SECCIONES DE CABLES, Y CALIBRES DE PROTECCIONES SEGÚN POTENCIA

By 1910, headmistresses had to face a major transition in the way of categorising girls by their intellectual ability and future careers. It is well expressed in the Presidential address by

89 Mrs. Woodhouse that they had to place ‘Non-College’ as the standard model in girls’ secondary schools, therefore, needed a new curriculum which will fit for their future lives in home and outside homes. ‘College girls’, the ones who pioneering headmistresses considered as model high school girls, no longer were the central model of girls’ secondary education.

…we must differentiate between the future “College girls,” the pupil who will proceed either to a university, or to a professional career, and the “Non-College” girls, as I now describe her- the pupil who leaves her School to take up one of the varied lines of line that lie before her, either in the home, of outside the more defined limits of what it called “Home Life”. We are bound to remember that the majority of our girls do not proceed to College, and we need carefully to consider that for them we need a differentiated curriculum, and even perhaps a different kind of teacher. The Course of Home Economics at Kings College has, as we know, given a strong lead on these lines……. Within the last half century our efforts have been concentrated on syllabuses and courses that would facilitate a college career, and this was at first essential if we were to secure the higher education of girls. But this preparatory state we may now consider accomplished in the main; and we are free to devote our attention and effort to these other claims with which we are confronted (AR 1910, p.23. See Appendix 4).

‘Domestic subjects’ had gained a certain place in girls’ secondary schools by this time. However, no consensus had been made on its name and contents. Mrs. Woodhouse, President, was against the use of the term “Domestic” since it seemed to narrow the possibility of the subject.

I am aware that experiments on these lines are being made in different parts of the country under different names—experiments now made possible by the greater elasticity of the regulations of the Board of Education. I refrain from using the word “Domestic” as it has unfortunately been somewhat narrowed in its application… (AR 1910, p.24).

Therefore, in the Report 1909, Mrs. Woodhouse used the term ‘Applied Science’ to cover a wider field when discussing the matter. She looked forward to the co-operation of theoretical lessons given at school kitchen laboratories and ‘practice at home’ taught from mothers to realise ‘a course as truly educational as the Cambridge Science Tripos’. Referring to

90 Edward Thring’s words, she noted that as ‘the whole mankind was influenced in its first ten years by the mother; such a place must therefore be found for home sciences that every girl should understand them’ (AR 1910, pp.30-31. See Appendix 4).

The Domestic Sciences must be given an assured position, and without tests that could not be done until the day came when examinations could be dispensed with. She hoped they would see the desirability of some practical teaching, bearing directly on the work of the future mothers and their homes (AR 1910, pp.30-31).

Then, Miss Burstall seconded it to consider the academic side of the question, the link between ‘domestic subjects’ and university examinations. She was of the opinion that to alter the existing Science examination, originally planned for boys and men, therefore, ‘had no direct relation to the girls’ later work in life’ and ‘only useful to the exceptional girl’, with those of Domestic Science so that Science teaching would reflect the reality of girls’ lives. Biology had relation to the girls’ future, but physics and chemistry as they had been taught were too abstract. They must be altered, and worked into living relation with her future life… Specialisation in girls’ education was a great national question, and head mistresses should be the first to ask for the needed reforms, instead of waiting till they were forced upon them from outside. The new universities should be approached on the matter, a university degree in Domestic Science, like the men’s degree in Engineering, was wanted, to add to the dignity of the whole subject (AR 1910, p.31. See Appendix 4).

In conclusion, AHM decided to send a Resolution to chief university examination boards and BOE and LEA to ask them to consider the needs of Domestic Science examination for girls (AR 1910, p.32. See Appendix 4).

To this first resolution, Miss Leahy made an interesting criticism. She pointed out that the use of the word ‘of typical secondary schools’ leads to a misconception because: ‘Many schools had not yet organised any definite domestic science department, nor had they re-organised their Science Scheme in order to fit in such work. No resolution was proposed.’ She further suggested of omitting the words ‘girl candidates’ considering the ‘gender-equality’ of the examinations.

If any alternative syllabus were given, let boys take it too. They did not wish to give too narrow an interpretation to the science household. It was as important for the future master of the house to know something about it as for the future mistress. She

91 proposed leaving out “for girl candidates.” They did not ask for a Course of Cookery in boys’ schools, but that the Science Teaching should apply to everyday life (AR 1901, p.33).

