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The ideas expressed in a variety of sources align with the concepts of childhood that have been identified as prominent throughout the early twentieth century. Camps were a place where children could develop under supervision and authority with a learning-based plan. Working alongside the growing importance of compulsory schooling, camp became a vessel for control of childhood year-round. Yet, young girls still found themselves in communities where they could learn to be themselves, conquer challenges, and set goals based on the role models surrounding them.

There is still so much more that can be researched in the beginnings of girls’ camp. It would be interesting to look at when racial integration at camps began, and how different camps were for white girls versus children of color. Another path could be to deep dive into welfare and reform camps and how they differed from more privatized and wealthy organizations. Many more factors such as location (northeast, midwest, southeast) or age could be further developed into more detailed projects of their own. Graham sums it up best when she says, “to live in a congenial group of one’s equals, to make new friends, to play, to achieve new skills- such things may be a great experience” (Graham, 1933, pp. 100). Despite the fears and control that fueled summer camps, the community and opportunity allowed for young participants to flourish and have fun.