EDUCATION OF GIRLS

Dominion, Volume 9, Issue 2876, 14 September 1916, Page 3

EDUCATION OF GIRLS

DIFFERENTIATION URGED

COMPULSORY CONTINUATION

CLASSES

One of the most important subjects that has been considered by the Council of Education this session is the education of girls, with special reference to the differentiation in tho school work of boys and girls. A committee of the council, with Mrs. Talbot as convener, was set up at the first meeting of the council last year to consider the question during tho recess, and to report this session. The convener prepared a report setting forth her views on the subject, and this paper formed tho basis for discussion by tho committee preparatory to the drafting of,its recommendations to the council. The following report was finally submitted to the council and adopted :— Tho .general policy recommended is outlined in the three following suggestions :—

(A) That, recognising the value in the education of girls of those subjects which specially pertain to women's life work, this committee affirm in general the policy that the timo has come when more differentiation in the education of girls and boys is advisable. '(B) That, with a view to more definite work in character formation, somo change should be made to allow women teachers more opportunity for tho personal guidance of girls. (C) While drawing attention to the need for that kind of education which fully recognises tho development of the womanly qualities, this committee' wishes to ensure for girls opportunities for even fuller development of their individual mental powers and the recognition of the ' importance <if tho humanities.

Detailed Suggestions. Tho more detailed suggestions of tho committeo are as follow: —

(1) That with a view to providing a more fitting educational equipment for girls, the programme of instruction in primary schools should be differentiated from the third standard upwards, and that girls ovor ten years of ago should bo taught, for the'most part, by women. (2) That in tho interests of the education of girls, in all primary schools where it is possible, .an oxporienccd woman teacher should have'a defined status in the upper department of tho school, and that tho school be so organised as to giro her time and opportunity for general supervision and tho special teaching of the girls. (3) That in order to bring tho school and homo into closer touch with each other, the Education Department's medical officers bo instructed to cooperate with teachors in arranging for addresses to mothers at suitable times at tho schools. (N. 8.: This is done already in somo instances.) (4) That it is in tho interests of the wider education of girls that women inspectors should bo appointed for primary, secondary, and. technical schools. (5) That all girls between 14 and 17 years of ago who aro not attending high schools, district high schools, or technical high schools, or their equivalent, should ho compelled to attend continuation classes during- tho day (unless that is found to bo impossible), and in cases where they are employed during the day that the omployers should givo time off to the extent of at least one half-day a week. (6) That in general girls should complete their primary school courso before entering on a secondary or technical school course. (7) That wherever possiblo in secondary schools girls and boys should bo taught separately. (8) That in tho secondary education of girls, while making provision for wide rcadiijg in such •subjects as English literature and history, for suitable work in scienco, and when a foreign languagois taKcn, for such methods of treatment as may enable tho pupils at least to read the language, their secondary course shall include in all cases vocational training bearing on homo life. (9) That every secondary school should appoint a medical officer, one of whose duties should be to make a medical inspection of the girls. (10) That secondary school principals should co-oporato with the mothers of girls by arranging meetings where mattors concerning the home lifo of the school girl could he considered. (11) That for the purposes of university entrance scholarships . the intensive study of more than two of the subjects to be taken should not bo required by the university. (12) That the programme of work for women students in the teachers' training colleges should provide for a substantial amount of training in home science, and on those subjects directly bearing on social well-oemg and knowledge of child life. (13) That there should be women representatives on all bodies dealing with education.

This report, it is pointed out, aims at modifying and improving the present system of education rather than at suggesting any revolutionary change. The reasons for desiring a differentiation in tho education of the boy and girl are: (1) Their work in life is different, and the knowledge and, training that each will require in preparation for that work will therefore he different ; and while both may bo taught together up to a certain stage, it is felt that differentiation should begin sooner and he more marked than at present. (2) Their mental capacity and physical strength aro unlike; the boy is more original, tho girl more imitaj tive, and there is more danger of the girl suffering from overwork. (3) There are many subjects essential in the education of/both—their duties in life, their knowledge of life—which must he explained gradually and wisely to both, which cannot he treated if tho two aro taught together, and which must be given to the girl by a woman. (4) Tho upper girls of the primary school require a training in womanly qualities, and should therefore bo under the influence and training of women. (5) The quality of adaptiveness is far more necessary in the girl than in tho boy. Tho latter may bo trained from tho beginning with some dofinito end in view, but a girl never knows what life may bavo in store for her. It is recognised that already there is considerable differentiation in the education of boys and girls in the upper standards of the primary school, when the girls aro generally taught cookery, needlework, hygiene, and genera) housewifery, wbilo the boys take woodwork, agriculture, and other branches of science. It is contended, however, that more might bo done in this direction, and that in more schools the girls of tho two or three upper standards should ho taught by women. This arrangement is already mado with advantage iu somo schools, and gives the opportunity for the introduction of a greater differenco in the subjects of instruction, and for tho placing of the girls under an experienced woman teacher whoso influence must tell on tho after life of those committed to her care.