INTRODUCTORY



  Developments Leading to the Survey.- Everywhere on the North American Continent today and particularly in those sections where economic and civic life is most dynamic, there is a deep seated public feeling that educational institutions have not kept pace, with the rapidly advancing life of modern civilization.  North America, it is shown, has long ago passed through  its period of  pioneering; the middle stage of exploitation and wastefulness of natural resources is now beginning to yield to organised, efficient, industrial life; but the schools, it is argued, have been slow to respond to changing national life. To meet .these demands educators have hastened to add new subjects to the old  curriculum, in many instances eliminating much of the old time-honoured subject matter to make place for the new.   This endeavour to meet public sentiment has been based more upon personal assumption than upon critical knowledge. The results have been unfortunate. More recently, however, the whole educational system is being subjected to careful scientific study, or "survey," as the basis for reorganisation. .
    Saskatchewan, in common with the other prairie provinces of Canada, is dominated by people of progressive type-forward looking people, who have shown a striking determination to escape the hindering influence of back-eastern conservatism by taking action before their educational institutions shall become afflicted with inertness resulting in failure to respond to the changing life of their democratic civilisation The present educational survey of the Province is a natural result of this deep undercurrent of public sentiment, which first found expression at the hands of thoughtful Educationists and other leaders in the form of public propaganda through the press and on the rostrum. It is needless to go into details. Suffice it, that the first definite step leading to the present study was taken on June 22, 1915, when the Hon. Walter Scott, Premier and Minister of Education, made his epochal address on, the pending Bill respecting Schools. The speaker emphasised, in the course of his pronouncement, that "the time was rapidly approaching, if it were not already here, when the system itself should be radically changed, with the purpose of procuring for the children of Saskatchewan a better education and an education of greater service and utility to meet the conditions of the chief industry in the Province, which is agriculture”.  The Premier's address met with approval from Hon. W. B. Willoughby, KC., the leader of the Opposition, who further expressed a conviction that "the school system must be absolutely and entirely divorced from all politics and separated from all party influence." He further pledged "the support of his party in such changes as those proposed by the Premier, endorsing the idea that it is a matter in which the whole body of citizens in the Province, should unite so that the real needs would be rendered evident And adequate reforms could be secured."
The invitation of the Premier for co-operation in the improve- ment of the educational system became a challenge to the Common-

 


wealth which, was accepted in the spirit in which it was given. The public press gave wide publicity to the movement and threw its columns open to discussion of educational reform. Teachers' associations, Inspector’s conventions, church courts, grain growers’ meetings, medical councils, and similar organizations made school improvement a fruitful topic at all their meetings of the years.  Finally, in September, 1915, a number of representatIve cItIzens organised the Saskatchewan Public Education League, which had for its purpose to promote the educational aims outlined by the Government. This League became a forum for the expression of public opinion, which in time crystallised public sentiment in favour of the survey. To give the propaganda cosmopolitan character, Premier Scott declared June, 30, 1916, a public holiday on which to bring the matter of educational reform' conspicuously before the people. The rallies on this day, although not so numerous as had been anticipated, also helped to mould public sentiment. ' " ' ,

     The accession to office of the Hon. W.M. Martin as Premier and Minister of Education, as Mr. Scott's successor, gave further direction to the educational reforms so conspicuously begun. Mr. Martin began active service by advocating effective school measures, several of which have been enacted into law. Meanwhile the idea of a province-wide educational survey was taking form. The Saskatchewan., Public Education League early memorialised the new Premier on the subject of education and urged among other things "that a small and dis- interested Commission should be appointed to conduct, a systematical and efficient research and survey " of certain phases of school education set forth in the, memorial. Similar action was taken by the Annual Convention of School Trustees, who went on record in favour of the survey. As late as April 13, 1917, the School Inspectors of the Province passed resolutions recommending important changes in the present school system. These memorials and resolutions determined the Government to take action on an educational survey of the Province.,

     The Order in Council of June 7, 1917.-The Government made definite provision for the educational survey by Order in Council as follows:' ,
, .
  

   The Executive council has had under consideration a report a from the Minister of Education, dated June 6, 1917, stating that it has been deemed advisable that a survey of educational conditions in the Province of Saskatchewan be made with special reference to rural schools the same to be conducted by an entirely disinterested expert from without the Province.
  

    "The Minister further states that Mr. H., W. Foght, Specialist in Rural School Practice, Bureau of Education; Washington, D.O., has expressed his willingness to undertake the work of making the said survey.
  

        Upon consideration of the foregoing report and on the recommendation of the Minister of Education, the Executive Council advises that Mr. H.W. Foght be appointed to conduct the aforesaid survey.
    

