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It's Different for Daughters: a History of the Curriculum for Girls in New Zealand Schools, 1900-1975

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It's Different for Daughters: a History of the Curriculum for Girls in New Zealand Schools, 1900-1975 DOCUMENT RESUME ED 363 528 SO 023 247 AUTHOR Fry, Ruth TITLE It's Different for Daughters: A History of the Curriculum for Girls in New Zealand Schools, 1900-1975. Educational Research Series No. 65. INSTITUTION New Zealand Council for Educational Research, Wellington. REPORT NO ISBN-0-908567-38-3; ISSN-0110-9294 PUB DATE 85 NOTE 226p.; Published to mark the end of the United Nations Decade for Women, 1975-1985; reprinted to celebrate the 1993 Women's Suffrage Centenary Year in New Zealand. AVAILABLE FROMNew Zealand Council for Educational Research, P.O. Box 3237, Wellington, New Zealand. PUB TYPE Books (010) -- Historical Materials (060) Reports Research/Technical (143) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Educational History; Elementary Secondary Education; Females; Foreign Countries; Higher Education; *Sex Bias; *Sex Role; *Social Values; *Womens Education IDENTIFIERS Maori (People); *New Zealand; Twentieth Century ABSTRACT This book examines the evolution in the education of New Zealand women from 1900 through 1975. Early in the century, differences in boys' and girls' schooling were more visible on the secondary than the elementary level. At the same time, a government report concluded that many parents felt girls needed little more than half the education of boys.'Textbooks reflected a perception of the inferior position of women in society. There was special instruction for boys in woodworking, but the girls learned "home science." Literature for girls was chosen for its moral content. Because girls were given little instruction in mathematics and science, there were few women available to teach the subjects. Boys learned about agriculture, while girls learned domestic skills. Physical training was viewed as unladylike, while the arts, particularly singing, were encouraged. Popular attitudes encouraged women to stay at home. Experts blamed education for poor health among women. By mid-century, the government removed many vocational restrictions on women. The world wars had put more women in the workplace. Separate schoolswere maintained for the Maori, but the students were barred from speaking their native language. Educators sought to make Maori girls good farm wives. There are still differences in the ways schools teach boys and girls. Future planning must account for the fact thatwomen will continue to seek work outside the home. Contains 94 references. (SG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** 00 a Cz.1 I. Ruth Fry UI DEPARTMENT OF EDUCATION 4 Olfics 04EdutatiOnilRomoren and immoyemrint EDUCATIONAL RESO JRCES INFORMATION CENTER (ERIC) his document has boon robroduco0 is rotoorod from th pinion or oroarnation originating it C Minor chantms hay Mien mods lo improve reohttductionQuality ,^ 2,ra rnl r4e' Points of yaw or opinions stated in this doctn ,1 mitnt do not niocsserity tsprosent official A'+` OERI position or policy 744:1 MINI= ZEN111111111 II "PERk. ION TO REPRODUCE THIS MATE BEEN GRANTED BY 2-ec cl TO THE EDUCATIONAL RESOURCES .. ..; .- ...... ... "......... INFORMATION CENTER (ERIC)." ...z ..... .0 .-: 1=F .; 4160'0' Tt..= l'....t% Cra5=' .311.111111.11111 ..= la;.. o _4D .1=1 o,..Pc=mk=41,_7.'f=:,.=.1011 et -.2E9.*=m . IMINEW cz;crSiTc=;7ABIWZ.,:=:::? .c=:,..C:7 =s4=.. cla.=,: C, z<=? . c=,'Th7=1.°' =MIN OM. CZ). c=:=7,.. .......,1:. Mb .7 .-----1 C!::.e! 11111111- ' BEST COPY AVAILABLE . Educational Research Series No. 65 It's Different for Daughters II. :3 '*4 It's Different for Daughters A History of the Curriculum for Girls in New Zealand Schools, 1900-1975 Ruth Fry 9P .6:9\9GV New Zealand Council for Educational Research Wellington, 1985 4 New Zealand Council for Educational Research PO Box 3237 Wellington New Zealand ISSN 0110-9294 ISBN 0-908567-38-3 NZCER, 1985 Published to mark the end of the United Nations Decade for Women, 1975-1985 Reprinted to celebrate the 1993 Suffrage Centenary Year in New Zealand Production editing by Peter Ridder Cover design by Maya Tartkhilevich Print production by Print Management Services Ltd 5 Foreword Much of the history df education in our country and around the world has ignored, or mentioned only in passing the experience of girls. This experience has often been vastly different from that of their brothers. Social attitudes, psychological theories, and assumptions as to the role of women in our society have dramatically shaped the education of young women. In turn this has led, until recently, to the virtual exclusion of women from public life and their limitation to the domestic sphere. The power of education is immense. It can stimulate, inspire and instil confidence and self-worth. Or it can do just the opposite dull intellectual curiosity and limit the horizons of personal growth. Ruth Fry's study of the school curriculum of New Zealand girls from the beginning of this century comes, then, as a welcome addition to the growing body of 'herstory'. If we are to change the future, we must understand the past. The voices of the strong-minded women of the late 19th century, such as Learmonth Whyte Dalyrymple and Dr Emily Siedeberg, who fought for access to education for women and girls, are now being echoed a century later. 