Finally, the amended resolution was carried on a show of hands in the following form:

That application be made to the chief University Examination Boards, the Board of Education, and the Local Authorities which give examinations in Science for Scholarships, to receive and consider the Science Syllabuses of typical Secondary Schools, and to set papers with a wide range of alternative questions in Applied Science in accordance with the movement to give courses in Home Economics in girls’ schools, and other efforts to relate Science Teaching to life (AR 1910, p.33).

In the Correspondence sent to the London University Board, it was also made clear that ‘it would be a retrograde step in “Science” Teaching’ if ‘the logical methods of practical investigation which have been in use of late year, were sacrificed’ for the sake of connecting Science and ‘Domestic Science’ (AR 1910, pp.99-100).

The science work must not become subservient to the domestic work, but the latter must be built on a thorough ground-work of chemistry and physics. The subject of domestic science must vary in different school according to the special needs of the girls. Should it become stereotyped, the value of the subject will be greatly reduced, as it would not be possible to adapt it to particular conditions (AR 1910, pp.99-100).

During this period, AHM was also at the last stage of publishing the report of girls’ secondary schools. One of the major points discussed by the Curricula Sub-Committee was ‘How best to prepare girls during the last part of their school life for their duties towards the Home’ using instructions in ‘domestic subjects’. Miss Ottely commented that because the school life had weaned children from the duty owed to the home, it was important to teach ‘domestic sciences’ in schools to remind them that ‘above all the children must be made to realise that the parents and brothers and sisters must play the first part in their life. Adding to this line, ‘Miss Walker (Road School for Girls, Greenwich) spoke on “How best to prepare girls during the last part of their school life for their duties towards the Community and the State”, showing that the main things at school is to train the character of a girl so that in after life thoroughness, industry and honest endeavour should permeate all work undertaken’ (AR 1911, p.32).

92 In 1912, ‘Training in Domestic Subjects in Secondary Schools’ were again discussed in detail and following resolution were moved, seconded and passed.

This Conference fully realised the importance to the Community of giving training to girls of all classes in Domestic Subjects: and desires to place on record its conviction that:

i. A consecutive and definite training in scientific method through elementary science should precede the training in domestic arts: and that illustrations in experimental science should be mainly drawn from every-day life.

Proposed by Miss Lowe. Seconded by Miss Hewett.

ii. Training in Domestic Arts should supplement and not replace the general subjects of a liberal education as given in public secondary school for girls.

Proposed by Miss Douglas. Seconded by Miss M.E.Gardner.

iii. The examination in Domestic Science (so called) by the Universities in the Junior and Preliminary Local Examinations is to be regretted insomuch as (i) Elementary Science and Arts should be inspected rather than examined, and (ii) stereotyped syllabuses are a hindrance rather than a help to the best training and its development.

Proposed by Miss Leahy. Seconded by Miss Ainslie (AR 1912, p.33).

When discussing the ii of the resolution, Miss Douglas proposed that ‘all girls should have training in domestic arts, and that it should be one of the subjects of a liberal education’. She chiefly thought of Housewifery and Cookery, and taking granted that Needlework, including cutting-out, taught in the large number of schools (AR 1912, p.39. See Appendix 4).

For resolution iii, Miss Ainslie seconded that ‘what should be aimed at in the Domestic Course was the creation in the girls not so much of the scientific attitude of mind which ought to have been already obtained, but of the ethical impulse. Home Science appeared to her almost as far reaching a term as the Art of Living’ (AR 1912, p.41).

The resolutions quoted above were seen to serve as the conclusion for the time over the past discussion in AHM on the introduction ‘domestic subjects’ into girls’ secondary schools. Here, ‘domestic subjects’ instruction was considered to form a part of girls’ liberal education, and was even hoped to be the ‘Art of Living’ for girls. In spite of these additional comments, it had been judged by the literature that resolution i and ii are the clues of the preference of

93 general education over ‘domestic subjects’.

