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Title: Women Workers in Seven Professions
Author: Edith J. Morley
Release Date: April 27, 2004 [EBook #12171]
Language: English
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WOMEN WORKERS IN SEVEN PROFESSIONS
A SURVEY OF THEIR ECONOMIC CONDITIONS AND PROSPECTS
EDITED FOR THE STUDIES COMMITTEE OF THE FABIAN WOMEN'S GROUP
BY
EDITH J. MORLEY
1914
PREFATORY NOTE
The task of collecting and editing the various essays of which this book is comprised, has not been altogether easy. Some literary defects and absence of unity are, by the nature of the scheme, inevitable: we hope these are counterbalanced by the collection of first-hand evidence from those in a position to speak authoritatively of the professions which they follow. Experientia docet, and those who desire to investigate the conditions of women's public work in various directions, as well as those who are hesitating in their choice of a career, may like carefully to weigh these opinions formed as a result of personal experience.
For other defects in selection, arrangement, proportion and the like, I am alone responsible. I have, from the first, been conscious that many people were better suited to the editorial task than myself—women with more knowledge of social and economic problems, and, perhaps, with more leisure. But at the moment no one seemed to be available, and I was persuaded to do what I could to carry out the wishes of the Studies Committee of the Fabian Women's Group. If I have in any measure succeeded, it is owing to the generous help and unvarying kindness I have received in all directions. In the first place, I would express my gratitude to the members of the Studies Committee, and more particularly to Mrs Charlotte Wilson, the fount and inspiration of the whole scheme, to Mrs Pember Reeves, and to Mrs Bernard Shaw. My indebtedness to all the contributors for their promptitude, patience, and courtesy, it is impossible to exaggerate. I hope it will not be thought invidious if I say that without Dr Murrell's sub-editorship of the Medical and Nursing Sections, and the unstinted and continual help of Dr O'Brien Harris, the book could not have appeared at all. The latter's paper on "Secondary School Teaching" has had the benefit of criticism and suggestions from one of the most notable Head-Mistresses of her day—Mrs Woodhouse, whose experience of work in the schools of the Girls' Public Day School Trust was kindly placed at the author's disposal. Similarly, some of the details mentioned in the section on "Acting," were kindly supplied by Mrs St John Ervine. Lastly—for it is impossible to mention all who have assisted—I wish to thank Miss Ellen Smith for her unsparing secretarial labours, and Miss M.G. Spencer and Miss Craig, of the Central Bureau for the Employment of Women, for the Table which appears at the end of Section I. This is unique as an exhaustive summary of a mass of information, hitherto not easily accessible to the general public.
EDITH J. MORLEY.
UNIVERSITY COLLEGE, READING, December 1913.
CONTENTS
PREFATORY NOTE. By the Editor
FOREWORDS. ON BEHALF OF THE STUDIES COMMITTEE OF THE FABIAN WOMEN'S GROUP
I. THE TEACHING PROFESSION
I. INTRODUCTION. By EDITH J. MORLEY, Oxford Honour
School of English Language and Literature. Professor
of English Language, University College, Reading.
Fellow and Lecturer of University of London
King's College for Women
II. WOMEN AT THE UNIVERSITIES AND UNIVERSITY
TEACHING AS A PROFESSION. By EDITH J. MORLEY
III. SECONDARY SCHOOL TEACHING. By (Mrs) M. O'BRIEN
HARRIS, D.Sc., London, Hon. Member of Somerville
College, Oxford. Headmistress of the County
Secondary School, South Hackney
IV. ELEMENTARY SCHOOL TEACHING. By (Mrs) KATE
DICE, C.T., Class Teacher in the service of the London
County Council, Hon. Sec. of the Fabian Education
Group
V. TEACHING IN SCHOOLS FOR THE MENTALLY AND
PHYSICALLY DEFECTIVE. By (Mrs) JESSIE E.
THOMAS, C.T., Class Teacher at the London County
Council School for Physically Defective Children,
Turney Road, Dulwich
VI. THE TEACHING OF GYMNASTICS. By MARY HANKINSON,
Hon. Sec. of the Ling Association. Diploma of the
Dartford Physical Training College
VII. THE TEACHING OF DOMESTIC SUBJECTS. By (Mrs)
MARGARET M'KILLOP, M.A. (Dublin). Oxford
Honour Schools of Natural Science and of Mathematics
Fellow and Tutor of University of London King's
College for Women;
and
E. BEATRICE HOGG, first-class Diploma, National
Training School of Cookery. Instructress, London
County Council Probationary and Training Centres,
Examiner in Domestic Subjects to the City and
Guilds of London Institute, the Nautical School
of Cookery, etc. Some time Hon. Sec. London
Branch, Assistant Teachers of Domestic Subjects
TABLE I. SHOWING THE COST AND DURATION OF
EDUCATION IN ARTS AND SCIENCE, AND THE
SCHOLARSHIPS AVAILABLE FOR WOMEN STUDENTS
AT THE VARIOUS BRITISH UNIVERSITIES. Reprinted
(with additions), by special permission, from the
pamphlet, "Openings for University Women," published
by the Central Bureau for the Employment of
Women for the Students' Careers Association
TABLE II. SHOWING SOME ADDITIONAL POST-GRADUATE
RESEARCH SCHOLARSHIPS IN ARTS AND SCIENCE
AVAILABLE FOR WOMEN STUDENTS, AWARDED BY
BODIES OTHER THAN UNIVERSITIES OF THE UNITED
KINGDOM. Compiled (with additions) by special permission,
from the "Report on the Opportunities for
Post-Graduate Work open to Women" published by
the Federation of University Women
II. THE MEDICAL PROFESSION INCLUDING DENTISTRY. Sub-Editor: CHRISTINE
M. MURRELL, M.D., B.S., London, Assistant Medical Officer of Health
(Special Schools) London County Council; Lecturer and Examiner on
Adolescence, Health, First Aid, Infant Care, etc., London County
Council and Battersea Polytechnic, Honorary Medical Officer,
Paddington Creche, and for Infant Consultations, North Marylebone;
