Demand for New Courses for Girls
The demand for the complete education of girls gives rise to many unsolved problems. For example, shall physics as at present taught be required as an introduction to cooking, or shall the cooking course be made to carry all the physics that the girl needs? The course in physics, be it remembered, contains many an example that is drawn from the boy’s sphere of interests in mechanics and does not appeal at all to the girl’s interests.
Or one may ask a similar question about economics. Shall the girl be given a special course in marketing in which examples are drawn from the daily activities of home life, or shall she wait until she can take the conventional course in political economy where the problems are often those of international trade and banking?
It would be impossible to secure anything like unanimity for any answer to these questions. The uncertainty in regard to the correct answer calls attention to the opportunity which is offered to the intelligent women of the teaching profession to solve a problem which is new and complicated, but all the more important because there are no guideposts to mark the way.