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Updated: May 18, 2025
Marriage and homemaking, therefore, are no longer inseparably connected in the woman's mind. Girls are willing to undertake matrimony, but often with the distinct understanding that their "careers" are not to be interfered with. To them, then, marriage becomes more and more an incident in life rather than a life work. A typical tenement house.
The system will be complete when the girls get a bigger training in design by making more of the chairs, and when the boys get a bigger training in diet by doing more of the cooking. LAST month's article ended with the inquiry whether the new education for homemaking would clash seriously with the modern young woman's necessary education for money-earning. We conclude that it will not.
Practical use of the teacher's carefully worked-out theories will be made all along the line of the girl's, and to a certain degree the boy's, education. The indirect teaching of the primary grades will give place in the higher grades to more direct dealing with the science, or, better, sciences, upon which homemaking rests. The classroom becomes a "school of theory."
Along this same line, Dellenbaugh wrote of the southern Utah settlements: "As pioneers the Mormons were superior to any class I have ever come in contact with, their idea being homemaking and not skimming the cream off the country with a six-shooter and a whiskey bottle.
Education for homemaking necessarily implies teachers who are trained for homemaking instruction; and we may pause here to notice that no homemaking course in normal school or college can be sufficient to give the teacher true knowledge of ideal homes. She must have seen such homes, or those which approximate the ideal. Perhaps she has grown up in such a home. More probably she has not.
Marriage, homemaking, and the rearing of children are left entirely to chance, and so it is no wonder that humanity produces so many specimens who, if they were silk stockings or boots, would be marked "Seconds." The Bishop's cry has found many an echo: "Let us have more."
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.
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. Some girls are not fitted by nature to be homemakers.
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.
In one investigation of this sort they were found to have passed through six hands. The arithmetic class may pass upon the question of profits and comparative cost between this and the "producer-to-consumer" method. The art work of the schools may also contribute generously to the body of homemaking knowledge.
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