late Medical Registrar and Electrician and late Resident House
Physician, Royal Free Hospital
I. MEDICINE AND SURGERY. By the Sub-Editor
II. DENTAL SURGERY. By (Mrs) Eva M. HANDLEY
READ, M.R.C.S., L.R.C.P., L.S.A., L.D.S. Dental
Surgeon to the Royal Free Hospital, the Margaret
M'Donald Baby Clinic, and the Cripple Hostel
Camberwell
Sub-Editor: CHRISTINE M. MURRELL
PREFACE. By the Sub-Editor
I. GENERAL SURVEY AND INTRODUCTION. By E.M.
Musson. Matron of the General Hospital, Birmingham
II. NURSING IN GENERAL HOSPITALS. By E.M.
MUSSON
III. NURSING IN PRIVATE HOMES AND Co—OPERATIONS.
By GERTRUDE TOWNEND, Sister in her own Nursing
Home; late Deputy-Sister, St. Bartholomew's
Hospital; late Matron, Royal Ear Hospital, Dean
Street
IV. NURSING IN POOR LAW INFIRMARIES. By ELEANOR
C. BARTON, President of the Poor Law Infirmary
Matrons' Association
V. NURSING IN FEVER HOSPITALS. By S.G. VILLIERS,
Matron of the South-West Fever Hospital
VI. DISTRICT NURSING. By AMY HUGHES, General Superintendent
of the Queen Victoria Jubilee Institute for
Nurses
VII. NURSING IN SCHOOLS AND NURSES AS INSPECTORS.
By H.L. PEARSE
VIII. NURSING IN HOSPITALS FOR THE INSANE. By a
Matron of one of them
IX. NURSING IN THE COLONIES. By A. FRICKER, Matron
of the Colonial Hospital, Trinidad, under the Colonial
Nursing Association
X. NURSING IN THE ARMY AND NAVY. By the Sub-Editor
XI. PRISON NURSING. By the Sub-Editor
XII. MIDWIFERY AS A PROFESSION FOR WOMEN (OTHER
THAN DOCTORS). By ANNIE M'CALL, M.D., Senior
Medical Officer and Lecturer, Clapham Maternity
Hospital and School of Midwifery; late Lecturer in
and Demonstrator of Operative Midwifery, London
School of Medicine for Women; Examiner, Central
Midwives' Board; Vice-Chairman of the Committee of
the London County Council for the Supervision of
Midwives in the County of London
XIII. MASSAGE. By EDITH M. TEMPLETON, Secretary of the
Incorporated Society of Trained Masseuses
IV. WOMEN AS SANITARY INSPECTORS AND HEALTH VISITORS. By (Mrs) F.J.
GREENWOOD, Sanitary Inspector, Metropolitan Borough of Finsbury, late
Chief Woman Inspector, Sheffield; Associate Royal Sanitary Institute;
Certificate, Central Midwives' Board; Diploma, National Health Society
V. WOMEN IN THE CIVIL SERVICE
I. THE HIGHER GRADES: PRESENT POSITION AND
PROSPECTS FOR THE FUTURE. By a Woman Civil
Servant
II. THE LOWER GRADES AND THE PRESENT POSITION.
By Another Woman Civil Servant
VI. WOMEN CLERKS AND SECRETARIES. By (Mrs) ELSPETH KEITH ROBERTSON
SCOTT
VII. ACTING AS A PROFESSION FOR WOMEN. By LENA ASHWELL
APPENDIX I. SCHEME OF WORK OF THE FABIAN WOMEN'S GROUP
APPENDIX II. LATEST CENSUS RETURNS OF WOMEN WORKERS IN THE SEVEN PROFESSIONS CONSIDERED IN THIS BOOK
FOREWORDS
ON BEHALF OF THE STUDIES COMMITTEE OF THE FABIAN WOMEN'S GROUP
The present economic position of women bristles with anomalies. It is the outcome of long ages of semi-serfdom, when women toiled continuously to produce wealth, which, if they were married, they could enjoy only at the good pleasure of their lords,—ages when the work of most women was conditioned and subordinated by male dominance. Yet in those days the working housewife commanded the consideration always conceded to a bread-winner—even when dependent. In modern times women's economic position has been undermined by the helpless dependence engendered amongst the well-to-do by "parasitism" resulting from nineteenth-century luxury—to quote the striking word of Olive Schreiner. Similarly, dependence has been forced upon large sections of women-folk amongst the manual workers by the loss of their hold upon land and by the decay of home industries. Now a new force is at work: the revolt of the modern woman against parasitism and dependence in all their forms; her demand for freedom to work and to choose her sphere of work, as well as for the right to dispose of what she gains.
Six years ago some women of the Fabian Society, deeply stirred by the tremendous social import of this movement, banded themselves together to unravel the tangled skein of women's economic subjection and to discover how its knots were tied. The first step was to get women to speak out, to analyse their own difficulties and hindrances as matters boldly to be faced. Whatever the truth may turn out to be with regard to natural and inevitable differences of faculty between men and women, it is at least certain that difference of sex, like any other persistent condition of individual existence, implies some difference of outlook. The woman's own standpoint—that is the first essential in understanding her position, economic or other: the trouble is that she has but recently begun to realise that she inevitably has a standpoint, which is not that of her husband, or her brother, or of the men with whom she works, or even that which these persons imagine must naturally be hers. Her point of view is her own, and it is essential to social progress that she shall both recognise this fact and make it understood.
