It would be idle to assert that all women are suited to marriage, motherhood, and domestic life, although there is little doubt that early training may develop in some a suitability which would otherwise remain unsuspected. When, however, early training fails to bring out any inclination toward these things, we may well consider seriously before we exert the weight of our influence toward them. Home-mindedness shows itself in many ways, and it should have been a matter of observation years before the girl faces the choice of a vocation. It is usually of little avail to attempt to turn the attention of the girl who is definitely not thus minded toward the domestic life. On the other hand, the girl who is naturally so minded will respond readily to suggestions leading toward the occupations which require and appeal to her domestic nature. The great majority of girls, however, are not definitely conscious of either home-mindedness or the opposite. They are in fact not yet definitely cognizant of any natural bent. It is these girls who are especially open to the influence of environment, of what may prove temporary inclination, or of false notions of the advantage of certain occupations in choosing a life work. These are the girls, too, who are likely to drift into marriage as they are likely to drift into any other occupation, and whose previous vocation may have added to or perfected their homemaking training or, on the other hand, may have developed in them habits and traits which will effectually kill their usefulness in the home life. These, then, are the girls who are most of all in need of wise assistance in choosing that which may prove to be a temporary vocation or may become a life work. The temporary idea must be combated vigorously in the girl's mind. Many an unwise choice would have been avoided had the girl really faced the possibility of making the work she undertook a life work. The temporary idea makes inefficient workers and discontented women.
There is in most cases, especially among the fairly well-to-do, no dearth of assistance offered to the young girl in making her choice. Much of the advice, unfortunately, is not based on real knowledge either of vocations or of the girl. Knowledge is absolutely necessary to successful judgment in this delicate matter.
From a large number of letters written by high-school girls let me quote the following typical answers to the question: Why have you chosen the vocation for which you are preparing?
"Ever since I could walk my uncle has been making plans for me in music."
"My first ambition was to be a stenographer, but my father objected. My father's choice was for me to be a teacher, and before long it was mine too."
"My ambition until my Junior year in High School was to be a teacher. From that time until now my ambition is to be a good stenographer. My reason for changing is due partly to my friends and parents. My parents do not want me to be a teacher, as they consider it too hard a life."
"I have been greatly influenced by my teacher, who thinks I have a chance [as a dramatic art teacher]. I am willing to take her word for it.".
"Mother says it is a very ladylike occupation" [stenography].
"My music instructor wishes for me to become a concert player, or at least a good music teacher, and I now think I wish the same."
These answers all show the customary ease of throwing out advice, and also the undue significance attached by girls to these probably inexpert opinions.
Parents often fail in their attempts to launch their children successfully. Sometimes they attempt unwisely to thrust a child into an occupation merely because "it is ladylike," or the "vacation is long," or "the pay is good," regardless of the child's aptitude or limitations. Quite often they await inspiration in the form of some revelation of the child's desires, regardless of the demand of society for such service as the child may elect to supply or the effect of the vocation upon the child's health or character. Undue sacrifice on the part of parents has without question swelled the ranks of mediocre physicians and lawyers and clergymen. It has doubtless produced thousands of teachers who cannot teach, nurses who are quite unsuited to the sick-room, and office workers who have not the rudiments of business ability.
It would seem that truly successful guidance in a girl's search for a vocation can come, like much of her training, only from wise coöperation of school and home. Teacher and parent see the girl from different angles. Their combined judgment will consequently have double value.
As the time of vocational choice approaches, school records should cover larger ground than before, and should be made with great care, with constant appeal to parents for confirmation and additional facts.
The record should cover:
1. Physical characteristics: Height; weight; lung capacity; sight; hearing; condition of nasal passages; condition of teeth; bodily strength and endurance; nerve strength or weakness.