  to  College  7 

how  to  appreciate  her  until  she  went  away  to  college. 
Such  a  testimonial  as  that  quoted  above  speaks  volume 
in  its  ultimate  meaning,  for  it  serves  as  an  assurance  tha 
the  daughter  is  safe  at  college  and  that  her  progress  ther 
is  such  as  to  please  and  inspire  all  those  remaining  at  home 
On  the  other  hand,  it  may  be  said  that  there  is  somethin 
seriously  at  fault  in  case  the  daughter  does  not  send  hom 
often  and  regularly  through  the  mails,  a  message  of  love  an( 
good  cheer.  And  in  case  of  a  permanent  correspondenc 
in  the  course  of  which  love  and  sympathy  and  open  frank 
ness  prevail  on  the  part  of  both  parent  and  daughtei 
there  is  no  serious  necessity  of  a  well-guarded  college  hom 
for  the  girl.  The  commendable  purposes  of  the  student  ar 
too  well  set  to  require  any  direction  or  restraint  othe 
than  that  incident  to  respectable  surroundings. 

The  College  Sorority 

The  results  of  a  number  of  inquiries  indicate  that  th' 
sorority  house  is  a  safer  place  for  the  freshman  girl  thai 
the  fraternity  house  is  for  the  freshman  boy,  althoug] 
both  are  inadvisable  until  one  has  made  a  worthy  recorc 
in  studentship  and  morals.  Perhaps  the  worst  that  cai 
be  charged  against  the  college  sorority  is  its  tendency  t< 
exclusiveness  and  to  build  up  a  caste  system  and  to  impost 
financial  and  social  strains  upon  its  members. 

The  sentiment  of  this  volume  is  intended  to  be  distinctly 
democratic.  Although  it  must  be  admitted  that  even 
girl  will  naturally  have  her  little  group  of  confidentia 
friends  and  companions,  there  is  no  very  just  reason  wh;; 
these  should  go  aside  and  shut  themselves  in  and  bine 
one  another  into  a  group  with  pledges  of  secrecy.    Indeed 


78  Training  the  Girl 

the  good  things,  this  highly  prized  stock  of  secret  ] 
and  purposes  which  supposedly  binds  the  members 
sorority  together — is  it  not  true  that  these  precious 
would  grow  even  more  precious  were  they  extended 
as  a  gracious  gift  to  all  who  might  wish  them?  Oi 
objection  to  the  sorority  is  that  it  is  both  ungenerc 
undemocratic.  It  does  not  intend  to  offend  the 
bilities  of  the  girls  who  are  not  included  within  it 
coterie,  but  as  a  matter  of  actual  practice  it  does  th 
thing  in  a  thousand-and-one  instances  during  the 
of  the  college  year. 

No,  the  foregoing  statement  is  not  intended  as 
of  condemnation  for  the  sorority,  but  it  is  adm 
intended  as  a  word  of  admonition  to  the  parent, 
your  daughter  out  of  the  sorority,  if  you  can.  Mj 
democratic  and  generous-hearted,  responding  kind 
affectionately  in  thought  of  all  whom  she  may  n: 
the  campus  or  off  of  it.  Say  to  her  that  you  mean  1 
her  become  a  beautiful  companion  and  social  ser^ 
all  the  divisions  and  classes  of  society,  rather  than 
one  of  these. 

Health-Impairing  Training  and  Exercis: 

Considering  the  outside  duties  that  claim  th( 
time,  the  college  career  as  a  whole  imposes  many 
upon  her  health.  While  statisticians  have  figured 
that  a  young  woman  in  college  is  as  healthy  in  the  a 
case  as  her  non-attending  sister — and  she  is  pr 
much  more  so  at  the  time  of  beginning  her  cours 
health  is  often  impaired  during  the  four-year  pe] 
academic  work.    Hence  the  necessitv  of  extreme  c 


Sending  the  Daughter  to  College  ! 