 The active field work .on the survey was accordingly begun the first week in August. 1917, and continued till the first of November.


     Method of procedure.- This is probably the first instance on record of a Government extending an invitation to a citizen in the employ of another country to direct the study of its school system. In making its choice: the Government was prompted by a desire to get a wholly unbiased statement' of educational conditions " such as the outsider can most easily give. The present survey, so cheerfully undertaken, is in no sense of the word an investigation; for investigations are necessarily based on the assumption of some sort of misfeasance or malfeasance. It is instead a sympathetic inquiry into the schools of the people as the schools actually exist. Suggestions for enlargement and redirection are made throughout. Such specific recommendations for improvement have been made as seemed desirable in the light of the industrial and social needs of the people. Careful study was made of the physical and, racial backgrounds of the Commonwealth to determine its educational needs. A general review of the existing educational system was next made. This was followed by a detailed analysis of' the essential factors in the system, together with suggestions and specific recommendations for improvement.  As a last step the recommendations were summarised to make them easily accessible. " ,
    

The task of collecting the great amount of necessary data was lightened materially through the assistance of the staff in the Department of Education and by liberal use of its well-kept files and records.,
Separate questionnaires were likewise addressed to all rural village, town and city teachers, principals, city, superintendents and provincial inspectors. Much of the mass of materials resulting from this inquiry appears in tabulated form or as graphic representation in the body of the report or in the appendix.

     A careful study was likewise made of the normal schools in, order to ascertain what facilities are available for training the teaching staff. Perhaps the most satisfactory information was obtained through personal study of typical schools. These included public elementary schools and separate schools, high schools and collegiate institutes. Particularly was much time devoted to study on the ground in the rural districts in nearly one-half of the inspectorates.

   As will appear from the Body of the report, the data thus collected have been Compared with data of similar conditions in other provinces and countries not to flatter or to find fault but to give emphasis, to outstanding weakness or excellence in the schools.
     The Survey Centered About the Determining Factors in the System. - It has not been the purpose to make a microscopic study of the educational system, or to attempt to transform this system into something new. Such an undertaking would have been unwise in the extreme and, as a matter of fact, does not come within the province of an educational survey. The final reorganisation of the schools must be accomplished by the strong educationists within the Province who are devoting their lives to education here. No outsider, or group of outsiders, can hope to accomplish such a thing as this. The survey has accordingly centered its efforts definitely around the determining factors, or leading threads of the system.  These have been held clearly in mind, throughout the discussion. The.determining factors may be stated thus:

(l)  The people of the Province have failed to use the schools as fully as they should have done;      
(2)  The prevailing system of school,organisation and administration in rural districts particu1arly, is no longer adequate for modern uses …….. .
(3) Abnormal opportunities in other occupations and other causes have conspired to make it difficult to train and. keep in the
profession an adequate number of well - prepared teachers
(4) The courses of study in elementary and secondary schools do
not. in all respects meet the demamds of, a democratic people occupied with the conquest of a great agricultural country;
.(5) The schools in their internal organisation are planned less for, the normal child than for the exceptional child, and offer slight opportunity for individual aptness and inititative.      
(6) The system of examinations in use is a questionable norm
of the average pupil's scholarship, ability, maturity and fitness
 for advancement;         '
(7) Bodily health and hygienic conditions in the schools, so essential
to effective study, have received little attention in the
daily: teaching and are largely disregarded in the physical  equipment of the schools ; ,
(8) The schools, while liberally maintained, must receive even
larger support in order that commensurate returns' may be
obtained on the school investment.

     Special Acknowledgment.-The Director of the Survey early ,associated with himself as assistant in special phases of the study Mr. , W.Carson Ryan, jr., of the United States Bureau. of Education,. who devoted his time, in the main, to town and village school systems, established secondary schools, theexamination. problems, and vocational education. Valuable assistance was freely given.by the Minister and Department of Education, the Department of Agriculture, ,and the Department of.Municipal Affairs. Special acknowledgment is due Mr. R.. F. Blacklock,. Acting Deputy Minister of Education, for his tireless, assistance, ,Dr. M. M. Seymour, Commissioner of Public Health; who directed the provincial health examination, Mr. John Hawkes, Provincial Librarian ,for valuable documentary information, to the officers and members  of the Saskatchewan Public Education League for valuable advice and constant co-operation, the medical practitioners, who assisted in the health inspection, the :staffs of the two Normal Schools for their sympathetic attitude and and help, and finally, the Provincial Inspectors, without whose assistance much of this work would have been impossible.

HAROLD W. FOGHT, ,
 Director

Washington,D;C. January 20, 1918.,