PREJUDICES.

White Ribbon, Volume 24, Issue 277, 18 July 1918, Page 1

PREJUDICES.

(By N. E. Coad. M A.)

‘‘Man’s prejudice i'' of the Mind, Woman’s of the Heart.*’ Hon. T. M. Wilford. i. “That Domestic Science should be the predominating subject of study for all girls in secondary schools.’ This prejudice is very firmly established, for it has recently received official sanction by means of regulations, which makes a stiff course in Domestic Science compulsory for all girls in secondary schools. To coni-

ply with the regulation, a girl must spend at least a quarter of her school time at this work, and just lately we have seen the brightest girls in a large school being compelled to drop botany in order to learn dressmaking. The great pity of this is, that for dr°ssmaking, there are numerous opportunities after school life is over, but for botany this is the only chance of a life-time. The intentions of the authorities, of course, are excellent. But that is nothing, for good intentions can bring disaster. Remember the little proverb about them. Some educationists we know believe that this scheme will “save the babies, produce excellent dinners for happy and healthy husbands, solve the servant problem, and stop all youthful immorality.” In short, it is a panacea for nearly all of the social sins among our young people. Certainiy this is a glorious vision, and there is only one little limitation to the whole scheme- very small account has been taken of the girl herself. as to her nature and her needs. For instance, for boy educational practice now inclines towards giving to them freedom to work along the lines of their particular aptitudes. Should not this be the rule for girls, or are we to assume that nature has cast them all in the Domestic Science mould? Mothers and fathers with daughters whom you wish to be trained to earn their own living, what are your views on this matter? 2. “That Wealth exalts a Nation.” This is a good old British prejudice. Why is it ih.it British Governments and the British commercial classes have always opposed a liberal educa-

tion for the masses? Read the history of educational reform in England, and you will see this opposition written large on every page. And today the British Empire is only reaping what it has sown in regard to the masses. In spite of oui boasted democracy, the people are still looked upon as money-making machines, and their health, happiness, and welfare must be subordinated to high prices for butter, meat, cheese, or any other commercial commodity. The question is: Will this Policy Pay? Read the history of old civilisations, and one sees that this spirit drives a nation sooner or later on the rocks. It will drive the British Nation op the rocks if it is not arrested. Our Empire, of which we are so proud, will stand the shocks of time not by the means of silver or gold, but by mans of the character of its people. Now, does our New Zealand Government ever adopt this point of vi'w in dr ding with the Education Estimates? Does Cabinet ever consider, when an Education grant ij asked for, that the future security of New Zealand will depend on the social intelligence and health of its people? If so. how do you account for the present plight of our Educational institutions, of the “dying’’ condition of the teaching profession? Parents, educational reforms are in your own hands. The welfare of your children and* the fate of this Dominion is in your own hands. This is your responsibility. What are you going to say to our Government at the next general election? In giving your vote, wrhich will you consider the more important, the monetary wealth of the nation, or its social and civic health ?