FREE ESSAY ON PROGRESSIVE EDUCATION

PROGRESSIVE EDUCATION

To meet the needs of an increasing industrialized Canadian society in the late 1930's, the
elementary curriculum was revised. This essay will explore the changes BC curriculum
endured as a result of the progressive movement within the Greater Victoria area by way
of the Greater Victoria Survey of Schools of 1937-38 and the Curriculum Guide: The New
Programme of Studies 1936-7. The new system is commonly known as progressive education or
the "new education". Jean Barman describes new education as "... embodying a commitment
to a child-centered, relatively unstructured curriculum allowing considerable freedom of
choice to pupil and teacher alike, the expression of humane, egalitarian, democratic
philosophy of education". The modern curriculum was an attempt to move away from the
emphasis of memorization, facts, formalism and unrelated or irrelevant material within
the classroom. John Dewey, an educational philosopher, can be held accountable for the
radical outlook on education in the early 1900's. Dewey believed there was a theoretical
gap between child-centered and subject centered curriculum. This gap was a failure to
recognize interaction between child and curriculum. Individual difference, child reaction
and interest were vital aspect of education that had been overlooked by traditional
curricula. The refreshed program was intended to meet the child's physical, moral,
emotional and intellectual needs through a variety of revisions within the curriculum. 
Before browsing through the heart of the new curriculum, it is important to familiarize
oneself in the parturition of progressive education before an appreciation for the impact
the revisions had within the education system. Pressure from British Columbia Teachers'
Federation initiated a formal inquiry by the government to investigate the devastating
situation of rural schools. Lack of facilities, supplies, financial instability, remote
locations, incompetent teachers, sporadic attendance and severe weather hampered pupils'
progress in rural locations. Rural schools could not accommodate students adequately in
basic education and therefore, were lacking equal academic levels as their urban
counterparts, which concerned educators. Complaints from rural teachers and school
inspector reports launched the Survey of the School System by J.H. Putman and G.M. Weir
in 1925, which gave progressivism the jump-start needed to allow revisions possible.
Harold Putman was the Inspector of Schools for the City of Ottawa, when he was appointed
to take on this study with George Weir. Weir had recently been appointed as the first
professor of education at the University of British Columbia when he agreed to take on
the study. Influenced by Dewey, both men embraced the child-centered type of instruction
that would later become the foundation of the revised school curricula. 
A new educational approach was utilized in elementary schools: an emphasis on child
centered schooling, individual differences, activity programs, program testing, and
teacher guidance. All portions of the philosophy had equal importance; however the core
theory aimed toward child-centeredness; that is, the child's growth is heavily dependent
upon his/her reactions and experiences within his/her surrounding environment. The
Progressive Movement initiated the concept that students should be independent thinkers,
creative beings, and expressive about their feelings. This was a sharp contrast from the
prevalent educational approaches rooted in social efficiency in the early 1900s in
Canada. Such approaches did not foster the importance of individualism and creativity,
and instead emphasized classroom control, management and a structured curriculum that
focused on basic skills. The classroom agenda was to meet the needs of children and cater
to them through variety of programs suited for individual differences. Differential
treatment was issued to those who were slow learners but also for those students who were
fast or keen learners. Mass group teaching was no longer a sufficient approach in the
1930's. Students required individualized praise or remedial help to ensure overall growth
within a subject. The quality of learning was much more important than the quantity being
taught in the contemporary system. 
Although child-centeredness was the ultimate focus in progressive education, other
components within the new education complimented the core focus. To achieve a
child-centered approach, an ever-changing environment was essential. Children must learn
by doing and to achieve this the unit system was developed. A unit consisted of a central
thought, such as, the weather or transportation, and could be merged with all subjects in
one way or another. Student interaction and group work outplayed traditional rote,
repetition, drill, and standardization methods of learning. The success of the unit
depended entirely upon each child's participation in each activity. A student's personal
growth therefore, was dependent on interaction of one another. That is to say, new
experiences develop from the reaction of others around them, thus affecting another's
encounter. Without class interaction growth would not manifest to benefit the learning
experience of each student properly. 
The introduction of manual/technical training, domestic science/home economics,
agricultural education, health and hygiene were created to promote "learning by doing"
philosophy created by Dewey. These new courses were avenues not only created meaningful
material that students could relate to but also created excellent opportunities to apply
the knowledge learned in classes directly into their daily routines. SSGV states, "
health is a life to be lived and not a subject to be taught", and children should acquire
skills to maintain healthy living continuously. Physical education involved technical
classroom instruction and physical manipulation management. Physical training allowed
educators to recognize a direct link between healthy living and emotional health in the
late 1930s. Physical activity was driven by variation. Exposure to several activities
would allow children to acquire a well-rounded base for mental and physical conditioning.
