In the packing room of a wholesale house. The untrained girl finds it easy to obtain factory work
Factory work. This term covers many departments of manufacturing industries. In the main, however, they may be classed together, since in practically all of them the worker contributes only one small portion of the work incidental to the making of candy, or artificial flowers, or coats, or pickles, or shoes, or corsets, or underwear, or anyone of a hundred different products, some one or several of which may be found in nearly every American town.
The great advantage of factory work, as the untrained girl sees it, is that it is usually easy to obtain and that it promises some return even from the start. Hence a large proportion of untrained girls who leave school as soon as the law allows enter the factories near their homes.
The great disadvantages of factory work, laying aside for a moment many minor disadvantages, are that it not only requires no skill in the beginner, but that it produces little if any skill even with years of work and offers practically no advancement for a large proportion of the workers. It should therefore, be reserved for girls of less keen intelligence, and other girls should if possible be guided toward other occupations.
Teachers must make themselves thoroughly familiar with working conditions in local factories, since there will always be girls who, because of their own limitations or the limitations of their environment, will find themselves obliged to take up factory work. Under the teacher's guidance girls should make definite studies and prepare detailed reports of local conditions with respect to working hours, character of work, wages, possible advancement, dangers to health, moral conditions, advantages over other occupations open to girls with no more training, and disadvantages. Girls should at least go into factory work with their eyes open, that they may pass their days in the best surroundings available.
Dressmaking. The possibilities for the girl entering upon work connected with dressmaking with the ultimate object of becoming a dressmaker herself are far wider than in the case of the machine worker in shop or factory. The immediate return for the untrained girl is far less, but the farsighted girl must learn to look beyond the immediate present. Not all girls, however, will make good dressmakers. Not all, even of the producing type of girl, will do so. Certain definite qualities are required. The girl who would succeed as a dressmaker must possess ingenuity, imagination, and the visualizing type of mind. She must see the end from the beginning, and must be able to find the way to produce that which she visualizes. She must be a keen observer. She must have confidence in her own power to create. She must possess manual dexterity, artistic ideas, and, if she aims at a business of her own, a pleasing personality and keen business sense.
Photograph by Brown Bros.
A millinery class. Millinery requires of the girl a certain degree of creative ability
Millinery. Millinery requires in its workers the same general type of mind required for dressmaking, and in addition a certain millinery faculty or creative ability. The girl who can make and trim hats usually discovers her own talent fairly early in life.
Arts and crafts. This somewhat elastic term we use to include a wide range of occupations which have to do with articles of use or ornament which are handmade and which require skill in designing or in carrying out designs. Embroidery, lace making, rug and tapestry weaving, basketry, china painting, wood and leather work, handwork in metals, bookbinding, and the designing and painting of cards for various occasions are familiar examples of this kind of work. Photography, map making, designing of wall paper and fabrics, costume designing and illustrating, making of signs, placards, diagrams, working drawings, advertising illustrations, book and magazine illustrating, landscape gardening and architecture, interior decorating, are other lines offering work to men and women alike.
The range of work here is no greater than the range of qualities which may be happily and usefully employed in arts and crafts. All branches of the work, however, are alike in demanding a certain degree of artistic sense and deftness of manual touch. An accurate, observant eye is an absolute essential, and, for all but the lowest and most mechanical lines of work, imagination, originality, and an inventive habit of mind make the foundation of success. In some lines a fine sense of color values must underlie good work, in others the ability to draw easily. All work of this sort requires the ability to do careful, painstaking, and persevering work. Given this ability and the artistic sense before mentioned, the girl's work may be determined by some special talent, by the special training possible for her, or by the openings possible in her chosen line of work within comparatively easy access.
Photograph by C. Park Pressey
A youthful farmer. The Census figures for the year 1910 report one-fifth of all women employed in gainful occupations as engaged in the pursuit of agriculture and animal husbandry
Agriculture. The Census figures which report one-fifth of all women gainfully employed as engaged in agriculture and animal husbandry are somewhat startling until we observe that southern negro women make up a very large number of the farm workers reported. Even aside from these, however, there are many women who are finding work in gardening, poultry raising, bee culture, dairying, and the like. The girl who is fitted to take up work of this sort is usually the girl who has grown up on the farm or at least in the country and who has a sympathy with growing things. She is essentially the "outdoor girl." She must be willing to study the science of making things grow. She must be able to keep accounts, that she may know what she is doing and what her profits are. Above all, she must have no false pride about "dirty work." Properly such a girl should have entered upon her career even before she has finished her formal education, so that "going to work" means merely enlarging her work to occupy her time more fully and to bring in as soon as possible a living income.
