WOMEN AND NATIONAL EDUCATION

Dominion, Volume 12, Issue 91, 11 January 1919, Page 3

WOMEN AND NATIONAL EDUCATION

» SOME ESSENTIALS OF REFORM THE CAMPAIGN IN NEW , ZEALAND ["It is-because we feel that a nation cannot be greater than its frdu-, cational ideals that ,we are const a'oup, of our heavy responsibilities "as ■ teachers."] In her address to the animal ■■•conference of the New Zealand Worn? J, Teachers' Association, Miss E. A. Ch jplin (the president) referred to the pla £e 0 f education in the new era of ch fa derelojiment which will be opened up by the forthcoming Peace Treaty.,. "The war" ■ (she said) "'ias caused a great upheaval, effet /ts of which, are world-wide. Somnolen i nations have received a rude awakenu an awakening, we believe,, into a r /obler and more vigorous life. "W-e hav'j become accustomed ,to look upon, '/he war as evil unalloyed; bunt it may be that, even as gold is purifkd by iti'£, the nations will emerge from this sewiro trial with purer thoughts and J lighoi; Tho comradeship of ma n of varying creeds, colours, and tongii£ssip.en united from the four corners of the earth to fight against oppression ami vrrong—has done much to obliterate d lass distinctions; to promote a wide--wa rid brotherliness; to teach us the aiobilfirtj • of sacrifice; and we believe that fron i the ashes of the mighty holocaust -sill, arise a more glorious conception of ttj 3 principles of true national greatnei s. It is because we feel that nation (;annot be greater than its educational, id{ als that we are conkious of our heavy. i as teachers. "The eiluca.ti onal campaign which - has been.waged.daring the past year was an urgent necessity. The -wonder is that we waited so long before sounding the tocsin to adi ance. But if the truth , must be told, the war roused us from our sommotenqe and showed us our plain duty. In. tha past teachers were Overburdened by a. false senso of modesty and 'by a fear to overstep the bounds of professional etiquette. They -were afraid that if . the;r mmio known the needs of i the schools, "their motives might be mis-- . construed. Now and again, indeed, a voice was heard, but it was as of one crying in the r?vild.erness. But that spirit of unity- whiifh. .'is every-year becoming a) more poweitfu? factor in our social organisations lifis moved us to join in a national cam; paign. We are proud of our country, and the war has stirred within us a loyalty , that will not be silent—a patriotism that calls us to militant,service for 'tlie citizens of to-morrow. Thousands o [ our brave lads laid down their lives en Gallipoli and in France, and if we Trciuld be true to their memory .wq must do our utmost to make New • Zealand •bojrs and girls worthy of the great sacrifices "made for us and them. During the- pa/it year the attention of the public-hw, been: drawn to' many needed l leforius, - and it .is gratifying to find-thai!:, Press generally- has given "valuable lio'lp in" supporting these reforms. ■ Jylany influential public ; men, too, liavrj, supported our claims, for an increasedUwlucation vote. But much re : mains to/ 'be done. There is still considerably apathy among the general public, and '/education will never stand on a, proper footing till th'e whole community is imb' ied with a senso of its importance. One of the clearest proofs of the weakness r. S our sj'stem in the-past is the fnet; that there is so little real interest takcri in tl ib educational welfare of the child- • ren.