imposed  over-strains.  They  try  to  carry  too  heavy  ; 
assignment,  and  also  to  perform  too  many  extra  duti( 
In  the  first  place,  the  class  work  assigned  is  such  as 
occupy  about  all  the  waking  hours  of  the  day,  if  do: 
well.  Then,  on  top  of  this  are  piled  the  dance  or  par 
once  a  week,  the  literary  society,  the  athletic  work,  t] 
Young  Women's  Christian  Association  meeting  and  coi 
mittee  work,  attendance  upon  the  lecture  course,  and 
hundred  and  one  smaller  duties  pertaining  to  the  care 
the  person  and  the  clothes. 

Under  the  stress  of  all  the  foregoing  rush  and  hur: 
something  must  naturally  break,  and  the  physical  heal 
is  not  unusually  the  victim.  From  all  outward  appea 
ances,  the  mid-week  party,  especially  the  dancing  part 
is  hard  on  college  girls.  As  a  result  of  the  tax  on  tl 
physical  strength,  many  young  women  are  compelled 
stay  away  from  classes  the  day  following.  On  the  secoi 
day  they  return  pale  and  wan  and  absent-minded.  Cc 
lege  authorities  should  insist  that  these  parties  be  co 
fined  to  the  end  of  the  week,  so  that  time  may  be  allow( 
for  recovery.  But  it  is  not  so  much  any  certain  one  of  tl 
matters  named  as  it  is  the  sum  of  them  that  breaks  doT^ 
the  physique  and  brings  on  mental  distraction.  Worst 
all,  many  good  girls  are  utterly  unable  to  protect  theE 
selves  against  the  strain  of  the  multitude  of  demam 
upon  their  time.  So,  it  is  unquestionably  the  duty  of  tl 
college  authorities  and  the  parents  to  see  that  prop< 
restraints  and  regulations  are  operative  in  the  matter. 

Shall  the  Young  Woman  Earn  Her  Way 
For  thirteen  vears  past  the  author  has  been  observir 


80  Training  the  Girl 

the  young  woman  wholly  to  pay  her  own  way  tl: 
college  is  a  more  or  less  hazardous  affair.  Some  f< 
complish  this  undertaking  and  come  out  stronge 
more  triumphant  because  of  the  rigorous  disciplin 
nected  therewith,  but  in  regard  to  the  majority  a  rej 
favorable  cannot  be  given.  Unfortunately  in  lat 
the  instances  of  young  women  working  their  W£ 
parents  are  amply  able  to  pay  all  the  college  expen 
are  not  considerate  enough  to  do  so.  Ignorance,  p 
ousness,  and  a  false  opinion  as  to  what  the  college  ti 
of  a  young  woman  really  means,  may  be  attribu 
causes  of  the  parental  mistreatment  here. 

Let  not  our  position  be  misunderstood  regardii 
matter  of  the  college  girl  earning  her  way.    It  is  t 
the  father  is  amply  able  to  supply  the  necessary 
for  his  daughter's  college  training  and  neglects  to 
some  one  should  have  the  courage  to  take  him  t 
about  the  matter.    An  interesting  and  blame-worth 
illustrative  of  the  point  here  is  that  of  a  dry-good 
chant,  worth  perhaps  a  hundred  thousand  doUa] 
prosperous  to  the  point  of  being  entirely  free  fn 
debtedness.    The  family  of  which  he  was  head  was  i 
four  daughters.     The  father  contended  that  a  da 
should  earn  her  own  way  after  reaching  the  high 
age.    He  himself  had  done  so  from  boyhood.    He  re 
his  daughters  to  earn  enough  for  their  spending  ] 
and  some  extra  clothing  while  in  the  high  school  ai 
nounced  the  policy  of  requiring  them  to  make  thei 
way  through  college,  if  they  wished  to  attend, 
girls  proved  to  be  most  courageous.    The  eldest  str 
through  her  four-vear  course  in  five  vears,  but  she 


Sending  the  Daughter  to  College 

was  forced  again  and  again  to  slip  back  and  to  be  grac 
ated  a  year  behind  her  own  classmates.  The  seco 
daughter  tried  the  unsupported  college  career  for  one  ye 
and  gave  it  up,  being  forced  to  take  a  rather  menial  po 
tion  for  self-support.  This  was  really  a  pitiable  and  i 
gravating  case  and  the  more  so  because  of  the  fathe 
condition  and  attitude  as  stated  above. 

