“It should be the centre... of professional training in education” The Faculty of Education of the University of Toronto: 1871–1996

Elizabeth M. Smyth

Abstract of the College (later Faculty) of Education and This article analyzes the history of Ontario’s its merger with Ontario Institute for Studies secondary school teacher education by focus- in Education. sing on its development at the University of Toronto. It argues that the tensions associated The lofty goal, to be the centre of profes- with teaching, research and professional cer- sional training in education, was set before the tifi cation that arise when teacher education is President of the University of Toronto by four placed within a university setting, have roots members of the Faculty of Education in 1920. embedded in the nineteenth century. The Their purpose was two fold: to advocate for article uses a variety of sources, including increased status and to secure increased fi nan- the Report of the Minister’s Committee on the cial remuneration for themselves and their Training of Secondary School Teachers 1962, to faculty (Cornish, 1920:5). Some forty years construct its arguments. The development of later, the institution they foresaw as enhan- secondary school teacher education is traced cing Canadian teacher education to such an through four historical periods: 1871–1907, extent that Canada’s educational prowess would the early history and development of the Onta- “outstrip the United States” was being vilifi ed, rio Normal College; 1907–1920, the establish- not glorifi ed. A prominent Ontario politician ment of the Faculty of Education at the Uni- viewed it as: versity of Toronto and its fi rst two decades of operation; 1920–1966, the transformation of The last refuge of the undecided ...[with] a high the Faculty of Education into the Ontario Col- school atmosphere characterized by regimenta- lege of Education; 1962–1996 the re-creation tion. The building is a study in depression ...It

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is bleak, overcrowded ... cramped ... desolate ... most challenging position in the academy: the student teachers are expected to be non critical intersection of theory and practice. Like the ... non analytical ... It breeds an anti intellectual histories of other schools of education throug- atmosphere. (Lewis, 1964:2555) hout the world, the history of the Faculty of Education at the University of Toronto (and How did the Ontario College of Education Ontario teacher education in general) is lar- (OCE), the provincial school of education gely uncharted (Harris, 1967; Fleming, 1971; for secondary school teachers located on the Phillips,1977 Lang & Gelman, 1994; Booth campus of the University of Toronto, come to & Stiegelbauer, 1996; Eastman, 2002). In warrant such a diatribe?. While some of these contrast to other faculties within the univer- criticisms were well founded, others were refl ec- sity (Friedland, 2002), the Faculty of Educa- tive of the emotion that discussion of secon- tion lacks a comprehensive history of its teach- dary school teacher education evokes among ers, students and curriculum. This may be due the population at large, teachers themselves in part to the nature of the teaching profession, and researchers in the fi eld of education. The for as Kennedy (2001) observes: building that housed the OCE was in poor shape. Its “bleak, overcrowded, cramped and Most professions develop licensing policies that desolate” features were indicative of the neg- distinguish members from non-members and lect it received at the hands of both the Onta- most members make career-long commitments rio Ministry of Education and the University to their professions .... Both these aspects of pro- of Toronto. Did it breed anti intellectualism? fessionalism have eluded education. A substan- Were its students expected to be non critical tial fraction of the population consists of former teachers or people who were certifi ed but never and non analytical? To answer these charges taught [or] ... practicing educators [who] entered is a more challenging task. the fi eld through alternative routes ... The boun- daries of educational expertise are further blurred Like the other professional schools that form by a presumption of expertise in the population part of the University of Toronto, the Faculty at large for, as Carl Kaestle has noted, everyone of Education has a history that is largely deter- has been to the fourth grade, and that makes mined by the fact that it served multiple mas- everyone an expert on educational matters. (17) ters. As a professional school, it sits at that