The aim of the Fabian Women's Group was to elicit women's own thoughts and feelings on their economic position, and to this end we invited women of experience and expert knowledge, from various quarters and of many types of thought, to discourse of what they best knew to audiences of women. After the lectures, the questions raised were discussed in all their bearings by women speaking amongst women without diffidence or prejudice. In this manner the physical disabilities of women as workers have been explained clearly by women doctors, and carefully and frankly weighed and considered; the part taken by women in producing the wealth of this country in past times has been set forth by students of economic history, and much scattered material of great value unearthed, and for the first time brought together concerning a subject hitherto deemed negligible by the male historian. Lastly, women employed in or closely connected with each leading occupation or group of occupations to-day—from the professions to the sweated industries—are being asked to describe and to discuss with us the economic conditions they have directly experienced or observed.[1]
It is hoped in time to complete and shape for publication all the material accumulated during these six years. We make a beginning with this book of essays on the economic position of women in seven of the leading professions at present open to them. Some of the papers appear almost in the form in which they were first read to the group and its women visitors: when the original lectures did not fully cover the ground, they have been revised, altered, expanded, or re-written, or essays by new writers have been substituted for those originally presented. Thus the papers on "Teaching in Secondary Schools" by Dr O'Brien Harris and that on "Teaching in Elementary Schools" by Mrs Dice, take the place of an address on "The Life of a Teacher," by Miss Drummond, President of the Incorporated Association of Assistant Mistresses. This paper was withdrawn at the writer's request, but many valuable points from her lecture, which she generously placed at the disposal of the Editor, have been embodied. The other papers in the Education Section are all new. Similarly, in the section which deals with the profession of Nursing, Miss Hughes' paper on "District-Nursing" is the only one which is based on a lecture given to
That the volume might be made as useful as possible, the same method has been followed throughout. The paper and discussion at the group meeting have formed the nucleus from which a thorough treatment of the subject has been developed.
We hope and believe that this book may help to arouse deeper interest in the vigour and energy with which professional women are now striving to make good their economic position; that it may serve to enlist active sympathy with their struggle against the special difficulties and hindrances which beset them, and make plain the value to society of the work they can do. We also believe that the information here brought together may be useful in helping young women to choose and prepare for their life-work.
No pains have been spared to make the book as accurate as possible, and to bring it in every case up to date.
It should be clearly emphasised that each contributor to this volume has expressed her own opinions freely and independently, and that the writers have been selected because they are leading members of their respective professions, not because they represent a particular school of thought. We have endeavoured to get our material from the most authoritative quarters, irrespective of the personal views of those who have supplied it. All the writers have given generously of their time and labour in order that they might contribute to an investigation of profound social and national importance—the clear presentation of the economic position of women as it appears to women themselves. Widely different as are the professional interests and divergent the opinions of the writers of these essays, no one can, as we think, read consecutively the various sections of the book without arriving at the conclusion that, on certain fundamental questions, there is substantial agreement among them. Almost all, as a result of their professional experience, definitely express the conviction that women need economic independence and political emancipation: nowhere is there any hint of opposition to either of these ideals. The writers are unanimous in their insistence upon the importance—to men as well as to women—of equal pay for equal work, irrespective of sex. Wherever the subject of the employment of married women is mentioned—and it crops up in most of the papers—there is adverse comment on the economically unsound, unjust, and racially dangerous tendency in many salaried professions to enforce upon women resignation on marriage. It is clear that professional women are beginning to show resentment at the attempt to force celibacy upon them: they feel themselves insulted and wronged as human beings when, being physically and mentally fit, they are not permitted to judge for themselves in this matter. Apart from their righteous indignation, it may be suggested that, even from the ratepayers' point of view, the normal disabilities of motherhood, with the consequent leave of absence, would probably in the long run be less expensive than the dismissal, at the zenith of their powers, of experienced workers, who have to be replaced by younger and less efficient women. It is, moreover, a truism that the best work is produced by the most contented worker. A fundamentally happy woman, continually strengthened and refreshed by affectionate companionship, is obviously better able to endure the strain of professional work than her unmarried sister, who at best, is deprived of the normal joys of fully—developed womanhood. The action of Central and Local Authorities and of other employers who make marriage a disability for their women employèes, is alluded to by our contributors with an indignation, the more striking for the studied calm with which it is expressed.[2]
The future as foreshadowed in these papers seems to us bright with hope. In spite of difficulties, opposition, rebuffs, and prejudice, professional women workers are slowly but surely advancing in status and in recognition. They are gaining courage to train themselves to claim positions of responsibility and command, and to refuse, if occasion arises, to be subordinated, on the ground of their womanhood, to men less able than themselves. They are learning by experience,—many have already learned,—the need for co-operation and loyalty to one another. While they are thus gaining new and valuable qualities, they have never lost, in spite of many hardships, the peculiar joy and lofty idealism in work which are, in part, a reaction from ages of economic and personal dependence.
[Footnote 1: For an analysis of the whole scheme of work of the Fabian
Women's Group, see Appendix I.]
[Footnote 2: In Western Australia the following Amendment, 340A., to the Criminal Code has passed the third reading in the Legislative Assembly, and is expected to pass the Legislative Council before this book appears:—
(1) Any person, who, either as principal or agent—(a) Makes or enters into or enforces or seeks to enforce any rule, order, regulation, contract, agreement or arrangement in restraint of or with intent to restrain, prevent or hinder the marriage of any person (N.B. A woman is a "person" in Western Australia) who is in his employment or in the employment of his principal, and is of the age of twenty-one years or upwards; or
(b) Dismisses or threatens to dismiss any person from his employment or the employment of his principal, or alters or threatens to alter, any such person's position to the prejudice of such person by reason of the fact that such person has married or intends to marry, or with a view to restrain, prevent, or hinder such person from getting married;
is guilty of an offence, and is liable to imprisonment for three months, or to a fine not exceeding five hundred pounds.
