GettingȱThingsȱDone:ȱDonaldaȱJ.ȱDickieȱandȱ LeadershipȱThroughȱPracticeȱ ȱ RebeccaȱPriegertȱCoulterȱ ȱ ȱ Donaldaȱ Dickie’sȱ nameȱ isȱ synonymousȱ withȱ theȱ developmentȱ ofȱ progressiveȱ educationȱinȱEnglishȱCanada,ȱyetȱlittleȱhasȱbeenȱwrittenȱaboutȱherȱlifeȱandȱwork.ȱȱThisȱ biographyȱreclaimsȱDickie’sȱlifeȱfromȱtheȱscatteredȱsourcesȱsheȱleftȱbehind,ȱsuggestingȱ thatȱ herȱ careerȱillustratesȱ howȱwomenȱ providedȱ leadershipȱ inȱ educationȱ inȱ theȱ firstȱ halfȱ ofȱ theȱ twentiethȱ century,ȱ whenȱ theyȱ wereȱ largelyȱ excludedȱ fromȱ positionsȱ ofȱ formalȱauthority.ȱȱThroughȱnormalȱschoolȱteaching,ȱtextbookȱwriting,ȱcurriculumȱandȱ programȱ development,ȱ andȱ otherȱ strategies,ȱ Dickieȱ promulgatedȱ herȱ viewsȱ onȱ learningȱ andȱ teachingȱ toȱ aȱ wideȱ audienceȱ toȱ makeȱ aȱ significantȱ contributionȱ toȱ Canadianȱeducation.ȱȱȱ ȱ Keyȱwords:ȱȱbiography,ȱteacherȱeducators,ȱprogressiveȱeducation,ȱAlbertaȱeducationȱ ȱ Leȱ nomȱ deȱ Donaldaȱ Dickieȱ estȱ synonymeȱ d’enseignementȱ progressifȱ auȱ Canadaȱ anglais,ȱ maisȱ raresȱ sontȱ lesȱ écritsȱ surȱ saȱ vieȱ etȱ sonȱ œuvre.ȱȱCetteȱ biographie,ȱ quiȱȱ reconstitueȱlaȱvieȱdeȱMmeȱDickieȱàȱpartirȱdeȱsourcesȱéparses,ȱsembleȱindiquerȱȱqueȱsaȱ carrièreȱillustreȱcommentȱlesȱfemmesȱontȱfaitȱpreuveȱdeȱleadershipȱenȱéducationȱauȱ coursȱ deȱ laȱ premièreȱ moitiéȱ duȱ XXeȱ siècle,ȱ périodeȱ durantȱ laquelleȱ ellesȱ étaientȱ néanmoinsȱ excluesȱ desȱ postesȱ d’autorité.ȱ Àȱ traversȱ sonȱ enseignement,ȱ lesȱ manuelsȱ qu’elleȱ aȱ rédigé,ȱ lesȱ programmesȱ scolairesȱ qu’elleȱ aȱ élaboréȱ etȱ d’autresȱ stratégies,ȱ DonaldaȱDickieȱaȱfaitȱconnaîtreȱsaȱvisionȱdeȱl’apprentissageȱetȱdeȱl’enseignementȱàȱunȱ vasteȱauditoire,ȱapportantȱainsiȱuneȱimportanteȱcontributionȱàȱl’éducationȱauȱCanada.ȱȱȱ ȱ Motsȱ clésȱ:ȱ biographie,ȱ pédagoguesȱ chargésȱ deȱ laȱ formationȱ àȱ l’enseignement,ȱȱ enseignementȱprogressif,ȱéducationȱenȱAlberta.ȱ ______ȱ ȱ Donaldaȱ Jamesȱ Dickieȱ (1883Ȭ1972)ȱ wasȱ aȱ progressiveȱ educatorȱ whoseȱ careerȱ illustratesȱ howȱ womenȱ provideȱ leadershipȱ inȱ educationȱ evenȱ asȱ theyȱareȱexcludedȱfromȱpositionsȱofȱformalȱauthority.ȱȱAȱnormalȱschoolȱ instructorȱ forȱ mostȱ ofȱ herȱ paidȱ workingȱ life,ȱ Dickieȱ educatedȱ teachers,ȱ wroteȱtextbooksȱforȱstudentsȱandȱteachers,ȱdevelopedȱprogramsȱofȱstudyȱ