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Kaestle’s point is worth bearing in mind Ontario’s secondary school teacher while reading comments such as those that education: 1871–1907 open this piece. In 1867, the British North American Act esta- blished the country of Canada. Because of This article analyzes the history of Ontario’s the linguistic, regional and religious confl icts secondary school teacher education by focus- among the founding peoples, a decentralized sing on its development at the University of approach to education was taken. No natio- Toronto. It argues that the tensions associa- nal offi ce of education was created. The admi- ted with teaching, research and professional nistration of elementary and secondary educa- certifi cation which arise when teacher educa- tion was placed in the hands of the provincial tion is placed within a university setting have government. Ontario is the most populous of roots embedded in the nineteenth century. The Canada’s ten provinces and three territories. article uses a variety of sources, including The Ontario’s provisions for teacher education have, Report of the Minister’s Committee on the Training at various points in their history, both led and of Secondary School Teachers 1962 (The Patten followed the trends emerging in the rest of the Report), to construct its arguments. The deve- country. From Toronto, the province’s capital, lopment of secondary school teacher education the Ontario Ministry of Education controlled is traced through four historical periods: 1871– schools and teacher education. 1907: the early history and the development of the Ontario Normal College; 1907–1920: the In the early period of its history, demand establishment and termination of the Faculty of for teacher certifi cation in Ontario remained Education at the University of Toronto; 1920– a background issue – inadequate supply of 1966: the Ontario College of Education, the teachers was a more pressing problem. Teacher Faculty of Education’s successor; 1962–1996: education was by apprenticeship and for some, the re-creation of the College (later Faculty) of after 1847, attendance at the Toronto Normal Education and its merger with Ontario Institute Schools. With the restructuring of the pro- for Studies in Education. vincial education system and the passage of the High Schools Act of 1871, the increase in number of students attending high schools signaled the need for more teachers. How-

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ever, the Act listed no specifi c requirements for degree programs at the New York College for training. A university degree was deemed suffi - the Training of Teachers, a branch of the Uni- cient for teaching in the province’s high schools. versity of the State of New York: In1885, the specifi c pedagogical preparation of high school teachers was fi rst addressed when This is the fi rst time in the history of education a provisional agreement was drafted between tht University has formally established a School the Ontario Minister of Education and colle- of Pedagogy as a professional school and given giate institutes (those high schools that prepa- pedagogical degrees ... Its work is fi rst to make its red students for university entrance examina- students thoroughly familiar with the history and science of education, methodology, systems of tions). Principals and their staffs were empowe- schools, school law, practical administration and red to provide a 14 week training program for the educational literature of the ages. Second, new teachers. This apprenticeship model had by seminary method to give that incitement to little appeal to those seeking to teach. Thus, the highest order of work, which comes from the by 1891, the School of Pedagogy educating contact of many highly trained minds, intent on teacher candidates for secondary schools was success in the same professional ends. (187) housed within the same building as the elemen- tary-school oriented Toronto Normal School. It appears that the University of Toronto was Almost from its foundation, there were ques- not particularly interested in moving in this tions concerning the nature of the type of train- direction – a fact that contributed to the 1896 ing the School delivered. establishment of the Ontario Normal College (ONC) in Hamilton, an industrial town loca- The growing interest in establishing a uni- ted some 60 kilometers from Toronto. ONC versity-based teacher education program was was founded by a 10 year agreement between apparent from the 1892 Report of the [Ontario] the Hamilton Board of Education and the Minister of Education. In that volume, a Special Ontario Ministry of Education. The Ministry Report of the Principal and Mathematics Master agreed to pay for staff time and for space while of the Normal School, Ottawa, On A Visit to Cer- the Board of Education agreed that its teach- tain Normal Schools and Other Training Insti- ers would work with the students in the “critic” tutes in the US was reprinted. MacCabe and capacity. ONC’s mandate included education William (1892) described the curriculum and of teachers for both elementary and secondary

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panels. Just under 22% of ONC students pos- the Ontario Normal College terminated in 1907. sessed university degrees, the essential credential R.A. Thompson, the last principal of the College, for preparation as a secondary school teacher concluded that its closure was largely the result (Ontario Normal College, 1907). of political whims and the changing opinions of the university (Guillet, 1960). ONC contributed actively to the social and intellectual life of the city of Hamilton. With 26 members listed as its 1906–7 staff and 229 stu- The faculty of education, dents enrolled, 155 women (21.9% with degrees) University of Toronto: 1907–1920 and 74 men (21.6% with degrees), the staff and That the University of Toronto had changed its students engaged in a variety of extra-curricu- mind with regard to its involvement in teacher lar and co-curricular activities. The May 1900 education was directly related to the recom- issue of the Ontario Normal College Monthly mendations of the Royal Commission on the gives a fl avour of the matters on the minds of University of Toronto. On 3 October 1905, the the staff and students. The student-written seven Commissioners were charged with the editorial observed that “The fi eld of educatio- task of recommending the future development nal research is unlimited and will claim our most of the University of Toronto: its management, careful study” (Editorial, 1900: 82). It complai- fi nances, and its relationships with professional ned about poorly qualifi ed teachers who possessed schools. Six months later, the Commissioners minimal high school credentials and no teacher delivered their relatively brief (60 page) report. education. They wrote, “the profession is swar- They recommended the establishment or affi lia- med with ’third class’ teachers many of whom tion of a number of professional schools, inclu- will accept ridiculously low salaries, just for the ding a Faculty of Education. They wrote: sake of getting a start... Thus those who are in the profession as a life-work are made to suffer The time has come in our opinion for the crea- by those who use the position as a mere step- tion of a department of pedagogy. A course in ping stone or in order to attain a certain degree the history principles and practice of education of independence by supplying themselves with should form part of the curriculum. The Univer- pin-money”(Editorial,1900: 81). The agreement sity examines for the degree of Bachelor of Peda- between the Hamilton Board of Education and gogy and Doctor of Pedagogy but has hitherto

