While we are occupied in teaching the girl the "ways and means" by which she is later to carry on the business of homemaking, we must not overlook the fact that, although ways and means are vitally necessary, it is after all the spirit of the girl which will supply the motive power to make the home machinery run. With this in view we must so plan the girl's training as to secure not only the concrete knowledge of doing things, but also the more abstract qualities which will equip her for her work.
False ideals and ignorance of housekeeping processes are responsible for thousands of homekeeping failures; but lack of fairness, of good temper, patience, humor, courage, courtesy, stability, perseverance, and initiative must be held accountable for thousands more. For these qualities, then, the girl must be definitely and painstakingly trained. In other words, we must work for the highest type of woman, spiritually as well as industrially.
It may seem that definite instruction in such abstract qualities as good temper or stability or fairness is difficult or perhaps impossible to Secure. Since, however, all the girl's intercourse with her kind affords daily opportunity for practice of these qualities, instruction may easily accompany and become a part of her daily life. The lack of these qualities handicaps the girl even in her school life and shows there plainly the handicap that, unless help is given her, she will suffer for life.
Her school work offers ample opportunity for the cultivation of patience and perseverance. Teachers must combat vigorously the "give-up" spirit, and the troublesome "changing her mind" which leads the girl along a straight path from "trying another" essay subject or embroidery stitch as soon as difficulties present themselves to trying another husband when the first domestic cloud arises. Play hours as well as work hours are invaluable in teaching the girl the difficult art of getting along with the world. The educational value of games is largely found in their social training. Experience teaches that children require long and patient instruction to enable them to play games. They have to learn fairness, courtesy, good temper; honesty, kindness, sympathy. They have to learn to be good losers and to consider the fun of playing a better end than winning the game.
Photograph by Brown Bros.
Play hours as well as work hours are invaluable in teaching the girl the difficult art of getting on with the world
Games must be carefully distinguished from the more general term play. All play not solitary has recognized social value; games, because the idea of contest is involved, have a special value of their own. Close observation of young children in their games, especially when unsupervised, shows us self supreme. According to temperament, the child either pushes his way savagely to the goal or furtively seeks to win by cunning and craft. He must win, regardless of the process. How many of these unsupervised games end in "I sha'n't play," in angry bursts of tears, or even in blows! How many fail upon close scrutiny to show some less assertive child, who never wins, who is never "chosen," who might better not be playing at all than never to "have his turn"!
by Underwood & Underwood