CANADIANȱJOURNALȱOFȱEDUCATIONȱ28,ȱ4ȱ(2005):ȱ669Ȭ699ȱ 670ȱȱREBECCAȱCOULTERȱ andȱ curriculumȱ materials,ȱ andȱ activelyȱ participatedȱ inȱ theȱ widerȱ educationalȱ andȱ women’sȱ communities.ȱȱ Sheȱ exercisedȱ whatȱ canȱ beȱ calledȱ theȱ powerȱ ofȱ practiceȱ toȱ provideȱ directionȱ toȱ theȱ educationȱ ofȱ childrenȱ andȱ teachersȱ acrossȱ Canada.ȱȱ Indeed,ȱ Dickieȱ marshalledȱ aȱ capacityȱforȱintellectualȱwork,ȱaȱdeepȱunderstandingȱofȱtheȱactualȱnatureȱ ofȱ classrooms,ȱ andȱ anȱ abilityȱ toȱ sustainȱ aȱ lifelongȱ commitmentȱ toȱ theȱ heavyȱ demandsȱ ofȱ teaching,ȱ research,ȱ andȱ writingȱ toȱ becomeȱ oneȱ ofȱ Canada’sȱmostȱinfluentialȱeducationalȱleadersȱduringȱtheȱfirstȱhalfȱofȱtheȱ twentiethȬcentury.ȱ Althoughȱ democratic,ȱ populist,ȱ andȱ feministȱ impulsesȱ haveȱ extendedȱtheȱmeaningȱofȱleadershipȱtoȱincludeȱrolesȱwellȱbeyondȱformalȱ positionsȱ ofȱ authorityȱ heldȱ byȱ appointmentȱ withinȱ aȱ hierarchicalȱ structure,ȱ weȱ knowȱ remarkablyȱ littleȱ aboutȱ howȱ femaleȱ educatorsȱ exercisedȱ leadershipȱ historically.ȱȱ Dickie’sȱ storyȱ opensȱ upȱ questionsȱ aboutȱ theȱ natureȱ andȱ formȱ ofȱ women’sȱ leadershipȱ inȱ stateȱ systemsȱ ofȱ schooling,ȱ forcingȱ usȱ toȱ considerȱ howȱ womenȱ inȱ theȱ pastȱ “didȱ leadership”ȱwhileȱbeingȱdeniedȱrecognitionȱasȱleaders.ȱȱIndeed,ȱsoȱstrongȱ wasȱtheȱdiscursiveȱexclusionȱofȱwomenȱfromȱnotionsȱofȱpublicȱleadershipȱ thatȱDickieȱprobablyȱdidȱnotȱevenȱrecognizeȱherselfȱasȱaȱleader;ȱrather,ȱ likeȱsoȱmanyȱwomen,ȱsheȱwouldȱhaveȱdescribedȱherselfȱasȱaȱpersonȱwhoȱ “justȱgotȱthingsȱdone.”1ȱȱCertainlyȱthisȱisȱhowȱsheȱwasȱdescribedȱbyȱherȱ colleaguesȱwhoȱsawȱherȱasȱaȱ“doer”ȱor,ȱasȱaȱyoungerȱmaleȱcontemporaryȱ putȱ it,ȱ “theȱ littleȱ redȱ hen”ȱ ofȱ Albertaȱ education,2ȱ aȱ referenceȱ simultaneouslyȱ laudatoryȱ andȱ derisiveȱ andȱ remindingȱ usȱ ofȱ theȱ ambivalenceȱthatȱconfrontsȱwomenȱofȱambition.ȱȱDickie,ȱherself,ȱclaimedȱ toȱbeȱ“justȱaȱteacher.”3ȱȱPreciselyȱasȱaȱ“doer”ȱandȱaȱteacher,ȱhowever,ȱsheȱ providedȱ leadershipȱ withinȱ anȱ increasinglyȱ selfȬconsciousȱ teachingȱ profession,ȱaȱreasonȱwhyȱsheȱwasȱsoȱwidelyȱrecognizedȱinȱherȱtimeȱasȱaȱ centralȱplayerȱinȱtheȱprogressiveȱeducationȱmovement.ȱȱȱȱȱȱȱȱȱȱȱȱȱ Dickieȱwasȱsuccessfulȱbecauseȱsheȱbasedȱtheȱinstructionalȱleadershipȱ sheȱ offeredȱ onȱ twoȱ importantȱ principles.ȱȱ First,ȱ sheȱ situatedȱ herselfȱ withinȱtheȱlargelyȱfemaleȱteachingȱforceȱandȱrespectedȱthoseȱwithȱwhomȱ sheȱworked.ȱȱSheȱwasȱcontinuouslyȱinvolvedȱwithȱaȱnetworkȱofȱteachersȱ whoȱ collaboratedȱ withȱ herȱ onȱ newȱ textbooks,ȱ testedȱ materialsȱ sheȱ developed,ȱ andȱ providedȱ feedbackȱ aboutȱ newȱ programsȱ orȱ curricula.ȱȱ Herȱlinksȱtoȱtheȱfieldȱalsoȱprovidedȱherȱwithȱtheȱpassionȱandȱtheȱpowerȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 671ȱȱȱ toȱ negotiateȱ fromȱ aȱ positionȱ ofȱ strengthȱ withinȱ theȱ widerȱ nationalȱ networkȱ ofȱ normalȱ schoolȱ instructors,ȱ universityȱ professors,ȱ educationȱ officials,ȱandȱschoolȱtrustees.ȱȱPutȱanotherȱway,ȱsheȱcouldȱworkȱ“down”ȱ withȱ theȱ mostlyȱ femaleȱ teachingȱ forceȱ orȱ “up”ȱ withȱ theȱ almostȱ whollyȱ maleȱadministrativeȱstructure.ȱȱAȱsecondȱhallmarkȱofȱherȱleadershipȱwasȱȱ herȱ abilityȱ toȱ combineȱ anȱ understandingȱ ofȱ aȱ better,ȱ moreȱ justȱ andȱ peacefulȱ worldȱ withȱ usableȱ curriculumȱ contentȱ andȱ practicalȱ teachingȱ ideas.ȱȱ Thatȱ is,ȱ Dickieȱ hadȱ aȱ consciousȱ politicalȱ philosophyȱ thatȱ leanedȱ towardsȱ humanismȱ andȱ socialȱ reform,ȱ andȱ anȱ educationalȱ philosophyȱ thatȱvaluedȱbothȱsubjectȱmatterȱknowledgeȱandȱchildȬcentredȱpedagogy.ȱȱ Dickieȱ devotedȱ muchȱ timeȱ andȱ effortȱ toȱ sharingȱ thisȱ perspectiveȱ withȱ teachersȱ bothȱ duringȱ initialȱ preparationȱ andȱ throughȱ inȬserviceȱ programs.ȱȱSheȱspokeȱdirectlyȱtoȱteachersȱinȱprofessionalȱjournalȱarticles,ȱ teacherȬeducationȱ textbooks,ȱ andȱ variousȱ instructionalȱ manuals.ȱȱ Sheȱ embeddedȱ herȱ ownȱ curriculumȱ designȱ andȱ personalȱ pedagogicalȱ approachesȱ withinȱ theȱ textbooksȱ sheȱ wrote.ȱȱ Overȱ severalȱ decades,ȱ sheȱ developedȱconcrete,ȱchildȬfriendlyȱlearningȱmaterialsȱalongȱwithȱspecificȱ pedagogicalȱ strategies,ȱ therebyȱ offeringȱ classroomȱ teachersȱ practicalȱ methodsȱ forȱ carryingȱ throughȱ onȱ moreȱ abstractȱ principles.ȱȱ Inȱ theseȱ ways,ȱDickieȱutilizedȱmanyȱcommonlyȱrecognizedȱleadershipȱstrategiesȱ includingȱcollaboration,ȱnetworking,ȱandȱmentoring.ȱ Yetȱ evenȱ asȱ sheȱ modelledȱ anȱ activeȱ agency,ȱ sheȱ wasȱ caughtȱ inȱ theȱ contradictionsȱfacingȱwomenȱcarvingȱoutȱprofessionalȱcareersȱwithinȱtheȱ institutionsȱofȱtheȱstate.ȱȱAsȱaȱteacher,ȱsheȱwasȱexpectedȱtoȱeducateȱtheȱ youngȱforȱcitizenshipȱwhile,ȱbyȱvirtueȱofȱherȱsex,ȱsheȱwasȱdeniedȱevenȱ theȱrightȱtoȱvote.4ȱȱAsȱaȱgraduateȱstudent,ȱsheȱenteredȱOxfordȱUniversityȱ atȱaȱtimeȱwhenȱsheȱcouldȱnotȱsupplicateȱforȱaȱdegreeȱbecauseȱsheȱwasȱaȱ woman.5ȱȱ Sheȱ toiledȱ forȱ nearlyȱ thirtyȬfiveȱ yearsȱ asȱ aȱ normalȱ schoolȱ instructorȱbutȱneverȱheldȱanȱadministrativeȱpostȱorȱaȱpositionȱofȱformalȱ authorityȱ withȱ herȱ employer,ȱ Alberta’sȱ Departmentȱ ofȱ Education.ȱȱ Andȱ despiteȱ playingȱ aȱ centralȱ roleȱ inȱ theȱ developmentȱ ofȱ progressiveȱ educationȱandȱwritingȱtheȱrecognizedȱteacherȬeducationȱtextȱinȱtheȱfield,ȱ herȱ contributionsȱ haveȱ beenȱ renderedȱ almostȱ invisibleȱ inȱ Canadianȱ educationalȱhistory.6ȱȱȱDickie,ȱthen,ȱisȱoneȱofȱthoseȱfemaleȱeducatorsȱwhoȱ stoodȱ ȱ 672ȱȱREBECCAȱCOULTERȱ hipȬdeepȱ inȱ culturesȱ saturatedȱ withȱ phallocentricȱ knowledges,ȱ inȱ institutionalȱ structuresȱ ruledȱ epistemologicallyȱ andȱ procedurallyȱ byȱ menȱ andȱ masculinistȱ signifiers,ȱ andȱ inȱ aȱ disciplineȱ which,ȱ despiteȱ itsȱ historicalȱ terrainȱ asȱ “women’sȱ work”ȱ.ȱ.ȱ.ȱremainsȱ[in]ȱtheȱtheoreticalȱandȱadministrativeȱcustodyȱofȱmen.7ȱ ȱ Howȱ sheȱ negotiatedȱ theseȱ circumstances,ȱ notȱ ofȱ herȱ ownȱ choosing,ȱ toȱ activelyȱcreateȱaȱrealmȱofȱinfluenceȱandȱsomeȱpower,ȱandȱhowȱsheȱusedȱ specificȱstrategiesȱtoȱsurviveȱandȱevenȱflourishȱinȱaȱworldȱsheȱcouldȱonlyȱ partiallyȱ understandȱ becauseȱ ofȱ herȱ locationȱ withinȱ it,ȱ isȱ theȱ subjectȱ ofȱ thisȱarticle.ȱ EARLYȱINFLUENCESȱ Apartȱ fromȱ aȱ shortȱ autobiographicalȱ noteȱ writtenȱ forȱ herȱ familyȱ andȱ aȱ collectionȱ ofȱclippingsȱandȱ letters,ȱ Dickieȱleftȱ noȱ personalȱ papers.8ȱȱ Herȱ lifeȱ mustȱ beȱ reconstructedȱ fromȱ herȱ publishedȱ writing,ȱ fromȱ theȱ scantȱ recordsȱleftȱinȱvariousȱarchives,ȱandȱfromȱtheȱrecollectionsȱofȱothers.ȱȱInȱ thisȱregard,ȱtheȱdifficultiesȱofȱreclaimingȱDickie’sȱlifeȱareȱnotȱunusualȱforȱ asȱHeilbrunȱpointsȱout,ȱwomen’sȱbiographersȱhaveȱtooȱoftenȱbeenȱforcedȱ “toȱreinventȱtheȱlivesȱtheirȱsubjectsȱled”ȱfromȱ“whatȱevidenceȱtheyȱcouldȱ find.”9ȱȱ Itȱ remainsȱ trueȱ thatȱ althoughȱ Iȱ wasȱ ableȱ toȱ findȱ manyȱ ofȱ theȱ “facts”ȱ ofȱ Dickie’sȱ existence,ȱ herȱ thoughtsȱ andȱ feelingsȱ aboutȱ thatȱ experienceȱareȱelusiveȱandȱherȱlifeȱconstantlyȱslipsȱintoȱtheȱshadows.ȱȱButȱ perhaps,ȱslippingȱinȱandȱoutȱofȱtheȱshadowsȱisȱanȱappropriateȱmetaphorȱ forȱDickieȱwhoȱevadedȱtheȱnormativeȱscriptȱtoȱliveȱtheȱambiguousȱlifeȱofȱ aȱprofessionalȱwoman,ȱclaimingȱaȱsmallȱenclaveȱinȱtheȱforeignȱterritoryȱofȱ maleȱhegemony.ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ Inȱ commonȱ withȱ theȱ restȱ ofȱ us,ȱ theȱ circumstancesȱ ofȱ Dickie’sȱ earlyȱ yearsȱ provedȱ crucialȱ toȱ herȱ identity.ȱȱ Herȱ originsȱ inȱ aȱ Scottishȱ Presbyterianȱfamilyȱandȱcommunityȱwithȱaȱhighȱregardȱforȱreadingȱandȱ learningȱ almostȱ certainlyȱ shapedȱ herȱ viewsȱ aboutȱ theȱ importanceȱ ofȱ educationȱ inȱ one’sȱ life10ȱ andȱ herȱ ownȱ lifeȱ modelledȱ theȱ continuousȱ pursuitȱofȱknowledge.ȱȱBornȱinȱHespeler,ȱOntario,ȱonȱ5ȱOctoberȱ1883,ȱtheȱ eldestȱchildȱofȱHannahȱ(Ann)ȱShepherdȱHallȱDickieȱandȱWilliamȱStewartȱ Dickie,ȱ aȱ schoolȱ teacher,11ȱ Dickieȱ wasȱ orphanedȱ atȱ fourȱ yearsȱ ofȱ age.12ȱȱ Sheȱ andȱ herȱ twoȱ youngerȱ brothersȱ fellȱ underȱ theȱ careȱ ofȱ theirȱ paternalȱ grandmother,ȱMrs.ȱJamesȱDickie,ȱaȱwidowȱwhoȱlikelyȱofferedȱaȱmodelȱofȱ femaleȱ independenceȱ andȱ courage.ȱȱ Althoughȱ Dickieȱ describedȱ herȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 673ȱȱȱ grandmotherȱasȱ“aȱclever,ȱinterestingȱandȱveryȱentertainingȱwoman”ȱandȱ herȱ childhoodȱ asȱ “happyȱ andȱ stimulating,”ȱ itȱ alsoȱ appearsȱ trueȱ thatȱ asȱ theȱ eldestȱ ofȱ theȱ threeȱ orphanedȱ siblings,ȱ Dickieȱ cameȱ toȱ feelȱ aȱ specialȱ responsibilityȱ forȱ theȱ careȱ ofȱ herȱ brothersȱ andȱ aȱ closeȱ attachmentȱ toȱ them.13ȱ Sheȱ alsoȱ spentȱ timeȱ workingȱ inȱ variousȱ familiesȱ inȱ theȱ community,ȱ assistingȱ withȱ childȱ careȱ andȱ otherȱ householdȱ tasks.ȱȱ This,ȱ alongȱwithȱtheȱcareȱofȱherȱbrothers,ȱmayȱhaveȱbeenȱpartȱofȱtheȱpracticalȱ experienceȱthatȱencouragedȱtheȱrapportȱwithȱchildrenȱandȱunderstandingȱ ofȱ childhoodȱ oftenȱ notedȱ byȱ othersȱ reviewingȱ herȱ laterȱ workȱ andȱ accomplishments.14ȱ Dickie’sȱ senseȱ ofȱ Canadianȱ nationalismȱ andȱ connectionȱ toȱ placeȱ whichȱsoȱshapedȱherȱwritingȱonȱcitizenshipȱandȱcountryȱalsoȱwentȱbackȱ toȱherȱearlyȱlifeȱinȱsouthȬwesternȱOntario.ȱȱSheȱhadȱstrongȱtiesȱtoȱtheȱfarmȱ whereȱ sheȱ hadȱ spentȱ herȱ firstȱ years,ȱ claimingȱ thatȱ “underȱ thoseȱ greyȱ roofsȱpeopleȱofȱmyȱbloodȱhaveȱlivedȱforȱgenerations,ȱoutȱofȱthatȱearthȱIȱ sprang.”15ȱȱSheȱwentȱonȱtoȱobserve,ȱȱ ȱ Myȱfeelingȱforȱthatȱbitȱofȱearthȱisȱmoreȱthanȱlove.ȱȱItȱhasȱinȱitȱsomethingȱofȱtheȱ sacrednessȱ ofȱ loveȱ forȱ aȱ mother,ȱ somethingȱ ofȱ theȱ passionȱ thatȱ flaresȱ betweenȱ manȱandȱwoman,ȱsomethingȱthatȱisȱdeeperȱthanȱeither.ȱȱHereȱareȱmyȱroots.ȱȱThisȱ isȱmyȱland.16ȱ ȱ Asȱanȱadultȱsheȱwasȱanȱanglophile,ȱbutȱsheȱwasȱalsoȱaȱdescendantȱofȱtheȱ DickiesȱwhoȱhadȱcomeȱtoȱCanadaȱfromȱScotlandȱtoȱescapeȱpovertyȱafterȱ theȱNapoleonicȱWarsȱandȱtheȱLandȱClearances.17ȱȱTheȱculturalȱmemoryȱofȱ hardshipȱ andȱ immigrationȱ thatȱ passesȱ fromȱ oneȱ generationȱ toȱ theȱ nextȱ mustȱ atȱ leastȱ partiallyȱ accountȱ forȱ Dickie’sȱ positiveȱ renderingȱ ofȱ Canada’sȱmulticulturalȱheritageȱandȱherȱsupportȱforȱtheȱdevelopmentȱofȱ aȱ socialȱ safetyȱ netȱ toȱ counterȱ theȱ worstȱ effectsȱ ofȱ povertyȱ andȱ unemployment.ȱȱȱȱȱȱȱȱȱȱȱȱ BECOMINGȱAȱTEACHERȱȱȱ Likeȱ manyȱ Canadiansȱ ofȱ theȱ day,ȱ Dickieȱ alsoȱ hadȱ theȱ experienceȱ ofȱ migratingȱfromȱoneȱregionȱtoȱanother.ȱȱWhileȱstillȱinȱelementaryȱschool,ȱ sheȱ movedȱ toȱ Souris,ȱ Manitoba,ȱ withȱ herȱ grandmotherȱ andȱ thenȱ toȱ MooseȱJaw,ȱinȱwhatȱisȱnowȱSaskatchewan,ȱtoȱenterȱhighȱschool.18ȱȱInȱ1901,ȱ takingȱ upȱ oneȱ ofȱ theȱ fewȱ occupationalȱ choicesȱ openȱ toȱ women,ȱ sheȱ 674ȱȱREBECCAȱCOULTERȱ attendedȱtheȱReginaȱNormalȱSchool.ȱȱInȱitsȱsouvenirȱmagazineȱwhichȱsheȱ coȬedited,ȱ Dickieȱ isȱ describedȱ asȱ “oneȱ ofȱ ourȱ cleverestȱ juniorȱ membersȱ bothȱinȱspheresȱofȱliteratureȱandȱteaching.”19ȱThisȱevidenceȱprovidesȱtheȱ earliestȱ indicationȱ weȱ haveȱ thatȱ peopleȱ wereȱ beginningȱ toȱ takeȱ noteȱ ofȱ Dickie’sȱintelligence,ȱherȱabilitiesȱtoȱmasterȱbothȱcontentȱandȱpedagogy,ȱ andȱherȱwillingnessȱtoȱrollȱupȱherȱsleevesȱandȱgetȱthingsȱdone.ȱWhileȱatȱ normalȱ school,ȱ Dickieȱ madeȱ importantȱ contactsȱ andȱ atȱ leastȱ oneȱ ofȱ herȱ classmates,ȱH.ȱC.ȱNewland,ȱwouldȱgoȱonȱtoȱjoinȱherȱinȱplayingȱaȱleadingȱ roleȱinȱprogressiveȱeducationȱinȱAlberta.20ȱȱȱȱȱȱȱ Whenȱ sheȱ completedȱ herȱ normalȱ schoolȱ training,ȱ Dickieȱ wasȱ eighteenȱ yearsȱ oldȱ andȱ anȱ independentȱ youngȱ womanȱ withȱ aȱ Secondȱ Classȱ Interimȱ Certificate.ȱȱ Sheȱ beganȱ toȱ teachȱ inȱ aȱ smallȱ schoolȱ atȱ Westview,ȱjustȱoutsideȱMooseȱJaw,ȱforȱaȱsalaryȱofȱ$45ȱperȱmonth,ȱgainingȱ herȱ permanentȱ professionalȱ certificateȱ onȱ 30ȱ Decemberȱ 1903.21ȱȱButȱ furtherȱ educationȱ wasȱ neverȱ farȱ fromȱ herȱ mind.ȱȱ Whenȱ sheȱ hadȱ savedȱ enoughȱmoney,ȱsheȱreturnedȱtoȱOntarioȱtoȱtakeȱherȱseniorȱmatriculationȱ atȱGaltȱCollegiate,22ȱandȱthenȱregisteredȱatȱQueen’sȱUniversityȱinȱ1906.ȱȱ Forȱ threeȱ academicȱ yearsȱ (1906Ȭ1909)ȱ sheȱ completedȱ herȱ courseȱ workȱ extramurally,ȱbutȱforȱtheȱ1909Ȭ10ȱtermȱsheȱwasȱinȬresidenceȱtoȱmeetȱtheȱ degreeȱrequirementsȱsetȱbyȱQueen’sȱUniversity.23ȱȱToȱfundȱherȱacademicȱ studies,ȱ sheȱ engagedȱ inȱ aȱ commonȱ practiceȱ forȱ Ontarioȱ universityȱ studentsȱandȱwentȱwestȱinȱtheȱsummerȱtoȱteach.24ȱȱHerȱschoolȱteachingȱ experiencesȱ wereȱ importantȱ forȱ theyȱ providedȱ Dickieȱ withȱ anȱ understandingȱofȱtheȱdifficultiesȱofȱruralȱeducation,ȱaȱrealityȱsheȱwasȱtoȱ keepȱ inȱ mindȱ forȱ theȱ restȱ ofȱ herȱ career.ȱȱ Herȱ identificationȱ withȱ theȱ womenȱ workingȱ aloneȱ inȱ oneȬroomȱ schoolsȱ scatteredȱ acrossȱ theȱ Canadianȱlandscapeȱshapedȱherȱapproachȱtoȱpedagogyȱandȱmadeȱherȱaȱ strong,ȱ thoughȱ notȱ uncritical,ȱ advocateȱ forȱ womenȱ teachersȱ whenȱ sheȱ servedȱ onȱ curriculumȱ committeesȱ orȱ confrontedȱ maleȱ academics.ȱ Herȱ teachingȱinȱsouthernȱSaskatchewanȱmayȱalsoȱhaveȱbeenȱkeyȱtoȱtheȱspecialȱ sensitivityȱ sheȱ developedȱ toȱ theȱ situationȱ ofȱ Canada’sȱ Firstȱ Nations,ȱ aȱ sensitivityȱthatȱwouldȱlaterȱmakeȱitsȱwayȱintoȱmanyȱofȱtheȱtextbooksȱthatȱ sheȱwrote.ȱ Whileȱ aȱ studentȱ atȱ Queen’s,ȱ Dickieȱ excelledȱ academically.ȱȱ Inȱ 1909ȱ sheȱ wonȱ theȱ Universityȱ Medalȱ forȱ Englishȱ andȱ inȱ 1910ȱ theȱ Universityȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 675ȱȱȱ