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done no teaching. Departments of Education They identifi ed the need for a clinical setting have been established in many universities ... The in which new student teachers could apply and work is best performed where the theory and the practice their new knowledge and skills and thus practice can be made to supplement each other recommended the establishment of the Univer- and it appears to us that the Provincial University sity of Toronto Schools. should conduct the department on these lines ... The duty of the University in connection with While it may appear that the Faculty of Edu- the teaching body of our primary and secondary schools is one that ought to be recognized. ... We cation was created to solve the issue of providing do not suggest the exact means by which such an adequate professional education for secondary arrangement can be effected. We believe that school teachers, once it was established, it did the question can best be dealt with by the new not restrict its admission to students who held governing board and that fi nancial provisions for fi rst degrees. As Figure 1, the composite por- the creations of a pedagogical course should be trait of the graduating class of 1909–10, illus- made. (Flavelle, 1906: iv ) trates, the majority of students who enrolled in teacher education at the University of Toronto Thus began the history of one of the most was young (by regulation, at least 18 years of complex professional schools within the Uni- age), female, preparing to teach in the elemen- versity of Toronto: the Faculty of Education. tary schools and lacking a university degree. The Commissioners correctly foreshadowed the The presence of so many young women stu- tensions that would emerge in determining the dents caused university offi cials great conster- place of the professional education for teachers nation. The University lacked facilities and within a university that was increasingly shaped personnel to adequately house and supervise by the norms of science. They clearly identifi ed them, the Dean of Education, W. Pakenham, the debates between the theory and practice of explained. In the year that female enrollment education. They pointed out the obvious: that in the Faculty of Education reached 259, Dean the interplay among the university that taught Pakenham wrote, those wishing to become teachers, the provincial government who licensed them as practitioners The great majority of these women were under 21 and the local school boards who employed them years of age ... Scarcely any were over 23 years of as teachers would require constant negotiation. age. About two-thirds of them came from homes

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outside the city and two-thirds of them did not remain in the city longer than one session. All of these women became teachers ... and shape the morals and manners of the young men and women of Ontario. And yet there is no residence for women at the Faculty of Education, no woman superintendent, counsellor or teacher. The condi- tion calls for anxious consideration. (President’s Report 1914–15: 17)

The presence on the University of Toronto campus of such large numbers of young women preparing for careers as elementary school teach- ers was short lived. When the Faculty of Educa- toral degrees the University offered. Targetted tion was recast (albeit with the same staff, admi- at those wishing to be principals or inspectors, nistration and physical location) as the Ontario the University provided a list of recommended College of Education, it required a university readings and set the examinations, but offered degree for admission. Its targetted population no course work. Candidates were not required was those students wishing to teach in the pro- to prepare a dissertation (Harris, 1976: 310). vincial high schools. If a student was interest With the creation of the Faculty of Education, in elementary education, certifi cation could be its faculty assumed responsibility for the degree acquired only if they took elementary education and changed the requirements to include cour- as one of their two teaching subjects. Relatively sework, examinations, and a dissertation. The few students chose this option. Dean annually reported that the rising interest As was indicated in the Commissioners’ 1906 in doctoral studies was hampered by the lack of Report, even before it began to prepare stu- resources to deliver them: dents for teacher certifi cation, the University of Toronto was granting graduate degrees in edu- The registration calls attention to the rapidly cation. Approved before Senate in 1894, the growing demand in Canada for courses in edu- Doctor of Pedagogy was one of the fi rst doc- cation, the demand is so varied and so strong that