(2) The provisions of this section shall apply to corporations so far as they are capable of being applied.]
WOMEN WORKERS IN SEVEN PROFESSIONS
SECTION I
THE TEACHING PROFESSION
"All stood thus far
Upon equal ground: that we were brothers all
In honour, as in one community."
I
INTRODUCTION
Until recently, girls who desired to earn their livelihood drifted naturally into teaching, which was often the last refuge of the destitute. Even nowadays, it is taken too much for granted that some form of teaching is the obvious opening for educated women, who aspire to economic independence. But, thanks to various causes and developments, it is now almost universally recognised that teaching is a profession, and one which can be entered only by candidates, who are properly equipped and trained. In a book such as this, it may then be assumed that the elderly governess, driven to teach by poverty and lack of friends, with no qualifications but gentility, good manners, good principles, and a humble mind, is a figure which is mercifully becoming less and less common. It is still necessary, however, to insist on the fact that brains and education and training are not by themselves sufficient to produce a successful teacher. Quite literally, teaching is a "calling" as well as a profession: the true candidate must have a vocation; she must mount her rostrum or enter her class-room with a full conviction of the importance of her mission, and of her desire to undertake it. This earnest purpose should not, however, destroy her sense of humour and of proportion; it is possible to take oneself and one's daily routine of work too seriously, a fault which does not tend to impress their importance on a scoffing world. No girl should become a
Yet there is need to call attention to certain drawbacks which are common to all branches of the profession. As a class, teachers are badly paid, and many are overworked. The physical and mental strain is inevitably severe: in many cases this is unnecessarily increased by red-tape regulations that involve loss of time and temper and an amount of clerical work, which serves no useful purpose. Teachers need to concentrate their energies on essentials: of these the life intellectual is the most important, and this, however elementary the standard of work demanded in class. No one can teach freshly unless she is at the same time learning, and widening her own mental horizon. Too many forms to fill up, too many complicated registers to keep, too many meetings to attend—these things stultify the mind and crush the spirit. They are not a necessary accompaniment of State or municipal control, though sometimes under present conditions it is hard to believe that they are not the inevitable concomitants of official regulations. Anything which tends to make teachers' lives more narrow, is opposed to the cause of education. This truth should be instilled into all official bosoms. Wherever the State or the local authority intervenes, wherever public money has been granted, there regular inspection obviously becomes inevitable, but the multiplication of inspectors, each representing a different authority, is not necessary or sensible. At present, in all grant-aided institutions, whatever their status, inspectors do not cease from troubling, and teachers as well as administrative officers, though weary, find no rest.[1] This is as detrimental to the pupil as to the teacher, for it lowers the intellectual standard by substituting form for matter and the letter for the spirit. Thus the inspector of an art-school who enquires only about what are officially termed "student-hours," and not at all about the work therein accomplished, does not make for artistic efficiency either in teacher or taught. Yet this instance is of very recent occurrence, and there are countless parallel cases. No wonder the Universities demand freedom from State control; no wonder Training Colleges and subsidised secondary as well as elementary schools groan under its tender mercies. The present forms taken by this control are mostly obnoxious to all practical educationists. They arise from lack of trust in the teaching profession on the part of administrators—a mistrust which it is of primary importance to allay by increased efficiency, independence, and organisation. Nationalisation of the schools is necessary, if a real highway of education is to be established: it must be obtained without irritating conditions which make freedom, experiment, and progress too often impossible. The task before the teaching profession is to retain full scope for initiative and experiment, whilst working loyally under a public body. This should be specially the work of the socialist teacher, while the socialist administrator and legislator must see that their side of the work leaves full room for individuality.
In the following section it is obviously impossible adequately to consider all branches of the teaching profession, and it has therefore been thought the wisest course to select the leading varieties of work in which women teachers are engaged and to treat them in some detail. The writers of the various articles express their own points of view, gained by practical first-hand experience of the work they describe. Allowance must, perhaps, in some cases be made for personal enthusiasm, or for the depression that arises from thwarted efforts and unfulfilled ideals. At any rate no attempt has been made to co-ordinate the papers or to give them any particular tendency. As a result, certain deductions may be made with some confidence. Women teachers of experience are convinced of the manifold attractions of their profession, and at the same time are alive to its disadvantages as well as to its possibilities. Alike in University, secondary school, and elementary school there is the joy of service, and the power to train,
"To riper growth the mind and will.
"And what delights can equal those
That stir the spirit's inner deeps,
When one that loves, but knows not, reaps
A truth from one that loves and knows?"
Of all teachers, perhaps she who elects to work in an elementary school is in this respect most fortunate and most rich in opportunities, since, to many of her children, she is the one bright spot in their lives, the one person who endeavours to understand and to stimulate them to the effort which all normal children enjoy. For her, too, particularly if her work lies in a poor district, there is the opportunity, if she care to take it, for all kinds of social interests. There will, of course, be much to sadden her in such experiences, but at least they will add a sense of reality to her teaching which will keep her in close touch with life. She will find that there are compensations for hard work and red-tape regulations, even for low remuneration and slowness of promotion. Nor must it be forgotten that, inadequate as is her salary, it contrasts not unfavourably with that of other occupations for women, e.g. clerkships and the Civil Service, in which the work is in itself less attractive. As compared with the assistant mistress in a secondary school, her lot is not altogether unenviable. If she has shorter holidays, larger classes, and at the worst, but by no means inevitably, a lower stipend, these facts must be counterbalanced by remembering that she has comparatively few corrections, much less homework, and no pressure of external examining bodies, that her tenure is far less insecure, and that her training and education have been to a very large extent borne by the State or by local authorities.
