Home Social Landscape Featured Articles An Education for "Character" in Alberta Schools, 1905-45

An Education for "Character" in Alberta Schools, 1905-45

 by Amy von Heyking

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The enemies of progress, however, were harshly criticized. An award-winning Canadian textbook used in the early part of the century criticized the character and habits of native Canadians: "To the early Europeans the Indian was not an attractive figure. They describe him as of unclean habits and without morals. Master of woodcraft, he was seen at his best when hunting. Upon the war-path he was cruel, tomahawking, scalping and torturing with fiendish ingenuity. A stoic fortitude when himself tortured was about his only heroic quality."¹ Stories about the deaths of the Roman Catholic martyrs in New France were accompanied by graphic illustrations and woodcuts. Students were encouraged to judge races and entire-civilizations. The Standard VII (Grade 11) general history examination in 1907 asked pupils to "account for the unprogressive character of Chinese civilization."² Those with good memories would have repeated the explanation contained in Myers' General History, the authorized textbook for the course: "The Chinese in strictly obeying the injunction to walk in the old ways, to conform to the customs of the ancient, have failed to mark out any new footpaths for themselves; hence one cause of the unprogressive character of Chinese civilization."

Students in the period before WW I learned that the qualities of harmony and progress were best embodied within the British Empire. In 1912, the program of studies directed teachers to assist students in appreciating "the greatness, of the British Empire of today and our privileges as Citizens of that Empire." Departmental examinations ensured that students could recite the benefits of parliamentary democracy. In 1908 the Standard VIII (Grade 12) history examination included these two questions: "The principal characteristics of the English constitution are inapplicable in countries where the materials for monarchy or an aristocracy do not exist.' Explain this and point out the strong features of a monarchy. "The merit of the British Constitution consists in the close union and fusion of the legislative and executive authorities. Explain and compare with Presidential Government in this respect."

The interpretation of British history included in these texts reinforced the notion that the British Empire acted out of good and noble impulses and therefore prevailed, while other nations and other empires were punished for their greed and ambition. The Highroads of History series, after reviewing the flaws in Napoleon's character, concluded that the British victory confirmed the virtue of her position. Britain needed an overseas empire and safe passage for her ships in order to become something more than a small state, while France was quite capable of supporting her population without an empire and therefore lost.³ Other texts described the series of groups that invaded the British Isles and over time had the good sense to become Britons: "The Normans could not overcome Robin Hood, nor could they overcome the English people. They beat them and robbed them, and put many of them to death; but the English people would not give in. As the years went by the Normans became English, and were proud to call themselves Englishmen."⁴

The connection of Alberta students to the British Empire was further strengthened during WW I. During the war years, the schools reminded students and their parents of the justice of the cause and their duty to the Empire. Through the singing of patriotic songs, production of special plays, and participation in wartime essay contests, public school students were encouraged to do their bit for the Empire's war effort. In 1916, teachers in central Alberta complied with the directive from the provincial Department of Education requiring them to take an oath of allegiance.

The expansion of the cadet drill program in schools during the war years reinforced the lessons about good citizenship and good conduct that students learned from books. Cadet training had been part of the school curriculum before the war, and was usually taught by British army veterans who entertained their male charges with stories about their experiences in India or South Africa. The students were outfitted in uniforms and equipped with old Snider-Enfield rifles cut down to make them more maneuverable by shorter arms and smaller hands. The drill these students learned was intended to stress good health and obedience. Most boys, through their experience with cadets and watching the returning veterans of the war, learned something about moral duty and political obligations.

An education for good citizenship before WW I implied education for right conduct. Pupils were explicitly taught the importance of virtues such as punctuality, industry, truthfulness, obedience, regard for others and a sense of justice. It was assumed that these virtues were associated primarily with British parliamentary democracy and a specifically English character. The political and economic challenges and unrest of the 1920s resulted in changes in school content and a new understanding of good citizenship and good character. The public demanded that schools address the challenges facing Alberta society and protect youth from the social transformations resulting from new technology and the increased influence of American popular culture. The result was that the nature of education for good citizenship was redefined.

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