THE EDUCATION OF GIRLS.

Manawatu Herald, Volume XXXVIII, Issue 1613, 21 September 1916, Page 4

THE EDUCATION OF GIRLS.

the mot her of girls hy jimtnging meetings where met tors eoneerning the home-life of the school, girl could h(! eonsiderCONTINUATION CLASSES. | etl

WOMEN TEACHERS

(11) Thai for the purposes, of universe 1 entrance scholarships (he inleiisive study ol' more than two ol the subjects to he taken should not lie required hy the university. (12) That ' the programme of work for women students in (.he teachers’ training college should provide for' •> substantial amount of training in home science, and on those subjects directly bearing on social wellbeing and knowledge ol child life. (Id) That there should he 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 suggestiing any revolutionary change. The reasons for desiring a differentiation in the education of tin* hoy and girl are: —(1) Their work in life is different and the knowledge ami (raining that each will require in preparation for (hat work will therefore lie different ; and while both may be 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 are unlike; the hoy is more original, (he girl more imitative, and there is more danger of the girl suffering from overwork. (3) Then 1 are many subjects essential in (he education of both —(heir duties in life, their knowledge of life —which must be explained gradually and wisely to both, which cannot be treated if the two are taught together, and which must be given to the girl by a woman. (4) The upper girls of the primary school require a training in womanly qualities, and should therefore be under (he influence and training of women. (5) The quality of adaptiveness is far more necessary in the girl than in the hoy. The latter may be (rained from the beginning with some definite end in view, but a girl never knows what life may have in store for her.

One (if the* most important, subjects that has been considered by the Council of Ednention this session is tlie ednention of girls, with special reference to the differentiation in the 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 the recess, and to report this session. The convener prepared a report setting forth her views on the subject, and this paper formed the basis for discussion by the committee preparatory to the drafting of its recommendations to the council. The following report was linally submitted to the council and adopted: —

The 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 allinn in general the policy that the time Ims (‘ome when more differentiation in the education of girls and boys is advisable. (B) That, with a view to more definite work in character formation, some change should lie made to allow women teachers more opportunity for the personal guidance of girls. (C) While drawing attention to the need for that kind of education which fully recognises the development of the womanly 'qualities, this committee wishes to ensure for girls opportunities for even fuller development iif (heir individual mental powers and the recognition of the importance of the humanities. The more detailed suggestions of the committee are ns 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 over ten years of age should ' be taught, for the most part, by women. (2) That in the interests of the education of girls, in all primary schools where it is possible an experienced woman teacher should have a defined status in the upper department; of the school, and that the . school be so organised ns to give her time and opportunity for general supervision and the special teaching of the girls. (3) That in order to bring the school and home into closer touch with each other, the Education Department’s medical officers be instructed to co-op-erate with teachers in arrang-

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 are generally taught cookery, needlework, hygiene, and general housewifery, while (he hoys take woodwork, agriculture, and other branches of science. It is contended, however, that more might be done in this direction, and that in more schools the girls of the two or three,upper standards should he taught by women. This arrangement is already made with advantage in some schools, and gives the opportunity for the introduction of a greater difference in the subjects of instruction, and for the placing of the girls under an experienced woman teacher whose influence must tell on the after life of those committed to her care.

ing for addresses to mothers

at suitable times at the schools. (N. 8.: This is done already in

some instances.) ((-4-) That it is in the interests of the wider education of girls that women inspectors should be appointed for primary, sec-

ondary, and technical schools. (5) That all girls between 14 and 17 years of age who are not attending high schools," district high schools, or technical high schools-, or their -equivalent, should be compelled to attend continuation classes during the day (unless that is found to be impossible), and in cases where they are employed during the day that the employers should give time off to the extent of at least one half-day a week. That in general girls should complete their primary school course before entering on a secondary or technical school course. . (7) That wherever possible in secondary schools girls and boys should be taught separately. (8) That in the secondary education of girls, while makingprovision for wide reading in such subjects as English literature and history, for suitable work in science, and when a foreign language is taken, for such methods of treatment as may enable the pupils at least to read the language, their secondary course shall include in all cases vocational training bearing on home 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-operate with