It  is  often  justifiable  to  arrange  matters  so  that  t 
young  woman  may  earn  a  part  of  her  college  expei 
money.  She  may  help  in  some  good  home  as  a  means 
paying  for  her  board  and  lodging.  But  as  a  rule  tl 
arrangement  should  be  regarded  as  the  upper  limit  i 
self-support  of  the  college  young  woman.  The  home  he' 
ing  contract  should  include  a  statement  as  to  the  amou 
and  time  of  the  service. 

One  of  the  most  serious  consequences  of  this  program 
entire  self-support  on  the  part  of  the  college  girl  is  th 
She  is  denied  nearly  all  of  the  privileges  of  the  college  i 
ciety;  she  loses  touch  with  the  young  men  and  you 
women  of  her  class,  and  tends  to  fall  into  the  habit 
being  sensitive  about  her  appearance  and  manners 
public.  Worse  than  all  the  foregoing,  she  is  likely  to  k 
what  is  perhaps  the  most  valuable  opportunity  of  all 
that  of  coming  into  close  acquaintanceship  with  some  goc 
sensible  college  man,  who  in  due  time  may  ask  her  to  wi 
the  way  of  life  at  his  side.  No,  if  it  can  at  all  be  avoide 
do  not  permit  the  young  daughter  to  attempt  to  earn 
the  money  necessary  for  supporting  her  during  her  fc 
years*  stay  at  the  institution. 


82  Training  the  Girl 

LITERATURE  ON  SENDING  THE  DAUGHTER  TO  COL 

Vocations  Open  to  College  Women.     Pamphlet.     University  oj 

nesota,  Minneapolis. 
Ethics  of  the  Social  Relationships  of  College  Life.    Association  M 

Vol.  VIL    No.  4.  N.  Y. 
Tests  of  College  Efficiency.    Edwin  F.  Gay.    School  Review.    Vo 

p.  335. 
The  American  College.    Abraham  Flexner.    Entire  text.    237  pp 

Century  Co.,  N.  Y. 
Progress  in  the  Household.    Lucy  Maynard  Salmon.    Chapter  III 

Relation  of  College  Women  to  Domestic  Service."    198  pp.    I 

ton,  Mifflin  Co.,  Boston. 
Girls  and  Education.    L.  B.  R.  Briggs,    Entire  text.    162  pp.    Hou 

Mifflin  Co.,  N.  Y. 
Working  One's  Way  Through  College  and  University.    Calvi 

Wilson.    Chapter  VI,  "Ways  by  which  Young  Women  Earn  ] 

while  in  College."    380  pp.    A.  C.  McClurg  &  Co.,  Chicago. 
The  Freshman  and  His  College.    Francis  Cummins  Lockwood. 

"How  to  Study."    156  pp.    D.  C.  Heath  &  Co.,  Boston. 
Personal  Hygiene  and  Physical  Training  for  Women.    Anna  M 

braith,  M.  D.,  Chapter  VI,  "The  Hygiene  of  the  Mind  and  its 

tion  to  the  Physical  Health."    352  pp.    W.  B.  Sanders  &  Co., 

delphia. 
Boys,  Girls  and  Manners.    Florence  Howe  Hall.    Chapter  XVI,  * 

ners  at  Women's  Colleges."    323  pp.    Dana  Estes  &  Co.,  Bos 
Talks  to  Women  on  Essentials  to  Success  in  the  Business  World. 