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the University cannot afford longer to neglect expectation of members of the Faculty of Edu- its organization of the teaching staff and course cation. As Dean Pakenham reported: of instruction in the faculty of education. It must act immediately or American universities will train the education experts of Canada. In September of 1912, the staff of the Faculty (President’s Report 1919–20: 18) of Education issued the fi rst number of “the School” ... It is the function of “The School” to help transfer to the teachers of Canada the results Graduate teaching and research were viewed of the more recent discoveries and experiments as interdependent and dissemination of results in education, and this to renew or prolong their was viewed as critical, especially in light of the interest in educational problems. (President’s pronouncement of the President in his Annual Report 1912–1913: 22) Report that In its initial phase of existence, the Faculty of the spirit of investigation has been greatly Education at the University of Toronto educated strengthened and younger men are to be found teachers for both the elementary and secondary in most departments who, either on their own account or under the direction of others who school panels. It did not require a degree for have already much to their credit, recognized that admission. Its student population was domina- scientifi c research not only heightens their own ted by young women. It used the University of interest but is becoming an essential qualifi cation Toronto Schools (UTS), a school for boys (the in a member of the staff of a modern university. second school – a school for girls – was never (President’s Report 1920–21:9) built) located in one wing of the Faculty of Edu- cation building , as one of its sites for practice While the impact of the research culture on teaching and as a source of methods instructors. faculty work life would not reach its zenith Faculty members were encouraged to pursue a until the late twentieth century, it is notewor- number of scholarly directions, which included thy that its roots can be seen in reports such as engaging in graduate studies and research and these. Although it was not until 1934/35 that contributing to the professional development of a Directorship and Department of Educational teachers in the province through the writing of Research were established, national dissemina- articles and texts and the delivery of professio- tion of educational research had long been an nal development courses.

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The Ontario College of of Governors is happily unchanged and I have Education (OCE); 1920–1966 the pleasure in presenting as usual the report of The experiment of educating non-degreed Dean Pakenham. As a result of the new policy the elementary and secondary school teacher candi- numbers were greatly reduced, those in training for fi rst-class certifi cates having been assigned dates together within a university setting lasted to the Normal Schools. All the students in the less than two decades. At the direction of the College of Education in the regular classes were Ontario Ministry of Education, the Faculty of graduates in Arts. By reason of the smaller atten- Education that had been established at Queen’s dance of students ... graduate work has now been University, Kingston, in 1907 was closed in made possible to greater extent than formerly. 1920. In that same year, the Faculty of Edu- (President’s Report 1920–21: 9) cation at the University of Toronto became the Ontario College of Education (OCE). While it The Dean predicted in the same year that operated within the University of Toronto, with with the elimination of the burden of teaching its chief operating offi cer a Dean, OCE was to high numbers of students destined for employ- be under the direction of both the Minister of ment in elementary schools, graduate studies in Education and the University President. education would fl ourish. At the same time, he signalled that a more focussed approach to gra- OCE was to be primarily devoted to the pre- duate education would be instituted. paration of teachers for secondary schools. The demographic profi le of the student population The OCE faculty’s work in graduate educa- was considerably altered as many of the women tion and research appeared in the Reports of the students, whose need of residential accommoda- President of the University of Toronto. Inclu- tion and supervision was so much in the mind ded annually were notices of appointments to of the President and the Dean, were no longer the College; report from the Dean; enrollment admitted as students. The President of the Uni- data and number of graduates (whose degrees versity of Toronto reported: were granted by the University of Toronto) and intermittent reports from the Principal of the Though what was formerly the Faculty of Educa- University of Toronto Schools. tion is now the Ontario College of Education, the relationship of this department to the Board

