e which approximate the ideal. Perhaps she has
grown up in such a home. More probably she has not. If not, it must
then necessarily follow that the lower have been the ideals in the
home where the teacher had her training, the more she should see of
other homes, and especially of good homes. Her whole outlook may be
changed by such contact; and with her outlook, her teaching; and with
her teaching, her influence.

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

ESTABLISHING 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 analyze 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,
ho