Part 2 (1/2)

If all girls grew up in ideal homes, it seems probable that homemaking would appeal to them quite naturally as the ultimate vocation. Indeed, we know that many girls feel this natural drawing, in spite of most unlovely conditions in their childhood homes. The task of mother, teacher, and vocational counselor (who may be either) in this matter is a complicated one. Some girls are not fitted by nature to be homemakers. Some may with careful training overcome inherent defects which stand in the way of their success. Some have the natural endowment, but have their eyes fixed on other careers. Some have unhappy ideals to overcome. The fact, however, confronts us that at some time in their lives a very large majority of these girls will be homemakers. It is the part of those who have charge of them in their formative years to do two things for them: first, to train them so that they may understand the tasks of the homemaker and perform them creditably if they are called upon; second, to teach all those girls who seem fitted for this high vocation to desire it, and to choose it for at least part of their mature lives.

CHAPTER III

ESTABLIs.h.i.+NG A HOME

Certain very definite attempts are being made in these days to meet the evident lack of homemaking knowledge in the rising generation. And since definiteness of plan lends power to accomplishment, we cannot do better than to a.n.a.lyze as carefully as possible the various lines of knowledge required by the prospective homemaker in entering upon her life work.

What are the problems of homemaking? And how far can we provide the girl with the necessary equipment to make her an efficient worker in her chosen vocation?

Country life and city life are apparently so far removed from each other as to present totally different problems to the homemaker and to the vocational educator of girls. And yet underlying the successful management of both urban and rural homes are the same principles of domestic economy and of social efficiency. The principles are there, however widely their application may differ. While we may wisely train country girls for country living, and city girls to face the problems of urban life, we must not lose sight of the fact that country girls often become homemakers in the city and that city girls are often found establis.h.i.+ng homes in the country. Nor should we overlook the truth that some study of home conditions in other than familiar surroundings will broaden the girl's knowledge and fit her in later life to make conditions subservient to that knowledge.

Both rural and urban homemakers must be taught to appreciate their advantages and to make the most of them. They must also learn to face their disadvantages and to work intelligently toward overcoming them.

The country homemaker has no immediate need of studying the problems of congestion in population which menace the millions of city-dwellers. The country home has plenty of room and an abundance of pure air. Yet it is often true that country homes are poorly ventilated and that much avoidable sickness results from this fact.

The country home is often set in the midst of great natural beauty, yet misses its opportunity to satisfy the eye in an artistic sense.

Its very isolation is sometimes a cause of the lack of attention to its appearance to the pa.s.serby.

The farmer's wife has an advantage in the matter of fresh vegetables, eggs, and poultry, but the city housekeeper has the near-by market and finds the question of sanitation, the preservation of food, and the disposal of waste far easier of solution.

The city housewife is often troubled in regard to the source of her milk supply; the country-dweller has plenty of fresh milk, but frequently finds it difficult to be sure of pure water.

The country homemaker often lacks the conveniences which make housekeeping easier; the city woman is often misled, by the ease of obtaining the ready-made article, into buying inferior products in order to avoid the labor of producing.

The family in the farming community often has meager social life and lack of proper recreations; the city-dweller is made restless and improvident by an excess of opportunities for certain sorts of amus.e.m.e.nt.

Thus each type of community has its own problems. But practically all of these problems fall under certain general heads which both city and country homemakers should consider as part of their education. The present turning of thought toward training in these directions is most promising for the homes of the future.

[Ill.u.s.tration: Photograph by Brown Bros.

A country home which, though set in the midst of natural beauty, yet fails to satisfy the eye in an artistic sense]

[Ill.u.s.tration: Courtesy of Mrs. Joseph E. Wing In contrast to the ill.u.s.tration above, this home shows what a few artistic touches may do to enhance the natural beauty of the surroundings]

It is one of the misfortunes of existing conditions that the city and the country are not better acquainted with each other. Scorn frequently takes the place of understanding. The town or village girl goes out to teach in the country school, knowing little of country living and less of country homes. It is difficult, if not impossible, for such a teacher to be an influence for good. Especially as she approaches the homemaking problem is she without the knowledge which must underlie successful work. It is important that the city girl under such conditions should make a special effort to study country life and country homes in a sympathetic, helpful spirit.

Perhaps our a.n.a.lysis of homemaking problems can take no more practical form than to follow from its hypothetical beginning the making of an actual home.

No more inspiring moment comes in the lives of most men and women than that in which the first step is taken toward making their first home.

There is an instinctive recognition of the greatness of the occasion.

But ignorance will dull the glow of inspiration and wrong standards will lead to wreck of highest hopes. Let us, therefore, be practical and definite and face the facts.

A home is to be established. The first question is: Where? To a certain extent circ.u.mstances must answer this question. The character and place of employment of the breadwinner, the income, social relations already established, school, church, library, market, water and sanitary conditions, must all be considered. Yet even these regulating conditions must receive intelligent treatment. How many young homemakers have any definite idea as to what proportion of the income may safely be expended for shelter? How many can tell the relative advantages of renting and owning?

[Ill.u.s.tration: Copyright by Keystone View Co.

A tenement district. One of the greatest disadvantages in urban life is the overcrowding in tenement houses]

Probably the first consideration in selection is likely to be whether the home is to be permanent or merely temporary. When the occupation is likely to be permanent, the greatest comfort and well-being will usually result from establis.h.i.+ng early a permanent home; and this involves a long look ahead to justify the selection of a site. Not only must health and convenience be considered, but future questions relative to the expanding requirements of the homemakers and to the education and proper upbringing of a family as well. Then, too, young people must usually begin modestly from a financial standpoint, and they are therefore cut off from certain locations which they may perhaps desire and which they might hope to attain in later years. In the country, where the livelihood is often gained directly from the land, a new element enters into selection and must to some extent take precedence over others. Soil considerations aside, however, we have health, beauty, social environment, educational advantages, and expense to consider; and we should establish certain standards in these directions for our young people to measure by.

Considerations of health must include not only climatic conditions, but questions of drainage, water supply, time and comfort of transportation to work, and the sanitary condition of the neighborhood.

Prospective homemakers must learn, too, the value of reposeful surroundings and of some degree of natural beauty. They must recognize the value also of desirable social environment--that is, of such moral and intellectual surroundings as will be uplifting for the homemakers and safe for the future family. They will, it is hoped, learn that a merely fas.h.i.+onable neighborhood is not necessarily a desirable environment. The church, the school, the library, and proper recreation centers are also to be considered in one's social outlook.