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An Education for
"Character" in Alberta Schools, 1905-45
by
Amy von Heyking
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In the early part of this century, public schools in Alberta recognized their
obligation to create boys and girls of good character, but while private schools
openly operated within a tradition of Christian nurture, public schools avoided
language and issues which would provoke sectarian conflicts. Public schools
concentrated instead on the language of secular virtue to support the virtues
necessary for successful living. These virtues changed over the space of 40
years and two world wars. An examination of what students were taught about the
nature of society and about good citizenship gives us interesting insight into
the nature of Alberta society itself and its response to the challenges of the
modern world.
Alberta schools have always tried to create responsible citizens, but
character education has always been linked to an understanding of what such a
citizen should be. Before WWI, a good citizen was clearly defined in
Christian terms. Thus being a good citizen meant acting in accordance with
standards of right conduct and Christian virtue. In the 1920s, the explicit
connection to Christian nurture was downplayed. The experience of a world war
taught Albertans about the need for harmony and co-operation. Thus, the prevailing
definition of good citizenship in this era was a recognition of the duties that
went along with living in a community. The good citizen fit in and took up the
responsibilities for which he or she was fitted for. As the economic situation in the
1930s worsened, and as political tension degenerated into WWII, there
were demands among educators and the public for schools to take up new
responsibilities. Many argued that for too long schools had inculcated young
people with an unthinking loyalty to the state and blind obedience to authority
Increasingly they called for citizens who could take up the task of improving
society according to more rigorous standards of justice and equity. Between 1905
and 1945, therefore, there was a transformation in the expectations or
responsibilities schools were to meet in terms of character or citizenship
education — from training in virtue and acceptance of the benefits of social
organization, to a commitment to
reconstruction of Alberta society.
Three subject areas in the early school curriculum undertook
training in good citizenship: reading, history and military drill. These
subjects all emphasized obedience to authority and loyalty to the British
Empire, as well as Christian virtues such as persistence, truthfulness, courage
and generosity. Lessons in reading and literature were drawn primarily from the
Alexandra series of readers, used in Alberta schools from 1908 to 1923. These
readers featured coloured plates of the Union Jack, pictures of members
of the Royal family, and the first and last selections were usually "God Save
the King." Reading selections were drawn from some of the finest English
authors: Tennyson, Scott, Dickens and Wordsworth. The psalms often appeared
among the readings, but even secular readings contained moral lessons.
Characters who were lazy or inattentive to duty were punished. Those who were
courageous and persistent found their just reward. One-line "gems of wisdom"
appeared at the end of selections, for example, "A kind face is a beautiful
face," or, "A good action is never thrown away." The Golden Rule was the
overarching theme of the readings.
The most important subject in the teaching of citizenship and virtue,
however, was history. The 1907 program of studies for the earliest grades
mandated that students learn about the distinguished men of history: "Discussion
of the chief excellences and defects in their character to teach moral
discrimination and ultimately to derive principles of conduct." Somewhat older
children surveyed the important political events of Canadian history in order to
" train moral judgment and incidentally to teach patriotism and civic duty."
So what specific lessons in historical interpretation and character did school
children learn from their history books? They learned that Canadian society was
orderly and harmonious. Historical figures who had challenged the natural order
or rebelled against the government, such as William Lyon Mackenzie and Louis
Riel, were treated harshly in these books. They learned that political and
material progress was inevitable and good, and that those who stood against
progress would fail. Heroes such as Lord Durham were referred to as "His
Greatness," and the early explorers of Canada were celebrated in sentimental and
melodramatic stories.
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