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Exploring the Meanings of Progressive Education in Two Ontario Journals, the School and the Canadian School Journal, 1919-1942

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Exploring the Meanings of Progressive Education in Two Ontario Journals, the School and the Canadian School Journal, 1919-1942 PARALLEL PROGRESSIVIST ORIENTATIONS: EXPLORING THE MEANINGS OF PROGRESSIVE EDUCATION IN TWO ONTARIO JOURNALS, THE SCHOOL AND THE CANADIAN SCHOOL JOURNAL, 1919-1942 by Theodore Michael Christou A thesis submitted to the Faculty of Education in conformity with the requirements for the degree of Doctor of Philosophy Queen’s University Kingston, Ontario, Canada (June, 2009) Copyright © Theodore Michael Christou, 2009 Library and Archives Bibliothèque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l’édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-65422-4 Our file Notre référence ISBN: 978-0-494-65422-4 NOTICE: AVIS: The author has granted a non- L’auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l’Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distribute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L’auteur conserve la propriété du droit d’auteur ownership and moral rights in this et des droits moraux qui protège cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author’s permission. In compliance with the Canadian Conformément à la loi canadienne sur la Privacy Act some supporting forms protection de la vie privée, quelques may have been removed from this formulaires secondaires ont été enlevés de thesis. cette thèse. While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n’y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. ABSTRACT This dissertation arose from a need to derive an inclusive model for describing the historical meanings of progressive education. It considers reform rhetoric published in two widely distributed and accessible journals in Ontario, The School and The Canadian School Journal, between 1919 and 1942. These sources brought together a wide variety of educationists in the province, including teachers, school board representatives, members of the Department of Education, inspectors, and the staff of teacher training institutions, and were forums for the exploration of new and progressive educational ideas. Various conceptions and interpretations of what progressive education would entail were published side by side, in parallel. This dissertation describes the rhetoric of progressive education, which concerned three domains—active learning, individualized instruction, and the linking of schools to contemporary society—and considers the distinctions within this language. Further, this dissertation argues that progressivist ideas were interpreted and represented in different ways according to conceptual orientation and context. Three distinct interpretations of progressive education are described in this thesis. The first progressivist orientation was primarily concerned with child study and developmental psychology; the second concerned social efficiency and industrial order; the third concerned social meliorism and cooperation. Hence, I draw not only on three different domains of progressivist rhetoric, but also on three distinct orientations to reform. What emerges is a description of how different progressivists understood and represented Ontario’s transforming schools, in a context affected by the forces of modernity, world war, and economic depression. i ACKNOWLEDGEMENTS This dissertation could not have been composed without a God of infinite patience. Very humbly, I give thanks. Further, but remaining with the deistic theme, I wish to thank my muses. Four, in particular, have been wellsprings of inspiration. To Clēo, muse of history, I give thanks. Dr. Rosa Bruno-Jofré, your courage and integrity—academically, but foremost personally—have moved me. I am most fortunate that you adopted me, and I am forever in your debt. To Mélétē, muse of practice and study, I give thanks. Dr. Ian McKay, your diligent reading, patience, and probing questions have added immeasurably to the depth and breadth of this research. Dr. Eva Krugly-Smolska, your keen editorial eye and suggestions helped me fully understand the heavy implications of academic work at the doctoral level. Dr. Skip Hills and Dr. Jeff Brison, examiners from Queen’s University, and to Dr. Marguerite Van Die, chair at my defense, your keen questions will shape and guide my future research into the themes treated in the dissertation. To the external examiner of this dissertation, Dr. Elizabeth Smyth, I give thanks for your contributions to this process and for the time and effort you devoted to my work. Lastly, to fellow graduate students, my professors, as well as the library and administrative staff at Queen’s University, I am grateful and appreciative. To Mnēmē, muse of memory, omnipresent in the past and present senses, I give thanks. For my parents, Michael and Dora, and for my sisters, Lisa and Nina, I owe a heavy recompense. To friends and family in Toronto, Kingston, and Cyprus, I bow. To Aoedē, muse of song, who embraces all that has come and all that shall come, I give thanks. Glenda, dear wife, there is much cause to celebrate. ii STATEMENT OF ORIGINALITY I hereby certify that all of the work described within this thesis is the original work of the author. Any published (or unpublished) ideas and/or techniques from the work of others are fully acknowledged in accordance with the standard referencing practices. THEODORE MICHAEL CHRISTOU JUNE, 2009 iii TABLE OF CONTENTS Table of Contents ABSTRACT .................................................................................................................................i ACKNOWLEDGEMENTS ....................................................................................................ii STATEMENT OF ORIGINALITY ................................................................................... iii TABLE OF CONTENTS.......................................................................................................iv CHAPTER I ...............................................................................................................................1 INTRODUCTION...................................................................................................................1 Research Question and Thesis ........................................................................................................1 Working Definition..........................................................................................................................4 Three Orientations Characterizing Progressivist Discourse in Ontario’s Educational Journals .....4 Chapter Outlines.............................................................................................................................5 CHAPTER II..............................................................................................................................8 ONTARIO’S EDUCATIONAL CONTEXT IN THE INTERWAR PERIOD........8 Synopsis and Introduction...............................................................................................................8 Post–World War I: Changes and Ruptures within the Context......................................................8 Planning for a Changing World and Coping with Contingency ...................................................12 Progressive Education for a Progressive Society............................................................................15 Expansion of Education Opportunities .........................................................................................17 Child Study and Child Health.......................................................................................................25 Efficient Schools for an Efficient and Progressive Society .............................................................30 Forging Educational Organizations ..............................................................................................32 The Depression and Its Impact on Education...............................................................................34 The Separate Schools of Ontario ..................................................................................................39 Changes within the Department of Education..............................................................................43 Summary.......................................................................................................................................45 CHAPTER III......................................................................................................................... 47 THE SOURCES, THE ISSUES, AND THE APPROACH TO PROGRESSIVE EDUCATION ........................................................................................................................
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