Manual/technical training, domestic science/home economics agricultural education
activities varied between schools but the theories and aims remain constant throughout.
This curriculum was used as a vehicle to promote social reform, by way of, connecting
school knowledge, habits, skills, interests, appreciation, attitudes, and ideals to adult
life. This area of the curriculum was to assist students in transitions from school to
job placements in the future. Vocational/manual courses were to offset those who would
not prevail academically. Those who were not academically driven could develop skills
suited to their tastes and capacities through vocational/manual training that could be
applied in related work after schooling was finished. The modernization of Canada in the
1930's required a higher level of industrial training and it was the duty of these
courses to expand individual and moral character and consequently, create productive,
competent Canadian citizens. 
Individual difference was recognized as a result of new education. This is to say that
students learn at different, rates, speeds and depths. Students array of intellectual,
emotional and physical needs had to be accommodated. Through remedial help, peer
tutoring, and class activities; pupils had an opportunity to adapt according to the class
skill level in any given subject. Freedom of expression to exhibit individuality and
creativity within the classroom or project was introduced in the 1930's progressive
education movement. This tactic allowed individuals to think for themselves with little
restrictions placed upon the outcome. Putman and Weir believed that the success of a
young person functioning productively in society greatly depended on one's ability to
critically think and problem solve "All real education at every stage arises out of life
problems. If the real education can arise only from genuine life problems, we make
education easy for young people in proportion as we require them to face and solve an
infinite variety of these problem" stresses The Survey. Teacher guidance was used to
steer children in some direction to ensure an impartial, but positive outcome. However,
ultimately it was the pupil's responsibility to choose what direction to follow. Through
pupil testing educators could determine the guidance students needed to be successful in
their studies.
A permanent feature of the new program was the implementation of scientific testing.
Greatly influenced by Edward L. Thorndike, Putman and Weir opted to measure the
intellectual capacities of each child. Through these tests a teacher could determine what
area a student would most likely succeed or have difficulty in. The teacher could then
conclude where individual pupil guidance should be assisted and where guidance should be
the strongest. Putman and Weir believed that individual differences could be reduced
through testing " If these individual differences are to be provided for, the modern
teacher must use scientific methods of measuring abilities, of measuring progress, of
diagnosing weaknesses and failure in growth, and applying remedial treatment where
needed". Tests include a wide range of aptitude tests, standardized tests, intelligence
tests, and informal diagnostic classroom tests. Results from testing would provide
teacher's with scientific information to apply to a variety of settings and new courses
that had become available to students but also gave teachers an opportunity to improve
teaching contemporary subjects. 
As a result of the Putman and Weir Survey, new courses of study were implemented into the
curricula and old ones improved. The Survey of Schools of the Greater Victoria Area
(SSGV) describes reading as the fundamental subject of schooling, "pupil's progress in
the great majority of subject-fields depends very directly upon his reading ability".
Pupils' reading ability undoubtedly led to the success of other courses therefore;
reading dominated a large part of the student's day as it had before. Although students
were exposed to reading a large portion of the day, they were now responsible for
dividing their time between recreational reading (on their own time), work-type reading,
and factual reading. These selected types of readings were now required to compliment
oral and silent reading. Material of this kind could be found in a wide variety of
sources: books, text books, reference books, and supplementary readers for all subject
were to be made available for students to benefit from through the Free Text Book Branch
established in 1929. However, there seemed to be a lack of literature available to
students and teachers for these purposes. A new series of readers was introduced to
students in the 1930, The Canadian Readers, to promote progress at a specific pace
according to their individual skill level. The new program eliminated comprehension of
words that were far beyond the child's intellect and level and replaced it with words
that "meant" something to the child. While hands on work was difficult to incorporate
into the new reading curriculum, it was the sole responsibility of the teacher to take
advantage of the activity interaction method of teaching, introduced by progressivism, to
ensure adequate individual differences were being fulfilled. Inability of teachers to
incorporate this teaching technique was heavily scorned upon by school inspectors,
"...There is little excuse for their lack of knowledge of modern practice in reading",
stresses William Gray and H.H. Mackenzie. Such expectations were filtered into other
subjects as well.
