tion: Photograph by Brown Bros.
A model school home. One way of teaching children how to "keep house"
is by means of the model home where they are given instruction in all
the duties of the homemaker]

The teacher, in most cases, must begin her homemaking training by
realizing that her own example is by the very nature of things opposed
to the homemaking principle, the unmarried teacher being the rule in
most of our schools. Her first care, then, must be to counteract her
own example. Her references to home life must be always of the most
appreciative and even reverent sort. If, as is quite possible, she
comes from unsatisfactory conditions in her own home, she must be
doubly careful lest her prejudices be passed on to her pupils. She
will find ways in which to let it be understood that her ideals of
home life are not wanting, although she has not as yet--perhaps for
some reason never will--become a homemaker. I have sometimes thought
that teachers, in their effort to impress children in more direct
ways, lose sight of the great effect of their unconscious influence.
After all, it is what the teacher does, rather than what she says,
that impresses; and what she _is_, regulates what she does. The
teacher must, therefore, have the right attitude toward homemaking and
domestic life. It may be of the greatest value in determining the
force of her influence in this direction for the children to catch
intimate little glimpses of her domestic accomplishments, of her
sewing, or of her cooking, or of her quick knowledge and deft handling
of emergency cases. The teacher whose influence is felt most and lasts
longest is the one whose "motherliness" supplements her academic
acquirements and supplies a sympathetic understanding of the child.

[Illustration: Canning tomatoes at the Montavilla School. In such a
class the mothers of future citizens are given training in one of the
fundamental needs of the home--scientific cooking]

[Illustration: Lunchroom where children benefit by the scientific
cooking of the vegetables they grow]

With innate motherliness as a basis, the teacher must build up a
careful understanding not only of child nature, but of man and woman
nature as the developed product of child growth. She must be a student
of the "woman question" as a vital problem, always recognizing that
the whole social structure inevitably depends upon the status of woman
in the world. She must face without flinching her responsibil