Hist 3510
Tracy Penny Light
November 5th, 2017
Reading Analysis Week 9
It seems as if the world war 2 was hard for everyone but more in particular families in Canada. But with this problem in the families it created a big problem in the schooling system. As it has been shown in the articles “Cadets, Curfews, and Compulsory Schooling: Mobilizing Anglophone Children in WWII Montreal” , “The Education of Japanese Children in the British Columbia Interior Housing Settlements during World War Two” and “Disciplining Children Parents: The Nature and Meaning of Advice to Canadian Parents, 1945-1955”.
As it was shown in all three article the problem started with the families. With the war taking away male figures in the families made children act out, but with this there was also no other parental figures around enough to discipline the children for their bad behaviours. As stated in the article “Cadets, Curfews, and Compulsory Schooling” it showed that so many children decided to act out in horrible ways which eventually resulted in bringing in the law to stop them. As they created a curfew to control the children, this helped mothers who had to work to support the family control their children a little more. But eventually the Education system also became a way of keeping children out of trouble as it was almost a babysitting system.
But with sending more students to school this became a problem for the teachers, as it was hard to find people to be able to teach everyone. It was even more difficult when more people had to come to Canada like the Japanese and many other immigrants. It was mentioned in “The Education of Japanese Children…” article that those who came over to Canada wanted an education as well. Unfortunately for them with being a different race this affected their education as there wasn’t the people or facilities to teach them. They got their education but it wasn’t the best as schools were poorly funded buildings, and those teaching them were young and unprepared. The teachers were students who only finished school to a certain grade and were put in the classroom to teach with no training. This wasn’t the worst but also wasn’t the best. Eventually more funding became available and there was more training put in but the priority was white Canadian Children. This was because the curriculum was British based and focused mainly on the British and Canadian education. The children although were baby sat at school still choose to act out.
This problem continued on until after the war as it was stated “Discipling Children, Discipling Parents”. Although this problem wasn’t just within the children but it was in their parents as well. It was shown that the children acted this way because of the parenting that was being done. The parents weren’t disciplining their children so the kids felt they could act out in any way. But they learned that the needed to “discipline” the parents in order to get the message across that this was not acceptable for anyone. It was the the war was over and things had to go back to normal, families needed to act in the manner that they did before the war.
But this just goes to show that schooling and education is always important, as even in a crisis school is what put structure into some people’s lives especially the children. Even teaching the basics continuously can make it so people realize that life can be normal in a time of a crisis creating the comfort for those who are uncertain about what is going to happen.
Bibliography
Myers, Tamara and Mary Anne Poutanen. “Cadets, Curfews, and Compulsory Schooling: Mobilizing Anglophone Children in WWII Montreal.” Histoire Sociale 38, no.76 (2005): 367-398.
Roy, Patricia E. “The Education of Japanese Children in the British Columbia Interior Housing Settlements during World War Two,” Historical Studies in Education, 4, 2 (1992): 211-231.
Gleason, Mona. “Disciplining Children, Disciplining Parents: The Nature and Meaning of Advice to Canadian Parents, 1945-1955,” in Sara Burke and Patrice Milewski (Eds.), Schooling in Transition: Readings in the Canadian History of Education, Toronto: University of Toronto Press, 2012: 357-375.