Aspects of the spelling portion of curriculum did not exist before progressive education
was implemented. The "teach it, know it, test tomorrow" technique was no longer the basis
for vocabulary or spelling education. BC's new framework for spelling was a combination
of four building blocks and is stressed in the SSGV: students were given new criteria, a
grace period to learn the material and a preliminary test before the study period.
Teachers were then to inform students of faults in order for the children to correct
themselves. Lastly, a review period was to follow testing, a technique to ensure students
learned what they had been taught (pg. 27). Individual difference would not be ignored
and additional help for those students with lower spelling skills than that of higher
skilled students was to be provided. Progress charts suggested in the SSGV were used to
keep track of student progress and to keep children motivated in the subject. A
10,000-vocabulary list had been eliminated and replaced with a 4,000 list. Spelling was
given ample attention in order to produce exceptional written skills from students.
Increase weight was put on individual correction not only in spelling but also in
writing. There was encouragement to detect and correct writing personal defects, while
teachers were encouraged to promote tidiness during this process. Writing drills were
expected by educators in the SSGV to maintain an acceptable standard of legibility
throughout primary grades (27). 
Changes within the arithmetic curriculum were centered on subject practicality.
Arithmetic should develop just as other subjects do. The ability to relate mathematics to
real life situations and the ability grasp mathematical concepts became more important
than drill work. Contemporary arithmetic did not unite pupils' experiences and ordinary
problems of everyday life on the farm, in the store, and the workshop. Significant
emphasis was lifted from written work and transferred to visuals through charts,
pictures, and objects. Schools were now equipped with various visual material that would
benefit instruction in math. Students were expected to analyze a math problem, think
constructively about the answer and come to a conclusion on their own. The same math
problem was broken down into sections and attacked through oral problem solving with the
involvement of the entire class. Teachers were also to include guidance, and individual
difference techniques just as other courses did.
The largest change within the curriculum involved nature studies and social studies.
Heavy stress was put on these courses for several reasons. The first being that a child's
growth (moral and intellectual) was based on the experiences her/she endures from their
environment. Social studies and science was directly related to a child's immediate
environment. This held significant importance to educators " to provide an understanding
of the world in which we live, and to promote scientific (critical) thinking on the part
of the students" explained the SSGV. The responsibility of teachers in social studies and
nature science was to stimulate and develop an immaculate understanding of the
environment. Through this understanding, it was the objective of these courses to equip
children with the necessary skills to adapt to a changing, modern and industrial society
for the future. Activities for elementary were based upon play, hands on work and health
that were related to nature and the environment, people, places or things. Social studies
and nature study did not follow strict guidelines on any one branch of subject but rather
give a general overview of several subjects for greater exposure. 
The range of courses involved with the new progressive education had a large impact on
teacher competence. Teachers, as leaders, were to demonstrate worth of these courses
through their instruction. Teachers were expected to teach courses with little education
or background experience in new fields of study. This lack of experience created
difficulties integrating new methods of teaching demanded by educators. As a result,
higher teacher qualifications became mandatory. To assist teachers in the new courses of
studies a variety of materials were made available to them. A variety of courses were
held to improve teacher knowledge of the curriculum and many attended summer school to
improve their teaching skills. Special training classes held throughout the summer
covered old contemporary subjects. New subjects could be found as night classes during
the school year to assist in interpreting the new courses. It was the sole responsibility
of the teacher in charge to maintain the aims and new philosophies within her classroom.
Applying the new principles into the classroom were also outlined and realized in a
series of pamphlets issued by the Department of Education. If teachers took advantage of
the availability of resources open to them educators believed that instruction, the new
program and the students would benefit simultaneously " New Curriculum has given an
intellectual quickening to the teaching body which has brought freshness and vitality to
their teaching". Teachers played a large role in the interpretation of the curriculum and
determined the success in the classroom. 
Several obstacles directly impacted the implementation of the "new education" and its
effectiveness, in turn, made progress painfully slow. Teacher training was slow, the
general public was hard to convince educational change, and a plummeting financial
support of the government hampered the success of progressive education. Nevertheless,
the objective of the new program was always clear. Education was a place to produce
efficient, productive Canadian citizens in midst of an increasingly modern and demanding
society. It is important to realize that although the education was revised on paper and
in theory, it does not necessarily mean that these guidelines were being followed in the
classroom at a level they should have. Overall, the changes were driven towards
child-centered, activity driven courses and included individual differences through
teacher guidance and pupil testing. 
Footnotes
1.The curriculum does not differ from school to school so I have chosen to look at only
Greater Victoria as a case study. British Columbia, Ministry of Education, Survey of
Schools of the Greater Victoria Area (SSGV) 1938. Victoria, B.C. (1938): 9.