Ball  Frazier.     Chapter  I,  "Dress  and  Personal  Habits."     1 
Palmer-Goodman  Co.,  Philadelphia. 
Girl  and  Woman.    Caroline  Wormeley  Latimer,  M.  D.    Chapter 

"Personal  Hygiene."    318  pp.    D.  Appleton  &  Co.,  N.  Y. 
The  Common  Interests  of  Parents  and  Teachers,    p.  263.     The 

ground.  Vol.  V.,  No.  8.  N.  Y. 
Educational  Foundations.    A  Monthly  Magazine  of  Pedagogy. 


nr'HE  following  pages   contain  advertisements  of 
books  by  the  same  author  or  on  kindred  subjects. 


BY  THE  SAME  AUTHOR 

Industrial  Training  of  the  Boy 

Decorated  cloih,  i2mo,  illustrated,  jo  cents  net ;  postage  extra 

There  is  no  more  important  phase  of  boy  training  than  that 
which  is  the  subject  of  this  book.  Professor  McKeever  has  ably 
demonstrated  his  ability  to  get  the  point  of  view  of  both  the 
adult  and  of  the  child.  His  sympathy  and  understanding  of  the 
boy  and  his  mature  appreciation  of  those  things  which  make  for 
the  well-rounded  life  peculiarly  fit  him  for  the  task  which  he  has 
essayed  in  the  present  volume.  The  Pre-School  Development, 
The  Public  School  and  Adjustment,  Vacation  Employment,  Se- 
rious Industrial  Employment,  and  Sending  the  Youth  to  College 
are  the  main  heads  into  which  the  concise  but  wholly  adequate 
discussion  is  divided. 


"  Parents  will  find  here  many  excellent  suggestions  for  the  ap- 
portionment of  the  work  and  play  of  children  of  all  ages  and  for 
the  kinds  of  work  to  be  used  for  the  individual  training  of  boys 
of  different  temperaments." —  Congregationalist . 

"  On  every  page  the  author  proves  himself  master  of  his  sub- 
ject."—  Watchman-Examiner. 

"It  discusses  frankly,  courageously,  and  wisely  the  whole  sub- 
ject of  efficiency  in  fitting  boys  for  efficiency  in  the  life  they  may 
lead  if  at  their  best." — Journal  of  Education^  Boston. 

"A  timely  and  thoroughly  pedagogical  and  scientific  work. 
.  .  .  Sound  wisdom,  born  of  ripe  and  serious  experience  ...  is 
invaluable." —  Churchman. 

"  It  will  help  you  to  work  out  a  great  many  things  and  prob- 
lems that  you  now  find  yourself  up  against  in  regard  to  your 
boys." — Ohio  Farmer. 


BY  THE  SAME  AUTHOR 


Farm  Boys  and  Girls 

Decorated  cloth,  Z2mo,j2$  pp.,  40  illusirations ,  $1.50  net ;  postage  ext 

Comments  on  ' '  Farm  Boys  and  Girls  ' ' 

"  From  the  point  of  view  of  life,  it  is  the  most  notable  and  useful  coi 
tion  ever  made  to  agricultural  literature."  —  De  WiTT  C.  Wing,  As; 
Editor  The  Breeder's  Gazette,  Chicago. 

"  Professor  McKeever  in  this  volume  produced  a  book  which  is  an 
to  himself  and  his  college.  The  simplicity  of  the  language  almost 
the  reader  to  the  immense  amount  of  research  necessary  to  the  prod 
of  the  book." — Christian  Work. 