Medalȱ forȱ History.25ȱ Arthurȱ G.ȱ Dorland,ȱ whoȱ becameȱ aȱ respectedȱ Canadianȱhistorian,ȱknewȱDickieȱatȱQueen’sȱandȱrecalled,ȱ ȱ Iȱdidȱnotȱgetȱtheȱgoldȱmedalȱ[inȱhistory].ȱȱThisȱwasȱawardedȱinsteadȱtoȱaȱbrilliantȱ womanȱ student,ȱ Donaldaȱ Dickie,ȱ whoȱ havingȱ wonȱ theȱ medalȱ inȱ Englishȱ extramurallyȱtheȱpreviousȱyearȱ(theȱfirstȱtime–andȱsoȱfarȱasȱIȱamȱawareȱtheȱlastȱ time–itȱ wasȱ everȱ wonȱ byȱ anȱ extramuralȱ student)ȱ enteredȱ Queen’sȱ forȱ herȱ finalȱ year,ȱandȱalsoȱcapturedȱtheȱhistoryȱmedal.ȱȱThisȱwasȱaȱveryȱproperȱrecognitionȱofȱ unusualȱmerit.ȱȱMissȱDickieȱwasȱnotȱonlyȱmoreȱmatureȱinȱherȱthinking,ȱbutȱsheȱ surpassedȱtheȱrestȱofȱtheȱclassȱalsoȱinȱtheȱqualityȱofȱherȱwritingȱandȱinȱherȱpowersȱ ofȱexpression.26ȱȱ ȱ Inȱ fact,ȱ becauseȱ ofȱ herȱ exceptionalȱ academicȱ achievements,ȱ Dickieȱ wasȱ awardedȱ theȱ M.ȱ A.ȱ degreeȱ inȱ humanitiesȱ inȱ 1910,ȱ ratherȱ thanȱ theȱ baccalaureate.27ȱȱȱ Queen’sȱ wasȱ aȱ postȬsecondaryȱ settingȱ thatȱ providedȱ “theȱ kindȱ ofȱ comfortableȱ andȱ intimateȱ environmentȱ thatȱ appealedȱ toȱ academicallyȱ brightȱstudentsȱfromȱ‘homesȱofȱmoderateȱmeans.’”28ȱMoreȱimportantlyȱitȱ wasȱanȱinstitutionȱthatȱencouragedȱitsȱstudentsȱtoȱtakeȱupȱlivesȱofȱpublicȱ service.29ȱ Manyȱ leadingȱ progressiveȱ educatorsȱ ofȱ theȱ twentiethȱ centuryȱ wereȱQueen’sȱgraduates,ȱȱȱamongȱthemȱJohnȱHaroldȱPutnam.30ȱȱWilliamȱ Aberhart,ȱaȱfellowȱteacherȱwhoȱgraduatedȱtheȱsameȱyearȱasȱDickie,ȱwentȱ onȱtoȱbecomeȱPremierȱandȱMinisterȱofȱEducationȱinȱAlberta’sȱfirstȱSocialȱ Creditȱgovernmentȱinȱ1935,ȱpreciselyȱatȱtheȱtimeȱwhenȱtheȱprovinceȱwasȱ introducingȱaȱ newȱ curriculumȱ coȬauthoredȱ byȱ Dickie.31ȱȱ Forȱ Dickie,ȱ theȱ Queen’sȱ connectionȱ offeredȱ aȱ sharedȱ backgroundȱ andȱ contactsȱ withȱ manyȱ likeȬmindedȱ educatorsȱ andȱ othersȱ inȱ publicȱ service,ȱȱ thusȱ accordingȱherȱaȱplaceȱinȱwhatȱweȱnowȱcallȱaȱnetworkȱofȱinfluence.ȱȱȱ THEȱEDUCATIONȱOFȱAȱNORMALȱSCHOOLȱINSTRUCTORȱ Althoughȱ sheȱ probablyȱ didȱ notȱ knowȱ it,ȱ Dickieȱ wasȱ poisedȱ toȱ exerciseȱ leadershipȱ inȱ theȱ educationalȱ community.ȱȱ Someoneȱ inȱ Albertaȱ hadȱ recognizedȱ herȱ gifts,ȱ forȱ immediatelyȱ uponȱ graduationȱ fromȱ Queen’s,ȱ DickieȱwasȱofferedȱaȱpositionȱonȱtheȱstaffȱofȱtheȱPracticeȱSchoolȱaffiliatedȱ withȱtheȱCalgaryȱNormalȱSchool,ȱandȱthen,ȱinȱ1912,ȱsheȱwasȱappointedȱtoȱ teachȱ atȱ theȱ newȱ Provincialȱ Normalȱ Schoolȱ inȱ Camrose,ȱ Alberta.ȱȱ Herȱ memoriesȱ ofȱ thisȱ periodȱ wereȱ typicallyȱ upbeat:ȱȱ “Forȱ theȱ firstȱ yearȱ Dr.ȱ 676ȱȱREBECCAȱCOULTERȱ

JamesȱMiller,ȱtheȱprincipalȱandȱIȱwereȱtheȱonlyȱmembersȱofȱstaffȱandȱeachȱ taughtȱhalfȱtheȱsubjects.ȱȱItȱwasȱhectic,ȱbutȱgreatȱfun.”32ȱInȱthatȱyearȱsheȱ alsoȱpublishedȱherȱfirstȱarticleȱinȱaȱprofessionalȱjournal,ȱ“Dramatizationȱ asȱaȱMethodȱinȱComposition,”ȱfollowedȱshortlyȱafterȱbyȱtwoȱarticlesȱonȱ theȱteachingȱofȱCanadianȱhistory.33ȱTheȱpatternȱofȱherȱprofessionalȱcareerȱ wasȱestablished.ȱSheȱwasȱtoȱteachȱatȱallȱofȱAlberta’sȱthreeȱnormalȱschools,ȱ beingȱ transferredȱ fromȱ oneȱ toȱ anotherȱ asȱ enrolmentsȱ andȱ provincialȱ financesȱ dictated,ȱ untilȱ herȱ retirementȱ inȱ 194434ȱ whileȱ alsoȱ producingȱ journalȱ articles,ȱ schoolȱ textbooks,ȱ workbooks,ȱ andȱ teacherȱ manualsȱ inȱ severalȱsubjectȱareas.ȱȱȱ Althoughȱ sheȱ nowȱ heldȱ aȱ jobȱ ofȱ highȱ statusȱ forȱ aȱ woman,ȱ Dickie’sȱ desireȱforȱacademicȱachievementȱpersisted.ȱȱHavingȱcompletedȱherȱM.A.,ȱ sheȱ almostȱ immediatelyȱ beganȱ postȬgraduateȱ workȱ byȱ takingȱ summerȱ classesȱinȱhistoryȱandȱEnglishȱatȱColumbiaȱUniversity.35ȱThen,ȱinȱApril,ȱ 1916,ȱ sheȱ enteredȱ aȱ B.Littȱ programȱ atȱ Somervilleȱ Collegeȱ atȱ Oxfordȱ University.36ȱSheȱwroteȱaboutȱthisȱexperienceȱrevealingȱtheȱwonderȱandȱ joyȱsheȱfeltȱatȱbeingȱinȱEnglandȱand,ȱespecially,ȱatȱOxford.ȱȱItȱisȱasȱthoughȱ sheȱcouldȱnotȱbelieveȱherȱgoodȱluckȱandȱherȱenthusiasmȱforȱtheȱritualsȱofȱ studentȱandȱcollegeȱlifeȱwasȱunbounded.ȱȱSheȱspokeȱofȱtheȱlibrariesȱwithȱ awe,ȱcallingȱthemȱ“anȱinspiration”ȱandȱproclaimingȱherȱmorningsȱinȱtheȱ Bodleianȱ “unforgettable.”ȱAndȱ sheȱ wasȱ completelyȱ takenȱ withȱ theȱ historyȱandȱbeautyȱofȱtheȱuniversityȱandȱitsȱsurroundings.ȱȱSheȱwasȱnotȱ obliviousȱtoȱtheȱwarȱragingȱinȱEurope,ȱhadȱexperiencedȱfearȱduringȱtheȱ crossingȱofȱtheȱAtlanticȱand,ȱwhileȱatȱOxford,ȱhelpedȱwithȱtheȱcareȱofȱtheȱ woundedȱ whoȱ wereȱ housedȱ inȱ someȱ ofȱ theȱ colleges.ȱȱ Butȱ despiteȱ theȱ materialȱshortagesȱandȱharshȱrealitiesȱofȱwar,ȱDickieȱremainedȱenthralledȱ withȱtheȱpossibilitiesȱofȱtheȱintellectualȱlifeȱsheȱfoundȱatȱOxford.37ȱȱ Whileȱ there,ȱ sheȱ metȱ andȱ becameȱ fastȱ friendsȱ withȱ Eglantyneȱ Jebb,ȱ whoȱwentȱonȱtoȱbecomeȱprincipalȱofȱtheȱFroebelȱInstituteȱatȱRoehampton,ȱ andȱ whoseȱ cousinȱ ofȱ theȱ sameȱ nameȱ foundedȱ theȱ Saveȱ theȱ Childrenȱ Fund.38ȱȱ Thisȱ lifelongȱ friendshipȱ undoubtedlyȱ providedȱ anȱ entréeȱ toȱ aȱ richȱ worldȱ ofȱ educationalȱ debateȱ inȱ England,ȱ includingȱ theȱ Newȱ EducationȱMovement,ȱandȱpositionedȱDickieȱinȱtheȱwiderȱinternationalȱ discoursesȱofȱprogressiveȱeducation.39ȱȱȱItȱisȱalsoȱreportedȱthatȱDickieȱwasȱ acquaintedȱ withȱ Veraȱ Brittain,ȱ Winifredȱ Holtby,ȱ Dorothyȱ Sayers,ȱ andȱ otherȱprominentȱwomenȱwhoȱwereȱstudentsȱatȱSomervilleȱCollegeȱinȱtheȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 677ȱȱȱ sameȱperiod40ȱandȱhenceȱweȱmightȱconcludeȱthatȱDickieȱwasȱexposedȱtoȱ whatȱ Brittainȱ calledȱ “aȱ universalȱ tideȱ flowingȱ soȱ stronglyȱ towardȱ feminism.”41ȱȱ Onȱ 9ȱ Aprilȱ 1917,ȱ Dickie’sȱ youngestȱ brother,ȱ Thomas,ȱ wasȱ killedȱ atȱ Vimyȱ Ridge42ȱ andȱ inȱ Juneȱ sheȱ leftȱ Oxford,ȱ fortyȬtwoȱ daysȱ shortȱ ofȱ completingȱherȱresidency.43ȱȱWhetherȱthisȱwasȱbecauseȱsheȱwasȱrequiredȱ toȱ returnȱ toȱ herȱ postȱ atȱ theȱ Camroseȱ Normalȱ Schoolȱ orȱ becauseȱ sheȱ wishedȱtoȱjoinȱherȱfiancéȱwhoȱhadȱbeenȱgassedȱatȱtheȱfrontȱandȱwasȱinȱ hospitalȱinȱWinnipeg,ȱManitoba,ȱwhereȱheȱultimatelyȱdied,ȱisȱunclear.44ȱȱ SheȱdidȱreturnȱtoȱSomervilleȱCollegeȱinȱ1921ȱtoȱcompleteȱherȱresidencyȱ andȱcontinueȱworkȱonȱherȱthesis.ȱȱBeforeȱsheȱhadȱcompletedȱherȱthesis,ȱ herȱsupervisorȱdiedȱandȱsheȱdecidedȱtoȱtransferȱtoȱtheȱdoctoralȱprogramȱ atȱ theȱ Universityȱ ofȱ Torontoȱ inȱ 1926ȱ andȱ completeȱ herȱ graduateȱ workȱ there.45ȱ Duringȱtheȱ1926Ȭ27ȱacademicȱyear,ȱDickieȱtookȱaȱleaveȱofȱabsenceȱtoȱ completeȱ herȱ residencyȱ atȱ theȱ Universityȱ ofȱ Toronto,ȱ althoughȱ itȱ wasȱ describedȱinaccuratelyȱandȱaȱbitȱdismissivelyȱbyȱtheȱ(male)ȱprincipalȱofȱ theȱCalgaryȱNormalȱSchoolȱasȱaȱyearȱ“partlyȱofȱrestȱandȱpartlyȱofȱfurtherȱ researchȱ workȱ abroad.”46ȱȱ Itȱ wouldȱ notȱ haveȱ beenȱ surprisingȱ ifȱ Dickieȱ hadȱ requiredȱ someȱ restȱ atȱ thisȱ pointȱ becauseȱ sheȱ hadȱ justȱ completedȱ aȱ textȱonȱteachingȱcomposition,ȱcompiledȱaȱbookȱofȱpoetryȱforȱstudentȱuse,ȱ developedȱ anȱ elementaryȱ schoolȱ languageȱ artsȱ seriesȱ calledȱ Learningȱ toȱ Speakȱ andȱ Write,ȱ andȱ preparedȱ aȱ seriesȱ ofȱ eightȱ Canadianȱ historyȱ readers.47ȱ Sheȱ alsoȱ wasȱ workingȱ fullȬtimeȱ asȱ aȱ teacherȱ educator,ȱ doingȱ researchȱ forȱ andȱ writingȱ aȱ dissertation,ȱ continuingȱ toȱ superviseȱ extraȬ curricularȱ activitiesȱ atȱ theȱ normalȱ school,ȱ andȱ speakingȱ atȱ teachers’ȱ conventions.ȱȱ Inȱ thisȱ context,ȱ “justȱ gettingȱ thingsȱ done”ȱ wasȱ aȱ mindȬ bogglingȱfeat!ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ Inȱ 1929ȱ sheȱ successfullyȱ defendedȱ herȱ dissertation,ȱ Johnȱ Foxe’sȱ Actsȱ andȱ Monumentsȱ ofȱ theȱ Church,ȱ andȱ convocatedȱ inȱ theȱ springȱ ofȱ 1930,ȱ makingȱherȱoneȱofȱonlyȱsixȱwomenȱtoȱearnȱaȱUniversityȱofȱTorontoȱPh.Dȱ inȱhistoryȱpriorȱtoȱ1960.48ȱȱȱSheȱalsoȱbecameȱaȱmemberȱofȱaȱveryȱsmallȱandȱ selectȱ groupȱ ofȱ educatorsȱ whoȱ heldȱ doctoratesȱ inȱ Canada.ȱȱ Withȱ theȱ Ph.D,ȱDickieȱnowȱhadȱanȱadditionalȱcredentialȱtoȱenhanceȱherȱintellectualȱ authorityȱ andȱ herȱ academicȱ credibility,ȱ anȱ increasinglyȱ importantȱ considerationȱinȱtheȱfieldȱofȱeducation.49ȱ 678ȱȱREBECCAȱCOULTERȱ

