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THE EDUCATION OF GIRLS

1. Discuss the following: “Girls who graduate from college and from the high school have, as a rule, little interest in home-making.” Is there any direct reliable evidence bearing on this problem?

2. What subjects ordinarily taught in the high school are, when pursued with understanding, of marked service to a girl who is required to manage a home. Show just how these studies may be of service to her.

3. Write out a statement showing what “making a home” really means, or ought to mean.

4. Should a girl while in the elementary school pursue studies different from those pursued by the boys? Why? Discuss this same question in respect to the work of the high school.

5. Point out the advantages and the disadvantages of coeducation in (a) the elementary school; (b) the high school; (c) the college.

6. Would it be desirable in an ungraded rural school to attempt to give the girls a somewhat different training from the boys? Why?

7. Should the elementary school endeavor to prepare a girl for other duties and responsibilities than those involved in making a home? Be specific. What should the high school do in respect to this matter?

8. Show in what particular the "highly educated" women in the community in which you live are better adapted to their environments, physical and social, than those who are not so highly trained. Are the former more contented with their lot than the latter? Are they of greater service to the people of th community?

9. What seem to you to be the effects upon the health of women of high-school and college education? Exact data are needed here, if you can find them.

10. Do you think a girl should pursue any study simply because of the mental discipline she may get from it? Is it any different with a boy?

11. Show how some or all of the following studies may be made directly applicable to the special needs of girls: Latin; botany; chemistry; physics; rhetoric; civics; geometry; English literature; French; bookkeeping; typewriting.

12. Is drawing a valuable study for every girl, even though she may have no particular talent in this direction, or may never produce anything of value in this line outside of school?

13. According to your observation, are girls who study domestic science in the high school more helpful at home than those who do not study it? Do they grow to like house-work on account of this training?

14. Has the introduction of domestic science in the schools helped to solve the servant-girl problem? Has it raised the social status of those who do housework?

15. Discuss the plan of having a course in millinery given in every high school in connection with work in sewing.

16. Ought there to be specially prepared text-books for girls in such subjects as chemistry, physiology, and physics?

17. Comment on the following. (Tyler, Growth and Education, p. 172.) “The teachers in our women's colleges are learned, intelligent, very highly cultured, and ambitious. They have been eager to prove that the average woman has more intellectual ability than any man. This question any man of any experience will unhesitatingly and emphatically answer in the affirmative, without the evidence of a college diploma or degree of Ph. D.

18. In certain government schools for Indians, sewing-machines are but little used, improved laundry apparatus is employed for only a part of the washing, and cooking is done on old-fashioned wood-stoves instead of up-to-date ranges. Is this condition, a result of lack of funds in some cases, a very great disadvantage to the pupils ?

19. When a school man says that one of his primary aims in the teaching of household arts is the securing of direct vocational efficiency, is he in accord with contemporary educational thought on this subject?

20. If you were in charge of a system of schools, would you hold public graduating exercises and grant diplomas at the completion of the eighth grade? Would you have graduating exercises in the high school? If so describe any rules or regulations you would make for the control of excessive expenditures for dresses, etc.

21. How would you deal with the problem of dancing on the part of girls who are students in the grammar school or the high school? Would you limit the number of "parties” a girl might attend during the school year? Why? How?

York Public Library

WESTER BRANCH,
1403 AVENUE A.
CCULATING DEPARTMENTS

REFERENCES FOR READING

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