THE GIRL AND THE BOY

Dominion, Volume 13, Issue 144, 13 March 1920, Page 7

THE GIRL AND THE BOY

; —*. . ... EDUCATIONAL 'PROBLEMS. /' In connection with the W.C.T.TT. Convention, which is being lield in Welliristoh, Miss Aitcheson and'.Mr. "Parkinson' pave addresses last drajirig'in .Wealey Hall bearing upon educational 'matters arid ideals. : Mrs." Crabbe.,presided, and in introducing the speakers referred ti) the',keen -interest' and 4, sympathy tli'o union felt'for all"things that'made for educational reforms. :• • '

The Adolescent Girl. , Miss/Aitcheson, who took for her subject. "The Adolescent Gill and her. Needs,-' said ' that the .world, was .recognising that .the hope, of-the future-lay. in an educated-, democracy. -One - of-the-, 'ideals-that the .teachef was-.aim-ing at. was .that shet should..be regarded Rsflie school' mothmv *n<l-to c.arry- that ideal out fully ,the co-operation was needed of the- teacher arid the parent on ; behalf of the child. The- adolescent girl was in dire need of mothering, of counsel and of sympathy. She- needed the provision 0.f.. hostels, .of. social, club centres, of educational - interests, arid' to bring, these about the co-operation of. all women jrhs wanted.-' Unfortunately Hfofteh happened that these girls .were.' left to; (he 1 ' casual influences of the .outer world. In. bqliool • they had tonrßanionship,. work, and .all kinds'bf mental and!.uftysi.-' cat exercises.. Out of it, ; their.education, was still going ..on; for life was..coritinuv ally teaching individuals, but what, were they learning? What were people doing, for tiiem?- Miss Aitcheson divided these., girls into four 'classes.. There were.thosp who .stayed at .hoiriej . and .ivhose'homes, prpvided good influences; tJiereTj-.ere. thosewnose home influences . were inferior;! there were those who left their homes. to_ • go -backwards and forwards to-their work" rtay by day; and\there were those-.who -left the neat altogetherin search , of work. What .wm-happening <o them?. So far as i the girl in a"good home wa9 eoncernedj-"she\ wiis sWI cgettin'KvS,7&ood , educafioii, being '.moulded: by. home influences. The others were hardly so fortunate. " The influences brought to bear

upon tfie f girls comins from inferior ' ' homes gave them no chance of development.' andy'left them' the - prey ,to moral and,physical : >dnngers.' - All girls had the light to good education, and,.whether , they came -from -better .or inferior lioihes 1 they were called upon -later .on. to de- . tide issues-_of '.grave-hioment.' to their country. Miss Aitclioson contended that not enough was Mng done-•,for -~them. There were no club : centres'-'where, they could' go and hear current events (lis- . cussed,, where• they "could ' learn--some-thing >of the great industrial- questions with which the future of-their country was so closely allied, nothing that wohld stimulate interest; in community life, so .what .could be-expected-of .'them?- '■'■ ■ Miss Aitcheson also'spoke'of the great class of girls who left their homes altogether iti their search' for work,' and sheltered where they could. In this city they constituted a', largo class. Alone, ekeing'out a "lifing'on a. small salary'' forced to live' in one ■'•room where ; they r ate,'slept and. entertained as best they i could, not even--sure of how .long'they would be' able to ' keep theii-" rooiii' in present conditiqps—what'was lieing d6ne for them? Living trader' such co'ndi-"' tions;' often ; underfed, -often physically worn out, their moral sense-was liable . to.become' clouded, - and'it'ivas for these girls that hostels-were needed-. Miss Aitcheson considered that this should be the work of the '{big city, .firms who "employed so many, of these girls and who made such High dividends by their 'labours. They should provide, as well, clubs, and even community, kitchens, just as was done in England.'..' Other things that Miss Aitcheson Advocated .were better 'housing conditions, ami more recreation. She considered that an extension Of the educational'age was impcrative. ;

The School of .the Future. / Mr. Parkinson read a-.paper, describing the school of the Ho expressed great appreciation on behalf of: the Teachers' Institute for tho keen interest and practical help which tho W.C.T.U. was giving- to the . cause 'of education. Referring to the, words spoken by tho Prince of Wales at ;i recent gathering at. Home,. "that every ■ child should :bo given a sporting chance," he said that if the futur? of- the world l«y with the. child, they had to see to" it.that-ho was given every .opportunity commensurate with that future. If the social and political future of the country were to be entrusted to him, it was imperative.that h3 should be trained for that, work. In all schools, , the first consideration should be to .provide for tho physical well-being' of the. children. It Was not good policy to think ;only of the mental side, with no consideration for the physical structure. The day was coming when it'would be considered n crlmo against youth to placo it in unattractive surroundings. 'There 'were schools to bo found which wero not lit places for children to spend so much of their, life-in. ' There were laws' which, protected the-factory worker from being forced to labour in unhealthy and insanitary surroundings, tho temperature in shops must never bo allowed to' go below 1 - a certain point, and' yet there were no such laws in defence of tho children. Legislators ' must bo 'forced to remedy theso conditions. It would cost-money, but children were of more, value than money. They must seo to it that their whools -were attractive-places, with pleasant T.hoy must have nmplo space for play. Games' provided a powerful training for character-build-ing. They developed endurance, fair play,- individuality, - and initiative. ' In th* future small classes would be the rule, and no point needod stronger' emphasis than this.', Tli'o small class was the solution of many problems, and with them instituted the probleiA of the Iwck-,-ward child would.be eliminated. Thev gave opportunities for the development of individuality, of originality, and ■of self-determination (within limits). I'f tho child was to develop-what-was best in him. the sohool must afford-..him those facilities for study which would bring the best results. . Not only should literature ..be taught, but soience, tho arts and craft', and many other things. Workshops should be supplied. Accompanying these optional studies thno should he definite courses of study ,to -. eauip Hie futlire citizen for his place in cbe pnlitical, sooial, and ewiiomio of the country,-