In this sort of work the girl possessing initiative and an independent spirit will naturally do best, since there are comparatively few opportunities for such work under supervision. Care must, however, be exercised by vocational guides in suggesting, and by girls in choosing, the independent career. Usually it is the girl who has shown promise in independent work at school or at home that will make a success of such work later in life. The girl who relaxes when the pressure of compulsion is removed will not be a success as "her own boss." It goes without saying that the girl who does well as her own superior officer will be happier to do work upon her own initiative than merely to carry out the plans made by others. Agricultural work will sometimes offer her exactly the conditions she desires. Many successful farm-owners are women, and their work compares favorably with that of men.
Food production. It is common, in these days, to meet the assertion that the preparation of food, once woman's undisputed work, has been almost if not quite removed from her hands; and that, even where she may still contribute to this work, she must do so in the factory, the bakery, the packing house, or the delicatessen shop. There are, nevertheless, still many women who are fitted for cooking and kindred pursuits who will not find an outlet for their abilities in any of the places mentioned. In the main, factory production of food is like factory production of other things—a highly differentiated process, in which the individual worker finds little satisfaction for her desire to "make things" and little, if any, opportunity to contribute from her ability to the final result.
In the canning factory she may sit all day before an ever-moving procession of beans or peas, from which she removes any unsuitable for cooking. Or it may be an endless procession of cans, upon which she rapidly lays covers as they pass. In the pickle factory she may pack tiny cucumbers into bottles. In the packing house she may perform the task of painting cans. None of these occupations is more than mere unskilled labor. None is suitable for the girl who likes to cook, and who can cook. The number of such girls is already fairly large and will undoubtedly increase as the domestic science classes of our schools do more and better work.
An up-to-date factory. In the factory the work is necessarily routine, and the individual worker finds very little satisfaction for her desire to make things
Opposed to the theoretical statement that food is or at least to-morrow will be prepared entirely in the public-utility plants outside the home is the practical fact that home-cooked food, home-preserved fruits and jellies, and home-canned vegetables and meats find ready sale and that women who can produce these things do find it profitable to do so. There is, consequently, a field for some girls in such work.
Cooking class at Benson Polytechnic School for Girls, Portland, Oregon. In spite of the statement that foods will be prepared in the public utility plants, the trained, accurate worker may find a ready sale for home-cooked foods
Not all girls, on the other hand, who have taken the domestic science course are fitted to take up this work, even if a market could be found for their work. Only the expert, that is, the precise, accurate, painstaking cook, can secure uniform results day after day. Only the rapid worker can do enough to insure pay for her time. Only the girl with a keen sense of taste can properly judge results and devise successful combinations. Only a business woman can buy to advantage and compute ratios of expense and return. This combination, of course, is not to be found every day.
Salesmanship. Passing from the class of work which has to do with making things to that group of occupations which has to do with the distribution of various products to the consumer, we shall naturally consider, first of all, the saleswoman. In any given group of young and untrained girls drawn as in our schools from varying environment and heredity, the natural saleswomen will probably be in the minority. I do not mean that girls may not often express a desire to "work in a store" as apparently the easiest and most immediate employment for the untrained girl. This may or may not indicate that the girl has a commercial mind. The girl who is really interested in commercial undertakings is easily distinguished from her fellow workers in any salesroom. She is not the girl who lingers in conversation with the girl next to her while a customer waits, or who gazes indifferently over the customer's head while the latter makes her choice from the goods laid before her. To the real saleswoman every customer is a possibility, every sale a victory, and every failure to sell distinctly a defeat. The fact that we see so few girls and women of this type behind the counters in our shopping centers is sufficient indication that many girls would have been better placed in other occupations.
Photograph by Brown Bros.