The Heritage of Youth. " '"Aii' liig latest, report the Minister * ,f Ed- nation tells us that 41 per cent. ■ 0 f pr jnary school pupils leave school wF jhoi't doing the work'of Standard VI. T His is a serious reflection on the wisdom and i''itelligence of the people of New; Zea- ' And. Before children have been: anything like adequately equipped j face' the world, they aro sent out thus to earn their - living—generally • 1 at occtf pations that afford.them little prospect of success —and' it is -this- largo ' proportion of poorly-trained citizens; who •wiy. become dissatisfied_wagc-earners, and. a•' source of unrest tn the community. , lively boy and girl has « right to a fiqe pTiysical and mental equipment. know that all are not equally endowed,, but 'it is the duty of the State that each child has the opportun'fty ' to' develop' along the lines of his na'iursil gifts, and a system that allows a ch/lld io be turned adrift from school at' 14 .years of age, illeducated and unfit, is r/iie that calls for immediate remedy. In those cases, where circumstances make it difficult for parents to keep their children,' longer at school, the State should make, suitable provision. 50 that no child shall be robbed of his. birthright. To bo successful in our' educational aims, we must have the public with us, and the campaign must go >n until the school and the homo are recognised as interdependent. The Position of Women. "One result of the war has been the ecognition of the power and ability of' vomeu as an executive" force.' On all ides' we hear' praise of v tho imjiortant >art played by wom«n workers towards

the winning of the war.' Conservative England is not only granting th&n the franchise, but will even allow them

seats in" the Legislature. For twenty, live years the women of New,. Zealand have had the vote, '..and yet to-dr,y. an unpublic positions is everywhere, displayed, public positions is everywhere i isplayed. Our own Legislature behaved/ in a singiv larly undignified manner other d'jy when a proposal to;.niakfi women rjj. gible to sit in Parliament was first > accepted and then rejected. n'hi s dist/Ustful attitude is taken i-/. other sr-heres of action, and a reflection wilb show that'the women / ■;,£ New Zealandare not taking advantage 0 { SOITiI6 - , f the ' rights: and privileges," th ey alt-eadv pos-' sess. This temerit-, on their part is' largely responsible /g, r their Tiein- tliriisV ; into the backgrou and prevented from taking their ri'vfotful share in public and social ques* a Very few , are members of education w h er e they might rtmder valuable. se /yiee. . The ••• - lady-member wno aid oo tain a seat on one boaud in this countr y ns ]j OW helpfill. women for she has been a con. spicuous Success. It should be an 1 inspiration t Q „ s romem^er (],[,(; hrst J London School Board of 1870 ; had "■J™ "ifomen members. In telling tho 6 ?- r f of this historic body a writer 6ays: ~ iNor must we omit to mention Dr.. Garrett (afterwards Mrs. Gar'«tt Anderson and Miss Davies, the first bf a succession of able and devoted, wo- . men who" have clearly proved, if proof were needed, the capacity of women for this kind of public service. • It is noteworthy that from tho first lady candidates have generally been popular with' the electors; both Miss Garrett and Miss Davies were elected at tho top of tho poll in their respective divisions, and Miss Garrett polled by far the latrgest number of votes recorded for any candidate throughout London. Among their colleagues, it may < be noted, were such famous men as Bard John Lawrence and Professor. Hinfley. This happened in England nearly 'fifty years ago; how do we compare in JNew Zealand to-day? The apathy that is shown in these matters is, I fear„ (typical of what, is found in our own profession. The ability of women in bold responsible positions at the heads of large schools, and as inspectors and organisers has long been accepted in England and America. Are> we so inferior that we must be content'to fill CJily subordinate positions? Wo are cpnvinwl that it is right that men and womjn should co-opera to as_ inspectors. The opponents of the principle cannot nut forward any valid reason why inspectorships should be restricted to the members "of one sex, and the powers that be, even when the principle has been endorsed by representative bodies of teachers simply ignore women's right to recognition. ' Is it not time that we took active slops to assert our_ claims to fairer treatment? Thero is no doubt, that the share wo take in tho work of education is recognised by tho public, and )hat' in any appeal for justice we should have their sympathy, but We must first strengthen our hands by a closing up of our own ranks. A firm belief in the nobility of our calling is tho first essential to progressive work, and if wo are' loyally united we can do much to raise the status of our profession; . Our- profession ought to stand among the highest, and we should count it rather an honour than a duty tq help In the unlift.'/ . .. '