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Both physically and intellectually, OCE Presidents of the University of Toronto did not was not at the heart of the university. Situated try to have more infl uence over OCE. When on the edge of the campus, it was a brisk 20 Dean A.C.Lewis (1944–58) tendered his resig- minute walk from the administrative centre of nation, University of Toronto acting President Simcoe Hall. OCE was populated by faculty Moffat Woodside followed University policy whom one former dean described as “an array and initiated the process of a striking a search ofi ndividuals and characters reminiscent of a committee to select a new Dean. The Ontario Robertson Davies novel. Some were Dicken- Minister of Education, W.J. Dunlop, wrote to sian in breadth and spirit. They were all males the President: “Before you have too many meet- of course except for the obligatory and quite ings permit me to call to your mind an antiqua- exceptional women in home economics and ted, colloquial but still very valid maxim ’He women’s physical education, loyalist in tem- who pays the piper calls the tune.’” By Order perament, politically conservative in matters in Council, that is, a cabinet directive and not of education and classroom practice” (Macdo- a University search, B.C. Diltz was appointed nald 1996:9). Yet, it is important to note that Dean (Stamp, 1982: 201). With appointment some faculty members were in fact curricular procedures that did not follow university poli- leaders, writing textbooks that gained provin- cies, and much of its research and publications cial and national prominence. oriented toward educational practice, OCE’s culture differed dramatically from the rest of In spite of its location on a university campus, the university. It is not diffi cult to understand and the fact that its head was a dean, most mat- why tension between OCE and the rest of the ters dealing with fi nance, appointment of staff campus arose. and curriculum were overseen by the Ministry of Education. OCE’s deans have been described In the mid-1950s, there were important chan- by one of their number in the following terms ges made in the OCE program. Technical Stu- “none of them scholars in the conventional con- dies were inaugurated to prepare teachers to staff temporary sense but all of them sharing the same these new secondary school programs. Most of virtue of having impeccable connections with the candidates for this program were men who the ministers of education of their times” (Mac- moved from industry into education, without donald 1996: 9). This is not to say that some acquiring a degree. Major changes also occur-

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red in the delivery of graduate programs. The Reintegation in the University degree Bachelor of Pedagogy, which may be con- of Toronto and new Mergers: sidered as standing halfway between a Bachelor 1962–1996 of Education and a Master of Education, was eli- For almost forty years, OCE held a monopoly minated. The Master of Education degree was on professional education of secondary school instituted. The Doctor of Pedagogy, to which teachers in the province of Ontario. Over those one could gain admission from a Bachelor of decades, teacher education was studied by a Pedagogy, was also eliminated. Admission to number of provincial reviews and task forces as the new Doctor of Education (Ed D) degree the teacher educators in the provincial Normal was completion of a Masters degree. The Ed Schools (later Teachers’ Colleges), the Teachers’ D program included coursework in research, a Federations and the faculty of OCE themselves series of seminars and the writing of a disserta- all sought to improve secondary school teacher tion. The history of the Ed D at the University education. An analysis of the 1962 Report of of Toronto is a fascinating and turbulent one for The Minister’s Committee on the Training of it raises questions as to how to implement a fully Secondary School Teachers (The Patten Report) professional doctoral degree within a research- provides insights into the critical issues within oriented university. Its current decline may be teacher education. The committee who for- more a result of the professionalization of the mulated The Patten Report was charged with Doctor of Philosophy degree than disinterest making recommendations “on all matters per- on the part of students in acquiring a graduate taining to the preparation of secondary school degree with a professional focus (Smyth, Allen teachers, including the possible establishment of & Wahlstrom, 2001). additional training institutions in the province.” Among its six specifi c tasks was to explore “The relationship of the colleges to the universities to the Department of Education in matters both academic and non-academic” and “the relation- ship of the academic and professional education of teachers in both time and arrangement” (The Patten Report 1962: 5). Curiously, none of the 12 Commissioners were drawn from OCE.

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The Patten Report listed 148 recommen- should follow this pattern if a graduate school dations that addressed virtually all aspects of in close relationship to a university” yet stated the life of a teacher education institution: the that “it does not follow that every university staff, students, curriculum, practice teaching, should have an attached college of education ... physical location, fi nancial issues and gover- the ability of the surrounding area to provide nance. The Committee identifi ed a number adequate facilities for practical work must have of roles for a college of education. While the an important bearing on the placement of new training of teachers was its primary objective, colleges.” Staff should “hold university rank and the Committee believed that a key leadership appointment” yet “there must be consultation role for the colleges lay in the domain of edu- between the two authorities over the nomina- cational change: tion and conditions of appointment of suitable persons to carry out the functions for which the college is established” (The Patten Report Through its direct contact with the secondary 1962: 50–53). How the committee visualized schools and with the Department of Education the college should be a prime mover in educa- ’scholarship’ was refl ective of the dominance tion change ... Signifi cant writings and studies of members who were school-based or depart- on education, advances and fi ndings of other ment based. The description of the Dean reve- departments of the universities and the results of aled much: its own research projects are a part of this process ... Teachers must be trained not only in the changing The dean should be a person whose breadth of aspects of secondary schools but also in the fact of scholarship and respect for scholarship are gene- change itself. (The Patten Report 1962: 10) rally recognized by the minister, by the univer- sities and by secondary school teachers ... Such The Committee concluded that the best scholarship is not necessarily identifi able with a arrangement under which professional educa- multiplicity of degrees and should outweigh any tion can occur is one in which the responsibi- proof of administrative ability. (The Patten Report lity is shared among the Ontario Ministry of 1962: 68) Education and the University. It set about to recommend an improved and enhanced OCE. Three recommendations in The Patten Report It recommended that “new colleges of education deserve special attention: the creation of a new

