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To meet the needs of an increasing industrialized Canadian society in the late 1930s the elementary curriculum was revised This essay will explore the changes BC curriculum endured as a result of the progressive movement within the Greater Victoria area by way of the Greater Victoria Survey of Schools of 1937-38 and the Curriculum Guide The New Programme of Studies 1936-7 The new system is commonly known as progressive education or the new education Jean Barman describes new education as embodying a commitment to a child-centered relatively unstructured curriculum allowing considerable freedom of choice to pupil and teacher alike the expression of humane egalitarian democratic philosophy of education The modern curriculum was an attempt to move away from the emphasis of memorization facts formalism and unrelated or irrelevant material within the classroom John Dewey an educational philosopher can be held accountable for the radical outlook on education in the early 1900s Dewey believed there was a theoretical gap between child-centered and subject centered curriculum This gap was a failure to recognize interaction between child and curriculum Individual difference child reaction and interest were vital aspect of education that had been overlooked by traditional curricula The refreshed program was intended to meet the childs physical moral emotional and intellectual needs through a variety of revisions within the curriculum Before browsing through the heart of the new curriculum it is important to familiarize oneself in the parturition of progressive education before an appreciation for the impact the revisions had within the education system Pressure from British Columbia Teachers Federation initiated a formal inquiry by the government to investigate the devastating situation of rural schools Lack of facilities supplies financial instability remote locations incompetent teachers sporadic attendance and severe weather hampered pupils progress in rural locations Rural schools could not accommodate students adequately in basic education and therefore were lacking equal academic levels as their urban counterparts which concerned educators Complaints from rural teachers and
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