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and (hey work after they are married until they have children. As soon as they feel the children are able to take care of themselves the mothers go to work again. This poses not only a family life problem but also a labour problem. Married women going into the labour market are usually untrained. inexperienced and in the low wage bracket so they are often Working ill blind alley jobs where it is difficult to find what their euâ€" pucity is. What is this going to do to the status of mmen? As the husband is and naturally must he the chief income earner. women's gainful em- Hilwi-nent must have a high degree of mobility. that is, her training should be in work she gun 'll'liJ wherever her husband's job may require the il'l'llly to live.) This will be truer in your fire ‘Lln in mine. ‘Then. too. the fact of women imping in and out of employment indicuics that rare should be educational assistance such in fresher courses for a woman at vnrious times her life and that she should h: willing to irn. flexible and adjustable to chunge in the vocational side of their life homemaking, The theme of at recent conference of women tit Cornell Llnivcrsity \\tl\' “Live duncei'oiisli." drop» ptnglt‘udlllonttl with when they ilo not. {it new conditions. A better theme for its mieht he "Let us live courageously." Lel us he prepared to do our com thinking. to do it good ioh, and to dis- cern the RC“ unil iinmpcctetl. tindcrx‘tunding what \i‘t‘ see. us well its in her We pm) you \\lll not have :1 hot \\;II' to em- perienec iind lilill. along Hill] the rut of its you “ill guln the courage to lixe “llll n cold wur. \OLI \\|ll |i\c in :i complicated world and it will come right into _\0lll homg, Ehii it the \iorlil is tit pence your life LlllCilkl hux iirikiioun potential. \Inipl} melting In the opportunities lot props rcss. l ill‘l‘l \LII'L‘ ioii L‘l‘lL‘l't'xll d\ I do the heritage of good (lnturio \lalntl-llll'm “liner: 1 ll.‘l\\‘ seen etlti~ ciilion in mum places I .iii‘i continual ot' the fine educational lrlL‘lllllL‘N iii Union“ and ol‘ the C\ccllcni:e oi ll\ people. Survey Studies the Family N THE Survey studying Farm Homes and Homemakers, conducted for Home Economics -Service by Dr. Helen Abel]. Economics Divi- in. Canada Department of Agriculture, one of i: questions asked was “What do you consider ist important in raising a family?“ Following 1' some of the findings: I. Almost half of the homcmzikcrs interviewed 5% of 346) mentioned the cmrillunul .ict'm'iry of r children. l‘his was expressed in such terms us: “An ut- iisphere of love, or of security or of aii2cti'on.” lefi time to answer questions." “Spend time ih children." “Understand children.“ “Keep am happy." “Trust and co-operation." "Security -l encouragement.” “A home life with parents in ' "Do things together as a family." "It is im- mm to understand that each child is dif‘ 'cnt." “Husband and wife should share in rais- 1 children." “Identify yourself in your childfi member what you did at the same age.” 3- Two-fifths (40%) emphasized t‘htll‘lit'lt'l' dc- hapmwu. this was expressed in such terms us: “Teach ieipline so that the child can take orders when grows up." wTeach the child to be indepenv .nt". “to respect elders". "to be patient." "Teach iildren to live for their work." "to give and tile." "to think for themselves.“ "Give the child \ponsibiiities.“ “Develop judgmentâ€"good com- iun sense.“ “Let children think for themselves." 3. Almost one-third (3 | %) stressed llii' pliyiit‘al ‘1’ nmzerizil welfare of children. This was exâ€" «eased in terms such as: “Keep them well fed «id/or clothed and/or healthy." “Have adequate Van Space." “See that they have lots of rest." "iive them a good living standard." "Be able 10 i nanee their Lip-bringing." 4. Almost one-third, (31%) stressed the impor- FALI. 1960 liInLL‘ ol- mom! Iiilll 41F \f’lllll’dili ijiiiiliiicii ill iliil~ .li'i‘it. 'l’liix \\.i\ mow-sud .i». "liiipui‘l to the child :i sense iii \tllllt'\. \iicli .h 'ilit' llitlllt‘l'l iiiIc'.” "It-itch child to know right lioiii Home" ‘to ll\'L‘ loi‘ \Uiitcunc L‘lN.‘ licvilu llltll\t‘ll ” “I 'll tuiilliiicss." "Icicli l]tll]t“i|\ " "St-I ii lIllllll mummy." "(rive religoiix liti‘iiiiig." ll.‘i\r' .i timid (ll|l\lltl1llllll'llL‘." ’.\Liciiti;iiit‘c :it church and \iiiitliiv School." it. Altitod oiic-Liuuilci. (li'r l slit-axed l‘l’Hl‘ll' ii'uii. Mod ol' lllk'\t.' utiincii \llt‘xst‘tl Ilit' llll|lilllitthL‘ ol' l'ornitil etlzicuiioii in lL'lIl]\ such its "Mule Mlle they get it good education." iii "l N lllL'lll no In school long enough" \onic \llL‘\\£.'ll lllL‘ impin itinec oi peiwniil eiluciilinii iii the lioutt'. o. About onesiuli, il7'.i L'll|]‘ll.l'~llt‘ll the iniâ€" ptirtiince of [hr min] (ll‘l‘i‘li'f‘lrll‘ll‘i it! iliilu'ii'ir. Till“ um L‘\['llL‘\\k‘il I'll lL'lll|\ \lth ;i\. "l'cuch children to out alone. \iiili other people" "Help them to tlcicliip .iii |lll'L'|t.'\l iii _\oiith )1lllll11\ such :is 4H.“ "l ricoiituitc llIL‘lll in in: out till lllL‘ll' own with other people" "Ii-itch lllL'lIl (wont-ration with others." "to he siit'iiililt'.” "to lit- liii-udly to till." "Iii l1;i\c good “mum-ix." “to he considerate of others,” 7, A loo, il‘ii \llL'ssul the iniporltincc of f‘l'l'f'tll’illL’ ilii/tlirii lilf Illi'll mfiill iiriii/Iriiiiuml Iii/m. Thh mix spuclilt‘tl its "lunch girl» to he homeâ€" 111.! um." “lL‘ilL'll hots luiiuuiu,” "trite linuiicuil ii‘uininu,” "tench children itllilll! lllllll lilL'.” "lhexe, llii'iif' LllllLlIlllL'\ l)i. .\licll. “:iie the minor. “hi-h CKI‘IL'I'lL'IlL‘t‘Il Liini \s-oiiicii iii Ulllll‘l’ll) lrrlklu he» inn-.i Iti‘lpilrliifll iii i;ii~.iii-~ .i lumily. Th \ A lhc “lim- \li'slk‘lll Iii' \'.lllt.'l1 Loni children cu hi.- lL‘.I|L'l unit l7\' which iiiiiiiy .tlL‘ lit:ng l'slll'Ctl to [lIL' ctcdil of their lumilics. 13