Part 1 (1/2)
Vocational Guidance for Girls.
by Marguerite Stockman d.i.c.kson.
A FOREWORD
Fortunate are we to have from the pen of Mrs. d.i.c.kson a book on the vocational guidance of girls. Mrs. d.i.c.kson has the all-round life experiences which give her the kind of training needed for a broad and sympathetic approach to the delicate, intricate, and complex problems of woman's life in the swiftly changing social and industrial world.
Mrs. d.i.c.kson was a teacher for seven years in the grades in the city of New York. She then became the partner of a superintendent of schools in the business of making a home. In these early homemaking years there came from the pen of Mrs. d.i.c.kson a series of historical books for the grades which have placed her among the leading educational writers of the country. During the long sickness of her husband she filled for a while two administrative positions--homemaker and superintendent of schools.
Her three children are now in high school and are beginning to plan for their own life work. With the broad training of homemaker, wife, mother, teacher, writer, and administrator, Mrs. d.i.c.kson has the combination of experiences to enable her to introduce teachers and mothers to the very difficult problems of planning wisely big life careers for our girls.
The book is so plainly and guardedly written that it can also be used as a textbook for the girls themselves in connection with civic and vocational courses. The only difficulty with the book for a text is that it is so attractively written on such vital problems that the student will not stop reading at the end of the lesson.
J. ADAMS PUFFER
”Vocational guidance has for its ideal the granting to every individual of the chance to attain his highest efficiency under the best conditions it is humanly possible to provide.”
PART I
PRESENT-DAY IDEALS OF WOMANHOOD
”How to preserve to the individual his right to aspire, to make of himself what he will, and at the same time find himself early, accurately, and with certainty, is the problem of vocational guidance.”
VOCATIONAL GUIDANCE FOR GIRLS
CHAPTER I
WOMAN'S PLACE IN SOCIETY
Any scheme of education must be built upon answers to two basic questions: first, What do we desire those being educated to become?
second, How shall we proceed to make them into that which we desire them to be?
In our answers to these questions, plans for education fall naturally into two great divisions. One concerns itself with ideals; the other, with methods. No matter how complex plans and theories may become, we may always reach back to these fundamental ideas: What do we want to make? How shall we make it?
Applying this principle to the education of girls, we ask, first: What ought girls to be? And with this simple question we are plunged immediately into a vortex of differing opinions.
Girls ought to be--or ought to be in the way of becoming--whatever the women of the next generation should be. So far all are doubtless agreed. We therefore find ourselves under the necessity of restating the question, making it: What ought women to be?
Probably never in the world's history has this question occupied so large a place in thought as it does to-day. In familiar discussion, in the press, in the library, on the platform, the ”woman question” is an all-absorbing topic. Even the most cursory review of the literature of the subject leads to a realization of its importance. It leads also into the very heart of controversy.
[Ill.u.s.tration: Photograph by Brown Bros.
Suffrage parade in Was.h.i.+ngton. Women will parade or even fight for their rights]
It is safe to say that no woman, in our own country at least, escapes entirely the unrest which this controversy has brought. Even the most conservative and ”old-fas.h.i.+oned” of women know that their daughters are living in a world already changed from the days of their own young womanhood; and few indeed fail to see that these changes are but forerunners of others yet to come. They know little, perhaps, of the right or wrong of woman's industrial position, but ”woman in industry”
is all about them. They perhaps have never heard of Ellen Key's arraignment of existing marriage and s.e.x relations, but they cannot fail to see unhappy marriages in their own circle. They may care little about the suffrage question, but they can hardly avoid hearing echoes of strife over the subject of ”votes for women.” And however much or little women are personally conscious of the significance of these questions, the questions are nevertheless of vital import to them all.