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degree: the Master of Arts in Teaching (MAT); which is to train teachers rather than research the role of the college and faculty in research workers.” To ensure the operations of an effec- and the physical location of a school of teacher tive research department which would explore education. “problems related chiefl y to secondary educa- tion and to research having practical applica- Early in the report, the Committee members tion .... Avoid[ing] the danger of straying too voiced their support for the MAT as a means far afi eld in its investigations”, the committee of achieving “further personal development to advised that it be “controlled by the college and the students and provision of even more intel- not allowed to develop into an isolate and semi- lectual challenge to the special group of students independent body” (The Patten Report 1962: which can accept it without danger to the train- 171). The committee advised that the colleges ing aspects of the course. It should also help to should not establish lab schools (and recommen- forge a closer link between the college and the ded that UTS be eliminated) but that research university” (The Patten Report 1962: 26). Stu- work be carried on, as should practice teaching, dents would divide their time between course- in schools refl ecting the diversity of the secon- work in academic departments across the uni- dary school population. versity and the Faculty of Education. Finally, the committee dedicated a considera- In the domain of research, the Committee’s ble amount of space to space. It recommended writings indicate a very practice-oriented that new buildings, located “on a university view. They wrote that “staff experimentation campus or in proximity to a university” built to and research” in areas of teaching practice and accommodate 600 students “should be planned curriculum should “supplement the work being to resemble a good secondary school” with spe- done by any research department or graduate cialist classrooms. The OCE building should be school within the College.” However, they the subject of a study by structural experts with advised against the establishment of a Depart- a view to demolition or complete renovation. ment of Research (which was in existence at Space in the newly constructed facilities should OCE), concluding that “it need not be consi- include “offi ce space for the local offi cials of the dered an essential feature” for its role should be Ministry of Education” (The Patten Report 1962: “subsidiary to the main function of the college 228). This latter recommendation indicates the

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Committee’s views that teacher education to be change in teacher qualifications. In 1965, more aligned with the Ministry of Education. the Ontario Institute for Studies in Educa- Shortly after the presentation of this Report, tion (OISE) was established independent of another commission, The Minister’s Committee the University of Toronto but affi liated to it on the Training of Elementary School Teach- for degree granting purposes. OISE took over ers, produced The MacLeod Report (1966). OCE’s responsibility for graduate teaching and The committee recommended the transfer of research. What had been OCE’s Department of teacher education from Ministry of Education Educational Research became the core of OISE. administered Teachers’ Colleges into Faculties The new OISE was well-funded. Its founding of Education that would be located on univer- director recruited faculty internationally. Very sity campuses and governed by university pro- rapidly, OISE became Canada’s premier institute cedures. This policy was initiated in the 1960s of educational research. It attracted students and completed the closure of the last Ontario and scholars from around the province, across Teacher Education College in 1979. the country and around the world. Its innova- tive and responsive approach to graduate edu- As with many commissioned works, little action cation resulted in a large enrollment in its part- was taken a result of The Patten Report. Yet, a few time Master and Doctor of Education degrees. developments are worth noting. Two new colle- As enrollment grew, many women teachers were ges of education to qualify students for teaching drawn to part time study that enabled them to in secondary schools were created at Queen’s Uni- combine graduate work with full time employ- versity, Kingston, and at the University of Wes- ment. Through its network of fi eld centres scat- tern Ontario, London. The Ministry divested tered throughout Ontario, OISE engaged in the itself of some control over OCE. To refl ect this delivery of graduate programs in education, in change, OCE was renamed the College of Edu- wide ranging research and in collaborative fi eld cation of the University of Toronto (CEUT) in development activities. In the absence of its own 1966 and in 1972, the Faculty of Education of large and resource-rich graduate department, the University of Toronto (FEUT). the new CEUT began striking alliances with a number of university departments, including Two events dramatically infl uenced CEUT’s English, Mathematics, Physics, Geography and development: the foundation of OISE and a Library Science (Macdonald, 1996:19) imple-