The following table gives the approximate cost of College education for elementary teachers-in-training. If it be compared with the expenses that have to be met by other students from private sources (vide p. 7, or, in greater detail, pp. 82 et seq.), it will be seen that the elementary teacher begins her career with a substantial subsidy from the State.
Elementary Teachers.
The following is a typical table of annual cost at a University College which provides for two-year and for three-year students. The training is obtainable at slightly lower cost to students in some other colleges.
Grants by Board of Fees payable by students
Education to College. to College.
Tuition. Maintenance. Tuition. Maintenance.
Women students £13 £20 £12 From £12 to
in residence £22 according
to accommodation.
(It is to be noted that the Government maintenance grant
for men students in residence is £40, which can be
made practically to cover expenses.)
Women students £13 £20 £12 …
living at home (paid to
Men students receive _£25 _maintenance grant.
Apparently the Government policy, as evidenced by its maintenance grants, is to discourage women students from entering residential colleges. Yet it is a well-known fact that the wear and tear involved in living at home is far greater than at college—especially for women—and the educational advantages correspondingly fewer than those resulting from residence.
County Councils frequently provide "free places" at local colleges, together, in some cases, with supplementary bursaries for maintenance. Non-resident students—e.g., in London—seldom have any out-of-pocket expenses for their actual education. Nor must it be forgotten that education up to college age is free to junior county scholars and to bursars, who also receive small grants towards maintenance.
College Fees for other than Elementary Teachers-in-Training[2]
Oxford and Cambridge Colleges From £90 to £105 a year for a
minimum of 3 years (of 24 weeks).
Other Residential Universities
and Colleges From £52 to £90 or £110 a
year for a minimum of 3
years (of 30 to 35 weeks).
Non-residential Colleges From £20 to £55 a year for a minimum of 3 years. (The cost of maintenance must be reckoned at about £40 a year, as a minimum.)
Students who desire to do advanced work will need at least one, and probably two, additional years at the University, while all women who intend to teach in schools ought also to spend one year in training.
A large number of County Councils provide "senior" scholarships to cover or partially to cover college fees. In some counties only one or two such scholarships are given annually, and there is severe competition: in others they are comparatively easy to obtain, though there are never enough for all candidates who desire a University education. Most of these scholarships are not renewable for a fourth year of training—an extremely short-sighted policy on the part of the authorities.
At practically every University, entrance or other scholarships and exhibitions are awarded annually. Competition for these is usually very severe, and they are extremely difficult to gain. At Oxford and Cambridge only quite exceptional candidates can hope to secure scholarships at the women's colleges. Moreover, scholarships seldom cover the complete cost of maintenance and tuition; at Oxford and Cambridge they never do so.
Most secondary teachers, then, must incur liabilities varying from £60 to £350, apart from school, holiday, and personal expenses, before they obtain their first degree. On the other hand, a graduate with good testimonials can very often obtain her professional training at comparatively small cost by means of a bursary: with luck, she may get maintenance as well as free tuition. Every year, however, as training is more widely recognised as essential, the proportion of scholarships available becomes smaller. With the advent of the new Teachers' Register, which makes training indispensable after 1918, girls will more and more often be obliged to find means to pay for their own training. At present it is often possible to borrow for this purpose from loan societies specially formed to meet the needs of women preparing to enter professions.
The training for kindergarten and lower-form mistresses is less expensive, arduous, and lengthy. Students are required to give evidence of having received a good secondary education; they can then take their First Froebel Certificate after one year, and their Higher Froebel Certificate after about two years' training. The cost of such training varies from £30 to £58 non-resident; £120 to £150 resident. If they elect to go to the House of Education at Ambleside, the training is for two years, and is specially suited to those who wish to teach in private families. The cost amounts to £90 a year, including residence, which is obligatory.
Kindergarten assistant-mistresses usually obtain from £90 to £100 salary for part-day work, while for whole-day work the rate is the same as that of their colleagues. Mistresses in charge of a large kindergarten department often receive additions to their stipend if they are willing to train student-mistresses for Froebel examinations.
The Ambleside students usually teach small private classes, or accept posts as resident governesses in families. Their remuneration varies in accordance with the work done, but it is usually about the same as that received by kindergarten and lower-form mistresses.
The stipends of other secondary teachers are considered in the article by Dr O'Brien Harris (see p. 32). It should be noted that in good private schools where the standard of teaching is equally high, the salaries are approximately on the same scale as in public schools. But private schools vary enormously in standing. When they are inferior, the teachers are paid miserable pittances, and are often worth no more than they receive. Such schools, however, are rapidly decreasing in number, since they cannot survive competition with public State-aided schools. The best private schools, on the other hand, supply a real need, and, as a large proportion of their pupils do not enter for public examinations, it is possible in them, to make valuable experiments which could not easily be tried in larger subsidised institutions.
In boarding-schools, the conditions do not markedly differ from those obtaining in day-schools. The chief danger is lest the teachers should suffer from the strain of supervision-duties in addition to their work in school. But in the better schools this is avoided by the appointment of house-mistresses, the teaching staff living apart from the girls, either in lodgings or in a hostel of their own. When they "live in," the value of their board for the school terms is usually reckoned at about £40 a year, which is deducted from the ordinary salary of an assistant. The cost of living in a mistresses' house is usually higher, but there are many counterbalancing advantages, the chief of which is complete freedom when school duties are over.
