The Inferiority in Bank of Female Teachers Compared to Male. TO THE EDITOR.

Otago Witness, Issue 2525, 6 August 1902, Page 54

The Inferiority in Bank of Female Teachers Compared to Male. TO THE EDITOR.

Sir, — In the Otago "Witness of Ju'y 16 is ft paragraph calling attention to tho small number of female teachers in the higher ranks of the service. The disproportion is certainly striking-. Of 1-40 in the second lank, only 14 — or lin 10 — are women ; of the 25 in the firet, only fhe; of the 204 in the third, 27; while in the fourth rank there are 160 women lo 595 m*n. . In the fifth the proportion is the other way, and in tho three lowest ranks the pro» portion is roughly four women to- one man. The comments on this «ro that " female teachers are crowding out those o£ the sterner sex" ; that "only p, small number of young men are taking up teaching- as a profession," and that "in the near future, unless a greater proportion of the female teachers strive to gain higher certificates-, the supply of highly-certi-ficated teachers will fall considerably short of th* present standard." Now, a comparison of the work' done and the distinctions won by boys and by girls* a~t the common and high schools, also by the students at the University, is enough to show that the inferior classification of our female teachers need not be put down to their want of capacity or industry as compared*with men. The causes of this are very easily found, and reflect no discredit on the sex.

The ranks of teachers, nine in nnmber, are determined by two factors: (1) literary attainments, decided by examination ; and (2) by ability in teaching, decided by marks allotted by it school inspector and by length of service. To be In, rank one, a, teacher must have won the M.A. degree -with honours not below second class, and must aleo be in the highest class for practical skill in his profession. On the other hand, a teacher m the lowest rank has passed only the lowest examination (Class E), and is also in the lowest, grade a» regards proved efficiency. Between these extremes the rank is determined pertly by general knowledge, a,g shown by examination, and partly by efficiency or length of service. A teacher with the lowest certificate (E) may be placed in rank 6 by having worked tip to the highest grade of professional skill ; one with a D certificate, the nest highest, may by the sam« means attain rank 4. A iiniversity graduate may begin at rank 6 or 5, and work up by securing higher classification, for teaching ability. Now, have women th» same means or the same inducement its men to pass high examinations or to work their way up by professional skill? Consider the different kinds of positions •women hold. They ere chiefly lower assistant* in large achools, mistresses of iutent dftpgitmenja^ (ft fet fog Ja&ftt &£*&

and lower standards in moderate-sized school*, and heads of small country schools. In how many of these positions does the salary reach £140 per annum ? <and in how many does it not fall below £80 ? Such remuneration is scarcely enough to indue* women to undertake the labour and incur the expense demanded by th« higher certificates. Nor is it enough to induce them to spend the years of toil, often in moat uncongenial surroundings, requisite to raise them to the highest class as regards teaching efficiency. A comparison of the average age of female teachers with that of mala would go a long way towards showing the improbability of many rising to the higher ranks. Many young men teach for a- few years, and then (small wonder) take up soino more congenial or more remunerative calling. But the number of women teachers who quit the service early in. life is very much larger. No doubt a, very large number would do so even ware their position easier said their pay better. And in spite of extra expense anxt disadvantage of frequent change of teachers, it cannot be regretted that a laxge number off women teachers should quit the field for what is woman's most natural, and should be her happiest, avocation ; one, too, in which the intelligence and self -discipline demanded by her formes training must be of the highest value. Meanwhile, the fact that many young women do not look forward to a life-time of teaching may account for setae not thinking it worth, their while to undertake long and arduous study. A much more potent cause is the knowledge that for all ordinary positions to which, a female teacher can asp're, the lowest certificate is quite sufficient. The bast-paicl position, for % woman teacher is .ihat.of mistress of ihs.^ infant department of a town, school. -."Wauld^.universi^.diphjaia go any way -to BedCnr'aef* the position? Apart from high Rchool'-positiaos,. an E certificate is regarded as ample guarantee of attainmeiiia. Evan for district high schools a, D certificate is sufScisnfc. Thes consider -the -position of * female sole teacher of a country school, and the solo teachers of smaller schools are usually females. Has a candidate a better chance of appointment because she holds a high certificate? Many country committeeme-a — some town ones, mdeed- -distinctly announce that they prefer low certificates. If a teacher of superior attainments doe» obtain a country school, it ia very doubtful that these attainlrents will increase her usefulness; most certain that they will not increase the estimation in which she is held. Her lot is cast among people who care nothing for the difference between an E. *nd D certificate, and who have no appreciation of attainments in literature- or science. Thus in the nature of things, the bulk of female teachers will not aspire to,university distinction ; while a very large proportion will be content with the E certificate. Then supposing a country teacher were so foolish as to crave for something higher, what means has she to attain her ambition? As a rule she cannot attend lectures or classes; she has access to no good library; she cannot afford to purchase books; in veiy many cases she cannot secure quiet and privacy for stuc!y ; perhaps she has to live miles away from her school and to spend hours in going to and fro. A man in the same position might be spurred on by hopes of a better position; for in the cose of men higher certificates' are. of some littlo value. Moreover, in the conditions of upcountry school teaching, masculine strength and masculine freedom of action are very advantageous. A woman teacher, if she is wise, will husband all her strength and nervous energy for her work, instead of dissipating it m fruitless efforts.

So far for grade as decided by intellectual attainments. I have already pointed out that many women leave the service too early to obtain the higher grades in their class. I tbink that when this is not the- case, women do, under favourable circumstances, gain promotion at least equally with men. Inspectors are unanimous as to the conscientiousness and skill of the majority of female teachers. But, even as regards this promotion, women seem, at some disadvantage to men.. A far laxger proportion of women than of men are head* of small country schoolf, and this is the class of school in which it is hardest to attain good, lesults. At tendance is irregular; the children, are, speaking generallj', somewhat below town, children in ability; and there aro often many other unfavourable circumstances. Unless inspectors adequately estimate vnd allow for these, the teacher 1 * work is unfairly judged. Add to this that the conditions of her life are often such as seriously to impair her health, a-nd capacity for work.

"The disinterested love of knowledge is S3 rare as the disinterested love of virtue" was lately somewhat cynically said by a critic of educational systems. If the Education Department wishes for highly-educated teachers, all it ha* to do is to make higher education pay. At present it is plain that female teachers do not find higher education nay; and it may bo assumed that the department is satisfied with the prevailing standard of mental culture in its feiaale teachers. — I am, etc., COUITTRY TeACITEII.