A SCHOOL PROBLEM

Evening Post, Volume XCIII, Issue 54, 3 March 1917, Page 9

A SCHOOL PROBLEM

MIXED CLASSES

TEACHERS OPPOSE SEGREGATION.

The differentiation between or the segregation of the sexes in the primary schools was the subject of a discussion at last night's meeting of the Wellington branch of the New- Zealand Educational Institute. Mr. E. H. Ballachoy presided.

In accordance with notice, Mr. W. H L. Foster moved :

"That the Wellington branch of the N.Z.E.I, affirms its opinion that -the principle that the segregation of the sexes is desirable in the primary schools from Standard 111. upwards (adopted in a report by the Council of Education) is fundamentally unsound, as it is based on fallacies regarding the intellectual, moral, and national training of children."

Speaking to his, motion, Mr. Foster said that the proposal was so dangerous that he would, like to see it strangled at its birth,' and it was an opportune time for the Institute to say yea or nay to the proposal, which must mean the almost total segregation of the sexes in the I upper standards of the schools. Since he had been a certificated teacher he had taught mixed, classes, and had never been able to sei any reason why he i should not. The two sexes in Divine providence were complementary to each otter, and he had always found the admixture of the sexes to be for the best—in manners, intellectuals,- and morals. What, he asked, could be finer than the clean, healthy friendship made between boys and girls in the primary schools, and i which sometimes lasted through life? ' One' reason given by the advocates of 1 segregatipn was that immoral episodes 1 occur, but, if so, they were rare, and I might it not sometimes be the fault of the teaching staff? He could see no reason for differentiation, let alone segregation. Mr. Foster then read extracts from ! medical inspectors' reports in support of i his contention that segregation would tend 'to a morbid sex consciousness. He traversed the report of the sub-committee of the Counc;l of 'Education at length, and challenged the reasons given in it for the proposed change. Fearlessly he would say that the public school was not the 1 place to impart sex knowledge (if it was ever- going to be given at all), and the ' public school teacher was . not the person to impart it. If sex knowledge were to be given (which he very much doubted),'it must not be given collectively, but by the father,to his boy and to the. girl.by her mother, if the parents thought it was needed. He would yarn the women of the profession to hesitate before giving their assent to the proposed platform; he would warn them against rushing in where parents feared to tread. TKey might' bo' told that the parents would not impart the necessary knowledge to their children, • but let them educate the parents. Continuing, Mr. Foster expressed the view that the women teachers of New Zealand had at present a splendid opportunity of doing good work amongst the girls, noi only in the school games, but in the way of private talks, Not one of the reasons given by the Council of Education was sufficient to warrant a change, and the council had given no indication in .what subjects differentia; tion was' to take place. . Before they could discuss the details the. validity, of the reasons given for the change must be tested and proved valid. The whole question was one aspect of a wider question—the true function of &■ primary school. The primary school was assailed by critics'from without and within, and so far as the primary school went vocational training was not wanted. There was just a danger that they were losing sight of the art of education. He did not want to see things stand still, but it was undoubtedly a matter in which they should hasten slowly, as they were practically experimenting with the lives of little children. "What," he asked in conclusion, "is going to, be our answer when the responsibility is put on the right shoulders?" (Applause.) .Miss A. 'A. Dowdeswell seconded the motion, remarking that differentiation really meant segregation. She advocated the more careful selection of teachers.

Miss N. E. Coad supported the motion, which was opposed by Miss P. Myers. After some further discussion the motion was slightly amended, on the suggestion of Mr. A. N. Burns, by the insertion of the words "in effect" after the word "adopted.". i In -this form the motion was earned by 42 vote 3to 2. The following additional motion was then moved by Mr. Foster, seconded by Mr, H. A. Parkinson, and carried :

"That this motion be forwarded to the executive of the N.Z.E.1., with a strong recommendation that active steps be taken by the institute to prevent such principle being enforced in practice, inasmuch as it is believed that such a course would be an educational and therefore a national calamity." The meeting adjourned until next .Friday evening. - .