matter. For years, and in fact until very
recently, the whole tendency in education for girls has been toward a
training which ignores sex and ultimate destiny. The teachers
themselves were so trained and are therefore the less prepared to see
the necessity for any special teaching along these lines. They may
even resent any demand for specialized instruction for girls.

Yet we are confronted by the fact that the majority of girls do marry,
and that many of this majority are woefully lacking in the knowledge
and training they should have. Nor are these girls exclusively from
the poor and ignorant classes. There is no question about the
responsibility of the school in the matter. The state which "trains
for citizenship" cannot logically ignore the necessity for training
the mothers of future citizens.

"While I sympathize profoundly with the claim of woman for every
opportunity which she can fill," says G. Stanley Hall in
_Adolescence_, "and yield to none in appreciation of her ability, I
insist that the cardinal defect in the woman's college is that it is
based upon the assumption, implied and often expressed, if not almost
universally acknowledged, that girls should primarily be trained to
independence and self-support; and matrimony and motherhood, if it
come, will take care of itself, or, as some even urge, is thus best
provided for." This criticism, of existing educational conditions is
quite as applicable to schools for younger girls as to those which Dr.
Hall has in mind. There is no reason why both school and college may
not fit girls for a broad and general usefulness, for "independence
and self-support," and at the same time give them the training for
that which, with the majority already mentioned, comes to be the great
work of their lives.

Through all the lower grades of school life, and to a certain extent
through the whole course, the methods of instruction used will be
largely indirect. The child will-seldom be told, "This is to teach you
how to keep house." I can think of no field in which this indirect
method will produce greater results than the one we are considering.

[Illustration: Montavilla School garden, Portland, Oregon, where boys
and girls raise vegetables for serving in the lunchroom. Here the
science of growing things is taught as part of the "training for
citizenship"]

[Illustration: Lunchroom where vegetables grown in the Montavilla
School garden are prepared and eaten]

[Illustra