ACTION AND ADVOCACY: ALFRED FITZPATRICK AND THE EARLY HISTORY OF FRONTIER COLLEGE Erica Martin A thesis submitted in conformity with the requirements for the degree of Master of Arts Department of Adult Education, Cornrnunity Development and Counselling Psychology Ontano Institute for Studies in Education of the University of Toronto Q Copyright by Erica Martin 2000 National Library Bibliothèque nationale ($1 of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395, rue Wellington OttawaON K1AON4 Ottawa ON K1A ON4 Canada Canada Your nk, Votre refemc.9 Our iye Narre relérençe The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sel1 reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantiai extracts fkom it Ni la thèse ni des extraits substantiels may be printed or otheMrise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. ABSTRACT Action and Advocacy : Alfred Fitzpatrick and the Early History of Frontier College Degree of Master of Arts 2000 Department of Adult Education, Community Development and Counselling Psychology Ontario Institute for Studies in Education, University of Toronto Enca Martin This thesis examines the early history of Frontier College, the oldest adult education organization in Canada. This examination draws upon social and educational influences on the organization's founder, Alfred Fitzpatrick. The thesis then documents and analyses the founding of the Reading Camp Association - later renarned Frontier College - and the development of the labourer-teacher model, both of which were designed to deliver educationd services on the frontien. It investigates Fitzpatrick's overall pnnciples and the achievements of his organization, specifically its capacity both to challenge and uphold existing rnodels of social and political power. Finally, the thesis draws conclusions about education, action and advocacy from a historical perspective. ACKNOWLEDGEMENTS To my grandfather, who gave me the title, and everything beyond the words. To my grandmother, whose gifts sustain me. And to George, who made this possible in every way. You gave me the spark, and more. Thanks also to my family: my mother, Joanna, my father and Emma for harbouring me and humouring me throughout. 1am grateful to Frontier College for allowing me to complete this thesis. Special mentions to John O'Leary, George and JOCook, and Jim Momson. Appreciations to Aian Thomas for his thorough reading and critical comrnents. And. finally, 1 th& Barbara Bumaby, for her acadernic support and her humanity, and for showing me it could be done. TABLE OF CONTENTS Introduction ..................................................... 1 Justification for the Study ........................................... -3 Contents of the Study .............................................. 3 LimitationsoftheStudy ............................................ 3 ANoteaboutLanguage ............................................ 6 I . Literature Review and Historiogruphy .............................. 8 The Philosophy of Adult Education in Canada: Roots and Current Concems ... 8 Research on Canadian Educationai History: pre- 1970 ..................... 10 Research on Canadian Educationai History: post- 1970 .................... 14 Goals of this Thesis ................................................ 18 2. Socio-historie Background: Immigration. Education und the Frontiers ... 20 Conditions on the Frontiers .......................................... 20 Immigration ...................................................... 24 Xenophobia ...................................................... 30 Summary:Immigntion ............................................. 33 Education ....................................................... 34 Assistance for Immigrant Workers on the Frontiers ....................... 42 Sumrnary:Education ............................................... 47 3 . FitqatrrWck's Eorly History ....................................... 48 Biography ....................................................... 48 Fitzpatrick's View of the Problem and its Solution ....................... 54 Summary ....................................................... 59 4. The Labourer-Teacher ........................................... 61 Development ..................................................... 61 Duties of the Labourer-Teacher ........................*............. 69 Thepeople ...................................................... 76 GrowthintheProgram ............................................. 83 Operations during World War 1 ...................................... 86 5.Conclusion .................................................... 90 Cumulative Summary .............................................. 90 Fitzpahick's Principles ............................................. 92 Advocacy and Co-optation .......................................... 95 Contemporary Implications ......................................... 97 Bibliography ................................................... 102 INTRODUCTION Alfred Fitzpatrick, the founder of Frontier College, was a passionate and eccentnc visionary. He has been described as a gentleman: "tall and graceful in appearance, always soft- spoken and courteous in manner" (Zavitz 1974: 13). He has also been portnyed as nervous, awkward and gaunt (Lucas in Rogers 1988). Many friends and colleagues mentioned that he was a drearner: according to Jessie Lucas, the secretary-treasurer of the organization, "when his innovative mind seized an idea, no infrequent occurrence, his hair would stand out from his head and his eyes sparkled with electnc excitement" (in Zavitz 1974: 13). Othen saw this "dreamy" quality as absentmindedness or distraction. describing Fitzpatrick as a "shy, ascetic, bespectacled, nervous man . whose energy overcame his personality" (Cook 1976: 16). Like these cornpeting views of the man, a study of Fitzpatrick's early work in founding the Reading Camp Association - later called Frontier College - leads to ambivalent conclusions. Fitzpatrick was an educational pioneer who experimented throughout his life with ways of bringing leaming to the frontien. Many of his ideas were unusual for his time, genenting new pedagogical or social principles. At the same time, Fitzpatnck advocated a liberai approach to social change; such a graduaiist view did not attempt to transform existing oppressive situations. In this way, he both subverted and supporied the power structures of his day. Justification for the Studv My f~stpurpose in writing this thesis is documentary: to help broaden and strengthen the insufficient body of literature on the history of non-forma1 adult education in Canada. As discussed below, little has been written on this subject despite a long history of innovative adult education work in this country. As Canada's oldest non-formal education organization, Frontier College is under-represented in academic and non-academic writing. It is a topic which begs for further study. My second motivation is interpretive. The current gospel about adult education in Canada maintains that the field has undergone a gradua1 and enormous transformation: from a community-based movement which encounged societal change to a professionalized provider of autonomous skills to individual students. Over its history, Frontier College has stmggled with the coexistence of - and contradictions between - these two purposes for education. Thus, the institution is a medium through which this tension cm be exarnined. When educators and poiicy maken are attempting to understand and resolve such tensions, they should look to the past, to the Canadian legacy of innovation in teaching methods and prognm design. Al1 of the facets of adult education - who participates, where, how, why, what they lem and in what socio-political context - have roots in historicai movements and events. An historicai analysis of the roots of the cuxrent system cm contribute to the necessary contemporary debate on the future of adult education in Canada. In this way, the reading of history can be "the basis for exarnining the philosophy which guides practice" (Draper 1998: 35). Contents of the Studv This thesis will examine the early history of Frontier College through its capacity both to challenge and uphold ideas about education, advocacy, oppominity and social change. Chapter One focusses on research and historiography. It includes a literature review and an examination of the changing nature of historical writing about adult education in Canada. Chapter Two looks at the socio-historic context of the turn of the Iast century . It pays particular attention to immigration. education and the motivations and practices of those organizations which served newcomers to Canada. Chapter Three examines Fitzpatrick's own history, including the people, social movements and contemporary ideologies which infiuenced his work and his principles. Chapter Four details the founding