It would not be surprising if all women who have incurred the heavy expenses of preparation for a teaching career, were dissatisfied with the very small return they may expect by way of salary. Certainly if we judged by the standard of payment, the profession might well appear unimportant. Men and women alike receive inadequate remuneration in all its branches, but, as in other callings, women are worse paid than men. One might imagine that the training of girls was less arduous or less important than that of boys, since no one suggests that women teachers are less conscientious or less competent than their male colleagues. Now that at every stage co-education of the sexes is becoming less unusual, it is wise policy in the interests of men as well as of women, to make the standard of remuneration depend, not on the sex of the worker, but on the quality of the work. Otherwise men will gradually be driven from the profession, as is already the tendency in the United States of America and, to some extent, in elementary teaching in this country. Needless to say, the women's salaries need levelling up: it would be hopeless policy to reduce the men's maxima to those of the women. In many secondary schools and in at any rate some elementary ones, there is too great a
Finally, it may be repeated, that with all its drawbacks, the teaching profession has much to recommend it to those who desire to make it their life-work. It is not suited to all comers: it makes heavy demands on mind and body and heart; it gives little material return. But it gives other returns in generous measure. For teachers it is less difficult than for most people to preserve their faith in human nature, less impossible, even in the midst of daily routine, to believe in the dignity of labour, and to illuminate it with the light of enthusiasm and aspiration.
"… whether we be young or old
Our destiny, our being's heart and home,
Is with infinitude, and only there;
With hope it is, hope that can never die,
Effort, and expectation and desire,
And something evermore about to be."
[Footnote 1: The ideal inspector is, of course, a help and not a hindrance to the teacher, acting as a propagator of new ideas and bringing into touch with one another, workers who are widely separated. But the reach of most inspectors far exceeds their grasp.]
[Footnote 2: See table at end of section, p. 82.]
II
WOMEN AT THE UNIVERSITIES AND UNIVERSITY TEACHING AS A PROFESSION
When a girl is about to leave school at the age of seventeen or eighteen, she is often as little able to determine what profession she wishes to adopt, as is her brother in similar case. If she is intelligent, well-trained and eager to study, her natural impulse is to go to college, and to get there, it is still usually the line of least resistance to say that she wishes to become a teacher. When there are pecuniary difficulties in the way, the decision must be taken still earlier. The unfortunate child in the elementary school used to be compelled to make her choice at the age of twelve or thirteen, often to find later on, when the first barriers of pupil-teaching and King's Scholarship were surmounted, that she was not really suited to her profession or that continued study was uncongenial. Even now, when the system is different and better, children are bound too early by a contract they find it hard to break. It cannot be too often insisted that every intelligent child who is worthy of a junior or senior scholarship, is not therefore of necessity predestined to the profession of teaching—a profession so arduous, so full of drudgery and of disappointment that it should be entered by those only who are sure of their mission, and full of the spirit that makes learning and teaching a lasting joy.
There should be other paths from elementary and secondary school to the University than that which leads to the teacher's platform.
Moreover, granted that the desire to teach is a real one, and that the girl has aptitude, it ought still to be unnecessary to choose a particular branch of the profession before she has become an under-graduate. A University career means, among other things, the discovery of new powers, new interests, and opportunities; sometimes it brings with it the painful conviction that aspiration has outstripped capacity. The bright girl who has excelled at school, may find that she is unfitted for independent honour work: she is not necessarily worse on that account, but she must substitute some other plan for her ambition to become a "specialist." The slow plodder who could never trust her memory at school, may, at College, discover unsuspected powers of investigation and co-ordination which mark her out for some branch of higher study. The University, the first contact with a more independent and larger life, is the "testing-place for young souls": students should enter its portals as free women, the world all before them where to choose. In many cases not until the first degree is taken, has the proper time come to determine finally the profession which is to be adopted. This is the ideal—for most people admittedly a far away one at present. But even now, the would-be teacher should not be asked to decide earlier than this on the particular branch of the profession which she is to enter. The average pass graduate will do best to fit herself as an all-round form mistress: there should be no reason to determine in what type of school, elementary or secondary. The training required should be the same if the classes were, as they ought to be, of manageable size, and the equipment in both types of institution equally good. Teachers in both kinds of school would benefit if the present absurd division between them ceased to exist. Children under fourteen require similar discipline whatever their social status: even if the subjects taught are to differ somewhat—a matter which is controversial and need not be discussed here—the teachers need similar training and the same kind and amount of academic education. Until these are secured, there can be no real equality of opportunity for the elementary school child: only the very best intellects in the class of 60 can hope to compete with the average individually educated child in the form of 20 or 30—and this is true whatever the merits and enthusiasm of the teacher.
Some girls will welcome the larger opportunities for social service which are open to the elementary school-teacher: others will prefer and be better suited to the conditions of the secondary school. Clearly, the student, whose expenses have been defrayed by the Government on condition that she enters its service, must fulfil her undertaking: but that should not in itself limit her to one type of school in these days of grant-aided institutions.[1] The new four-year course makes it possible for her, as for independent students, to train in the year subsequent to taking a degree—an essential reform if the old over-strain and rush are to be avoided. It is generally accepted, and in girls' secondary schools commonly acted upon, that professional training for one year after graduation, is indispensable. The teacher is born, not made, but she needs help if she is to avoid mistakes equally disastrous to herself and her pupils: she requires some knowledge of child-character, some acquaintance with the history and theory of education, some leisure to formulate, some opportunity to consider the aims as well as the methods of her teaching. We have, perhaps, passed beyond the stage when it is necessary further to discuss the value and effect of training. It is still desirable to emphasise the fact that the untrained woman teacher finds it increasingly difficult to obtain satisfactory and well-paid school posts.[2] Girls should endeavour by every means in their power to secure this fourth year at college, which is essential to their competency and to security of employment. It would also be well to impress on county councils that their work is but half done if they continue to refuse a renewal of scholarships for training to those who have taken a degree.