EarningȱaȱPh.Dȱwasȱaȱremarkableȱaccomplishment,ȱnotȱonlyȱbecauseȱ Dickieȱ didȱ soȱ whileȱ maintainingȱ aȱ commitmentȱ toȱ herȱ teachingȱ andȱ toȱ herȱ publishers,ȱ butȱ because,ȱ asȱ Maryȱ Kinnearȱ pointsȱ out,ȱ atȱ thatȱ timeȱ doctoratesȱ wereȱ rareȱ andȱ universityȱ teaching,ȱ letȱ aloneȱ normalȱ schoolȱ teaching,ȱ didȱ notȱ requireȱ anȱ advancedȱ degree.50ȱ Despiteȱ herȱ stellarȱ academicȱrecord,ȱnowhereȱisȱthereȱaȱhintȱthatȱDickieȱwasȱeverȱconsideredȱ forȱaȱpostȱinȱaȱhistoryȱdepartment,ȱaȱresult,ȱnoȱdoubt,ȱofȱtheȱfactȱthatȱatȱ theȱtimeȱtheȱhiringȱofȱnewȱfacultyȱwasȱdoneȱinformallyȱwithȱdepartmentȱ chairsȱ seekingȱ “goodȱ men”ȱ andȱ seniorȱ maleȱ professorsȱ recommendingȱ theirȱ maleȱ graduateȱ students.51ȱ Asȱ Boutilierȱ andȱ Prenticeȱ argue,ȱ theȱ professionalizationȱ ofȱ historyȱ byȱ theȱ firstȱ halfȱ ofȱ theȱ twentiethȬcenturyȱ meantȱ thatȱ theȱ disciplineȱ became,ȱ byȱ definition,ȱ oneȱ thatȱȱ “privilegedȱȱ maleȱ experienceȱ andȱ preservedȱ mostȱ permanentȱ academicȱ jobsȱ forȱ universityȬtrainedȱȱmen.”52ȱȱȱDonaldȱWrightȱisȱevenȱmoreȱblunt:ȱ“Sexismȱ notȱ onlyȱ protectedȱ theȱ statusȱ ofȱ historyȱ asȱ aȱ masculineȱ disciplineȱ butȱ protectedȱ theȱ academicȱ labourȱ marketȱ forȱ men.”53ȱȱȱItȱ is,ȱ ofȱ course,ȱ possibleȱ thatȱ Dickie,ȱ herself,ȱ didȱ notȱ wishȱ toȱ teachȱ atȱ aȱ universityȱ andȱ thatȱ sheȱ didȱ notȱ activelyȱ seekȱ workȱ there.ȱȱ Butȱ whyȱ thenȱ didȱ sheȱ completeȱ aȱ doctorateȱ inȱ historyȱ ratherȱ thanȱ education?ȱȱ Surelyȱ theȱ paucityȱofȱfemaleȱprofessorsȱinȱhistoryȱdepartments,ȱinȱgeneral,ȱsuggestsȱ thatȱmoreȱthanȱpersonalȱpreferenceȱwasȱatȱworkȱhere.54ȱȱȱȱȱȱȱȱȱ ȱInȱaȱworldȱofȱsystemicȱandȱovertȱsexism,ȱacademicȱachievementȱcanȱ signifyȱbothȱaȱwoman’sȱrecognitionȱthatȱsheȱmustȱbeȱexceptionalȱandȱherȱ hopeȱ thatȱ meritȱ wouldȱ trumpȱ gender.ȱȱ Inȱ Dickie’sȱ case,ȱ achievementȱ pulledȱ herȱ towardsȱ theȱ centreȱ ofȱ power,ȱ butȱ genderȱ pushedȱ herȱ toȱ theȱ margins,ȱ leavingȱ herȱ toȱ leadȱ fromȱ theȱ middleȱ asȱ itȱ were,ȱ throughȱ theȱ strategyȱofȱ“practicalȱaction.”55ȱHowever,ȱthisȱleadershipȱstrategyȱwasȱaȱ twoȬedgedȱ sword.ȱȱ Womenȱ wereȱ exploitedȱ butȱ receivedȱ neitherȱ monetaryȱ recognitionȱ norȱ appointmentȱ toȱ administrativeȱ positions.ȱȱ Yetȱthereȱ wasȱ powerȱ inȱ practice.ȱȱ Throughȱ actionȱ orȱ work,ȱ oftenȱ doneȱ collectively,ȱwomenȱmadeȱchangeȱandȱassertedȱcontrolȱoverȱtheirȱworld.ȱȱ Putȱanotherȱway,ȱpracticalȱactionȱdidȱnotȱofferȱextrinsicȱrewardsȱatȱtheȱ individualȱlevel,ȱbutȱpaidȱlargeȱsocialȱdividends.ȱȱ ȱ ȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 679ȱȱȱ

INSTRUCTIONALȱLEADERSHIPȱTHROUGHȱTEXTBOOKȱWRITINGȱ InȱherȱmidȬ30s,ȱDickieȱwasȱreadyȱtoȱembarkȱonȱwhatȱwouldȱbecomeȱoneȱ ofȱ herȱ majorȱ leadershipȱ projects.ȱȱ Whenȱ sheȱ returnedȱ toȱ Canadaȱ fromȱ Oxfordȱinȱ1917ȱandȱtookȱupȱherȱpositionȱatȱtheȱCamroseȱNormalȱSchool,ȱ sheȱwasȱaskedȱtoȱteachȱhistoryȱbutȱ“foundȱtheȱhistoryȱtextȱbooksȱinȱuseȱ byȱtheȱchildrenȱinȱtheȱPracticeȱSchoolȱnotȱonlyȱuninterestingȱbutȱliterallyȱ incomprehensibleȱtoȱmostȱofȱtheirȱyoungȱreaders.”ȱȱSheȱconcludedȱ“thatȱIȱ probablyȱ couldȱ notȱ doȱ worseȱ andȱ determinedȱ toȱ tryȱ myȱ hand.”56ȱȱ Asȱ aȱ resultȱofȱthisȱdecision,ȱDickieȱbeganȱaȱwritingȱandȱpublishingȱeffortȱthatȱ extendedȱintoȱtheȱ1960s.ȱȱIfȱsheȱwereȱtoȱbeȱdeniedȱopportunitiesȱtoȱleadȱ fromȱ aȱ formalȱ positionȱ ofȱ authority,ȱ sheȱ wouldȱ shapeȱ educationȱ inȱ anotherȱwayȱandȱpromulgateȱaȱprogressiveȱandȱmelioristȱreadingȱofȱtheȱ worldȱalongȱwithȱaȱchildȬcentredȱpedagogyȱthroughȱteachingȱmaterials.ȱ Textbooksȱwere,ȱandȱare,ȱtheȱubiquitousȱtoolsȱofȱstateȱeducation.ȱȱInȱ theȱ firstȱ halfȱ ofȱ theȱ twentiethȬcentury,ȱ whenȱ teachersȱ hadȱ fewȱ otherȱ resourcesȱ toȱ relyȱ on,ȱ especiallyȱ inȱ theȱ isolatedȱ ruralȱ schools,ȱ textbooksȱ regularlyȱ determinedȱ whatȱ wouldȱ beȱ taughtȱ andȱ becameȱ particularlyȱ significantȱinstrumentsȱforȱdevelopingȱaȱnationalȱidentityȱandȱCanadianȱ citizenship.57ȱȱ Textbooks,ȱ andȱ theȱ guidesȱ forȱ teachersȱ thatȱ cameȱ withȱ them,ȱ couldȱ alsoȱ shapeȱ teachingȱ methods.ȱ Furthermore,ȱ becauseȱ theȱ majorityȱofȱCanadiansȱdidȱnotȱcompleteȱhighȱschoolȱinȱtheȱearlyȱdecadesȱ ofȱtheȱtwentiethȱcentury,ȱwhatȱtheyȱlearnedȱinȱelementaryȱschoolȱcanȱbeȱ seenȱ asȱ especiallyȱ importantȱ inȱ shapingȱ politicalȱ consciousnessȱ andȱ notionsȱ ofȱ citizenship.ȱȱ Inȱ thisȱ context,ȱ Dickie’sȱ textbooksȱ takeȱ onȱ particularȱ significanceȱ becauseȱ throughȱ themȱ sheȱ structuredȱ whatȱ teachersȱtaughtȱandȱchildrenȱlearnedȱaboutȱtheirȱnationȱandȱtheirȱsocialȱ responsibilities.ȱȱHerȱpurposeȱwasȱclear:ȱȱ“[W]eȱinȱCanadaȱhaveȱourȱownȱ traditions,ȱourȱownȱidealsȱandȱourȱownȱhistory.ȱȱThisȱisȱwhatȱweȱwantȱ ourȱchildrenȱtoȱknow.”58ȱOfȱcourse,ȱDickieȱwasȱnotȱaloneȱinȱseekingȱthisȱ goal.ȱȱ Inȱ general,ȱ schoolȱ textbooksȱ promotedȱ aȱ distinctȱ kindȱ ofȱ AngloȬ Canadianȱ nationalismȱ thatȱ didȱ notȱ whollyȱ rejectȱ butȱ providedȱ someȱ distanceȱfromȱtheȱBritishȱconnection,ȱwhileȱcarefullyȱmediatingȱtheȱlinksȱ betweenȱCanadaȱandȱtheȱUnitedȱStates.59ȱTheȱCanadianȱstateȱalsoȱturnedȱ toȱ schoolsȱ toȱ assimilateȱ anȱ immigrantȱ population,ȱ extinguishȱ “foreign”ȱ languages,ȱeraseȱethnicȱidentities,ȱandȱteachȱtheȱyoungȱhowȱ“Canadians”ȱ lived.ȱȱAsȱaȱresult,ȱtextbooksȱoftenȱcontainedȱracistȱcontent,ȱdownplayedȱ 680ȱȱREBECCAȱCOULTERȱ socialȱ conflict,ȱ andȱ reinforcedȱ traditionalȱ patternsȱ ofȱ genderȱ relations60ȱ andȱDickie’sȱworkȱwasȱnotȱcompletelyȱfreeȱofȱtheseȱflaws.ȱȱHowever,ȱherȱ booksȱ wereȱ moreȱ openȱ toȱ diversityȱ andȱ difference,ȱ subtlyȱ challengingȱ hegemonicȱ beliefsȱ andȱ leadingȱ readersȱ towardsȱ toleranceȱ andȱ understanding.ȱȱȱ Althoughȱ sheȱ spokeȱ outȱ againstȱ hyphenatedȱ Canadianism,61ȱ Dickieȱ alsoȱ pointedȱ outȱ theȱ advantagesȱ ofȱ aȱ multiculturalȱ populationȱ andȱ encouragedȱteachersȱtoȱhelpȱchildrenȱappreciateȱtheȱrichnessȱimmigrantsȱ broughtȱtoȱtheirȱnewȱcountry.ȱȱSheȱemphasizedȱtheȱhardȱworkȱandȱharshȱ conditionsȱ immigrantsȱ facedȱ inȱ theirȱ desireȱ forȱ aȱ betterȱ life.ȱȱ Inȱ herȱ portrayalȱ ofȱ theȱ peoplesȱ ofȱ Canada’sȱ Firstȱ Nations,ȱ Dickieȱ madeȱ aȱ commendableȱ effortȱ toȱ provideȱ accurateȱ andȱ fairȱ information.ȱȱ Herȱ textbooksȱ includedȱ Aboriginalȱ storiesȱ asȱ wellȱ asȱ informationȱ aboutȱ traditionalȱ andȱ contemporaryȱ lifeȱ inȱ Firstȱ Nationsȱ communities.ȱȱ Sheȱ showedȱAboriginalȱchildrenȱlivingȱinȱlovingȱfamiliesȱwithȱhomeȱroutinesȱ comparableȱ toȱ thoseȱ ofȱ otherȱ children.ȱȱ Dickieȱ wasȱ veryȱ openȬmindedȱ aboutȱ theȱ roleȱ ofȱ medicineȱ men,ȱ naturalȱ healingȱ processes,ȱ andȱ nativeȱ spirituality.ȱȱ Andȱ inȱ aȱ slyȱ turnȱ ofȱ theȱ table,ȱ throughȱ whichȱ weȱ canȱ appreciateȱDickie’sȱhumour,ȱȱsheȱcomparedȱtheȱChickenȱDanceȱSocietyȱtoȱ otherȱmen’sȱserviceȱclubs,ȱtheȱMasonsȱandȱElks.62ȱȱ Dickieȱ scatteredȱ positiveȱ commentsȱ aboutȱ Aboriginalsȱ throughoutȱ herȱbooks.ȱȱInȱaȱlanguageȱartsȱtext,ȱforȱexample,ȱsheȱnotedȱthatȱ“Indiansȱ wereȱfineȱspeakers”ȱandȱexhortedȱstudentsȱtoȱemulateȱtheirȱmodel.63ȱInȱ herȱintroductionȱtoȱaȱstoryȱaboutȱanȱAboriginalȱman,ȱsheȱasked,ȱ“Doȱyouȱ admireȱcleverȱpeople?ȱȱYouȱwillȱfindȱaȱheroȱinȱthisȱtaleȱifȱyouȱdo.”64ȱThusȱ sheȱ troubledȱ racistȱ stereotypesȱ byȱ namingȱ theȱ manȱ bothȱ cleverȱ andȱ heroic.ȱȱ Inȱ herȱ historyȱ texts,ȱ Dickieȱ wasȱ criticalȱ ofȱ theȱ treatmentȱ ofȱ Aboriginalȱ peoplesȱ inȱ Canada.ȱȱ Inȱ contrastȱ toȱ herȱ usuallyȱ proȬ governmentȱrenderingsȱofȱevents,ȱsheȱrecognizedȱthatȱCanada’sȱ“actionsȱ wereȱ notȱ alwaysȱ fairȱ orȱ wise”65ȱ andȱ thatȱ theȱ treatiesȱ “didȱ createȱ manyȱ difficultiesȱandȱproblemsȱforȱtheȱIndians,ȱproblemsȱwhichȱhaveȱnotȱyetȱ beenȱ metȱ successfully.”66ȱ Indeed,ȱ sheȱ callsȱ theȱ Canadianȱ governmentȱ “negligent”ȱinȱitsȱtreatmentȱofȱtheȱIndiansȱandȱMétis.67ȱȱDickie’sȱuniqueȱ contributionȱ inȱ textbookȱ writingȱ wasȱ theȱ preparationȱ ofȱ twoȱ readers,ȱ aȱ preȬprimerȱ andȱ aȱ primer,ȱ featuringȱ Aboriginalȱ childrenȱ asȱ protagonists.68ȱȱTheseȱtwoȱreadersȱareȱlikelyȱtheȱfirstȱCanadianȱexamplesȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 681ȱȱȱ ofȱwhatȱweȱwouldȱnowȱcallȱinclusiveȱcurriculumȱmaterial.ȱȱȱBothȱreadersȱ offerȱaȱveryȱpositive,ȱalbeitȱsomewhatȱsentimentalȱandȱanglicized,ȱviewȱ ofȱAboriginalȱchildrenȱandȱtheirȱfamilies.ȱ Dickieȱalsoȱchallengedȱtheȱdominantȱgenderȱdiscourseȱofȱtheȱday,ȱnotȱ byȱ hammeringȱ homeȱ theȱ politicalȱ historyȱ ofȱ women’sȱ struggleȱ forȱ theȱ rightȱ toȱ vote,ȱ butȱ byȱ makingȱ apparentȱ women’sȱ effortsȱ toȱ secureȱ theȱ futureȱ ofȱ Canada.ȱȱ Forȱ example,ȱ studentsȱ learnedȱ thatȱ mothersȱ andȱ fathersȱ workedȱ equallyȱ hardȱ toȱ clearȱ theȱ landȱ andȱ buildȱ farms.ȱȱ Sheȱ informedȱ youngstersȱ aboutȱ theȱ importantȱ workȱ ofȱ theȱ nunsȱ inȱ schools,ȱ hospitals,ȱ andȱ socialȱ servicesȱ andȱ remindedȱthemȱ thatȱ “housekeepersȱ spentȱtheirȱlivesȱinȱcrushingȱtoil.”69ȱȱSixthȱgradersȱreadȱaboutȱMadameȱLaȱ Tourȱwho,ȱinȱtheȱabsenceȱofȱherȱhusband,ȱtookȱcommandȱoverȱaȱgroupȱofȱ menȱtoȱdefendȱanȱAcadianȱfort.ȱȱTheyȱalsoȱlearnedȱaboutȱtheȱpossibilityȱ ofȱ maleȱ angerȱ whenȱ aȱ womanȱ wasȱ successful.ȱȱ Theyȱ couldȱ notȱ haveȱ missedȱDickie’sȱadmirationȱasȱtheyȱreadȱaboutȱMarieȱMaisonatȱwhoȱwentȱ fromȱ theȱ pranksȱ andȱ funȱ ofȱ girlhoodȱ toȱ politicsȱ whenȱ sheȱ “discoveredȱ thatȱsheȱlovedȱpower,ȱknewȱhowȱtoȱwinȱit,ȱknewȱhowȱtoȱuseȱit.”70ȱSimilarȱ womanȬpositiveȱ materialȱ canȱ beȱ foundȱ inȱ theȱ readersȱ Dickieȱ compiledȱ andȱ theyȱ containȱ clearȱ examplesȱ ofȱ whatȱ weȱ mightȱ nowȱ callȱ aȱ criticalȱ antiȬsexistȱ pedagogy.ȱȱ Forȱ example,ȱ afterȱ studentsȱ readȱ Longfellow’sȱ poem,ȱ“StayȱatȱHome,ȱMyȱHeart,”ȱwithȱitsȱclaimȱthatȱforȱwomenȱ“Toȱstayȱ atȱ homeȱ isȱ best,”ȱ theyȱ findȱ thisȱ question:ȱȱ “Nowadaysȱ girlsȱ areȱ nursesȱ andȱteachersȱandȱstenographersȱandȱdoctors.ȱȱDoȱtheȱgirlsȱofȱtoȬdayȱthinkȱ thatȱstayingȱatȱhomeȱisȱtheȱbest?”71ȱ Iȱ doȱ notȱ claimȱ thatȱ Dickie’sȱ textsȱ wereȱ overtlyȱ feministȱ orȱ evenȱ consistentȱ inȱ theirȱ portrayalȱ ofȱ girlsȱ andȱ womenȱ becauseȱ muchȱ ofȱ herȱ materialȱ isȱ moreȱ conservativeȱ andȱ traditional.ȱȱ Butȱ itȱ isȱ clearȱ thatȱ girlsȱ usingȱ Dickie’sȱ textsȱ wouldȱ findȱ affirmingȱ materialȱ andȱ allȱ studentsȱ wouldȱ beȱ requiredȱ toȱ thinkȱ aboutȱ genderȱ relations.ȱȱ Itȱ isȱ alsoȱ trueȱ thatȱ becauseȱ ofȱ Dickie’sȱ interestsȱ inȱ theȱ livesȱ ofȱ ordinaryȱ people,ȱ pastȱ andȱ present,ȱ youngȱ peopleȱ usingȱ herȱ textsȱ wereȱ exposedȱ toȱ storiesȱ aboutȱ workersȱ andȱ farmers,ȱ aboutȱ theȱ technologiesȱ ofȱ work,ȱ andȱ theȱ variousȱ elementsȱ ofȱ dailyȱ living.ȱȱȱ Houseworkȱ wasȱ recognizedȱ asȱ workȱ andȱ asȱ partȱofȱtheȱeconomy,ȱaȱratherȱforwardȱideaȱforȱtheȱtime.ȱȱMoreȱthanȱotherȱ textbookȱwritersȱofȱtheȱperiod,ȱDickieȱappearedȱsensitiveȱtoȱclassȱissuesȱ andȱmuchȱinȱsympathyȱwithȱhardȬworkingȱpeopleȱtryingȱtoȱmakeȱendsȱ 682ȱȱREBECCAȱCOULTERȱ meet.ȱȱ Sheȱ comparedȱ possessiveȱ individualismȱ unfavourablyȱ withȱ coȬ operativeȱcommunityȱvaluesȱandȱevenȱpointedȱoutȱtoȱschoolȱchildrenȱtheȱ wayȱ inȱ whichȱ competitiveȱ practicesȱ inȱ educationȱ createdȱ adultsȱ whoȱ caredȱ onlyȱ forȱ personalȱ success.ȱȱ Sheȱ explainedȱ theȱ systemicȱ natureȱ ofȱ povertyȱandȱunemploymentȱandȱwarnedȱyoungȱpeopleȱnotȱtoȱblameȱtheȱ victims.ȱȱByȱ1950,ȱsheȱwasȱveryȱsupportiveȱofȱtheȱgrowingȱwelfareȱstate,ȱ speakingȱ positivelyȱ ofȱ theȱ familyȱ allowanceȱ program,ȱ unemploymentȱ insurance,ȱ oldȱ ageȱ pensions,ȱ andȱ otherȱ healthȱ andȱ welfareȱ initiatives.ȱȱ SheȱretainedȱherȱcheeryȱoptimismȱaboutȱCanada,ȱoftenȱemphasizingȱthatȱ althoughȱmistakesȱwereȱmade,ȱgovernmentsȱtriedȱtoȱdoȱtheirȱbestȱforȱtheȱ people.ȱȱInȱthisȱregard,ȱsheȱrevealedȱaȱprogressiveȱconvictionȱaboutȱtheȱ benevolentȱstateȱandȱfosteredȱtheȱCanadianȱcommitmentȱtoȱpeace,ȱorder,ȱ andȱgoodȱgovernment.ȱȱ ItȱisȱdifficultȱtoȱassessȱtheȱinfluenceȱofȱDickie’sȱtextbooksȱonȱyoungȱ Canadiansȱ becauseȱ weȱ cannotȱ knowȱ withȱ certaintyȱ howȱ teachersȱ usedȱ theȱ material,ȱ norȱ whatȱ studentsȱ learnedȱ fromȱ it.ȱȱ Nonetheless,ȱ weȱ doȱ knowȱ thatȱ Dickie’sȱ textbooksȱ wereȱ commendedȱ toȱ useȱ byȱ leadingȱ educators.ȱȱ Forȱ example,ȱ Thorntonȱ Mustardȱ ofȱ theȱ Torontoȱ Normalȱ SchoolȱwroteȱaȱglowingȱintroductionȱtoȱDickie’sȱseries,ȱJuniorȱLanguage,ȱ whichȱendedȱwithȱtheȱexuberantȱclaim,ȱ“Aȱnewȱday,ȱmyȱmasters,ȱinȱtheȱ teachingȱofȱEnglishȱComposition!”72ȱTextbooksȱauthoredȱorȱcompiledȱbyȱ Dickieȱwereȱauthorizedȱorȱapprovedȱforȱuseȱinȱmanyȱprovincesȱandȱoftenȱ overȱseveralȱdecades.ȱȱSelectionsȱfromȱDickie’sȱCanadianȱhistoryȱreaders,ȱ chosenȱ andȱ compiledȱ byȱ Helenȱ Palk,ȱ aȱ Manitobaȱ teacherȱ andȱ normalȱ schoolȱ instructor,ȱ appearedȱ underȱ theȱ title,ȱ Pagesȱ fromȱ Canada’sȱ Story.ȱȱ Thisȱ textbookȱ wasȱ usedȱ inȱ Alberta,ȱ Saskatchewan,ȱ Manitoba,ȱ Ontario,ȱ Princeȱ Edwardȱ Island,ȱ andȱ Quebecȱ andȱ mayȱ haveȱ beenȱ usedȱ inȱ otherȱ provinces.ȱȱ Itȱ firstȱappearedȱ inȱ 1928,ȱ wasȱreprintedȱatȱ leastȱ 25ȱ timesȱ byȱ 1961,ȱ withȱ revisionsȱ inȱ 1936,ȱ 1949ȱ andȱ 1951.73ȱ Theȱ titleȱ pageȱ ofȱ theȱ Theȱ Greatȱ Adventureȱ indicatesȱ itȱ wasȱ authorizedȱ forȱ useȱ inȱ Albertaȱ andȱ Newfoundlandȱ andȱ approvedȱ forȱ useȱ inȱ Ontario.ȱȱ Itȱ likelyȱ wasȱ usedȱ elsewhere,ȱ asȱ well,ȱ becauseȱ itȱ wasȱ favourablyȱ reviewedȱ inȱ theȱ popularȱ mediaȱandȱinȱacademicȱjournalsȱandȱwonȱtheȱGovernorȬGeneral’sȱAwardȱ forȱtheȱbestȱbookȱofȱjuvenileȱliteratureȱpublishedȱinȱ1950.ȱȱThisȱbookȱsoldȱ moreȱ thanȱ 50,000ȱ copiesȱ inȱ itsȱ firstȱ yearȱ andȱ alsoȱ wentȱ throughȱ manyȱ successiveȱprintingsȱafterȱitsȱfirstȱappearance.ȱȱAsȱlateȱasȱ1977,ȱfiveȱyearsȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 683ȱȱȱ afterȱ Dickie’sȱ death,ȱ itȱ appearedȱ asȱ aȱ soundȱ recordingȱ inȱ Alberta.74ȱȱȱ Similarly,ȱ theȱ Canadianȱ Paradeȱ readingȱ series,ȱcompiledȱ byȱ Dickieȱ andȱ threeȱ teachers,ȱ wentȱ throughȱ manyȱ reprintingsȱ afterȱ firstȱ appearingȱ inȱ 1947.ȱȱAuthorizedȱforȱuseȱinȱAlbertaȱandȱBritishȱColumbiaȱandȱapprovedȱ forȱ permissiveȱ useȱ inȱ Ontario,ȱ thisȱ seriesȱ wasȱ supportedȱ byȱ teacherȱ manualsȱ andȱ workbooks,ȱ additionsȱ whichȱ furtherȱ ensuredȱ thatȱ theȱ textbooksȱ wouldȱ becomeȱ theȱ curriculum.ȱ Sutherlandȱ notesȱ thatȱ theseȱ readersȱwereȱusedȱinȱthreeȱprovincesȱforȱaȱtwentyȬyearȱperiod.75ȱThusȱtheȱ evidenceȱ pointsȱ toȱ aȱ veryȱ influentialȱ roleȱ forȱ Dickie’sȱ textbooksȱ forȱ aȱ largeȱpartȱofȱtheȱtwentiethȱcentury.ȱȱItȱwasȱnoȱaccidentȱthatȱtheȱfederalȱ governmentȱ calledȱ onȱ herȱ toȱ writeȱ theȱ remedialȱ readingȱ programȱ forȱ soldiersȱduringȱWorldȱWarȱII.76ȱȱȱȱȱȱȱȱȱȱ DespiteȱDickie’sȱadvancedȱdegreesȱandȱobviousȱcompetence,ȱtakenȬ forȬgrantedȱ genderȱ normsȱ andȱ masculinistȱ organizationalȱ practicesȱ deniedȱ herȱ opportunitiesȱ toȱ holdȱ formalȱ leadershipȱ positionsȱ inȱ theȱ educationȱ system.ȱȱ Likeȱ otherȱ womenȱ excludedȱ fromȱ theȱ hierarchyȱ ofȱ educationalȱadministration,ȱsheȱwasȱforcedȱtoȱlookȱforȱalternativeȱarenasȱ inȱwhichȱtoȱplayȱoutȱherȱcapacitiesȱandȱskillsȱandȱintroduceȱtheȱreformsȱ sheȱ thoughtȱ necessary.ȱȱ Fromȱ amongȱ herȱ limitedȱ options,ȱ sheȱ choseȱ textbookȱ writingȱ asȱ anȱ importantȱ meansȱ toȱ provideȱ instructionalȱ leadership.ȱȱ Hereȱ wasȱ aȱ formȱ ofȱ powerȱ openȱ toȱ herȱ andȱ sheȱ fullyȱ exercisedȱitȱevenȱafterȱsheȱretiredȱasȱaȱnormalȱschoolȱinstructorȱinȱ1944.ȱȱ Revealingȱ herȱ livelyȱ senseȱ ofȱ humourȱ sheȱ wrote,ȱ “Nowȱ thatȱ Iȱ haveȱ retiredȱandȱcanȱwriteȱallȱtheȱtime,ȱtheȱonlyȱhopeȱIȱcanȱseeȱforȱCanadaȱisȱ reforestation.”77ȱ Inȱ theȱ 1960s,ȱ sheȱ wasȱ workingȱ onȱ aȱ historyȱ ofȱ theȱ Commonwealthȱ nationsȱ whenȱ oldȱ ageȱ caughtȱ upȱ withȱ herȱ andȱ robbedȱ herȱofȱtheȱmentalȱacuityȱneededȱtoȱcompleteȱthatȱtask.78ȱȱ

