EDUCATION OF GIRLS IN NEW ZEALAND

Evening Post, Volume LXXXVII, Issue 47, 25 February 1914, Page 8

EDUCATION OF GIRLS IN NEW ZEALAND

m 10 THI EDITOR. Sir,— ln June of last year a confer* ence was arranged by the Wellington Education Board, at the request of the Society for the Protection of Women, and Children. The members included representatives of every educational institution in Wellingtin. Its purpose was to discuss I'll) A proposal to establish a chair of domestic science at Victoria College; and (2) Means whereby further facilities might be afforded for practical training in the primary schools. One result of the conference was a unanimous recommendation to the Department that "further facilities might be given for practical training in home science." Hie resolution was thus modestly worded, because the conference was given to understand that the Education Department already considering the matter, with a, view to giving such facilities as were suggested. Eight months have passed, and we find another unanimous resolution coming from a large meeting of teachers and doctors, to the effect that " the education which gives a girl the best allround equipment in body, mind, and morals, and inclination tor home life and potential motherhood, also gives lier the soundest and surest foundation for future health and happfnese, and fop a sustained power of earning an independent living if Buch should prove to be her lot." Both resolutions are identical in spirit and are of the utmost importance, if only as indications that the trend of public opinion m New Zealand is towards a saner and more rational system of education for girls than the one in existence at the present time. I have always advocated the economic independence of women as being one great essential in the uplifting of humanity. Every woman should be capable of earning her living by skilled labour. Every woman Tiaa a. right, equally with men, to the highest intellectual development. I would never yield one inch of the ground we women have won in the fields of " higher education") rather would I go further, and claim for women the right to be highly educated intellectually, without the sacrifice, so often demanded now, of much that goes to the making of a per* feet womanhood. tn New Zealand we have established the principle of the economic indepenoN ence of women, with equality of opportunity—almost—for men and womeh. To do this we were obliged to concentrate our energies upon intellectual attainments, because it was in that direction that men had all the advantage. We had to meet them upon their own ground,' on their own terms, and to fit ourselves into a scheme of education already in existence, developed solely in. accordance with the capacities and requirements of boys and men. The special capacities and requirements of girls and women is a subject that has only recently been given consideration, and it is because We are so sure of our ground in other directions that we venture to press our claims in this. 1% is significant that many of those who urge its importance are women who have worked side by side with men in our universities, as well as In professional and civic life— pioneers- in the " feminine movement " in New Zealand. The danger of our present system is that of leaning almost exclusively to the side of intellect— of ''.commercialising" the education of girls by adapting it to the needs of the wageearner rather than to those of the potential mother. Ac a result we have not only a widespread ignorance of the high responsibilities and duties of motherhood, but many girls are subjected to such stress in the preparation for competitive examinations as to be In* capable of fulfilling these responsibilities when called upon to do bo. "It is not woman's intelligence that should be insisted upon, but her needs, her responsibilities, her functions." Helen Keller (whose words these are), blind, deaf, dumb, briJHant scholar, and gifted writer, sees straight into the heart of things. _ "The destiny of fcßfe normal woman is undoubtedly marriage and motherhood," writes Ethel Snowden. " This, under any form of government and in any system of society is the life that the normal woman will choose." ( The State regards every boy as a possible soldier, and trains him to that end. From the age of 16 to 25 lie is under the supervision of a specially-im-ported staff bf experts. Ho is medically examined, physically drilled, taught tielfcontrol, discipline, honour, cleanliness, neatness— all of the highest importance to him in after-life. He becomes skilled in the use of arms. All this in addition to his higher education or N his trade ; and all in view of a very remote contingency — that of a possible invasion of New Zealand ! One need not be an anti-militarist to ask which are the most important, our soldiers or our mothers? Why should the country be roused to enthusiasm and put to enormous expense over the sp«;ial training of an army for a, very remote contingency, while it disregards th» special training of girls for the infinitely higher calling and more exacting duties of.motherhood? Consider one class alone— those who leave school after passing the Fourth and Fifth Standards. Why should little girls of 14 yiears of age be allowed to enter factories to "earn their own living," with no further protection from the State than that given by the Factories Act, regarding hours and wages? Has the State no (educational responsibilities where they are concerned? Have their employers none? Poor little 14-year-old ! ,Not even taken into consideration in deciding upon a "living wage" for a man with a family ! "Chil. dren of 14 years of age are supposed to be earning their own living," said Judge Heydon. Boys of 14 years old may leave school, certainty; but the State does not lose sight of them— they will be soldiers by and bye! Surely girls of that age, if allowed to enter factories, should do so under supervision. They n«ed medical inspection and physical drill, to prevent the many illnesses, the disturbances of function, the deformities that result, even in New Zealand, from long hours, vitiated atmosphere, crampied positions, and lack of proper meals. These girls should bo given a course of domestic science for five hours weekly during working hours, until the age of 18 years. This is only one class, but it is a very appealing one, because its disabilities in regard to "education are largely due the necessity for earning a livelihood. It is the grossest social injustice that it should be forced to forego all educational advantages for this reason. I appeal to all women to look at this matter of education of girls from a national standpoint, with vision unobscured by any side issues. We have travelled far on the road to freedom in New Zealand : let us dare to go further, and establish for our daughters the right to be educated, not intellectually only, but in every direction necessary for full normal development, never losing eight of the fact that, whatever bo the status in life, woman, the potential mother, must never be lost in woman, the wageearner.—l am, etc., D. E. PLATTS-MILLS. Wellington, 25th February, 1914.

A notice in reference to tho oetato of O N Gillesuio is avertUed in this iesue.