Hardware section of a department store. Salesmanship offers large opportunities to the real saleswoman, who considers every customer a possibility
We find, however, in 1910, the number of saleswomen reported as 257,720, together with 111,594 "clerks" in stores, many of whom the report states are "evidently saleswomen" under another name. There are also about 4,000 female proprietors, officials, managers, and floorwalkers in stores, and 2,000 commercial travelers. This gives us a large number of women who are engaged in the sale of goods. For the girl of the commercial mind, salesmanship in some form presents certain possibilities, although there is far less chance for her to rise in this work than for a boy. She must begin at the most rudimentary work, as cash or errand girl, and her progress will necessarily be slow. She will require an ability to handle with some skill elementary forms of arithmetic, an alert and observing mind, an interest in and some knowledge of human nature, and good health to endure the confinement of the long day. She will be fortunate if she finds a place in one of the stores in which a continuation school is conducted. At such a school in Altman's department store in New York the girls pursue a regular course designed to be especially helpful in their work, and are graduated with all due formality, in which both public-school and store officials take part. Such a school helps girls to feel a pride in their work and to feel that they are under observation by those who will recognize and reward real endeavor. Filene's in Boston and Wanamaker's in New York and Philadelphia are other notable examples of such schools.
In a government report previously quoted we find interesting figures as to the possibility of advancement for the saleswoman. In a study of twenty-six of the largest department stores in New York, Chicago, and Philadelphia, employing more than 35,000 women, the workers were classed as follows:
| Per Cent | |
| Cash girls, messengers, bundle girls, etc | 13.2 |
| Saleswomen | 46.2 |
| Buyers and assistant buyers | 1.2 |
| Office and other employees | 39.4 |
"It will be seen," adds the report, "that the opportunity for reaching the coveted position of buyer or assistant buyer is small."
The disadvantages and dangers of salesmanship for girls, other than small pay and improbability of much advancement, we shall consider in a later chapter. We may say here, however, that these disadvantages and dangers, for the really commercially minded girl, are to a certain extent neutralized by her nature and possibilities. She is the girl whose mind is more or less concentrated on "the selling game." Her nerves are less worn because of a certain exhilaration in her work. She is the girl who passes beyond the underpaid stage and is able to live decently and to rise to a position of some responsibility, partly because of her concentration and partly because she has been able to resist the influences about her which make for mediocrity or worse.
Office work. The girl emerging from high school and looking for work is usually on the lookout for what in a boy we call a "white-collar job." Especially in the case where the girl has been kept in school at more or less sacrifice on the part of her parents, both they and the girl feel that the extra years of schooling entitle her to a "high-class" occupation of some kind. Girls are far less willing than boys to "begin at the bottom" and work up through the various stages of apprenticeship to ultimate positions near the top. They resent being asked to take the "overall" job and fear mightily to soil their hands.
Office girls at work. The successful office worker must be neat and accurate and have a temperament in which pleasure in arrangement takes precedence over joy in production
Twenty-five years ago a large proportion of high-school graduates went at once into the teaching force, where they succeeded (or not) in "learning to do by doing," without professional training of any sort. Now, however, teaching as a profession is in many places fortunately reserved for the girls who prepare in college or normal school; and a larger proportion of girls who cannot have this professional training are looking for other occupations. Office work attracts a large number, and, with present-day business courses in high schools, many girls find employment as stenographers, typists, cashiers in small establishments, bookkeepers, or general office assistants. In any of these positions girls without special training or experience must begin at very low wages. Whether they rise to higher ones depends to some extent at least upon the girls themselves.
What sort of girl shall we encourage to enter office work? Not the girl whose talent lies in making things, for to her the routine of the office will be a weary and endless treadmill entirely barren of results; nor the girl who requires the stimulus of people to keep her alert and keyed to her best work; nor the girl who cannot be happy at indoor work. Office work seems to require a temperament in which pleasure in arrangement takes precedence over joy in production; in which neatness, accuracy, and precision afford satisfaction even in monotonous tasks. Coupled with these a mathematical bent gives us the cashier or accountant or bookkeeper; mental alertness and manual dexterity, the stenographer; a talent for organization, the secretary.
