EDUCATION OF GIRLS

Otago Witness, Issue 3278, 10 January 1917, Page 42

EDUCATION OF GIRLS

NEED FOR DIFFERENTIATION. One of the most important subjects considered by the Council of Education this year was the education of girls, with special reference to the differentiation in the school work of boys and girls. A committee of the council, with Mrs Talbot as convenor, submitted a report, which the council adopted. This: report was submitted at the conference of the New Zealand Women Teachers' Association at Wellington week. The general policy recommended is outlined in the three following suggestions :

fa) That, recognising the value in tho education of <rirls of those subjects that snecially pertain to women's lifework, this committee affirm in general policy that the time has come when more differentiation in the education of boys and girls is advisable, (b) That, -with a view to more definite work in character formation, some change should bo made to allow women teachers more opportunity for the personal guidance of girls. (c) While drawing attention to the need for that kind of education which fully recognises fhe development of womanly qualities, this committee wishes to ensure for girls opportunities for even fuller development of their individual mental powers, and the recognition of tho importance of their humanity. More detailed suggestions of the committee were also embodied in the report, which, it was pointed out. aimed at modifying and improving the present -svst' m of education '••'f''>er than at suggostinsr any revolutionary change. The reasons for drsying differentiation in the education of fhe boy and girl were set out as follows: — fa) Their work in life is different, and the knowledge and training that each will require in preparation for that work will therefore be different; and -while both may be taught together up to a certain stag", it is felt that differentiation should begin sooner and be more marked than at present. (b) Their mental capacity and physical strength are unlike; the boy is more original, tho girl more imitative, and (here is more danger of the girl suffering from overwork. (e) There are manv subject.' essont:al in the education of both—their duties in life, their knowledge of life—which must bo explained gradually and wisely to both; which cannot bo treated if the two are taught together, and which must be given io tho

girl by a woman. (d) The upper p:irls of the primarv school require a training in womanly qualities, and should therefore he under the influence and frainine of women. (e) The quality of ado.ntiveness i? far more necessary in the girl than in the boy. The latter may be trained from the beginning with some definite end in view; but a girl never knows what life may have in etore for her. The urgent necessity for the proposed differentiation was referred to by several speakers, and the general trend of the dis-cus-ion was that the present form of training of the g'rls—the mothers of the future —was not on the right linft. In the past it was claimed that the education of the boy had been the predominating factor, and the zducation of the R'irl had to fall more or less into line. Reference was made to the establishment, during recent years, of domestic science classes, which were very <rood, but it was contended, in many schools the influence of women was not felt as it should be. There were a large number of girls up to the Fourth Standard being taught solely by men, and this in itself pointed to tho very important work for women in the schools of the dominion. Some dissatisfaction with tho report was expressed by Miss N. E. Coad, who proposed a motion to the effect that tho conference should express the opinion that the report was unsound in the two main fundamentals—early differentiation, and almost complete segregation. This failed to find a seconder, and an amendment was moved by Miss Biras, expressing hearty approval of the report, and the hope that the Minister of Education would put the principles contained therein info operation as soon as possible. 11l is was can-led.