A child needs a house to live in—but his father does not have to build it. A child needs shoes, hats, furniture, dishes, toys—his father does not have to make them. A child needs, above all things, instruction—his father does not have to give it.
No, the fathers, humanly specialized, developing great skill and making constant progress, give to the world's children human advantages. A partly civilized state, comparative peace, such and such religions and systems of education, such and such fruits of the industry, trade, commerce of the time, and the mighty works of genius; all these men give to children, not individually, as parents, but collectively, as human beings. The father who, as a savage, could give his children only a father's services, now gives them the services of carpenters and masons, farmers and graziers, doctors and lawyers, painters and glaziers, butchers and bakers, soldiers and sailors—all the multiplied abilities of modern specialization; while the mother is "only mother" still.
There are three exceptions: that most ancient division of labor which provided the nurse, the next oldest which gave the servant, and the very recent one which has lifted the world so wonderfully, the teacher. The first two are still unspecialized. As any woman is supposed to be a competent mother, so any woman is supposed to be a competent nursemaid or housemaid. The teacher, however, has to learn his business, is a skilled professional, and accomplishes much.
Teaching is a form of specialized motherhood. It gives "the mother love"—an attribute of all female animals toward their own young—a chance to grow to social form as a general love of children, and through specialization, training, experience, it makes this love far more useful. The teacher is to some degree a social mother, and the advantage of this social motherhood is so great that it would seem impossible to question it. Motherhood is common to all races of humanity, down to the Bushmen, as well as to beasts and birds. Education is found only with us; and in proportion to our stage of social progress. Where there is no education but the mother's—no progress. Where the teacher comes, and in proportion to the quantity and quality of teachers, so advances civilization. In Africa there are mothers, prolific and affectionate; in China, in India, everywhere. But the nations with the most and best education are those which lead the world.
Similarly in domestic service. Everywhere on earth, to the lowest savages, we find the individual woman serving the individual man. "Home cooking" varies with the home; from the oil-lamp of the Eskimo or brazier of the Oriental, up to the more elaborate stoves and ranges of to-day; but the art of cooking has grown through the men cooks, who made it a business, and gave to this valuable form of social service the advantages of genius, training and experience.
The whole people share in the development of architecture, of electric transportation and communication, of science and invention. But no such development is possible to the general public, in these basic necessities of child care and house care, for the obvious reason above stated, that these tasks are left to the unspecialized, untrained, unexperienced average woman.
The child should have from birth the advantages of civilization. The home should universally share in the progress of the age. To some extent this now takes place, as far as the advance in child-culture can spread and filter downward to the average mother, through the darkness of ignorance and the obstacles of prejudice, and as far as public statutes can enforce upon the private home the sanitary requirements of the age. But this is a slow and pitifully small advance; we need genius, for our children; genius to insure the health and happiness of our daily lives.
Motherhood pure and simple, the bearing, nursing, loving and providing for a child, is a feminine function, and should be common to all women. But that "providing" does not have to be done in person. The mother has long since deputed to the father the two main lines of child care—defence and maintenance. She has allowed her responsibility to shift in this matter on the ground that he could do it better than she could.
In instruction she has accepted the services of the school, and of the music-teacher, dancing-teacher, and other specialists; in case of illness, she relies on the doctor; in daily use, she is glad to patronize the shoemaker and hatter, seamstress and tailor. Yet in the position of nurse and teacher to the baby, she admits no assistance except a servant. But the first four or five years of a child's life are of preeminent importance. Here above all is where he needs the advantage of genius, training and experience, and is given but ignorant affection and hired labor.
Some, to-day, driven to the wall by glaring facts such as these, that babies die most of preventable diseases, and that their death rate is greatest while they are most absolutely in their mother's care, do admit the need of improvement. But they say, "The mother should engage this specialist to help her in the home," or, "The mother must be taught."