Girls who enter upon office work directly from high school must be content with rudimentary tasks and must beware lest they remain at a low level in the office force. Girls with more training may begin somewhat farther up, the best positions usually going to those whose general education and equipment are greatest. Stenographers are more valuable in proportion as their knowledge of spelling, sentence formation, and letter writing is reinforced by a feeling for good English and an ability to relieve their superiors of details in outlining correspondence. It is not enough that bookkeepers know one or several systems of keeping business records, or that cashiers manipulate figures rapidly and well. More important than these fundamental requirements is the determination to grasp the details of the business as conducted in the office in which they find themselves and to adapt their work to the needs of the person whose work they do. General knowledge and the ability to think not only supplement, but easily become more valuable than, technical training.
Photograph by Brown Bros.
The successful secretary must have a talent for organization
A careful study of local conditions as they affect office positions will enable girls and their guides to have a better conception of requirements and rewards in this field. A valuable study of conditions among office girls in Cleveland has recently been published which sheds considerable light on the ultimate industrial fate of the overyoung and poorly trained office worker. A more general study is found in the volume on Women in Office Service issued by the Women's Educational Union of Boston.
The third, or service, group of workingwomen covers without doubt the widest range of all. Here we find the domestic helper (or servant, as she has usually been called), the telephone operator, the librarian, the teacher, the nurse, the physician, the lawyer, the social worker, the clergyman or minister. All degrees of training are represented, and many varieties of work, from the simplest to the most complex.
Strictly speaking, service has to do with personal attendance and help, but it is constantly overlapping other lines of work. The household assistant is not only a helper, but at times a producer; the telephone operator and the librarian are distributors as well as public helpers; the secretary is an office worker, although she is a personal assistant to her employer as well. For successful work in any of these lines, however, a girl must possess certain definite characteristics, to which her peculiar talent or tendency may give the determining direction as she chooses her work.
In service of any sort the girl is brought into constant relation with people. Hence she must be the sort of girl to whom people and not things are the chief interest of life. She should have an agreeable personality, that she may give pleasure with her service; she needs tact, that she may keep the atmosphere about her unruffled; she needs to find pleasure for herself in service, seeing always the end rather than merely the often wearisome details of work. Beyond these general qualities we must begin at once to make subdivisions, since the additional traits necessary to make a girl successful in one line of service differ often widely from those required in any other line. We must therefore take up some of the lines of work in more or less detail.
Domestic work. The untrained girl who naturally falls into the service group has a rather poor outlook for congenial and successful work as conditions exist. With ability which she perhaps does not possess, and with training which she cannot afford, she would naturally become a teacher, a nurse, a private secretary, a librarian, or a social worker. Without training, she finds little except domestic service open to her; and domestic service finds little favor with girls, or with students of vocational possibilities for girls.
These are unfortunate facts. For the untrained girl of merely average abilities, with no pronounced talent or inclination, but with an interest in persons and a pleasure in doing things for people, helping in the tasks of homemaking ought to prove suitable work. It is, however, the one vocation for the untrained girl which requires her to live in the home of her employer, thus curtailing her independence, rendering her hours of work long and uncertain, and cutting off the natural social environment possible if she returned to her own home at the end of the day's work. The social position of girls in domestic service, especially in the towns and cities, is peculiarly hard for a self-respecting girl to bear. It is in large part a reflection upon her sacrifice of independence. The derisive slang term "slavey" expresses the generally prevalent public contempt. It is small wonder that a girl fears to brave such a sentiment and as a result avoids what is perhaps in itself congenial work in pleasanter surroundings than most noisy, ill-smelling factories.
Almost all the conditions surrounding the domestic worker are such that it is practically impossible to say except of each place considered by itself whether or not it is a suitable and desirable place for a girl, or whether work and wages are fair. Practically no progress has been made in standardizing household work. The factory girl knows what she is to do and when she is to do it and how long her day is to be. The housework girl seldom knows any of these things with any degree of certainty. Any plan which will make it possible to regulate these matters according to some recognized standard, and which will enable domestic workers to live at home, going to and from their work at regular hours as shop, factory, and office employees do, will help very materially to solve the problem of opening another desirable vocation to the untrained girl.
The untrained girl who is willing to accept a difficult and trying position in a private kitchen with the idea of making her work serve her as a training school for better work in the future may make a success of her life after all. Such a girl will have good observing powers and ability to follow directions and gauge the success of results. She will have adaptability, patience, and a very definite ambition. For domestic service may be a stepping stone.