EXERCISINGȱLEADERSHIPȱTHROUGHȱCURRICULUMȱDEVELOPMENTȱ Byȱtheȱtimeȱsheȱwasȱ50,ȱDonaldaȱDickieȱhadȱgainedȱenoughȱcredibilityȱtoȱ moveȱcloserȱtoȱtheȱcentreȱofȱpowerȱandȱbecomeȱanȱeducationalȱinsider.ȱȱ Sheȱwasȱhighlyȱeducatedȱandȱwidelyȱrecognizedȱforȱherȱtextbookȱwritingȱ andȱherȱprogressiveȱpedagogicalȱapproachesȱwhichȱsheȱhadȱchampionedȱ forȱmanyȱyearsȱasȱpartȱofȱaȱlargerȱtransnationalȱmovement.ȱȱSheȱworkedȱ quietlyȱandȱpersistentlyȱforȱchangeȱfromȱwithinȱtheȱeducationalȱsystem,ȱ butȱ wasȱ notȱ seenȱ asȱ aȱ threatȱ toȱ theȱ existingȱ relationsȱ ofȱ powerȱ orȱ 684ȱȱREBECCAȱCOULTERȱ establishedȱmodesȱofȱoperation.ȱȱSheȱgotȱalongȱwellȱwithȱmenȱandȱwasȱ amongȱ theȱ fewȱ womenȱ whoȱ wereȱ admittedȱ toȱ membershipȱ inȱ theȱ Educationȱ Societyȱ ofȱ Edmonton,ȱ aȱ groupȱ ofȱ seniorȱ stakeholdersȱ inȱ educationȱwhoȱmetȱonȱaȱregularȱbasisȱtoȱstudyȱnewȱdevelopmentsȱandȱ discussȱfutureȱdirectionsȱforȱtheȱprovince.ȱȱItȱisȱnotȱsurprising,ȱthen,ȱthatȱ Dickieȱ becameȱ centrallyȱ involvedȱ inȱ Alberta’sȱ grandȱ experimentȱ withȱ progressiveȱeducationȱinȱtheȱ1930s.ȱȱȱ Betweenȱ 1921ȱ andȱ 1935,ȱ Albertaȱ wasȱ governedȱ byȱ theȱ Unitedȱ Farmersȱ ofȱ Albertaȱ (UFA),ȱ aȱ politicalȱ partyȱ builtȱ onȱ theȱ principlesȱ ofȱ agrarianȱ populism,ȱ groupȱ government,ȱ andȱ coȬoperation.79ȱȱ Educationȱ wasȱ aȱ keyȱ concernȱ forȱ theȱ partyȱ andȱ thereȱ wasȱ aȱ consciousȱ desireȱ toȱ improveȱopportunitiesȱforȱruralȱchildrenȱandȱsupportȱtheȱteachingȱofȱcoȬ operationȱinȱtheȱschools.ȱȱTheȱUnitedȱFarmȱWomenȱofȱAlbertaȱ(UFWA),ȱ whoseȱlocalȱandȱprovincialȱleadersȱwereȱoftenȱformerȱteachers,ȱplayedȱanȱ importantȱ roleȱ inȱ promotingȱ theȱ schoolȱ reformsȱ proposedȱ byȱ theȱ progressiveȱ educationȱ movementȱ inȱ Northȱ Americaȱ andȱ England.ȱȱ Theȱ UFWA,ȱforȱexample,ȱsupportedȱtheȱDaltonȱPlanȱandȱencouragedȱitsȱuseȱ inȱ Alberta.80ȱ Theȱ convergenceȱ betweenȱ theȱ interestsȱ ofȱ theȱ governingȱ partyȱ andȱ Alberta’sȱ educationalȱ leaders,ȱ severalȱ ofȱ whomȱ hadȱ doneȱ graduateȱ workȱ atȱ Teachersȱ College,ȱ Columbia,ȱ andȱ theȱ Universityȱ ofȱ Chicagoȱ whereȱ theyȱ wereȱ influencedȱ byȱ theȱ pantheonȱ ofȱ Americanȱ progressivists,ȱresultedȱinȱtheȱdecisionȱtoȱbringȱprogressiveȱeducationȱtoȱ Alberta.ȱȱ Anȱ importantȱ outcomeȱ ofȱ thisȱ decisionȱ wasȱ theȱ wholeȬscaleȱ revisionȱofȱtheȱschoolȱcurriculum.81ȱȱȱDesignedȱunderȱaȱUFAȱgovernment,ȱ theȱ newȱ revisionsȱ wereȱ implementedȱ withȱ theȱ supportȱ ofȱ anotherȱ populistȱparty,ȱSocialȱCredit,ȱafterȱtheȱfarmersȱlostȱtheȱ1935ȱelection.ȱȱȱ Accordingȱ toȱ aȱ colleagueȱ inȱ theȱ Edmontonȱ Normalȱ School,ȱ Fredȱ McNally,ȱ theȱ provincialȱ supervisorȱ ofȱ schools,ȱ drewȱ Dickieȱ intoȱ theȱ curriculumȱrevisionȱprocessȱinȱtheȱearlyȱ1930s.82ȱMcNally,ȱwhoȱbecameȱ Deputyȱ Ministerȱ ofȱ Educationȱ inȱ 1935,ȱhadȱ attendedȱ Teachersȱ College,ȱ Columbia,ȱwhereȱheȱfoundȱJohnȱDewey’sȱlecturesȱincomprehensibleȱbutȱ enjoyedȱ hisȱ courseȱ withȱ Williamȱ Heardȱ Kilpatrick,ȱ “oneȱ ofȱ theȱ greatsȱ bothȱasȱaȱteacherȱandȱaȱscholar.”83ȱHeȱlikedȱKilpatrick’sȱprojectȱmethodȱ andȱ calledȱ uponȱ Dickie,ȱ whomȱ heȱ hadȱ supervisedȱ whileȱ servingȱ asȱ principalȱ ofȱ theȱ Camroseȱ Normalȱ School,ȱ toȱ speakȱ toȱ aȱ conferenceȱ ofȱ schoolȱ inspectorsȱ aboutȱ theȱ methodsȱ ofȱ progressiveȱ education.ȱȱ WellȬ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 685ȱȱȱ receivedȱbyȱtheȱinspectors,ȱDickieȱwasȱthenȱappointedȱinȱ1934ȱasȱoneȱofȱ threeȱmembersȱofȱaȱcommitteeȱassignedȱtheȱtaskȱofȱdraftingȱaȱframeworkȱ forȱ aȱ newȱ elementaryȱ schoolȱ curriculumȱ thatȱ wouldȱ reflectȱ anȱ activityȬ orientedȱandȱintegratedȱapproach.ȱȱTheȱcoreȱcommitteeȱsupervisingȱtheȱ workȱ wasȱ almostȱ whollyȱ maleȱ inȱ membershipȱ andȱ theȱ seniorȱ administratorȱ assignedȱ toȱ overȬseeȱ theȱ revisionȱ processȱ wasȱ Hubertȱ C.ȱ Newland,ȱ theȱ Chiefȱ Inspectorȱ ofȱ Schools,ȱ butȱ theȱ committeeȱ namedȱ toȱ actuallyȱ doȱ theȱ workȱ wasȱ twoȬthirdsȱ female,ȱ withȱ Oliveȱ Fisherȱ ofȱ theȱ Calgaryȱ Normalȱ Schoolȱ joiningȱ herȱ friendȱ Dickie,ȱ alongȱ withȱ Williamȱ Hay,ȱaȱschoolȱinspector.ȱȱȱ Inȱ shortȱ order,ȱ thisȱ threeȬpersonȱ committeeȱ presentedȱ aȱ planȱ forȱ curriculumȱ reȬorganizationȱ toȱ Newland.ȱȱ Centralȱ toȱ theȱ planȱ wasȱ theȱ enterprise,ȱ theȱ termȱ theȱ committeeȱ cameȱ upȱ withȱ toȱ describeȱ anȱ interȬ disciplinary,ȱchildȬcentred,ȱ activityȱ methodȱ ofȱ education.ȱ Dickieȱ herselfȱ sawȱtheȱenterpriseȱasȱ“theȱcoȬoperativeȱachievementȱofȱaȱsocialȱpurposeȱ thatȱaȱteacherȱpresentsȱtoȱherȱclassȱwithȱaȱviewȱtoȱhavingȱthemȱuseȱitȱasȱ anȱ experienceȱ inȱ intelligentȱ socialȱ behaviour.”84ȱ Newlandȱ “wasȱ wellȱ pleasedȱwithȱtheȱvisionȱofȱtheȱplan”ȱandȱbelievedȱitȱwouldȱprovideȱ“anȱ opportunityȱforȱlearningȱtheȱwaysȱofȱdemocraticȱliving,ȱsinceȱpupilsȱandȱ teachersȱ wouldȱ participateȱ inȱ theȱ planningȱ ofȱ theȱ workȱ toȱ beȱ undertaken.”85ȱȱ Theȱ implementationȱ processȱ beganȱ inȱ 1935ȱ whenȱ 75ȱ teachersȱfromȱacrossȱtheȱprovinceȱwereȱbroughtȱtoȱaȱsummerȱschoolȱtoȱ learnȱ aboutȱ theȱ newȱ curriculumȱ withȱ theȱ expectationȱ thatȱ theyȱ wouldȱ returnȱtoȱtheȱfieldȱtoȱproselytizeȱtheirȱcolleagues.ȱȱȱ Overȱtheȱnextȱfewȱyears,ȱDickieȱwasȱtheȱmostȱprominentȱactivistȱinȱ theȱcauseȱofȱprogressiveȱeducation.ȱȱAȱyoungerȱcontemporaryȱworkingȱinȱ theȱDepartmentȱofȱEducationȱdescribedȱherȱleadershipȱinȱthisȱway:ȱ ȱ Dr.ȱDickieȱdidȱmoreȱthanȱanyȱotherȱsingleȱpersonȱtoȱmakeȱtheȱimplementationȱofȱ theȱactivityȱmovementȱinȱAlbertaȱeducationȱaȱreality.ȱȱSheȱwrote,ȱsheȱspoke,ȱsheȱ demonstrated.ȱȱ Sheȱ published,ȱ sheȱ edited,ȱ sheȱ revised,ȱ sheȱ evaluated.ȱȱ Sheȱ gatheredȱ aroundȱ herȱ aȱ groupȱ ofȱ energetic,ȱ young,ȱ competentȱ teachers.ȱȱ Inȱ herȱ classes,ȱ bothȱ duringȱ theȱ academicȱ yearsȱ andȱ duringȱ summerȱ schools,ȱ sheȱ producedȱdozensȱofȱyoungȱenthusiastsȱwhoȱwentȱoutȱsinglyȱandȱinȱpairsȱtoȱsellȱ theȱ gospelȱ ofȱ theȱ activityȱ program.ȱȱ Inȱ aȱ matterȱ ofȱ aȱ fewȱ shortȱ years,ȱ theȱ “enterpriseȱ method”ȱ hadȱ reachedȱ intoȱ everyȱ cornerȱ ofȱ theȱ province;ȱ intoȱ everyȱ teachers’ȱconvention;ȱȱintoȱeveryȱcurriculumȱguide.86ȱ 686ȱȱREBECCAȱCOULTERȱ

