FEMALE SCHOOL TEACHERS.

Observer, Volume 5, Issue 117, 9 December 1882, Page 198

FEMALE SCHOOL TEACHERS.

(contributed.) These are few things connected with our Colony of which colonists are more justly pi-oud of than that of our common school, or primary, system of education. It is one of the few enactments for which our legislators deserve unqualified praise, and undoubtedly the system is calculated to elevate the mental tone of the whole community, although the benefits derivable are not likely to be realised to their fullest extent for many years. A visit to any one of our town public schools will convince the most incredulous of the advantages afforded to the present generation of both sexes in regard to instruction and training compared with what was in existence a dozen years ago. School buildings of some architectural pretensions ; classrooms large, lofty, and weli- ventilated j walls adorned with maps, pictorial plates, and furnished with' all the appliances required to enable the teacher to do her work with facility ; crowds of children, clean and neatly dressed — their parents' joy. Knowledge to their eyes her ample page does now unroll. These are the scenes which must gladden the heart of all ; and since all, rich and poor alike, help to maintain and promote these, all may take a delight and pleasure therein. Out of a population of 400,000, New Zealand has 80,000 children attending her public schools. Certain causes produce certain effects, and we may rest assured that such a system will produce considerable changes in the future colonial society. There is one aspect of the case, however, which has not received much attention, in which the social effects are likely to be more immediate. I refer to the occupation of women as teachera, indiscriminately, of boys and girls. In the various schools of the city, nine-tenths of the whole staff of teachers are women. Perhaps we ought to say ladies ; but the fact is, that the great majority of these sweet instructrices are mere girls, and we "must risk our reputation for polite- I ness and gallantry in the cause of truth. There are comparatively a mere sprinkling of males — a few thorns in this posie of roses. I have looked at this fact from all sides — top side and bottom side, front side and — well, we haven't succeeded in solving the problem. In fact it would appear that our educational system, at least in Auckland, will be in the immediate future in the hands of women. " A monstrous regiment of women," as surly John Knox calls it. There are at present about 260 women (including girls) employed as teachers in this district, few of whom are the wives of male teachers, and this does not include sewing teachers. But the most ominous fact is, that out of a total of 130 pupil teachers — the hope of the future — about 110 are girls; There must be something in our social environment to

account for this, for, surely, it cannot be conceded for a moment that women are per se preferable as public school teachers to men. We notice also that there is a considerable disparity as between Auckland and other districts in this respect. For instance, in Otago of the pupil teachers there are nearly as many of the one sex as of the other ; in Canterbury there are three times as many females as males ; while in Aiickland the girls are eight to one. We have great faith in women in the abstract, especially some women ; but we candidly confess that we have serious doubts and misgivings as to her having almost exclusive control of the teaching of " our boys," and we might add girls. Teaching, if well done, is hard, intellectual work, and, apart from certain lady socialists, few women are capable of such, especially young ones ; indeed, Ido not think it is good for them. Certainly the subject is one which affords a good deal of room for speculation. Thus, if women are considered competent by public authority to conduct and instruct classss of from 30 to 50 big lads, which is frequently the case, then I do not see on what pretence they can be excluded from any professional employment whatsoever. Why should there not be regularly consecrated clergywomen, lawyeresses, and even — oh, Jupiter ! — editresses. Just fancy a lady editor of our popular newspapers ! My own experience inclines me to think that there would be considerable squalls at times, especially in the small hours of the morning. However, I cannot but think the encouragement given to young women to become teachers should be limited, and, if necessary, more attractions held out for young men to enter the profession. As a matter of fact, most of these young women have no intention to devote their lives to the arduous work of teaching, and in the nature of things such cannot be looked for. There is besides another view of the question, and that is, that a considerable number of these young misses are doing irretrievable injury to themselves. The mental culture received, ' if it can be so termed, is more than counterbalanced by the physical derangement consequent upon this continued mental strain, just during those years — 15 to .20, — when mother nature is developing the girl into the woman. A few glances at the classes attending the Training College show what I might have expected. Pale, worn, tired, though earnest-looking faces, weak and unhealthy looking frames, for the most part, tell their own tale. The complaints lately heard of so many absences tl trough sickness point in the same direction. Mr Laishley thinks that enervated bodies indicate flaccidity of mind ; but it is more likely that the enervated weak body is the effect of too great mental activity. I strongly deprecate the indiscriminate employment of young women as teachers, both in their own interests and the educational interests of the community.