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menting the degree of Master of Arts/Master of elementary options small as they had to retool Science in Teaching (MAT) – the degrees that their secondary school oriented staff to teach The Patten Report had recommended. students whose pedagogical interests differed from theirs. The second change was the result of the 1974 decision of the Ministry of Education to The Provostial Review of the Faculty of change teacher qualifi cations. Previously, stu- Education 1986–87 pointed a new direction dents at OCE/CEUT could prepare for both at FEUT. In addition to encouraging further elementary and secondary schools by selecting linkages with OISE, and with the two laboratory “the elementary option” in addition to one of schools, the Institute for Child Studies (ICS) their subject-based high school courses. Few and UTS, the Review recommended resour- students selected this path. As of 1974 students ces for new faculty appointments and a greater could select qualifi cations to teach students at research focus. A period of reform under the the following levels: primary/junior (Kinderga- leadership of newly appointed Dean Michael ren-Grade 6), junior/intermediate (Grades 4– Fullan lasted from 1988 to 1996. 10) or intermediate/senior (Grades 7 to school leaving). The outcome of this choice was that FEUT students could choose to pursue a pro- gram of studies with an elementary school orien- tation. Declining enrollment in the province’s school system caused great problems in faculty recruitment. One former dean described the problem thus “between 1974 and 1989, there virtually no new appointments made at FEUT ...the penalty paid by the Faculty for too rapid expansion in the late sixties was keenly felt by its inability to benefi t from the advantages of orderly renewal throughout much of the eigh- ties” (Macdonald, 1996: 15). The Deans of Education decided to keep enrollment in the

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The Present program in teacher education to students who Perhaps the most signifi cant change which has already have earned at least one academic degree. occurred in the faculty’s history is that which Additionally, it offers two graduate programs heralded the present phase: the 1996 merger that combine a graduate degree with teacher of FEUT and OISE into the Ontario Institute qualifi cation: a Master of Arts in Human Deve- for Studies in Education of the University of lopment and a Master of Teaching. Four other Toronto (OISE/UT). Previous attempts to join graduate degrees are offered by OISE/UT’s fi ve the two institutions, most notably an attempt by graduate departments: Master of Arts, Master the University of Toronto based on the recom- of Education, Doctor of Education and Doctor mendation of the Marsden Task Force and one of Philosophy. by the Liberal Government of Ontario made by an announcement in the 1985 provincial budget OISE/UT is still attempting to actualize the by Treasurer Robert Nixon (Lang & Eastman vision for professional teacher education within 2002: 77), had failed. Yet, under the leader- the University of Toronto that was identifi ed in ship of FEUT Dean Michael Fullan , OISE the 1906 Royal Commission Report. The ten- Director Angela Hildyard and University of sions and challenges identifi ed by the Commissi- Toronto President Rob Pritchard, OISE/UT oners are still in the foreground as the increasing was created on 1 July 1996. Headed by Dean demands from arms-length regulatory bodies, Michael Fullan, this new institution’s self decla- such as the Ontario Council on Graduate Stu- red mandate was: dies and the Ontario College of Teachers, have reshaped elements of teacher education. Signi- Canada’s leading educational institution dedi- fi cant new pressures have emerged as well. In cated to the establishment of a learning society, response to the structures put in place by the through immersing itself in the world of applied Ontario Ministry of Education to increase the problem solving and expanding the knowledge accountability for teachers’ initial and ongoing and capacities of individuals to lead productive professional certifi cation, the relationship bet- lives. (OISE/UT, 2002) ween the faculties of education and Ontario’s teacher unions has become strained. As well, OISE/UT continues the almost century-old the demands for accountability within the uni- tradition of delivering a one year consecutive versity-research culture has placed pressure on