ȱ Dickie’sȱteacherȬeducationȱtextbook,ȱTheȱEnterpriseȱinȱTheoryȱandȱPractice,ȱ firstȱ publishedȱ inȱ 1940,ȱ solidifiedȱ herȱ leadershipȱ inȱ action,ȱ asȱ didȱ theȱ manyȱ articlesȱ sheȱ publishedȱ inȱ aȱ wideȱ rangeȱ ofȱ journals.87ȱȱ Allȱ told,ȱ Dickie’sȱ abilityȱ toȱ think,ȱ write,ȱ workȱ withȱ others,ȱ andȱ prepareȱ usefulȱ teachingȱmaterialsȱprovedȱcrucialȱtoȱattemptsȱtoȱimplementȱprogressiveȱ educationȱreformsȱinȱAlberta.ȱȱSheȱwasȱadroitȱinȱargument,ȱableȱtoȱshiftȱ groundȱeasilyȱtoȱdrawȱfromȱtheȱvariousȱstrandsȱofȱprogressivismȱtoȱmakeȱ aȱ caseȱ forȱ eachȱ particularȱ audienceȱ sheȱ addressed.ȱȱ Sheȱ “sold”ȱ progressiveȱeducationȱtoȱteachers,ȱschoolȱtrustees,ȱbusinessmen,ȱandȱtheȱ women’sȱorganizationsȱwhoseȱmembershipȱsheȱenlistedȱinȱtheȱcause.88ȱ AlthoughȱDickieȱhasȱbeenȱlabelledȱvariouslyȱasȱaȱpedagogical,ȱchildȬ centredȱorȱchildȱfreedomȱprogressive,89ȱherȱownȱlifeȱstoryȱandȱherȱbodyȱ ofȱ workȱ revealȱ aȱ womanȱ whoȱ wasȱ alsoȱ committedȱ toȱ traditionalȱ scholarshipȱandȱtheȱpursuitȱofȱknowledge.ȱȱSheȱdidȱnotȱseeȱtheoryȱandȱ practiceȱ asȱ binariesȱ andȱ believedȱ thatȱ childrenȱ couldȱ comeȱ toȱ learningȱ withȱjoyȱandȱpleasureȱbutȱstillȱmasterȱcontentȱandȱskills.ȱȱLikeȱfeministȱ scholarsȱ ofȱ theȱ lateȱ twentiethȱ century,ȱ Dickieȱ wasȱ concernedȱ withȱ theȱ interconnectednessȱ ofȱ knowledge,ȱ withȱ theȱ storiesȱ ofȱ theȱ silencedȱ inȱ history,ȱandȱwithȱtheȱmakingȱofȱknowledgeȱandȱtheȱroleȱofȱexperienceȱinȱ thatȱ process.ȱȱ Sheȱ wasȱ interestedȱ inȱ usingȱ educationȱ toȱ promoteȱ socialȱ improvementȱandȱthoughtȱthisȱcouldȱbeȱdoneȱbyȱofferingȱstudentsȱactive,ȱ purposefulȱ learningȱ activitiesȱ designedȱtoȱ prepareȱ themȱ forȱ democraticȱ citizenship.ȱ However,ȱ asȱ sheȱ nearedȱ theȱ endȱ ofȱ herȱ employmentȱ asȱ aȱ normalȱ schoolȱ instructorȱ andȱ facedȱ retirementȱ inȱ 1944,ȱ Dickieȱ beganȱ toȱ appearȱ lessȱthanȱsanguineȱaboutȱtheȱlikelyȱsuccessȱofȱtheȱprogressiveȱexperimentȱ inȱ Alberta.ȱȱ Aȱ toneȱ ofȱ increasingȱ desperationȱ canȱ beȱ discernedȱ inȱ herȱ writingȱasȱsheȱresortedȱtoȱexpediencyȱtoȱfightȱforȱtheȱcurriculumȱsheȱhadȱ workedȱ soȱ hardȱ toȱ develop.ȱȱ Particularlyȱ jarringȱ isȱ herȱ turnȱ towardsȱ emphasizingȱtheȱvocationalȱandȱsocialȱcontrolȱdimensionsȱofȱprogressiveȱ educationȱasȱsheȱtriedȱtoȱmollifyȱcritics.90ȱOnlyȱafterȱretirementȱdidȱsheȱ returnȱtoȱstatingȱwhatȱhadȱclearlyȱbeenȱherȱgoalȱallȱalong:ȱ“toȱteachȱtheȱ youngȱwhereȱandȱhowȱtoȱgetȱinformationȱforȱthemselvesȱandȱhowȱtoȱuseȱ itȱ toȱ solveȱ theirȱ socialȱ problemsȱ andȱ makeȱ aȱ usefulȱ contributionȱ toȱ theȱ solutionȱofȱtheȱproblemsȱofȱtheȱcommunity.”91ȱȱȱȱȱȱȱȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 687ȱȱȱ

