By John Calam
Alex Lord, a pioneer inspector of rural BC colleges stocks in those reminiscences his reports in a province slightly out of the degree trainer period. vacationing via huge northern territory, using unreliable transportation, and enduring climatic extremes, Lord grew to become accustomed to the aspirations of distant groups and their religion within the humanizing results of tiny assisted faculties. En direction, he played in resolute but creative type the supervisory features of a best executive educator, constructing an academic philosophy of his personal in accordance with an figuring out of the provincial geography, a reverence for citizenship, and a piece ethic tuned to problem and accomplishment.
Although no longer accomplished, those memoires invite the reader to adventure the British Columbia that Alex Lord knew. via his phrases, we suffer the problems of trip during this mountainous province. We meet some of the strange characters who inhabited this final frontier and examine in their hopes, fears, joys, sorrows, and eccentricities. extra rather, we're reminded of the old value of the one-room rural university and its function as an fundamental device of group cohesion.
John Calam has equipped the memoirs in response to the areas by which Lord travelled. He has incorporated in his advent a biography of Alex Lord, a quick description of the British Columbia he knew, a cartoon of its public schooling approach, and an evaluate of where Lord’s writing now occupies between different works on schooling and society.
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Additional resources for Alex Lord's British Columbia: Recollections of a Rural School Inspector, 1915-1936
Two major obstacles impeded settlement. First, large blocks of land had already been sold and were not available for newcomers. Companies in eastern Canada, anticipating that the completion of the railroad would be followed by a substantial increase in land values, bought the best they could procure in the largest blocks possible. They were in no hurry to sell, hoping first for a profit and later that they might at least get their money back. To the provincial government who were the original owner, it was gratifying, until the matter became an election issue in 1916, to receive substantial payments and to place these properties on the tax roll as well, but to the impecunious land seeker it was disheartening to examine a pre-emption map and discover how few quarter sections were available.
Yet those same schools produced good citizens. Today, forty years later [circa 1956], their graduates are influential, respected in their communities for their character, their good sense, and their leadership. They are farmers, business leaders, school trustees, and occasionally members of the legislature. Two or three are doctors, and one is a highly regarded justice of the Supreme Court.
Who 'knew what he wanted and . . intended to get it/ In short, progressive education as a mode of social and economic manipulation seemed the last idea in Lord's mind. Yet, precisely in the manner of the educational progressives Mann describes with such dash, Lord took no exception to the established social, occupational, or industrial workings of early British Columbia. Quite the contrary. He envisaged and clearly approved of a 'great power development programme' which some day will give rise to 'a second Kitimat at Tatlayoko/ in Mann's terms a very 'progressive' vision indeed!