However, by considering the three resolutions with the view expressed in the Presidential address of Miss Burstall spoken at the same Annual Conference, a different picture could be seen. Miss Burstall referred to the disappointments shown to the book published by AHM in 1911 because it did not draw a typical curriculum for girls’ education. Then, she opposed to such criticism as follows:

The monotony of a general scheme is what we must most avoid; a weal endeavour to secure little bits of everything for everybody……I am not one who approves of much mathematics for all girls, but live mathematics, flowing from the zeal and energy of an enthusiastic head, is better than dead housecraft, imposed to satisfy the requirements of a code of regulations or the prejudices of parents. I would say to each of you, the youngest and least experienced make the school the expression, intellectually as it is morally, of your own personal initiative. Do not fear either the Local Authority or the Board of Education, though they are indeed lions in the way… This differentiation of curricula is valuable in itself, but it is especially needed in the England of the 20th century because of the great variety of character, of powers, of social types that are found in our Secondary Schools. This variety has probably always existed to some extent, owing to our racial peculiarities. We could never have endured the German system, even with its five types of Secondary Schools…As a woman teacher, I make bold to say that this consideration of each child as an individual it our contribution as women to modern educational progress. We cannot, any more than can the mother with her children, be satisfied with any herding or classification of pupils as mere units in a group, uniform and standardized like bits of a machine… (AR 1912, pp.16-19).

To Miss Burstall, what must be most valued was the variety of curriculum of each school based on the variety of individual girls and reflecting the differing localities. The tone of her expression is vivid and strong. Miss Burstall is well known as the supporter of ‘domestic subjects’ who valued the subject more than Mathematics, however, here she clearly values ‘live mathematics, flowing from the zeal and energy of an enthusiastic head’ more than ‘dead housecraft, imposed to satisfy the requirements of a code of regulations of the prejudices of parents’. (My emphasis) In order to realise the suitable curriculum for the school, headmistresses were encouraged to choose Mathematics and drop ‘domestic subjects’. Her address was also a sympathetic statement to other headmistresses trying to

94 realise their best curriculum under the pressure of central and local educational authorities and the demands of fee-paying parents or guardians.

The paper on ‘The importance to the community of giving training to girls of all classes in Domestic Subjects’ was read at the Annual Conference in June 1914 and similar conclusions were drawn again. What was newly discussed there was the need of facilities for training girls to become Institutional Housekeepers. Miss Burstall ‘referred to a letter which had appeared in April in the “Queen” on the matter, signed by Matrons and Head Mistresses, calling attention to the need in England of educated women as housekeepers on a large scale in hospitals and schools’. Miss Burstall suggested that the Openings for Girls Sub-Committee should take the matter up and work for some method of training (AR 1914, p.39). Later in the Report, the Sub-Committee reported that it had considered the matter with the Association of Teachers of Domestic Subjects in February. They planned the Scheme of Training for Institutional Housekeepers and the qualifying examinations for admission to a Domestic Science Training College.

Scheme of Training for Institutional Housekeepers.

The course is supposed to extend over one year (approximately 25 hours per week for 39 weeks).

I. Cookery, marketing, arrangement of meals, preservation of food. II. Laundry work.

III. Housework, house management, use of labour-saving appliances, duties and management of servants.

IV. Care, management, repairing of household linen and bedding. V. Simple upholstery.

VI. First aid, sick nursing, hygiene. VII. Account keeping.

Note 1. About half of the time allowed for the full course should be devoted to Section I.

Note 2. Training on these lines would be good for girls leaving school who wish to be qualified to manage their own homes. But it is difficult for girls under 25 to obtain responsible posts as Institutional Housekeepers on account of their youth and inexperience.

On the Sub-Committee’s recommendation the Executive Committee decided to attach the following note to the scheme:--

95 It is considered most desirable that students entering this Course of Training should furnish evidence from the Head Mistresses of their schools that they have undergone some training in scientific method through a study of Chemistry or Physics.

Head Mistresses are therefore urged to recommend their pupils who intend to enter on this Training Course to study some Science at school. Students who can furnish the evidence suggested will be at a greater advantage than others. Facilities will be offered during the Course for a study of Science, but the length and expense of the Course of Training will in that case be proportionately increased.

Further consideration of this matter will engage the attention of the Sub-Committee in the autumn (AR 1913, pp.43-45. See Appendix 4).

3.7. Establishment of Home Science and Economic Course, King’s College, London