Thereȱwereȱrealȱdifficultiesȱposedȱforȱtheȱsmoothȱimplementationȱofȱ progressiveȱreforms.ȱAccessȱtoȱaȱvarietyȱofȱlearningȱresources,ȱespeciallyȱ books,ȱ wasȱ essential,ȱ yetȱ manyȱ schoolsȱ lackedȱ suchȱ materials.ȱ Theȱ enterpriseȱ methodȱ requiredȱ wellȬeducatedȱ andȱ skilledȱ teachers,92ȱ butȱ classroomsȱ wereȱ tooȱ oftenȱ staffedȱ withȱ poorlyȱ educatedȱ orȱ youngȱ andȱ inexperiencedȱ teachers,ȱ unableȱ toȱ copeȱ withȱ theȱ demandsȱ ofȱ anȱ integratedȱ curriculum.ȱȱ Worldȱ Warȱ IIȱ onlyȱ exacerbatedȱ theȱ problem.93ȱ Dickie,ȱusuallyȱsoȱsupportiveȱofȱteachers,ȱwasȱsharpȱinȱherȱcondemnationȱ ofȱthoseȱsheȱcalledȱ“downȬatȬtheȬheel”ȱconservativesȱwhoȱ“doȱnot,ȱandȱ willȱnot,ȱread.”94ȱȱInȱmanyȱcases,ȱclassroomsȱwereȱfilledȱwithȱactivityȱforȱ activity’sȱsakeȱandȱlittleȱrealȱlearningȱtookȱplace,ȱatȱleastȱpartlyȱbecauseȱ theȱ provisionsȱ forȱ theȱ professionalȱ developmentȱ andȱ reȬeducationȱ ofȱ teachersȱ wereȱ inadequate.ȱ And,ȱ ofȱ course,ȱ manyȱ teachersȱ resistedȱ progressiveȱ educationȱ andȱ disagreedȱ withȱ thisȱ newȱ approachȱ toȱ schooling.95ȱ Atȱtheȱsameȱtime,ȱtheȱSocialȱCreditȱgovernmentȱbecameȱincreasinglyȱ rightȬwingȱ andȱ moreȱ orientedȱ toȱ fundamentalistȱ moralism,ȱ andȱ theȱ administrationȱ inȱ theȱ Departmentȱ ofȱ Educationȱ wasȱ changingȱ andȱ becomingȱmoreȱreliantȱonȱeducationalȱpsychologyȱtoȱdefineȱeducationalȱ purpose.96ȱȱElementsȱofȱtheȱbusinessȱcommunityȱandȱtheȱmediaȱbeganȱanȱ attackȱonȱprogressiveȱeducationȱthatȱfoundȱsupportȱinȱtheȱuniversities.97ȱȱ Someȱ ofȱ theȱ educatorsȱ whoȱ hadȱ beenȱ strongȱ supportersȱ ofȱ progressiveȱ educationȱ changedȱ sides.98ȱȱ Finally,ȱ evenȱ Dickieȱ herselfȱ hintedȱ atȱ someȱ secondȱthoughtsȱaboutȱtheȱrevisedȱschoolȱcurriculum.ȱȱInȱtheȱforewordȱtoȱ theȱ 1950ȱ historyȱ textbook,ȱ Theȱ Greatȱ Adventure,ȱ sheȱ commendsȱ theȱ importantȱ workȱ beingȱ doneȱ inȱ socialȱ studiesȱ butȱ admitsȱ thatȱ historyȱ “appearsȱ inȱ bitsȱ andȱ patches”ȱ andȱ studentsȱ “loseȱ muchȱ ofȱ theȱ significanceȱ ofȱ manyȱ socialȱ studiesȱ topics”ȱ andȱ “leaveȱ schoolȱ withoutȱ everȱhavingȱreadȱaȱcomplete,ȱconnectedȱhistoryȱofȱtheirȱcountry.”99ȱȱȱ CONCLUSIONȱȱȱȱȱȱȱȱ Dickie’sȱworkȱinȱcurriculumȱreformȱinȱtheȱ1930sȱandȱ40sȱcameȱclosestȱtoȱ modellingȱ leadershipȱ asȱ itȱ isȱ commonlyȱ understoodȱ inȱ theȱ educationalȱ literature.ȱȱMoreȱthanȱatȱanyȱotherȱpointȱinȱherȱcareer,ȱsheȱmovedȱtoȱtheȱ centreȱofȱformalȱpowerȱinȱeducationȱandȱhadȱtheȱopportunityȱtoȱshapeȱ theȱprovincialȱschoolȱsystemȱasȱaȱwhole.ȱȱSheȱworkedȱindefatigablyȱoverȱ 688ȱȱREBECCAȱCOULTERȱ aȱ tenȬyearȱ periodȱ forȱ theȱ implementationȱ ofȱ theȱ enterpriseȱ approach,ȱ usingȱ theȱ fullȱ rangeȱ ofȱ strategiesȱ commonlyȱ thoughtȱ necessaryȱ toȱ successfullyȱ introduceȱ curriculumȱ reform.ȱȱ Itȱ isȱ hardȱ toȱ seeȱ howȱ sheȱ couldȱ haveȱ doneȱ more.ȱȱ Itȱ isȱ surprising,ȱ then,ȱ thatȱ inȱ herȱ briefȱ autobiographicalȱ notes,ȱ Dickieȱ makesȱ noȱ mentionȱ whatsoeverȱ ofȱ theȱ workȱsheȱdidȱinȱcurriculumȱrevisionȱorȱtheȱpartȱsheȱplayedȱinȱAlberta’sȱ experimentȱ withȱ progressiveȱ education.ȱȱ Wasȱ sheȱ souredȱ onȱ topȬdownȱ changeȬmaking,ȱ orȱ didȱ sheȱ dislikeȱ theȱ politicalȱ machinationsȱ thatȱ wentȱ onȱ behindȱ theȱ scenes?ȱȱ Didȱ sheȱ comeȱ toȱ realizeȱ thatȱ manyȱ educationalȱ leadersȱ didȱ notȱ understandȱ progressiveȱ educationȱ andȱ consequentlyȱ wereȱ notȱ deeplyȱ committedȱ toȱ curriculumȱ reform?ȱȱ Wasȱ sheȱ overcomeȱ withȱ disappointmentȱ whenȱ sheȱ realizedȱ thatȱ herȱ visionȱ ofȱ changeȱ wasȱ becomingȱsoȱwateredȱdownȱthatȱitȱboreȱlittleȱresemblanceȱtoȱitsȱoriginalȱ conceptualization?ȱȱ Orȱ didȱ Dickieȱ comeȱ toȱ realizeȱ thatȱ theȱ curriculumȱ andȱ pedagogyȱ sheȱ proposedȱ wereȱ unattainableȱ inȱ theȱ existingȱ bureaucraticȱ educationalȱ system?ȱȱ Itȱ isȱ impossibleȱ toȱ know,ȱ butȱ sheȱ certainlyȱ turnedȱ backȱ toȱ textbookȱ writingȱ withȱ aȱ vengeanceȱ whenȱ sheȱ retiredȱ inȱ 1944ȱ andȱ saidȱ noȱ moreȱ aboutȱ theȱ enterprise.ȱ Indeed,ȱ inȱ herȱ autobiographicalȱ notes,ȱ sheȱ emphasizedȱ textbookȱ writingȱ asȱ herȱ majorȱ achievementȱ inȱ life,ȱ aȱ factȱ whichȱ shouldȱ encourageȱ aȱ furtherȱ reconsiderationȱofȱtheȱwayȱinȱwhichȱeducationalȱleadershipȱisȱtooȱoftenȱ readȱasȱsynonymousȱwithȱeducationalȱadministration.100ȱȱȱȱ Inȱ1925,ȱDickieȱofferedȱtheȱfollowingȱwordsȱofȱadviceȱtoȱtheȱstudentsȱ graduatingȱ fromȱ theȱ Calgaryȱ Normalȱ School.ȱȱ Almostȱ certainlyȱ asȱ aȱ referenceȱ toȱ herȱ grammarȱ classesȱ andȱ theȱ useȱ ofȱ comparativesȱ andȱ superlatives,ȱ sheȱ observed,ȱ “Playȱ isȱ pleasant;ȱ Workȱ isȱ pleasanter;ȱ Achievementȱ isȱ pleasantestȱ ofȱ all.”101ȱ Sheȱ mightȱ haveȱ beenȱ speakingȱ ofȱ herȱ ownȱ lifeȱ because,ȱ althoughȱ sheȱ couldȱ playȱ andȱ didȱ soȱ byȱ golfing,ȱ hiking,ȱclimbingȱandȱtravelling,ȱsheȱdevotedȱtheȱbestȱpartȱofȱherȱyearsȱtoȱ work.ȱ Asȱ aȱ result,ȱ sheȱ achievedȱ recognitionȱ asȱ anȱ author,ȱ anȱ educator,ȱ andȱ asȱ aȱ womanȱ whoȱ providedȱ “leadershipȱ andȱ inspiration”ȱ toȱ teachers.102ȱ Thusȱ itȱ wasȱ thatȱ Dickieȱ exercisedȱ power.ȱȱ Sheȱ claimedȱ theȱ rightȱ toȱ beȱ heardȱ inȱ theȱ educationalȱ discourse,ȱ andȱ movedȱ intoȱ spacesȱ whereȱ actionȱ matteredȱ andȱ whereȱ gettingȱ thingsȱ doneȱ madeȱ aȱ difference.ȱȱȱ

ȱ GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 689ȱȱȱ

ACKNOWLEDGEMENTȱ

IȱwishȱtoȱacknowledgeȱtheȱfinancialȱsupportȱofȱaȱFacultyȱofȱEducation,ȱUniversityȱ ofȱ Westernȱ Ontarioȱ Internalȱ Researchȱ andȱ Developmentȱ Grantȱ andȱ theȱ Socialȱ SciencesȱandȱHumanitiesȱResearchȱCouncilȱofȱCanadaȱStandardȱResearchȱGrantȱ No.ȱ410Ȭ2000Ȭ0357.ȱȱTheȱassistanceȱofȱarchivistsȱandȱlibrariansȱincludingȱPaulineȱ Adamsȱ (Somervilleȱ Collegeȱ Archives,ȱ Oxfordȱ University);ȱ Elaineȱ Atwoodȱ (Albertaȱ Teachers’ȱ Associationȱ Library);ȱ Paulȱ Banfieldȱ (Queen’sȱ Universityȱ Archives);ȱRachelȱCanadaȱ(UniversityȱofȱNorthȱCarolinaȱatȱChapelȱHill);ȱMarneeȱ Gambleȱ (Universityȱ ofȱ Torontoȱ Archivesȱ andȱ Recordsȱ Management);ȱȱ Jamesȱ Gortonȱ(ArchivesȱofȱOntario);ȱȱKathrynȱIvanyȱ(CityȱofȱEdmontonȱArchives);ȱȱTimȱ Novakȱ andȱ Tedȱ Sheardȱ (Saskatchewanȱ Archivesȱ Board);ȱȱ Jimȱ Quantrellȱ (Cambridgeȱ Cityȱ Archives);ȱȱ Claudeȱ Robertoȱ (Provincialȱ Archivesȱ ofȱ Alberta);ȱ andȱRaymondȱFrognerȱ(UniversityȱofȱAlbertaȱArchives)ȱwasȱinvaluable.ȱȱȱȱ ȱ NOTESȱ

1 Jill Blackmore, Troubling Women: Feminism, Leadership and Educational Change (Buckingham: Open University Press, 1999); Carol Harris, “Innovative Leadership in Community Context: Elizabeth Murray and the History Plays in Tatamagouche, Nova Scotia,” in Women and Leadership in Canadian Education, eds. Cecilia Reynolds and Beth Young (Calgary: Detselig, 1995), 173-192.

2 J. Oviatt to [P. Oviatt], 7 July 1970. Letter reproduced in R.S. Patterson, comp., Progressive Education (Edmonton: Faculty of Education, University of Alberta, n.d.). Original held by R. S. Patterson in his personal files.

3 Elizabeth Donalda Harris, telephone interview with author, December 2001. “Betty Don” Harris is Dickie’s niece.

4 As a resident of Alberta, Dickie got the provincial vote in 1916 and, as the sister of someone in the armed forces, the federal franchise in 1917. She was not recognized legally as a “person” in Canada until 1929. See Alison Prentice et al., Canadian Women: A History, 2nd ed. (Toronto: Harcourt Brace, 1996).

5 Women gained the right to supplicate for degrees at Oxford in 1920. See Paul Berry and Mark Bostridge, Vera Brittain: A Life (London: Chatto and Windus, 1995), 154. 690ȱȱREBECCAȱCOULTERȱ

6 Donalda Dickie, The Enterprise in Theory and Practice (Toronto: W. J. Gage, 1940). For histories of progressive education in Alberta see, R. S. Patterson, “The Establishment of Progressive Education in Alberta” (Ph.D. diss., Michigan State University, 1968); R. S. Patterson, “Progressive Education: Impetus to Educational Change in Alberta and Saskatchewan,” in Education in Canada: An Interpretation, eds. E. Brian Titley and Peter J. Miller (Calgary: Detselig, 1982), 169-192; Nick Kach, “The Emergence of Progressive Education in Alberta,” in Exploring Our Educational Past, eds. Nick Kach and Kas Mazurek (Calgary: Detselig, 1992), 149-174; Amy von Heyking, “Selling Progressive Education to Albertans, 1935-53,” Historical Studies in Education 10, nos. 1 and 2 (1998): 67-84. Dickie receives only the briefest of mentions in all these studies of progressive education in Alberta.

7 Carmen Luke and Jennifer Gore, “Introduction,” in Feminisms and Critical Pedagogy, eds. Carmen Luke and Jennifer Gore (New York: Routledge, 1992), 2.

8 I am grateful to Dickie’s niece, Elizabeth Donalda Harris, and her son, Dave Harris, for sharing this material with me. The originals remain in their possession.

9 Carolyn Heilbrun, Writing a Woman’s Life (New York: Ballantine, 1988), 31.

10 Andrew C. Holman, A Sense of Their Duty: Middle-Class Formation in Victorian Ontario Towns (Montreal & Kingston: McGill-Queen’s University Press, 2000).

11 Charles G. D. Roberts and Arthur Leonard Tunnell, eds., The Canadian Who’s Who, vol. 2, 1936-37 (Toronto: Murray Printing, 1936); University of Toronto Archives (UTA), School of Graduate Studies (SGS), Acc. No. A84-0011/026, Dickie, Donalda file, Application for Admission, 17 March 1926.

12 City of Cambridge Archives, Transcript of Dickie Family Grave Marker, New Hope Cemetery. The Harris interview indicated that new information has come to light recently which suggests that Dickie’s father did not die in Australia in 1889, as his family concluded when he failed to return from a trip to that country. Rather, it appears he failed to inform his Canadian family that he was staying in Australia, where he re-married and started a second family. GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 691ȱȱȱ

13 Donalda Dickie, autobiographical notes, unpublished typescript in possession of Harris family, n.d. Harris interview revealed that Dickie spent most of her vacations with her brother and his family, and that she provided financial support to the family during the Depression.

14 For comments on Dickie’s understanding of children see, for example, “Who’s Who Among Educationists,” Edmonton Bulletin, 8 July 1936 and book reviews in UTA, Acc. No. A-73- 0026/083 (94), Clipping File, Dickie, Donalda James. Information about working out comes from Harris interview. See, also, Holman, A Sense of Their Duty about the practice of children working in the homes of others in the Galt, Ontario region where Dickie was born.

15 Donalda Dickie, “Can We Teach Love of Country?” Chatelaine, April 1945, 57.

16 Ibid.

17 Laraine Sole. Waverley: The Early Families (Wanganui, NZ: H & A Print, 1996).

18 Harris interview; Dickie, autobiographical notes.

19 Saskatchewan Archives Board, Regina (SAB,R), Collection R-E 238, Regina Normal School Magazine: Souvenir Number, 1901, 17.

20 Patricia E. Oviatt, “The Educational Contributions of H. C. Newland” (M.Ed thesis, University of Alberta, 1970).

21 SAB,R, Collection R-177.11, File 5: Certificates Granted by Dept. of Education, NWT, 1903-1905; File 20: Inspector’s Reports, 1899-1904; File 11: Index of Teachers, 1908-1927; School Officials’ Registers, Westview S.D. No. 256.

22 Dickie, autobiographical notes.

23 Queen’s University Archives (QUA), Office of the University Registrar fonds, Student Registers series, Locator #1161, Vol. 10.

24 Dickie, autobiographical notes; SAB,R, Collection R-177.11, File 11: Index of Teachers, 1908-1927 and School Officials’ Registers, Clarilaw S. D. No. 685. On university students going 692ȱȱREBECCAȱCOULTERȱ

west each summer to teach see Rosalind Rowan, “The Eastern Student as the Western Teacher,” The School 5, no. 2 (1916): 97-101.

25 QUA, Office of Advancement, Advancement Business Office fonds, Deceased Alumni series, Locator #3599, Box 6.1, Donalda James Dickie.

26 Arthur G. Dorland, Former Days and Quaker Ways: A Canadian Retrospect (Picton: Picton Gazette Publishing Co., 1965), 175-76. I am grateful to Paul Banfield at the Queen’s University Archives for drawing this quote to my attention.

27 QUA, Queen’s University Printed Collection, “Calendar of Queen’s College and University, Kingston, Canada, For the Year 1909-1910.”

28 P. T. Rooke and R. L. Schnell, No Bleeding Heart: Charlotte Whitton, A Feminist on the Right (Vancouver: University of British Columbia Press, 1987), 10.

