The Stratford Evening Post WITH WHICH IS INCORPORATED THE EGMONT SETTLER THURSDAY, SEPTEMER 21, 1916. EDUCATIONAL.

Stratford Evening Post, Volume XXXI, Issue 46, 21 September 1916, Page 4

The Stratford Evening Post WITH WHICH IS INCORPORATED THE EGMONT SETTLER THURSDAY, SEPTEMER 21, 1916. EDUCATIONAL.

Recent changes in educational me-j thods, both in New Zealand and abroad, have been occupying a good deal of earnest attention lately, and will continue to do so. The Minister for Education lias no easy task ahead of him, but it is generally conceded that his attitude in the past and the indications he has given of the lines on which it is proposed to progress in the future, are generally in the best interests of the community as a whole. At the recent meeting of the Council of Education one of the most important subjects considered was lhal of the education of girls with ii "id reference to the differentiation

in the school work of boys and girls, j The general policy recommended by | the Committee set up 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 time has come when mere differentiation in the education of hoys and girls is advisable. (B) That, with a view to more definite work in character formation, some change should be 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 *n on-sure for girls opportunities for" oven fuller development of their individual]

mental powers and the recognition of tho importance of the humanities.'' The more detailed suggestions ask that from the third standard upwards instruction in primary schools should be differentiated, and that girls over ten years of age should be taught for the most part by women. It is strongly urged also that women representatives should be on all bodies dealing with education. This leport, it is pointed out, aims at modifying and improving the present system oi education rather than at suggest'ng any revolutionary change. The reasons for desiring a differentiation in the education of the boy and girl Pre: —(1) Their work in life is different, and the knowledge and training that each will require in preparation for; that work will therefore be different; and while both may be taught to-| gether up to a certain stage, it is felt that differentiation should begin 1 sooner and be more marked than at present. (2) Their mental capacity! and physical strength are unlike; the! boy is more original, the girl r ore", imitative, and there is more danger of the girl suffering from overwork.' (3) There are many subjects essential in the education of both—their duties' jn 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 the influence and train-, ing of women. (5) The quality of adaptiveness is far more necessary in tho girl than in the boy. The latter may be trained from the beginning with some definite end in view, but a girl never knows what life may have in store for her. The field covered is a very wide one and presents many| serious problems not the least of which will probably be that of finance.