Students who have graduated with honours will have to decide before they begin to train, whether they wish to become specialist teachers and whether they have sufficient intellectual capacity to do so. Generally speaking, a student who has obtained third-class honours will do better to prepare herself for ordinary form work; she is not likely to obtain control of the teaching of her own subject in a first-rate school, though doubtless she will often get the opportunity to take some classes
There remains, lastly, the case of the student who, while definitely desiring to teach, wishes at the same time to go on with her own work, to undertake research or advanced or independent study. Such an one will aim at a University or College appointment, in the hope of pursuing her own work under congenial conditions. At Oxford and Cambridge a woman is, at this stage and always, definitely at a disadvantage by reason of her sex. For her there are scarcely any fellowships or post-graduate scholarships, and too often the promising scholar is caught up in the whirl of teaching for her daily bread at the very moment when it is most necessary for her to have leisure and ease of mind. Few things are more required in women's education at the moment than liberal endowments for post-graduate study. The comparatively new Federation of University Women Graduates has done good work by making a list[3] of the opportunities available for women graduates, either by open competition or otherwise, at the various Universities and elsewhere: it has also founded, and twice awarded, an annual fellowship for a woman who has already published a distinguished contribution to learning. But much more is needed in this direction if women are to have the same chances as men to qualify themselves for the higher university appointments. At almost all the new Universities men and women are nominally alike eligible for every teaching post. In practice, women are rarely if ever selected for the higher positions. Sex prejudice undoubtedly counts for something in this result. It may be assumed that, with two candidates of equal merit, preference will certainly be given to the man: indeed, it is certain that a woman must be exceptionally qualified and far more distinguished than her male competitors to stand a chance of a professorial appointment even in the most liberal of co-education universities—Manchester, for example, where the conditions are exceptionally good. This fact should not deter fully qualified women from applying for professorial chairs. The power of suggestion is very great, and it is well to accustom appointment committees to the consideration of women's claims: in time it may appear less strange to choose a strong woman candidate than to reject her in favour of a less qualified male applicant.
It must be confessed, however, that the case does not at present often arise. The girl who has had a brilliant undergraduate career, and who has real capacity for advanced study, exists in her hundreds. But in almost every case when she is not financially independent, at best after an interval of preparation for her M.A., she accepts a junior lectureship or demonstratorship, and from that time onwards is swallowed up in the vortex of teaching and routine work. Often she makes heroic efforts and succeeds in producing independent results, but, so far, to nothing like the extent that would be commensurate with the promise of her undergraduate achievement. Generally she is too conscientious about detail, too interested in her students individually and collectively, to secure sufficient time for her own studies.
If a lecturer be known to teach between twenty and thirty hours a week, it is tolerably, though not entirely, safe to assume that it is a woman who is so foolish. In so doing, she is destroying her chances of advancement—intellectual and professional—and is laying her whole sex open to the charge of being unsuited to university work except in its lower branches.
It is certain that the number of University appointments open to women is on the increase, and that there is no present likelihood that the demand for qualified women will remain stationary. On the other hand, the necessary qualifications, personal as well as intellectual, are high; the work is hard, though attractive, and it is in every respect undesirable that those whose talents can better be exerted in other branches of the profession should endeavour to obtain College posts. Roughly speaking such openings are of four kinds :—
(1) Administrative posts. These are usually the reward of long and successful service in junior appointments. The heads of the various women's University Colleges are often, but by no means invariably, well paid, and may look forward to a salary ranging from £400 to £1,000. Such posts are obviously few in number and entail hard work and grave responsibility. They necessarily preclude much time for research, or even for teaching. The corresponding, but much less responsible, influential, and well-paid position in a co-educational University is that of Dean or Tutor of Women Students. This post is usually, and should always be held by a woman of senior academic standing, whose position in the class-room or laboratory commands as much respect as her authority outside. The Dean or Tutor is responsible for the welfare and discipline of all women students, and is nowadays usually a member of the Senate or academic governing body. Sometimes she is also Warden of a Women's Hostel, but this is obviously undesirable if there be more than one Hall of Residence, lest she may appear to favour her own students at the expense of the others.
(2) Professorial posts and Staff Lectureships.[4] These are almost entirely confined to Women's Colleges, though there are a very few exceptions to this rule. The University of London has established University Professorships and Readerships at the various constituent Women's Colleges.[5] One of the former and several of the latter are held by women who have been appointed after open competition. In addition, a woman, Mrs Knowles, holds a University Readership at the co-educational London School of Economics. There are also one or two women professors at the newer Universities, but these as a rule retain their positions by right of past service in a struggling institution, not as a result of open competition, when University status had been attained and reasonable stipends were offered to new-comers. The National University of Ireland has, however, appointed several women professors at its various constituent Colleges.
Salaries probably range from £300 to £700, the better paid posts as yet very seldom falling to women.
(3) Lectureships, assistant lectureships, and demonstratorships. These are usually open to women in practice as well as in theory, though much depends on the personal idiosyncrasy of the head of the department, and on the importance of the post and the salary offered. But since it is, unhappily, often easy to secure an able woman for the same stipend as that which must be offered to an inexperienced man, fresh from college, difficulties are not, as a rule, placed in the way of such appointments. The salary begins at about £150 (sometimes less), and rises normally to about £200 or £250. A few senior and independent lectureships are better remunerated.
