Writings on Imperialism and Internationalism

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Tools Request permission Export citation Add to favorites Track citation. But because of economic and social conditions, we the white people of thiscountry insist on the right to say we will conserve this country for our own race. King was sensitive to such issues. He had traveledin the Orient, and in visited the province, hearing about and seeing first hand many overlappingproblems between labour, economic competitiveness, and immigration. However, during the technicaleducation debate King framed the Yellow Peril issue not as an immigration problem posing an economicthreat.

Thesis, , ii, andpassim. His solution in facing this destined competition and conflict withthe East was based on two primary things--one was a theologically and morally based internationaloutlook, the other a practical educational solution. The international outlook he believed was necessaryfirst, based on Christian missionary values. This image combined a socially transformative internationalismwith a Christian sense of ethical obligation, towards social reform in other countries.

He had strong links to business. He consulted for, and was paid well by, major corporationsand had a close personal relationship with the U. Rockefeller family whose foundation helped fmance Debates, op. There he laid outsome assumptions about potential links between education and both industrial and internationalrelations. When the common sense ofmost shall hold a fretful realm in aweAnd the whole wide world shall slumber wrapt in universal law.

Liberal internationalism: peace, war and democracy

He saw this as asocial and spiritual, as well as an intellectual or educational challenge. He believed education was critical in the building of a new industrial andinternational order. Thid, Ibid, The Commission was launchedeventually with support in government, from the many interest groups which had lobbied for technicaleducation, and after achieving approval from the provinces.

King circulated a memorandum on May 28, stating thatindustrial efficiency is all important to the development of the Dominion and thepromotion of the home and foreign trade of Canada in competition with other nationsand can best be promoted in Canada by the adoption of the most advanced systems andmethods of industrial training and technical education Its terms of reference were simple, divided equally betweeninvestigating the issue by gathering information in Canada and abroad.

Writings on Imperialism and Internationalism (Routledge Revivals)

Act of , McBridesaw potential social and economic benefits to British Columbia overriding federal interference inCommission on Industrial Training and Technical Education. Speaking atthe Canadian Club he linked this work with his role in the Conservation Commission establishedearlier.

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The Commission devoted an entire chapter to discussing concepts and practical types of technicaleducation. In addition, to these they discussed agricultural and rural education,commercial education, and others focusing with more detailed categorical breakdowns. Commission Report, op. It was also a matter of nationalprestige, identity and self-confidence as Canada was beginning to assert control over its own affairs athome and abroad.

As it arguedself-governing peoples grow ever stronger when they are animated by some dominantpurpose to maintain their ideals by further achievement. The reputation of Canada is amatter of concern; its character is of much greater consequence. Its place of honour,influence and power among nations is worth caring for This was not just a response to progress andcompetition, but a method of outright international economic warfare.

As the final report stressedit is generally admitted that if Canada is to hold her own in the great industrial warfarenow in progress amongst the nations, she must be equipped with the necessary meansfor training her own population to enter the arts and manufactures. The question ofTecimical Education will most likely affect the prosperity of the Dominion Industrial and technical education is to train individuals for that warfare.

Finally, the report also did not indicate the need for criticalreflection, on the idea or assumptions behind technical education. It excluded such activity as part of itsproposed education and training process. Royal Commission Report, op. Whether or not the country is ripe for theintroduction of different forms of technical education.. Other factors came into play as well. In small measures, at least, the British Columbia educationsystem had already responded to perceived needs for more practical education.

Three major influencescoincided to stimulate actual reforms.

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See also Cook, op. Banfield, Chairman of the Vancouver School Board, compared local progresswith other nations suggesting the Commission would force them to catch up. As he believed in the visit of the Commission will tend towards bringing the public more in sympathywith this part of our work, and will eventually force our hands, so that very soon we willhave in our midst Technical Education, as it is known in Germany, England, and theUnited States. Sandison, ed. Kyle has said, to their system of education. The only way that such a fortunate position can be maintainedis to effectively train the men who are engaged in the work of production.

The trainedmind is understood to be the greatest producing agent in the world, and it is fromschools of technology that trained producers must come. For this reason the Departmentof Education does not intend to lag behind in making preparations for the industrialrace. In a commercial education course began at King Edward Highleading to program revisions, and additional courses there and at other schools.

As Vancouver continues to grow and become a great commercial port, weshould be fitting the boys to take their places right up in front. San Francisco controlledthe commerce to the south of her by the employment of those able to speak Spanish. The trade between China and Japan and the Pacific ports is already of large proportions,but only trifling compared to what it will be. At the present time the advantage isaltogether with the Chinese and Japanese who can speak their own and the Englishlanguage and who are even employed by their own courts and in Royal Commissions toact as interpreters, and in doing so are enabled to give the answers any desiredcomplexion.

I believe to obtain the advantage and maintain our supremacy that weshould teach these Oriental languages and characters in our Commercial course, andtrain a body of young men who would prove a valuable asset to Canada in establishingthe commercial relations between Vancouver and the Orient, because there must be agreat opening for young men here in this connection. Ironically, though, despite this stated desireto learn more about such cultures, the Board next year congratulated itself on progress over the previoustwo years towards racially segregating white and Oriental students in schools.

The remark is no less significant when applied to adomestic policy such as technical education. In conclusion this chapter has demonstrated how a transition from imperialism tointernationalism began in British Columbia from to The League of Empire, ImperialEducation Conferences, Rhodes scholarships, cadet training, and changes in textbooks illustrate atransition. The relationship between imperialism, nationalism, internationalism, and education wascomplex, so that this was not a simple, linear development.

Granatstein, ed. Reasons for such diverse developments began with the decline of imperial influence, and theconsequent need for imperial education to support Empire unity and survival.

An Alternative Imperialism: Isabella Tod, Internationalist and ‘Good Liberal Unionist’

The public caine to supportnational and provincial development through education for international competitiveness. Altruisticdesires for world peace and international cooperation also contributed. The new and diverse educationalinnovations were based on to some extent conflicting motives.

The BCTF, almostimmediately after its founding, accepted the need for a competitive internationalism. It used internationalcomparisons to argue the need for technical education and industrial training, as well as otheradministrative and curricular innovations. The BCTF also emphasized a new socially transformativeinternationalism supporting post-war peace, democracy and socio-economic reconstruction. It called fornew public and student attitudes believed to prevent further war and build a better world, and for newforms of education and curricula to assist them.

The BCTF developed many of its ideas and programmesthrough international comparisons and borrowing, and personal relationships with individuals andorganizations from other countries.

It continued supporting ideas and programmes such as technicaleducation for international competitiveness, and that is touched on briefly here. However, this chapteremphasizes a new element, the BCTFs role in promoting a new post-war socially transformativeinternationalism associated with faith in the League of Nations. The BCTF either helped shape, or was significantly influenced by, variousinternational education policies and programmes developed through international relationships.