"  Professor  McKeever's  '  Farm  Boys  and  Girls '  is  a  delightful  as  we 
scientific  study  of  that  always  absorbing  subject,  the  young  person, 
appeared  at  the  psychological  moment  and  is  a  monument  worthy  i 
petuating  his  name  if  he  had  done  nothing  else.  It  is  a  practical  boc 
we  most  earnestly  recommend  it  to  every  farm  father  and  mother, 
rural  preacher  and  country  school  teacher."  —  Kinsley  (Kansas)  Grc 

"  There  are  10,000,000  boys  and  girls  enrolled  in  the  rural  schools 
country,  and  here  is  one  of  the  finest  books  that  could  be  placed 
hands  of  the  parents  and  friends  of  these  children.     In  this  work,  Pn 
McKeever  is  doing  something  of  the  highest  value.     He  is  an  able  ri 
mate  of  President  Butterfield.     To  such  men  this  land  is  gieatly  in( 
for  their  wholesome  and  inspiring  work  for  the  betterment  of  rural 
tions."  —  New  England  Journal  of  Education. 

"  This  book  is  worthy  of  a  place  alongside  the  family  Bible  in  ever 
home.  It  is  dedicated  to  the  service  of  ten  miUion  boys  and  girls  wl 
enrolled  in  the  rural  schools  of  America.  It  should  be  read  by  eve; 
of  them,  and  it  should  be  read  and  re-read  by  the  parent  of  every  ( 
—  Kansas  Farmer. 

"The  book  should  be  read  b}-  nil  those  who  are  interested  in  soci; 
economic  questions." —  Guardian,  Manchester,  England. 

"  Professor  McKeever's  book  is  a  s  rious  study  of  the  problem  of  bo) 
girls  in  the  country,  and  how  it  nm  \  •  solved.  It  is  really  a  Manual  ol 
ciples  and  Methods  for  Improvini;  1 :  Conditions  of  Life  in  Farming 
munities.  If  adopted,  country  lif  would  be  made  larger,  fuller,  ha 
and  more  blessed."  —  Living  Chtv  k,  Milwaukee,  Wis. 


Training  the  Girl 


WILLIAM  A.  McKEEVER 

Professor  of  Child  Welfare  in  the  University  of  Kansas ;  Professor 
of  Philosophy,  Kansas  State  Agricultural  College,  1900-1913 

Decorated  cloth,  ismo,  illustrated,  $i.jo  net ;  postage  exi 

This  volume  is  the  third  in  a  series  illustrating  the  author's  "  who 
life  plan "  of  child  training.  Here  Dr.  McKeever  provides  a  vv^ho 
some,  practical,  and  inspiring  treatise,  touching  every  phase  of  t 
growing  girl's  life.  From  beginning  to  end  it  is  rich  in  methods,  ( 
vices,  materials,  and  suggestions  such  as  can  be  used  by  any  parent 
teacher.  The  author's  varied  experience  as  student  and  teacher  of  p 
chology,  as  public  lecturer  and  writer  in  the  entire  field  of  childhoc 
and  as  an  enthusiastic  believer  in  the  latest  possibilities  of  the  comm 
child,  are  all  clearly  reflected  in  the  work.  Among  the  heads  in  t 
table  of  contents  are  the  following :  The  Kindergarten  Training,  1 
tending  the  Public  School,  Home  and  School  Cooperation,  The  Hi^ 
School  Girl,  Sending  the  Daughter  to  College,  Teaching  the  Girl 
Play,  The  School  Girl's  Vacation,  The  Psychology  of  a  Girl's  Clothii 
The  Campfire  Girls,  The  New  Vocational  Ideal,  Training  Schools  1 
Girls,  Occupations  for  Women,  Service  and  the  Source  of  Life,  T 
Early  Service  Development,  The  Girl's  Religious  Training,  Serving  t 
Common  Weal,  The  Attainment  of  Peace  and  Poise. 


"A  book  of  wide  scope,  offering  advice  designed  to  meet  eve 
phase  of  a  girl's  varied  temperamental  tendencies  from  childhood 
womanhood.     The  author's  ideas  are  well  founded,  while  the  methc 
he   offers  are  based  on   sound  psychology,  rather  than  beautiful  b 
vague  and  indefinite  theories." —  The  Continent. 

