by Philip J. Warren
Introduction
It's been argued that education goes through cycles, where periods of heightened public criticism and change alternate with times of stability and calm. Certainly, that's what's happened to education in this Province since Confederation. We've had our share of educational changes and reforms, as well as periods of relative calm and public satisfaction, like the one we're now experiencing.
I plan to discuss some of these post-Confederation reforms and their results, in context. What were the major ones in elementary and secondary education? How did changes in our demographic, social, and economic way of life help to shape them? What was the political context in which they occurred? For my purposes, I've defined a reform as a plan or movement, largely government-directed, which attempts to bring about a systematic improvement in education, province-wide.
Because of time, my comments on the reforms of the 1950s 60s, 70s, and 80s will be brief. I'll discuss the 1990s in more detail, because it was then that the Province experienced one of the most significant educational changes in its history: the reform of the denominational system. While I'll discuss the reforms separately, of course they overlapped and were interactive. I'll conclude with some of the more important challenges with which I believe elementary and secondary education in Newfoundland and Labrador is now faced.
The 50s and 60s – The Access and Equality Agenda
The 1950s and 1960s were decades of dramatic physical growth and expansion in Newfoundland education. Largely because of our high birth rate and heightened expectations as a result of Confederation, enrolments doubled between 1949 and 1964. The numbers of teachers and classrooms more than doubled during that period. (Would you believe that Newfoundland had 1266 schools in 1964-65, compared with 280 today.) The education agenda, then, focused primarily on providing greater access and equality: building more schools, educating more and better teachers, improving school retention, and reducing inequalities between rural and urban schools.
To increase access and enhance equality, the Government developed several new programs, including the construction of regional and central high schools. From the mid-1950s to the mid-1960s, over 100 such schools were constructed and many elementary schools consolidated. These consolidations were made possible by an improved network of roads which had reduced the isolation of many Newfoundland settlements. Programs of scholarships and bursaries were expanded so that many high school students could leave their small communities and attend larger schools elsewhere.
In the late 1960s, major changes were made in the governance of Newfoundland education, including changes to the denominational system. The Anglicans, United Church, Salvation Army, and Presbyterians fully integrated their educational services. Religious leaders like Bishop Robert Seaborn, and leading educators such as Cec Roebothan, and John Acreman, were particularly important in that process.
Other structural reforms, including the reorganization of the Department of Education along functional lines, the elimination of literally hundreds of small school boards (we had 270 school boards in 1964), and the further consolidation of schools, were prompted by the work of the 1960s Royal Commission. The primary goal of that Report was to provide greater equality of educational opportunity, particularly for students in rural areas of the Province, and to make more efficient use of our scarce financial resources.
A word about the politics of the times. Premier Smallwood was very passionate about the importance of education, not only for personal development, but also to address social problems and promote economic growth and development. He firmly believed that the real hope of Newfoundland lay in education. Later in life, he described his accomplishments in education, particularly the establishment of Memorial University, as his second most important legacy.
I believe that the Government brought about a virtual transformation of our educational system during the 1960s. Somewhat ironically, Mr. Smallwood later became a victim of the revolution in education over which he presided. The new generation of educated voters became a major force in his political demise.
Part 2...
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