1 oday's women are realizing that, despite the commitment to equality of educational opportunity which has characterized our educational system, girls' experience has remained far from equal. The focus has shifted from equal access to educationnow taken for grantedto the more subtle questions of subject choice, sexual stereotyping and career opportunities. And yet, despite the attitudinal barriers that still exist, I believe there is room for optimism. Tremendous gains have been made. It is not so long since women were being told that intellectual work would sap them of strength that would be better stored up for motherhood, or that luring girls away from their 'proper' function would 'endanger the progress of the race'. I 6 vi FOREWORD Although each generation of women has been subject to entrenched attitudes, each has also been able to look back and see that their experience has been different from that of their mothers, and that their daughters will benefit from opportunities they never had. It is different for daughters. Ruth Fry has brought a new perspective to the history of education. Her book will be an invaluable resource to educators, students and women's studies courses. But it also deserves and I have no doubt will find a wider audience as well. We are, all of us, products of our education. If we are to know ourselves, we must know what we have been taught, and what we can now usefully discard. ANN HERCUS Minister of Women's Affairs 7 Preface Th impetus to write this book came partly from a personal urge to give form to ideas emerging from my own experience over a number of years, partly from the current revival of concern for inequalities in the education of girls, and partly from awareness of a gap in our educational history. I make no apology for the fact that no such book has been written about the curriculum for boys. The emphasis in all the literature on schooling in New Zealand has, till recently, been so heavily weighted towards the needs and interests of boys that this can only go some way towards redressing the balance. What has been recorded on technical education for boys, apprenticeships and cadet training, gives bulk and disproportion to our educational history. Many of us who worked in schools in the years immediately following the Second World War believed that the best way to achieve equality, for ourselves and our pupils, was to maintain professional standards and keep at it, without drawing attention to the fact that girls were still at some disadvantage. The broadening curriculum opportunities which the Thomas Report provided seemed to offer hope for all. It was believed that the chances were there and equality would come. If the necessity for any kind of affirmative action was recognized, it was very much below the surface. A need to understand the processes by which this sanguine attitude to women's education developed and continued furnishes the theme of this book. Because only selected schools have been used, this cannot be regarded as a complete history. The gaps, or signs of partiality and prejudice, may inspire others to further research. I have had valuable help from people who have shared with me their experiences of education, as teachers, administrators, theorists viii PREFACE and recipients. As some were informal talks and some taped interviews, it is not possible to mention every name, and some may feel I have made little use of their statements. Everyone with whom I spoke made a useful contribution, if only to prevent me from going far astray, and to all of them I am grateful. I appreciate the support I received from the New Zealand Council for Educational Research and its director at the time John Watson. Those to whom I owe special thanks are Geraldine McDonald, Assistant-Director of the NZCER, whose interest kept me going; Colin McGeorge of the Education Department of the University of Canterbury who guided me in the paths of educational history; Leila Hur le who dipped into her experience as a principal and senior inspector and provided me with names from which my spread of enquiries radiated; Alistair Campbell for skilful editing; Carlene Grigg for patient typing; my husband, John,
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