"  A  practical  and  inspiring  treatise  covering  every  phase  of  t 
growing  girl's  life.  From  beginning  to  end  the  book  is  rich  in  met 
ods,  devices,  materials,  and  suggestions  such  as  can  be  used  by  a 
parent  and  teacher."  —  Philadelphia  North  American. 


BY  THE  SAME  AUTHOR 


Training  the  Boy 

Decorated  cloth,  j68 pp.,  40  illustrations,  $i.<;o  net;  postage  extra 
Comments  on."  Training  the  Boy  " 

"  There  is  scarcely  a  phase  of  boy  Hfe  which  is  overlooked,  and  those  wl 
responsible  for  boys  will  find  suggestion,  information,  and  guidance 
will  be  valuable."  —  Boston  Watchman. 

"  This  is  a  large,  attractive  volume,  which  goes  thoroughly  into  the  qu 
of  training  boys,  the  best  way  to  do  it,  the  best  results  to  be  had  in  such 
ing,  and  how  to  get  these  results.  The  work  as  a  whole  is  admirable, 
pathetic,  and  so  thorough  that  there  ought  not  to  be  any  doubt  as  to  its 
and  the  excellence  of  its  results  when  its  inculcations  are  fairly  carried 
—  Salt  Lake  City  Tribune. 

"  It  has  been  said  that  Professor  McKeever  knows  more  about  Am( 
boys  than  any  other  '  boy  fancier '  in  the  country.  Certainly  he  dt 
strates,  at  least,  that  he  belongs  in  the  class  of  those  who  have  much  d< 
and  widely  gleaned  information  about  the  rearing  of  boys.  His  new 
is  crammed  with  information  about  boys  and  pictures  of  them  at  their 
and  play."  —  Columbus  (Ohio)  Journal. 

•' '  Training  the  Boy '  is  a  book  for  all  parents.  It  may  be  described 
expert  attempt  to  apply  to  the  problem  of  making  boys  into  worthy  cit 
the  general  principles  of  the  famous  Montessori  method.  It  is  not  a 
spun  tissue  of  theory,  but  a  practical  discussion  based  upon  common 
and  wide  experience."  —  Minneapolis  (Minn.)  Journal. 

"  The  training  of  the  boy  from  early  babyhood  through  marriage  and  f 
hood  is  exhaustively  treated  by  Mr.  McKeever  in  this  book.  Strong 
mon  sense  and  sympathetic  interest  with  the  small  boy  are  marked  cl 
teristics."  —  New  York  City  Club-  Woman. 

•*  Fathers  and  mothers  will  find  this  work  of  great  value  in  the  train 
their  sons,  for  from  start  to  finish  the  book  is  entirely  unprejudiced,  h 
sane,  and  suggestive.     It  is  practically  a  compendium  on  the  needs  < 
growing  boy,  from  infancy  to  manhood."  —  New  Orleans  Picayune. 
"  This  is  a  crowded  book,  analyzing  the  boy  and  his  needs,  and  what 
to  be  done  for  him,  marvelously  well.    To  review  this  book  would  be  s 
to  write  it  over.     I  prefer  simply  to  say  to  my  readers :  Here  is  a  volu 
wit  and  wisdom  and  timeliness."  —  Chicago  Unity. 
"  A  splendid,  wholesome  book  which  should  be  in  the  hands  of  every  pi 
It  deals  in  an  intelligent,  vigorous  way  with  that  topic  of  vital  social  int 
the  conservation  of  manhood."  —  Cleveland  Plain  Dealer, 


376 
Ml54i 

McKeever 

The  industrial  training  of 

the  girl 


376M154ic.1 

McKeever  #  The  industria 
training  of  the  girl.  --. 


HI 
CO 

O 


3  0005  02000427  4 
Date  Due 


'JAN  2  9  »r 

1^.  tmjv 


W^ 


^ 


UUL13  '88 

mv    9 


JANfo^, 


Ym