For the high-school girl a better opening may sometimes be found as a mother's helper. Many women who find the ordinary household helper unsatisfactory give employment to girls of refinement and high-school training who are capable of assisting either with household tasks or with the care of children. Girls in such positions are usually made "one of the family," and are sometimes very happily situated. Their earnings are often more than those of other girls of their intelligence and training who are in offices or stores; but there is of course little chance of advancement, and there is still the prejudice against domestic work to be reckoned with. Here, as with household assistants, the greatest drawback is probably lack of standardization of work and of working conditions.
The girl who wishes to become a "mother's helper" must have a natural refinement and some knowledge of social usage if she is to be a sharer in the family life of her employer. She must use excellent English, must know how to dress quietly and suitably, and must not only know how to keep herself in the background of family life, but must be willing to remain somewhat in the shadows.
Probably no better field for the investigation of these trying questions could be found than the high school. The ranks of employers of domestic help are being constantly recruited from the girls who were the high-school students of yesterday and have now taken their places as housekeepers. The high school then, where the problem may be approached in an impersonal manner quite impossible later when the question has become a personal one, is the proper place in which to study the domestic service question and to attempt its standardization.
The higher positions involving domestic work are more in the nature of supervisory employment. Many women are employed as matrons in hospitals, boarding schools, and other institutions, as housekeepers in hotels, club buildings, or in large private establishments. These positions of course call for women who are not only thoroughly familiar with the work to be done, but are skilled in managing their subordinates who do the actual work. They require women who have administrative ability, knowledge of keeping accounts, proper standards of living and of service, and initiative.
For the woman who has a desire to enter business for herself there are openings in the line of domestic work. From time immemorial women have managed lodging and boarding houses, sometimes with good returns. They are also the owners and managers of tea rooms, restaurants, laundries, dyeing and cleaning establishments, hairdressing and manicure shops, and day nurseries. All these occupations can be followed successfully only by the woman of business ability and some technical knowledge. They require not only knowledge but aptitude on the part of the worker. They are usually undertaken only by women of some experience, and are the result of some earlier choice rather than the choice of the vocation-seeking girl.
The true teacher represents a high type of social worker
Teaching. The teacher differs from the person who has merely an interest in human kind in the abstract, because she has a special interest in one particular class of human beings—those who are most distinctly in the process of making. She is interested in children, or she should not be teaching. This, however, is not enough. The girl who wishes to teach must possess certain well-defined characteristics. Her health must be good, and her nerve force stable. Temperamentally she must be enthusiastic and optimistic, but capable of sustained effort even in the face of apparent failure. Her outlook must be broad, and her patience unfailing. Intellectually she must be a student, and if she possess considerable initiative and originality in her study, so much the better. She must not, however, become a student of mathematics or history or languages to the exclusion of the more absorbing study of her pupils, nor even to so great a degree as she studies them. The true teacher represents a high type of social worker. Many girls enter upon the work of teaching badly handicapped by the lack of some of these essential qualities and are in consequence never able to rise to real understanding and accomplishment of their work.
Teaching in these days is a broad vocation, covering many different lines of work; probably no occupation for girls is so well known with both its conditions and rewards as this. In general, more girls than are by nature fitted for the work stand ready to undertake it. There is nevertheless difficulty for school officials in finding real teachers enough to fill their positions. For the right girl, teaching has much to offer.
Library work. The librarian in these modern days is a most important public servant, and many openings in library work are to be found. The services to be performed range from purely routine work to a very high type of constructive service for the community. In the small libraries an "all-round" type of worker is required. In the larger ones specialties may be followed. In these larger libraries there are to be found permanent places for the routine workers. In smaller ones each worker should be in line for even the highest type of constructive work.
The routine worker in the library is merely an office worker, and the same girl who would do well at the mechanical tasks of an office will do well here. The real librarian is of a different sort. She must have the neatness, precision, and accuracy of the office worker, to be sure; but to these she must add a broad conception of the place of the library in the community, and must display initiative and originality in bringing it to occupy that place. She must know books; she must know people. She must be in touch with current history, and be alert to place library material bearing upon it at the disposal of the people. She must have quick sympathies, tact, the teaching spirit (carefully concealed), and much administrative ability. And she must be trained for her work.