2. Jean Mann, "G.M. Weir and H.B. King: Progressive Education or Education for the
Progressive State?", Schooling and Society in 20th Century British Columbia. ed. Donald
Wilson and David Jones. Calgary, Alberta: Detselig Enterprises Ltd., 1980): 91.
3.Nancy Sheehan, 'Education, the Society and the Curriculum in Alberta, 1905-1980: An
Overview.' Nancy Sheehan,ed. Schools in the West: Essays in Canadian Educational History.
Calgary: Detselig Enterprises Ltd., 1986:39-56.
3.Craig Cunningham. http://www.neiu.edu.htm"Some Notes on John Dewey (1859-1952)." 11/99.
http://www.neiu.edu/~ccunning/deweynotes.htm (Feb. 22, 2000).
Nancy Sheehan's 'Alberta, 1905-1980', p44.
T. Fleming. 1998. *http://www.educ.uvic.ca* ' Progressive Education 1890-1957'.
http://www.educ.uvic.ca/depts/cmfd/pages/tfreadings/progressived1.html (2/21/00).
Timothy Dunn. 'The Rise of Mass Public Schooling in British Columbia, 1900-1929'
J. Donald Wilson and Paul Stortz. ' "May the Lord Have Mercy on You": The Rural School
Problem in British Columbia in the 1920's'. ed. Jean Braman, Neil Sutherland and J.
Donald Wilson. Children, Teachers' & Schools: The History of British Columbia. Calgary :
Detselig Enterprises Ltd., 1995:211.
Taken from T. Flemming Readings p5 of 9.
John Dewey. The Essential Dewey. V1: Pragmatism, Education, Democracy. ed Larry Hickman
and Thomas Alexander. USA: Indiana University Press, 1998.
Fleming Readings, p5 of 9.
British Columbia, Ministry of Education, Survey of Schools of the Greater Victoria Area
(SSGV) 1938. Victoria, B.C. (1938): 19.
British Columbia, Ministry of Education. Curriculum Guides: Programme of Studies 1936.
Victoria, B.C. 1936: 5.
Taken from T. Flemming Readings:5/9
SSGV: 19-20.
Putman and Weir Survey:
SSGV: 30.
SSGV: 30.
Jean Mann: p103.
British Columbia, Ministry of Education. Survey of Schools of the Greater Victoria:
Inspector Reports. 1936-1936:40-118. And reports from1937-8.41-65. 
Jean Mann: 106.
Nancy Sheehan: 47.
Fleming:6.
The Survey:80-81.
Jean Mann. Progressive Education: 98.
SSGV: 20.
H.A. Child. 'Herbert B. King, Administrative Idealist.' In Robert S. Patterson, et.al.
Profiles of Canadian Educators. Canada: D.C. Health Canada Ltd, 1974: 316.
SSGV: 26.
SSGV: 26.
Dr. Patrick Dunae. *http:www.mala.bc.ca/homeroom*'Topics:Text Book Branch'
*http:www.mala.bc.ca/homeroom/textbks.htm* (2/21/00).
SSGV: 26.
Shirley Cuthbertson. 'Those Memorable School-Books' 1997.
http://rbcm1.rbcm.gov.bc.ca/discover/ds24495/7-schbks.html (3/4/00).
Students were originally required to "articulate words far beyond his understanding",
hence more appropriate words were chosen that were related to the child's everyday
experiences. SSGV: 29.
SSGV: 20.
Quote taken from SSGV (1938) from William Gray, M.A., Municiple Inspector in N.Vancouver
and H.H. Mackenzie, B.A., Inspector of Schools In Vancouver.
SSGV (1938), emphasis on individual difference is clearly defined here. 20.
SSGV: 29.
Timothy Dunn:44.
George Deane. Inspector Report 1938-9: 59.
The improvement portion of the survey suggests different methods that should be used by
teachers. It is clear what math teaching should involve. SSGV: 30.
SSGV: 28.
SSGV: 28.
Putman and Weir: 97.
Inspector reports of Greater Victoria: 1937-1938.
Public School Report 1936-7: I58. Report submitted by George Deane.
SSGV. General Recommendations for the Improvement of Instruction: 71.
Public School Reports. 1939-40: 32. Report by H.B King.
Timothy Dunn: 47.
The purpose of this essay was to reveal changes in the curriculum whether they were being
applied or not. I was not concerned with the lack, quality or absence of implementation
of progressivism.
Bibliography
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