||Volume 19, Number 3, Nov./Dec. 2006
70 years ago
It is often argued in British Columbia that while elementary education should be free, high school education should, to a large extent, be paid for in fees by those who benefit from it. The fundamental fallacy in the fee-paying proposal is that it is society in the wider sense and the organized State more concretely, which benefits from education in all its stages. If this is not so there is no justification for a public system of schools at all. Advocacy of fees implies a complete non-understanding of the social function of education.
– November 1936, The BC Teacher
50 years ago
It has been suggested that the teaching profession has rejected merit rating far too casually; that even if it is sincere in the belief that its opposition to the principle is well founded it should be prepared to "study" the problem objectively. The Federation has looked deeply into merit rating. All the available literature on the subject has been carefully read, a great many research studies have been examined, and the relatively few existing schemes closely scrutinized. The conclusion that a full-scale study of merit rating would be futile was inescapable.
– November 1956, The BC Teacher
30 years ago
Initially many principals scoffed at the idea of staff committees. Teachers, however, smarting under the discipline of a few autocratic principals, and provoked by decisions that affected them but into which they had no input, embraced the new concept. Many principals have considered the BCTF policy on collegiality and staff committees to be an invitation to confrontation. They feel betrayed by their own organization. Others have embraced the concept, and have committed themselves to sharing decision-making. Some completely—others only as a means of self-preservation.
– Nov./Dec. 1976, The BC Teacher
10 years ago
Over the past six years, elementary schools–much more so than secondary schools–have been inundated with a host of new programs, curriculum alterations, and policy changes. While many changes are worthwhile and welcomed, their cumulative effect has left elementary school parents, teachers, and principals dazed and bewildered. Elementary school teachers in the past have demonstrated tremendous flexibility and resiliency in meeting the diverse and changing needs of their students. Let’s not push our luck by adding to the workload.
– Nov./Dec. 1996, Teacher newsmagazine
Chris Bocking, Keating Elementary School, Saanich