Vocationalism and Its Promoters in British Columbia, 1900-1929

Abstract

Despite the steady erosion of public confidence in schools during recent years, faith in education's efficacy remains strong. Schools are still commonly believed to be potent institutions for fostering democracy, justice, economic development, and upward social mobility. In Canada politicians and educators advocate that "career education" and going "back to basics" will help solve the problems of a slumping economy and apparently weakened social fabric. 1 Although some regard contemporary concern for restructuring schools as unprecedented, both in its dimension and vigor, this is largely due to the fact that most take schools for granted, and thus require "little or no explanation of their origin, or justification for their continuing existence." 2 The drive for social change through public education, however, has existed since the mid-nineteenth century in Canada. In British Columbia, for instance, the educational system was dramatically overhauled between 1900 and 1929, often in accordance with social reformers' suggestions. The administration grew and became more expert, teachers were better trained, the curriculum was differentiated, and vocational instruction, guidance, testing, and junior high schools were implemented. 3 This paper examines one strand of that school reform as education's societal relationships changed and adapted with the transition to a maturing urban industrial province.