(4) Closely allied with University work is the work of training teachers. In Training-Colleges, and in University training-departments there is a constant demand for lecturers and mistresses of method. These posts, which are remunerated on about the same scale as other University lectureships, are well suited to those whose interest lies mainly in purely educational matters. Girls who have obtained good degrees, but who do not wish to devote themselves entirely
Senior appointments at all properly constituted Universities are of life tenure—nominally until the age of sixty-five, though probably earlier retirement will be made possible. They are made by the Council, which usually entrusts the election either to the Senate or to a committee, on which are representatives of both the Council and the Senate. Unfortunately this procedure is not universal, and the teachers are not invariably consulted in their official capacity. Junior appointments, while subject to ratification by the Council, are usually made in the first instance by the head of the department concerned, usually, but not invariably, after consultation with the Dean of the Faculty or the Vice-Chancellor. They are sometimes of three years' tenure with or without possible extension, sometimes subject merely to terminal notice on either side.
In the last four or five years contributory pension schemes for the professorial body and for permanent assistants in receipt of a specified income (usually £250 or £200 and upwards) have been compulsorily established at all British Universities in receipt of a Government grant. In June 1913, the Advisory Committee on the Distribution of Exchequer Grants to Universities and University Colleges laid on the table of the House of Commons a scheme which came into force on 29th September, and is compulsory on every member of the staff entering a University after that date at a salary of £300 or upwards. Members appointed at salaries of between £200 and £300 have the option of joining the scheme, while those appointed at salaries of between £160 and £200 may join with the consent of the institution. Members of existing schemes are entitled to join under similar conditions. Special facilities are given for the transference of policies from one University to another, since the view is taken that the teachers in all the Universities constitute a profession comparable with the Civil Service, and that transference from one University to another should not be accompanied by a financial penalty any more than is transference from one Government office to another.
A competent girl who can bide her time can usually get a footing in some University. Her future advancement will depend on her value to the institution, on her original writing and research even more than on her teaching, work on committees and influence with the students. Largely, too, it will depend on her tact and popularity with her colleagues: to a very considerable extent it still rests also on conditions over which she has no control, and which are part and parcel of the slow recognition of a woman's right to compete on equal terms with men.
It seems, as far as can be judged, that future opportunities are likely to occur when the right candidates for posts are there in sufficient numbers to make their exclusion on the ground of sex, already seldom explicitly stated, impossible or inexpedient. Meanwhile it is probable that individual women will continue, in some cases, to suffer injustice, while in others, by virtue of their unquestionable attainments and strength of personality, they may attain the positions they desire. Slow progress is not altogether bad for the ultimate cause of women at the Universities: nothing could injure that cause so much as mistakes at the initial stage. An important appointment given to the wrong woman, or to one in any respect inferior to her colleagues, would be used as an argument against further experiment for many years.
University women teachers can best help to secure equality of opportunity by rendering themselves indispensable members of the body corporate. In their case much is required of those to whom little is given. Above all they must avoid the temptation to live entirely in the absorbing interests of the present: they must remember that it is the business of a University to make contributions to learning as well as to teach. Secondly, they must insist on equality of payment and status when there is any disposition, overt or acknowledged, to differentiate on the score of sex. It is not right to yield on these points, for an important principle is at stake. On the other hand the time and place for insistence must be wisely selected, and any claim made must be incontrovertible on the score of justice and practicability. Lastly, women on committees and elsewhere are not justified in keeping unduly in the background. When they have something worth contributing to the discussion, it is not modesty but lack of business capacity, which makes them silent. "Mauvaise honte" is as much out of place as undue pertinacity. Women who are unwilling or unable to assert themselves when necessary, are not in place at a co-educational University. Most women, however, will derive intellectual stimulus from the free interchange of opinion, possible only when both sexes are working happily together, with common interests and common aims.
If relatively too much space in this article has been given to women's work at mixed Universities, the excuse lies ready to hand. In Women's Colleges there is, of course, no sex bar, and the way lies clear from the bottom to the top of the ladder. Conditions of appointment, tenure, and work do not greatly differ from those described, except in so far as the stipends tend to be lower, especially for more responsible posts, when these are ordinarily occupied by women. It is a sign of the times that in at least one Women's College in a mixed University, it has been recently necessary to rule that posts are open to men as well as to women, unless it is specially stated to the contrary. Thus, when the power is theirs, women also may be unwisely tempted to erect a new form of sex barrier. To do so would be to play into the hands of those enemies who are always raising the voice against equal pay for equal work. The most suitable candidate for a post is the one who should be selected, irrespective of sex. It is this principle that women are endeavouring to establish. They must do so by scrupulous fairness when the power is theirs: by making themselves indisputably most fitted, when they are knocking at the closed door.
One further topic needs discussion in this section—the continued employment of married women in University posts. At present there is no universal rule, and every case has to be judged on its merits. Every lecturer who marries, can and ought to help to form the precedent that continuance of professional work is a matter for her own decision and is not one that concerns governing bodies. Already a good many women, mothers as well as wives, have set the good example and have established their own position, sometimes without question, sometimes as the result of a difficult struggle. It is clear that Universities, with their long
[Footnote 1: Her local authority may, however, have claims upon her, if she has promised to teach in an elementary school.]
[Footnote 2: Trained teachers only, men and women, will be admitted to the new Register.]
[Footnote 3: See tables at the end of this section, pp. 82 to 136.]
[Footnote 4: On the Continent even in Germany, and in the U.S.A. several women have been elected to University chairs.]
[Footnote 5: Dr Benson, Staff Lecturer at Royal Holloway College, was raised to the status of University Professor of Botany in 1912 without open competition; Dr Spurgeon was appointed to the new University Chair of English Literature, tenable at Bedford College as from 1st September 1913, after open competition. These professorships are the only two held by women at the University of London but there are several women Readers.]