29 A. B. McKillop, A Disciplined Intelligence: Critical Inquiry and Canadian Thought in the Victorian Era (Montreal: McGill-Queen’s University Press, 1979).

30 B. Anne Wood, Idealism Transformed: The Making of a Progressive Educator (Kingston & Montreal: McGill-Queen’s Press, 1985).

31 John Irving, The Social Credit Movement in Alberta (Toronto: University of Toronto Press, 1959), 10. R.D. Gidney first pointed out this university connection between Aberhart and Dickie.

32 Dickie, autobiographical notes.

33 D. J. Dickie, “Dramatization as a Method in Composition,” The School 1, no. 3 (1912): 185-188; “Teaching Canadian History,” The School 3, no. 1 (1914): 37-41; “Methods of Teaching Canadian History,” The School 3, no. 5 (1915): 337-340.

34 Alberta Department of Education Annual Reports trace the re-location of normal school instructors. Dickie was at the Calgary Practice School in 1910, then employed at the Camrose Normal School in 1912, transferred to the Edmonton Normal School in 1920, Calgary Normal School in 1923, back to Edmonton in 1928, Camrose in 1933, Edmonton in 1935. GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 693ȱȱȱ

35 Dickie, autobiographical notes.

36 Pauline Adams, e-mail to author, 5 October 2001, conveying information about Dickie contained in the Somerville College Register.

37 D. J. Dickie, “Life at an English University,” Part 1, The School 6, no. 3 (1917): 213-217; Part 2, The School 6, no. 4 (1917): 274-277; Part 3, The School 6, no. 5 (1918): 346-349.

38 Harris interview; Francesca M. Wilson, Rebel Daughter of a Country House: The Life of Eglantyne Jebb, Founder of the Save the Children Fund (London: George Allen and Unwin Ltd., 1967).

39 Celia Jenkins, “New Education and Its Emancipatory Interests (1920-1950),” History of Education 29, no. 2 (2000): 139-151; Peter Cunningham, “Innovators, Networks and Structures: Towards a Prosopography of Progressivism,” History of Education 30, no. 5 (2001): 433-451.

40 “Who’s Who Among Educationists.”

41 Vera Brittain quoted in Heilbrun, Writing a Woman’s Life, 105.

42 The exact date of death is recorded on the dedication page of Donalda Dickie, The Great Adventure: An Illustrated History of Canada for Young Canadians (Toronto: J. M. Dent, 1950).

43 Adams, e-mail.

44 Harris interview.

45 UTA, SGS, Acc. No. A84-0011/026, Dickie file.

46 Alberta Department of Education, Annual Report, 1926 (Edmonton: King’s Printer, 1927), 22.

47 Donalda J. Dickie, Modern Practice in the Teaching of Composition (Toronto: W. J. Gage, 1923); Donalda J. Dickie, comp., The Canadian Poetry Book: A Book of Modern Verse (Toronto: J. M. Dent, 1922); Donalda J. Dickie, Learning to Speak and Write: Book 1, Grades I, II, III, and IV 694ȱȱREBECCAȱCOULTERȱ

and Book II, Grades V, VI, VII, and VIII (Toronto: Educational Book Company, 1924); Donalda J. Dickie, Dent’s Canadian History Readers, 8 vols. (Toronto: J. M. Dent, 1924-26).

48 Donald Wright, “Gender and the Professionalization of History in English Canada Before 1960,” Canadian Historical Review 81, no. 1 (2000): 29-66.

49 See, for example, R. S. Patterson, “Hubert C. Newland: Theorist of Progressive Education,” in Profiles of Canadian Educators, eds. Robert S. Patterson, John W. Chalmers and John Friesen (n.p.: D.C. Heath, 1974), 289-290; H. T. Coutts and B. E. Walker, recorders, G. Fred: The Story of G. Fred McNally (Don Mills, Ontario: J. M. Dent, 1964). Newland went to the University of Chicago and earned a doctorate in 1932. McNally notes he was sent to Teachers College, Columbia on full salary but never completed his degree. There is no evidence to suggest that Dickie received any support from her employer to attend a doctoral program.

50 Mary Kinnear, In Subordination: Professional Women, 1870-1970 (Montreal & Kingston: McGill-Queen’s Press, 1995), 33.

51 Wright, “Gender and the Professionalization of History.”

52 Beverly Boutilier and Alison Prentice, “Introduction: Locating Women in the Work of History,” in Creating Historical Memory: English-Canadian Women and the Work of History, eds. Beverly Boutilier and Alison Prentice (Vancouver: UBC Press, 1997), 4.

53 Wright, “Gender and the Professionalization of History”: 31. Wright notes the specific sexism of two professors who were involved in supervising Dickie’s work.

54 See, Wright, “Gender and the Professionalization of History” and Alison Prentice, “Laying Siege to the History Professoriate,” in Creating Historical Memory, 197-232.

55 Randi R. Warne, Literature as Pulpit: The Christian Social Activism of Nellie L. McClung (Waterloo: Wilfrid Laurier University Press, 1993), 186.

56 Dickie, autobiographical notes.

57 B. Anne Wood, “Canadian Citizenship for a Progressive State,” in Canada and Citizenship Education, ed. Keith A. Macleod (Toronto: Canadian Education Association, 1989), 19-26; Ken GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 695ȱȱȱ

Osborne, “Public Schooling and Citizenship Education in Canada,” Canadian Ethnic Studies 32, no. 1 (2000): 8-37; Penney Irene Clark, “‘Take It Away Youth!’: Visions of Canadian Identity in British Columbia Social Studies Textbooks, 1925-1989" (Ph.D. diss., University of British Columbia, 1995).

58 Elizabeth Bailey Price, “Calgary Has Four Women Authors,” Canadian Bookman 8, no. 3 (1926), 94.

59 Ken Osborne, “‘Our History Syllabus Has Us Gasping’: History in Canadian Schools–Past, Present, and Future,” Canadian Historical Review 81, no. 3 (2000): 404-435; George S. Tomkins, A Common Countenance: Stability and Change in the Canadian Curriculum (Scarborough, Ontario: Prentice-Hall, 1986).

60 See, for example, Osborne, “Public Schooling and Citizenship Education;” Kenneth W. Osborne, ‘Hard-working, Temperate and Peacable’–The Portrayal of Workers in Canadian History Textbooks (Winnipeg: University of Manitoba, 1980); Neil Sutherland, Growing Up: Childhood in English Canada from the Great War to the Age of Television (Toronto: University of Toronto Press, 1997); Clark, “‘Take It Away Youth!’.”

61 Donalda Dickie, “The Anglo-Canadian Problem,” Canadians All 3, no. 4 (1945), 13, 68-69.

62 The most sustained discussion can be found in Donalda Dickie, All About Indians, Book 2, Dent’s Canadian History Readers (Toronto: J. M. Dent, 1925).

63 Donalda Dickie and Frederick S. Cooper, We Talk and Write of What We Do (Toronto: W. J. Gage, 1955), 95.

64 Donalda Dickie, comp., Ships of Araby, The Fifth Reader in the Far Horizons series (Toronto: J. M. Dent, 1936), 301.

65 Donalda Dickie, The Great Golden Plain: A History of the Prairie Provinces (Toronto: W. J. Gage, 1962), 194.

66 Ibid., 215.

67 Ibid. 696ȱȱREBECCAȱCOULTERȱ

68 Donalda J. Dickie and George Dill, Two Little Indians (Toronto: J. M. Dent, 1933); D.J. Dickie, Joe and Ruth Go To School (Toronto: J. M. Dent, 1940).

69 Donalda Dickie, When Canada Was Young, Book 5, Dent’s Canadian History Readers (Toronto: J. M. Dent, 1925), 211.

70 Donalda Dickie, In Pioneer Days, Book 6, Dent’s Canadian History Readers, rev. ed. (Toronto: J. M. Dent, 1927), 59.

71 Dickie, Ships of Araby, 103.

72 Thornton Mustard, introduction to Junior Language, Book A, by Donalda Dickie (1938; reprint Toronto: Gage, 1944), iii.

73 Donalda J. Dickie and Helen Palk, Pages from Canada’s Story (Toronto: J. M. Dent, 1928). It is difficult to tell how many printings this book went through but I have been able to confirm the following publication history. Reprinting occurred in 1931, 1932 (twice), 1933, 1935. A slightly revised edition appeared in 1936 and was reprinted each year from 1937 to1943. The book was “reset and electrotyped’ and issued in 1947, revised and issued in 1949 and 1951, and then reprinted each year from 1952 to 1959 and again in 1961.

74 Donalda Dickie, The Great Adventure: An Illustrated History of Canada for Young Canadians (Toronto: J. M. Dent, 1950; reprinted 1951, 1952, 1953, 1954, 1955, 1956, 1957, 1958); sound recording (Edmonton: Alberta Education, 1977). The book may also have had further reprintings. Dickie’s publisher also contacted the J. Arthur Rank Company to explore making a film of the book for use in Commonwealth countries. See [signature indecipherable], J. M. Dent and Sons (Canada) to Dr. Donalda Dickie, 30 Oct. 1951. On circulation numbers see letter from J. M. Dent and Sons (Canada) to Dr. Donalda Dickie, 23 Oct. 1951. Originals of both letters in possession of Harris family. For reviews of this book, see, for example, UTA, A-73-0026/083 (94), Clipping File, Dickie, Donalda James; J.E.P., “Review of The Great Adventure,” Saturday Night 66 (5 December 1950): 45; n.a., “La Grande Aventure,” La revue de l’université Laval VII, no. 2 (1952): 187-189. On the Governor-General’s Award see, Canadian Cultural Information Centre, The Canadian Literary Awards, Part 1: Governor General’s Literary Awards (Ottawa: Author, 1966). GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 697ȱȱȱ

75 Donalda Dickie, Belle Ricker, Clara Tyner and T. W. Woodhead, comps., Young Explorers; Gay Adventurers; Proud Procession; Canadian Parade Readers (Toronto: J. M. Dent, 1947; reprinted 1948, 1949, 1950, 1951, 1952, 1953, 1954, 1955, 1957) with teacher guides and workbooks; Neil Sutherland, Growing Up, 217.

76 “Dr. D. Dickie Retiring from Normal School; Widely Feted,” Edmonton Bulletin, 5 June 1944. Glenbow Archives and Library, Library Clipping File, “Donalda Dickie.”

77 “Notes About Authors,” Chatelaine, April 1945, 2.

78 Harris interview.

79 See, for example, Leroy John Wilson, “Perren Baker and the United Farmers of Alberta– Educational Principles and Policies of an Agrarian Government” (M.Ed. Thesis, University of Alberta, 1970); James Rennie Bradford, The Rise of Agrarian Democracy: The United Farmers and Farm Women of Alberta, 1909-1921 (Toronto: University of Toronto Press, 2000); Tom Monto, The United Farmers of Alberta: A Movement, A Government (Edmonton: Crang Pub., 1989).

80 L. J. Wilson, “Educational Role of the United Farm Women of Alberta,” in Shaping the Schools of the Canadian West, eds. David C. Jones, Nancy M. Sheehan and Robert M. Stamp (Calgary: Detselig, 1979), 124-135.

81 See, Patterson, “The Establishment of Progressive Education in Alberta”; von Heyking, “Selling Progressive Education.”

82 University of Alberta Archives (UAA), Acc. No. 69-29, Series 1, Box 4, Item 3/1, File 1, Interview transcript, W. D. McDougall.

83 Coutts and Walker, G. Fred, 41.

84 Dickie, The Enterprise, 125.

85 UAA, Acc. No. 69-29, W. D. McDougall Collection, Box 4, 3/1, File 5, Donalda Dickie and Olive Fisher, “Some Events Leading to the Re-Organization of the Curriculum of the Department of Education of the Province of Alberta in 1933.” Unpublished typescript, n.d. 698ȱȱREBECCAȱCOULTERȱ

86 Oviatt to [Oviatt].

87 Dickie, The Enterprise; see, also, articles by Dickie in a wide range of journals, including “New Lamp for Old,” Alberta School Trustee, December 1939: 13-15; “Education via the Enterprise,” The School 21, no. 9 (1940): 3-6; “Enterprise Education in Alberta,” Understanding the Child, April 1940: 7-11; “Democracy and the Enterprise,” The School 31, no. 6 (1943): 464-469; “Enterprise Education–Part 1,” The B. C. Teacher, September 1940: 18-20 and Part 2, October 1940: 75-77; “A Comment on the New Course of Study for Elementary Schools,” The ATA Magazine, November 1936: 35-36.

88 Shelley Anne Marie Bosetti-Piche, “The Interest of Edmonton Club Women in Education, Health and Welfare, 1919-1939 (Ph.D. diss., University of Alberta, 1990).

89 See, Patterson, “The Establishment of Progressive Education in Alberta”; von Heyking, “Selling Progressive Education”; University of Calgary Archives (UCA), UARC 86.034, A. L. Doucette fonds, Box 17, File 17.11, “Attitude Towards The Enterprise Curriculum.” This document is an undated, anonymous assessment of the position on the enterprise taken by each of the normal school instructors. Here Dickie is put in the “child freedom group.”

90 See, for example, Dickie, “Democracy and the Enterprise”.

91 Donalda Dickie, “Improving Techniques in Social Studies,” The School 33, no. 8 (April 1945): 673.

92 Alberta Department of Education, Annual Report, 1935 (Edmonton: King’s Printer, 1936), 19.

93 Robert S. Patterson, “History of Teacher Education in Alberta,” in Shaping the Schools of the Canadian West, eds. David C. Jones, Nancy M. Sheehan and Robert M. Stamp (Calgary: Detselig, 1979), 192-207.

94 Dickie, The Enterprise, 435.

95 Patterson, “Progressive Education: Impetus to Educational Change;” R. S. Patterson, “Voices from the Past: The Personal and Professional Struggles of Rural School Teachers,” in GETTINGȱTHINGSȱDONE:ȱDONALDAȱJ.ȱDICKIEȱȱ 699ȱȱȱ

Schools in the West, eds. Nancy M. Sheehan, J. Donald Wilson and David C. Jones (Calgary: Detselig, 1986), 99-111.

96 Patterson, “Hubert C. Newland”; Oviatt to [Oviatt].

97 The attack most often cited is Hilda Neatby, So Little for the Mind: An Indictment of Canadian Education (Toronto: Clarke, Irwin & Co., 1953). See, also, W. G. Hardy, Education in Alberta (Calgary: Calgary Herald, n.d.). For a thorough discussion of the opposition, see Campbell A. Ross, “The Neatby Debate and Conservative Thought in Canada” (Ph.D. diss., University of Alberta, 1989).

98 UCA, UARC 86.034, A. L. Doucette fonds, Box 1, File 1.5, General Correspondence. Material in this file indicates that Doucette, an instructor at the Calgary Normal School, had actively supported progressive education reforms, but later recanted.

99 Dickie, The Great Adventure, vii.

100 Blackmore, Troubling Women.

101 UCA, UARC 0.2, Calgary Normal School Yearbooks, Box 1, File 1924-25, “The Comet,” 9.

102 UTA, Office of the President, Acc. No. A68-0007, Citation for Donalda James Dickie, 6 June 1952.