Feminism and the physical : sex education, physical education and dress reform in Victoria, 1880-1930

In the late ninetheenth century Australia, an "ideal" woman was married and a mother. Limited to her domestic sphere, she depended completely for her well-being on men. Feministes wanted to improve woman's lot and make her more independent, both by extending her traditional spere and by giving her greater autonomy within it. I argue that the physical aspect of emancipation was the most important to women. Feminists justified sex education, physical exercise and dress reform for women by saying that all three would help them better fulfill their role. Girls were denied even basic understanding of "the facts of life", on the grounds that it was unfeminine to possess such knowledge. Feminists wer prominent amongst those who alerted the public to the need for sex education, but little interest was shown in it until the turn of the century, when ways were sought to halt alarming national increase in V.D., and decline in the birth rate. Feminists agreed on the necessity for moral, rather than merely hygienic, approach to the matter. When their appeals to the Education Department to take up this task were refused, feminists fthemselves formed a number of sex education societies within the community. Middle class women of the Victorian era were renowned for their ill health, and could gain only a small measure of independence whil they remained physically weak. Feminists encouraged then to toughen up through the practice of Swedish gymnastics - a system whch claimed both to prevent and remedy physical defects. The Swedish system gained great popularity in Victoria between 1880 and 1930, first through the work of the feminist-run Melbourne Ladies' Gymnasium, then in the independent schools for girls, and finally in the schools of the State system. The dependent status of middle class women was reflected in their clothing. In accentuating their sexual attractiveness to men, it detracted from their comfort, and, in the long term, had a deleteriois effect on their health. In the late nineteenth century, feminists made a concerted effort to remedy this situation, by encouraging women to dress more sensibly and to play sport. The women's sport dress reform movements were mutually reinforcing, since greater sports participation by women necessitated dress reform, and dress reform provided women with the physical freedom necessary to participate in more vigorous sports. The sports revolution bought women greater health and independence, and in some cases, the self cofidence necessary to seek other beneficial reforms for women, such as the vote. The dress reform movement left itds most lasting imprint on schools, for it prompted the adoption of the school tunic, first as an outfit to be worn for sport and gymnastics, and later as a school uniform.