be prepared for a double vocation, since it is a
question whether or not they will become homemakers, and they must at
all events be prepared for the years intervening between school and
home. On the contrary, the education which prepares the homemaker will
exercise special care in training for those intervening years, or for
life work if it should prove to be such. Of all distinctly vocational
training, it is only fair, however, that the homemaking training
should come first, as a foundation for all later work. Whether the
girl thus trained ever presides over a home of her own or not, the
training will have made her a broader woman and a better worker, with
a finer understanding of the universal business of her sex.

FOOTNOTES:

[Footnote 6: Oppenheim.]

CHAPTER VIII

THE GIRL'S INNER LIFE

While we are occupied in teaching the girl the "ways and means" by
which she is later to carry on the business of homemaking, we must not
overlook the fact that, although ways and means are vitally necessary,
it is after all the spirit of the girl which will supply the motive
power to make the home machinery run. With this in view we must so
plan the girl's training as to secure not only the concrete knowledge
of doing things, but also the more abstract qualities which will equip
her for her work.

False ideals and ignorance of housekeeping processes are responsible
for thousands of homekeeping failures; but lack of fairness, of good
temper, patience, humor, courage, courtesy, stability, perseverance,
and initiative must be held accountable for thousands more. For these
qualities, then, the girl must be definitely and painstakingly
trained. In other words, we must work for the highest type of woman,
spiritually as well as industrially.

It may seem that definite instruction in such abstract qualities as
good temper or stability or fairness is difficult or perhaps
impossible to Secure. Since, however, all the girl's intercourse with
her kind affords daily opportunity for practice of these qualities,
instruction may easily accompany and become a part of her daily life.
The lack of these qualities handicaps the girl even in her school life
and shows there plainly the handicap that, unless help is given her,
she will suffer for life.

Her school work offers ample opportunity for the cultivation of
patience and perseverance. Teachers must combat vigorously the
"give-up" spirit, and the troublesome "changing her mind