Between 1899 and 1910 Sir William Macdonald, tobacco millionaire and educational
philanthropist and James W. Robertson, agriculturalist and educator, conducted a seed grain
competition across Canada to teach new agricultural practices, and founded manual training
centres to teach physical skills and aid moral development. Through the Macdonald Rural
School Fund, Macdonald and Robertson established school gardens and supported nature study
in eastern Canada, combining with manual training to make a useful elementary curriculum for
rural children. To support these pedagogical ideas they pressed, with limited success, for rural
school consolidations. Finally, they established an agricultural and teacher training college in
connection with McGill University.
The Macdonald-Robertson movement drew on borrowed ideas, but also trained teachers,
. persuaded school boards, managed costs, and held to a consistent pedagogy through specialized
object lessons. Because it treats the Macdonald-Robertson reforms together, this thesis provides
a viable explanation why these two men took up the cause of reform and why the various
elements of the movement succeeded or failed. I claim the reforms grew up in the first place
because the Macdonald-Robertson pedagogical ideas were in the wider interest of social
reformers and of the two founders. The ease with which each reform could be controlled by
central administrators and implemented in a standard way from one district to the next meant
Robertson would achieve "success" on some publicly believable criterion, however variable in
extent, yet maintain central control. Robertson found it necessary to dedicate time and energy in
persuading local districts and teachers to take up the work. Yet were it not for local autonomy,
schools would have been an even easier target for a parade of politically-motivated programmes.
Macdonald and Robertson's experience shows that reform must be popular and workable
at the local level. Administrative talent and sound pedagogy cannot overcome local resistance if school boards, parents or teachers do not value, or cannot afford, reform. The inherent paradox
of standardization and autonomy deserves to remain a hypothesis in research on educational
reform. My account shows how Macdonald and Robertson sought to standardize autonomous
school districts and teachers, in order to preserve the rural lifestyle, in order to help Canada on
her way to economic growth and social order in the face of immigration and urbanization, and
the varying extent to which regions benefited economically from industrialization. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/14812 |
| Date | 05 1900 |
| Creators | Greene, Kristen Jane |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 13602398 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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