Photograph by Brown Bros.
A well-equipped library. The successful librarian must be
scientifically trained
for her work
Nursing. The nurse is in many ways like the teacher, and the girl who has the right temperament for successful teaching will usually make a successful nurse, temperamentally considered. Her mental traits, or perhaps more exactly her habits of thought, may be somewhat different. The teacher must be able to attend to many things; the nurse must be able to concentrate on one. Originality and initiative are less to be desired, since the nurse is not usually in charge of her case directly, but rather subject to the doctor's orders. She must, nevertheless, be resourceful in emergencies, and of good judgment always. She should be calm as well as patient, quiet in speech and movement, a keen observer, and willing to accept responsibility. Absolute obedience and loyalty to her superiors is expected, and a high conception of the ethics of her calling. Underlying all these qualifications, the nurse must have not only good health but physical strength.
by Keystone View Co.
During the World War nursing offered to women perhaps the largest opportunities for service. Here is shown Princess Mary of England in the Great Ormond Street Hospital, London
Social work. This term covers many occupations which overlap the work of the teacher, the nurse, the secretary, the house mother or matron, and even that of the physician and lawyer. The field of work is a large one, including settlement leaders and assistants, workers in social and community centers and recreation centers, vacation playgrounds, public and private charities, district nurses and visiting nurses sent out by various agencies, deaconesses and other church visitors, Young Women's Christian Association leaders and helpers, missionaries, welfare workers in large manufacturing or mercantile establishments, probation officers, and many others.
Photograph by Brown Bros.
Settlement work at Greenwich House, New York. The settlement worker to succeed must be truly altruistic
The social worker must of course have the same suitability for teaching or nursing or any other of the various tasks that she may undertake as has the teacher or nurse or other person who works under different auspices. She must have in addition a truly altruistic spirit, a deep earnestness which will survive discouragement, and a real insight into the circumstances, handicaps, and possibilities of others. This insight presupposes maturity of thought; and the young girl must serve a long apprenticeship with life before she is at her best as a social worker. It sometimes seems as though no field was so exactly suited to the abilities of the married woman who has time for service, or the mother whose children are grown, leaving her free again to teach or nurse the sick or bring justice to the little child as she was trained to do in her youth.
Less common vocations for women—but still often chosen after all—are reserved for those whose abilities are so specialized and so striking that they compel a choice. Singers, artists with brush or pen, the natural actress, the journalist or author, need usually no one to guide their choice. Our great difficulty here is not to open the girl's eyes to her opportunity, but to restrain the one who has not measured her ability correctly from attempting that which she cannot perform. The same is true of girls who aspire to be physicians, lawyers, or ministers. Some few succeed in all these vocations. Many more have not the scientific habits of mind, the stability, or the endurance to make a successful fight for recognition against great odds.
Many girls mistake what may be a pleasant and satisfying avocation for a life work. For the girl who will not be held back, there may be a life of achievement ahead, with fame and all the other accompaniments of successful public life; or there may be the disappointments of unrealized ambition. We must see that girls face this possibility with the other.
Choice of vocation is far from being a simple matter for either boy or girl; but for the girl who recognizes homemaking as woman's work, double possibilities complicate her problem more than that of the boy. The girl must prepare for life work in the home, or life work outside the home, or a period of either followed by the other, or perhaps a combination of both during some part or even all of her mature life.
It is the part of wisdom for us to study vocations in their relation to homemaking. Will the girl who works in the factory, for instance, or who becomes a teacher or a lawyer or a physician, be as good a homemaker as she would have been had she chosen some other occupation? Will she perhaps be a better homemaker for her vocational experience? Or will her life in the industrial world unfit her for life in the home or turn her inclination away from the homemaker's work?
These questions have somehow fallen into the background in the steady increase of girls as industrial workers. "Good money" has usually come first, and after that other considerations of social advantage, working conditions, or local demand. Marriage and motherhood are still recognized as normal conditions for most women, but we let their industrial life step in between their homemaking preparation in home and school, with the result that many lose physical fitness or mental aptitude or inclination for the home life. We treat marriage as an incident, even though it occurs often enough to be for most women the rule rather than the exception. At some time in their lives, 93.8 per cent of all women marry.