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faculty to meet ever escalating standards of References excellence in both teaching and research. Booth, D. & Stiegelbauer, S. (eds)(1996) Teaching Teachers: The Faculty of Education University of Toronto As OISE/UT moves into the twenty-fi rst cen- 1906–1996. Hamilton: Caliburn Enterprises. tury, and awaits the impact of a new dean, Cornish, G.A., Irwin, J. Hamilton, D. & Coombs, F. Letter to the President of the University of Toornto. faculty are grappling with three questions. April 19, 1920. University of Toronto Archives. How can a professional faculty delivering Faculty of Education 1919-20. File. 5. both initial teacher education and graduate Editorial. (1900) Ontario Normal College Monthly 2 #6 education achieve excellence in both teach- May. n.p. Fleming, W.G. (1971) Ontario’s Educative Society: Sup- ing and research? What is the role of a profes- porting Institutions and Services (Toronto: University of sional faculty of education in a contemporary Toronto Press. research university? In what ways can faculty Gelman, S. (1994) Women Secondary School Teachers: excellence be enhanced within an environment Ontario, 1871–1930. Unpublished PhD Dissertation. Graduate Department of Education University of which addresses the realities of professional edu- Toronto. cation with its demands for the education and A Good Thing for Hamilton. (1895) The Hamilton supervision of teacher candidates; responsive- Spectator 14 August 1895. n.p. ness to the schools systems, graduate instruction Guillet, E. (1960) In the Cause of Education. Toronto: and, supervision; scholarship and research? The University of Toronto Press Harris, R.S. (1967) Quiet Evolution: A Study of the answers to these questions may reveal the shape Educational System of Ontario. Toronto: University of of tomorrow’s teacher education. Toronto Press. Faculty of Education of the University of Toronto (FEUT) (1973–74) Calendar of the Faculty of Educa- tion. University of Toronto. Friedland, M. (2002) The University of Toronto: A His- tory. Toronto: University of Toronto Press. Flavelle, J.W. (Chair) (1906) Report of the Royal Com- mission on the University of Toronto. Toronto: L.K. Cameron Kennedy, M. (2001) Incentives for Scholarship in Education Programs. In W. Tierney (ed) Faculty Work in Schools of Education: Rethinking Roles and Rewards for the Twenty–fi rst Century. Albany: State University

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of New York. Retrieved November 15, 2002, from President’s Report (1914–15) Toronto: Offi ce of the http://www.msu.edu/~mkennedy/publications/docs/ President of the University of Toronto. FacIncentives/FacIncentives.pdf)retrieved President’s Report (1919–1920) Toronto: Offi ce of the Lang, D. & Eastman, J. (2002) Mergers in Higher President of the University of Toronto. Education: Lessons from Theory and Practice. Toronto: President’s Report(1920–21) Toronto: Offi ce of the University of Toronto Press. President of the University of Toronto. Lewis, S. (1964) Ontario Legislative Assembly Debates Smyth, E., Allen, C. & Wahlstrom, M. (2001) Profes- 27 leg., 2nd. Session 28 April. sional Doctorates: The Canadian Experience. In B. MacDonald, J. (1996) A Personal History of the Faculty Green, T. Maxwell & P. Shanahan (Eds) Doctoral of Education. In Booth, D. & Stiegelbauer, S. (eds) Education and Professional Practice: The Next Genera- Teaching Teachers: The Faculty of Education University tion. Armidale: Kardoorair Press, 69–84.. of Toronto 1906–1996. Hamilton: Caliburn Enterpri- Stamp, R. (1982) The Schools of Ontario 1876–1976. ses, 2–25. Toronto: University of Toronto Press/ Ontario Histo- MacLeod, C.R. (Chair).(1966) Report of the Minister’s rical Studies Series. Committee on the Training of Elementary School Teach- ers 1966. Toronto: Ontario Department of Education . McCabe, J. & Scott, W. (1892) Special Report of the Principal and Mathematics Master of the Normal School, Ottawa, On A Visit to Certain Normal Schools and Other Training Institutes in the US. In Report of the Minister of Education (Ontario) 1891. Toronto: Warwick & Sons. OISE/UT (2002) Mission Statement. Retrieved Novem- ber, 20, 2002, from: http://oise.utoronto.ca Ontario Normal College (1907) Ontario Normal Col- lege Handbook 1906–07. Hamilton: Ontario Normal College Patten, F.G. (Chair) (1962) The Report of the Minister’s Committee on the Training of Secondary School Teachers 1962. Toronto: Queen’s Printer. Phillips, C.E. (1977) College of Education Toronto: Memories of OCE. Toronto: Faculty of Education University of Toronto. President’s Report (1912–13) Toronto: Offi ce of the President of the University of Toronto. President’s Report(1913–14) Toronto: Offi ce of the President of the University of Toronto.

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