The first broad classification of vocations in their relation to homemaking is: (1) those which are favorable to homemaking, (2) those which are unfavorable, (3) those which are neutral.
It must, however, be recognized at the outset that few hard-and-fast lines between these groups can be drawn, and that "the personal equation" is as important a factor here as in most personal questions. It is true, nevertheless, that helpful deductions may be drawn from facts which it is possible to gather concerning the physical, mental, and moral results of pursuing certain occupations as a prelude to marriage and the making of a home.
In a general way, economic independence, that is, the earning of her own living by a girl for several years before marriage, tends to increase her knowledge of the value of money and to make her a better financial manager. Probably this same independence makes a girl slightly less anxious to marry, especially since in most cases she has hitherto been expected to give up her personal income in exchange for an extremely uncertain system of sharing what the husband earns. Independence of any sort is reluctantly laid aside by those who have possessed it. This very reluctance on the part of girls ought to be a force in the direction of economic independence of wives, a most desirable and necessary condition for society to bring about. Gainful occupation has then much to recommend it and little to be said against it as part of the training for matrimony.
Certain occupations, however, are so essentially favorable to the girl's homemaking ability and to her probable inclination to make a home of her own that we do not hesitate to recommend them as the best directions for girls' vocational work to take, other things being equal. We have already said that the girl distinctly not home-minded is more safely left to her own inclinations. She would not be a success as a homemaker under any circumstances. Other girls may be made or marred by the years which intervene between their school and home life.
by Underwood & Underwood
The value of domestic work of any sort as a preparation for homemaking is generally admitted without argument.
The value of domestic work of any sort as a preparation for homemaking is generally admitted without argument. Closely in touch with a home throughout her maturing years, the girl may undertake her own housekeeping problems with ease and efficiency. Conditions as they often exist, however, especially for the younger and untrained domestic worker, do not allow the girl to obtain other experience quite as necessary if she is to become not merely a housekeeper but a true homemaker. The untrained girl who enters upon domestic work at fourteen or fifteen should have opportunity—indeed the opportunity should be thrust upon her—of attending a continuation school, where the special aim should be to counteract the narrowing tendency of work which revolves about so small an orbit. Ideals of home life are either lacking or distorted in the minds of many working girls, and when such girls become wives and mothers they strive for the wrong things or they fall back without striving at all, taking merely what comes. They fail to be forces for good in their family life.
Demonstration by teacher in domestic science. Teaching affords excellent preparation for the prospective homemaker.
Teaching and nursing may be grouped together as excellent preparation for the prospective homemaker. It may be contended that the teacher and the hospital nurse spend years outside the home environment and that their minds are turned to other problems than those of housekeeping. This contention is undoubtedly true; and if we were striving merely to make housekeepers, it might be worthy of serious consideration. The home, however, as we have defined it, is a place in which to make people, and both the nurse and the teacher serve a long apprenticeship in this sort of manufacture. Expert workers in either line concern themselves with the bodies and the minds of their pupils or patients. They, together with physicians, lawyers, and social workers, have opportunities which can scarcely be equaled for learning by observation and experiment about the human relations that will confront them in their own homes. They learn to be resourceful and to meet the emergencies of which life is full; they have the advantage of trained minds to set to work upon the administrative problems which underlie successful home life.
by Underwood & Underwood
Women medical students. Physicians and surgeons have unusual opportunities for learning by observation and experiment about the human relations that will confront them in their own homes
A question may arise as to the physical fitness for marriage and motherhood of the girl who has given her nerve force to the exacting and often depleting work of nurse, teacher, or physician. It is unquestionably true that nurses and teachers do often wear out after comparatively few years at their vocation, although of the majority the opposite is true. This merely means that conditions surrounding these vocations should be studied with a view to their improvement, if necessary, since we believe the vocations to be suited to women and women to the vocations.
Office work may prove an excellent training for certain phases of homemaking work. Neatness, accuracy, precision, the doing again and again of constantly recurring tasks, all find their place and use in the housekeeper's routine. The calm atmosphere of the well-kept office even when typewriters and calculating machines are rattling is a better preparation for an orderly home than the rush of the department store or the factory. Purely routine workers, who put little or no thought into their daily tasks, will enter upon homemaking lacking the initiative that homemakers need. But the able office worker is not merely a follower of routine. The greatest lack of office work as preparation for a homemaking career is that the girl's interests during so large a part of her day are led away from the home and all that pertains to it. She works neither with people nor with the things which go to make homes. Probably, on the whole, office work in a general way may be classed as a neutral occupation, which neither adds to, nor reduces, in any great degree the girl's possibilities as a homemaker.
Salesmanship for girls, especially in the great department stores of the cities, is a vocation of at least doubtful advantage for the home-minded girl to pursue as a step in her training for managing her own home. In the quiet of the village store, with few associates in work, and with one's neighbors and fellow townsmen for customers, salesmanship takes on a somewhat different aspect. But the city store means usually hurry, excitement, nerve strain, a long day, with quite probably reaction to excessive gayety and hence more nerve strain at night. It means spending one's days among great collections of finery which tend to assume undue importance in the girl's eyes. It means constant association with people who spend, until spending seems the only end in life. It means almost always pay lower than is consistent with decent living if the girl must depend alone upon her own earnings. And none of these things tends toward steady, skillful, contented wifehood and motherhood in later years. This question of underpaid work is of course not found alone in the department store. But, wherever it is found, we may be sure that it tends on the one hand toward marriage as a way of escape from present want, and on the other toward inefficiency in the relation so lightly assumed.
The factory girl is in many respects in a position parallel to that of the saleswoman. She earns too little to make comfortable living possible. She too must leave home early and return late, wearied by the monotony of a day in uninteresting surroundings, with neither energy nor inclination for anything other than complete relaxation and "fun." This desire for relaxation leads her often away from a crowded, ill-supported home in the evenings, until the habit settles into a confirmed disposition. This is a decided handicap for a homemaker. Coupled with the mental inertia resulting from years of mechanical work without thought, it provides poor material from which to make steady, responsible, efficient women. We have already noted, however, that factories differ widely. It follows of necessity that the girls who work in them come from their work with all grades of ability.
The actress, the artist, and the literary woman are usually spoken of as far removed from the true domestic type. This I cannot believe to be true, except in individual cases. All these women, as makers of finished products, stand far nearer to the traditional type of woman than many others we might name. The life of the actress tends more than the others perhaps to break home ties, but in the case of real talent in any direction ordinary rules do not apply. The actress, the artist, and the writer are much more likely to carry on their work after marriage than the teacher, the office worker, or even the factory woman. Many of them succeed to a remarkable degree in doing two things well. Many more, of course, are less successful, but we must not overlook the fact that the failures are more noised abroad than the successes.
It is a matter for regret that most women, upon leaving an industrial career for marriage, drop so completely out of touch with their former work. In the case of the untrained woman, who has received little and given little in her work, it is a matter of no moment; but when years have been given to skilled labor, it is economic waste to have the skill lost and the process forgotten. Many times the woman finds herself after a short life in the home obliged to earn a living once more for herself or it may be for a family. She returns to her teaching or her office work or a position in the library; but she is no longer, at least for a considerable time, the expert she once was. Why should not the former teacher keep up her interest in educational literature and the new ideas in what might have been her life work? Would it not be well for the one-time stenographer to keep a gentle hold upon the quirks and quirls which once brought to her her weekly salary? A young mother of my acquaintance who was a concert violinist of much ability has found no time for more than a year to practice, "since baby came," and thousands of dollars spent in making her a player are being thrown away. To some this might seem the right thing. She has found "the home her sphere." To others it seems a serious waste. We advocate often that the middle-aged woman who has reared her children should return in some way to the work of the world outside the home. In the case of the trained woman her training should be made of use in such return. She should, however, beware lest her tools are rusty from disuse.
We may not perhaps leave the questions involved in a discussion of vocations as they affect homemaking without noticing that certain occupations are considered especially dangerous to the moral stability of girls. Nursing, private secretaryship, and domestic service present dangers in direct proportion as they bring about isolated companionship for the girl and a male employer. Girls must not enter these employments without the knowledge of how to protect themselves from lowering influences.